Identifying, Monitoring, and Benchmarking Teacher Retention and Turnover: Guidelines for TIF Grantees

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Finster, Matthew

2015-01-01

Having a well-qualified, effective teacher in every classroom is a cornerstone of current educational reforms. Clearly, retaining these effective teachers is critical to achieving this goal. This brief presents a strategic accountability approach to managing teacher talent retention and turnover. The brief begins with an overview of a strategic…

The Retention of Hispanic/Latino Teachers in Southeastern Rural Elementary Schools

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Rodriguez, Oscar

2017-01-01

This qualitative study reviewed reasons so few Hispanic/Latino teachers remain employed with rural county public elementary schools. The study evaluated issues that present high retention and attrition concerns for Hispanic/Latino teachers in rural schools. In addition, the dissertation offered suggestions on ways to increase the representation of…

On the Outs: Learning Styles, Resistance to Change, and Teacher Retention

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Overbay, Amy; Patterson, Ashley Seaton; Grable, Lisa

2009-01-01

This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers-Briggs…

Grade Retention at Primary School: What the Teachers in Zimbabwe Say

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Muchemwa Stella

2017-03-01

Full Text Available Primary education is the base of all advanced education levels, developments and innovations; it should therefore be meticulously done so as not to disadvantage the learners. In a bid to do it well, those involved in primary education have tried and are still trying strategies that can give the learners maximum advantage, for instance, grade retention and grade promotion. This research aimed at assessing the Zimbabwean primary school teachers’ stance on grade retention. The researcher took the advantage of Block-Release students at Solusi University in April 2016 (these are teachers from all over Zimbabwe and other countries in Africa who come for their degree studies at Solusi University during the holidays to collect data through interviews from a purposive sample of these teachers. Collected data was coded and analyzed descriptively. Findings showed that: 56% of the respondents indicated that retention is taking place at the primary schools where they are teaching but usually on a minimal scale since it is usually done upon parents’ request; 67% of the respondents said that retention is necessary and helpful; retention can be most suitably done at infant grades (1-3; however, the effect of retention on pupils’ performance is not clear due to other factors that affect performance. Findings also showed that the Zimbabwean Government is neither for retention nor grade promotion but for ERI (Early Reading Initiative and PLAP (Performance Lag Address Programme which have been recently introduced.

Teacher Job Satisfaction and Retention in a Suburban Georgia School District

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Thompson, Denise G.

2008-01-01

An investigation of the relationship between job satisfaction and retention among elementary, middle, and high school teachers in a suburban school district in Georgia was addressed in this mixed-methods study. The focus of the study was to determine the level of job satisfaction among the nine subscales of the Teacher Job Satisfaction…

Quality Induction: The Effects of Comprehensive Induction on New Teacher Retention and Job Satisfaction

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Hendricks-Harris, Mary Therese

2012-01-01

This investigation examined the effect of a comprehensive new teacher induction program on teacher retention and job satisfaction in one suburban school district. New teachers are retained at low rates, and districts are spending resources in an attempt to decrease this number. New teacher induction includes supports for new teachers in their…

Hispanic Teachers' Perspective Factors Influencing Job Satisfaction & Retention in Ohio

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Arnold, Tyler German

2017-01-01

The American education system is one in which fewer minorities chose to join the profession according to statistical data. Due to an overwhelming shortage of teachers, school districts are beginning to examine their own teaching ranks and asking what they could do differently in their recruitment and retention of teachers. There are such a…

Superintendents' Views on Financial and Non-Financial Incentives on Teacher Recruitment and Retention

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Kelly, Paul; Tejeda-Delgado, Carmen; Slate, John R.

2008-01-01

In this study, the researchers investigated the perceived relationships of financial and non-financial incentives on teacher recruitment and retention among public school teachers in the State of Texas from the perspective of 98 public school superintendents. Findings revealed that school districts tended to offer teachers' salaries over the state…

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

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Phelan, Patrick M.

2010-01-01

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

Using Multiple Intelligences To Improve Retention in Foreign Language Vocabulary Study.

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Anderson, Virginia B.

The report describes an experiment for increasing retention of foreign language vocabulary by using multiple intelligence approaches and memory enhancement tools. The targeted population was approximately 100 seventh- and eighth-grade Latin students. Student difficulty with vocabulary retention had been ascribed to the teacher's emphasis on…

Why Do They Stay? Elementary Teachers' Perceptions of Job Satisfaction and Retention

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Perrachione, Beverly A.; Rosser, Vicki J.; Petersen, George J.

2008-01-01

The purpose of this study was to identify intrinsic and extrinsic variables that influence teacher job satisfaction and retention. A survey was sent to 300 randomly selected Missouri public elementary school teachers in grades K-5 having 5 or more years of teaching experience. The results from 201 respondents suggest that three intrinsic…

An Assessment of Teacher Retention on Job Security in Private Secondary Schools in Ogun State, Nigeria

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M.F. Faremi

2017-12-01

Full Text Available This study assessed the relationship between teacher retention and job security in private secondary schools in Ogun state, Nigeria. The study assessed ade-quacy in teaching and learning infrastructure, evaluated mode of recruitment of teachers, the factors responsible for high teacher turnover and teachers retention strategies employed in private secondary schools. Descriptive research of the survey design was employed in this study. Data were collected using questionnaire. Multistage sampling technique was used for data collection among 200 teachers including the school principals. Data collected were analyzed with a mixture of descriptive and inferential statistics. Percentages, mean and frequency counts were used to answer the research questions raised while Pearson Moment Correlation Coefficient and t-test analysis were used to test the formulated hypotheses at 0.05 level of significance. The findings from this study revealed that teaching and learning infrastructure were inadequate in most of the schools. It was observed that books, classroom and teachers were very adequate in some of the schools. However, few of the schools had internet facility for knowledge transfer and student exposure to the worldwide web. The study also showed that the proprietors were primarily responsible for staff recruitment although there were instances where formal advertisement for recruitment was made. The study further revealed a significant relationship between teacher retention strategies and job security in private secondary schools in Osun state. The study also showed a significant relationship between teacher turnover and job security in the schools. In addition, the findings showed a significant relationship between teacher turnover and job security in private secondary schools in Osun state. Lastly, the study revealed a significant difference in the mean rate and female teachers' turnover in the selected private secondary schools. Based on the

Generation Y Student-Teachers' Motivational Factors: Retention Implications for K-12 Educational Leaders

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Bontempo, Brian

2010-01-01

Generation Y represents a growing number of student-teachers who will impact the future of educational practice, yet little research has been conducted for this demographic group. The purpose of this mixed-method study was to identify motivational factors of neophyte teachers and the retention implications these findings had on Kindergarten…

Perceptions of Support, Induction, and Intentions by Secondary Science and Mathematics Teachers on Job Retention

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Bond, Sharon C.

2012-01-01

This study was designed to examine the teacher characteristics, workplace factors, and type of induction supports that contribute to the retention of secondary science and mathematics teachers. Using the sample of secondary science and mathematics teachers extracted from the National Center for Educational Statistics (NCES) 2007-2008 Schools and…

Building the Relations of New and Veteran Teachers to Address Retention: An Action Research Study

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Roberts, John-Bernard

2016-01-01

This dissertation analyzed the factors that affected the retention of new teachers in the United States. This action research study was conducted utilizing qualitative data. Qualitative methods were relied upon to investigate perspectives from new and veteran teachers. It was proposed that teachers left the profession due to opportunity cost…

Why Do They Stay: Factors Influencing Teacher Retention in Rural Zimbabwe

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Clifford Gomba

2015-07-01

Full Text Available The attraction and retention of teachers in Zimbabwe is a problem not only unique to Zimbabwean schools, but all over the world. The problem is more pronounced in rural areas where resources are scarce, hence the tendency to repel teachers. Although the problem of teacher turnover is real, there are teachers who have remained in the profession for many years. The aim of the study is to find the factors that have influenced teachers to remain in teaching in rural Zimbabwe. Participants (n = 6 in the study were all practicing as teachers, having taught in the rural areas for at least ten years. Data was collected through interviews which were audio-taped and transcribed. The results from this basic interpretive qualitative study showed that teachers remained in the profession because of need to support their families, job security, unmarketable, support from colleagues and administration, and self-sacrifice leadership by principals.

Beyond the Labor Market Paradigm: A Social Network Perspective on Teacher Recruitment and Retention

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Baker-Doyle, Kira

2010-01-01

This article identifies limits of the dominant labor market perspective (LMP) in research on teacher recruitment and retention and describes how research that incorporates a social network perspective (SNP) can contribute to the knowledge base and development of teacher education, staffing, and professional development approaches. A discussion of…

True Grit: Trait-level Perseverance and Passion for Long-term Goals Predicts Effectiveness and Retention among Novice Teachers.

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Robertson-Kraft, Claire; Duckworth, Angela Lee

2014-01-01

Surprisingly little progress has been made in linking teacher effectiveness and retention to factors observable at the time of hire. The rigors of teaching, particularly in low-income school districts, suggest the importance of personal qualities that have so far been difficult to measure objectively. In this study, we examine the predictive validity of personal qualities not typically collected by school districts during the hiring process. Specifically, we use a psychological framework to explore how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers' effectiveness and retention. In two prospective, longitudinal samples of novice teachers assigned to schools in low-income districts (N = 154 and N = 307, respectively), raters blind to outcomes followed a 7-point rubric to rate grit from information on college activities and work experience extracted from teachers' résumés. We used independent-samples t-tests and binary logistic regression models to predict teacher effectiveness and retention from these grit ratings as well as from other information (e.g., SAT scores, college GPA, interview ratings of leadership potential) available at the time of hire. Grittier teachers outperformed their less gritty colleagues and were less likely to leave their classrooms mid-year. Notably, no other variables in our analysis predicted either effectiveness or retention. These findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession. In addition to informing policy decisions surrounding teacher recruitment and development, this investigation highlights the potential of a psychological framework to explain why some individuals are more successful than others in meeting the rigorous demands of teaching.

Effects of Mentoring Programs on New Teacher Retention: A Literature Review

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Waterman, Sheryn; He, Ye

2011-01-01

Building upon previous literature reviews, this article highlights research and evaluation efforts regarding the effectiveness of mentoring programs for new teacher retention in the USA since 2005. Through the analysis of various mentoring program components, different research methods used, and major findings from these studies, we discuss the…

Alternative-Specific and Case-Specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention: A Discrete Choice Experiment

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Abd-El-Hafez, Alaa Karem

2015-01-01

Teacher retention is a concern in all educational sectors in America. It is of special importance to Islamic schools, which tend to lack the resources necessary in recruiting and training new teachers. This dissertation addressed this problem in full-time Islamic schools in New York State by conducting a discrete choice experiment, which reflects…

Perceptions of Support, Induction, and Intentions by Secondary Science and Mathematics Teachers on Job Retention

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Bond, Sharon C.

This study was designed to examine the teacher characteristics, workplace factors, and type of induction supports that contribute to the retention of secondary science and mathematics teachers. Using the sample of secondary science and mathematics teachers extracted from the National Center for Educational Statistics (NCES) 2007--2008 Schools and Staffing Survey (SASS), research was conducted to analyze teachers' responses relative to induction and support by looking at what teachers valued, what they actually received, and what impacted their decision to remain in the teaching profession. In addition to predisposing characteristics that have been shown to influence retention, the research conceptualized the type of induction to include mentoring, professional development, and administrative supports, and employed logistic regression to estimate the individual and collective effects of these factors on teachers' decisions to stay in the profession. Consistent with many areas of education, the fields of science and mathematics in North Carolina remain predominantly White (81%) with Blacks holding 14%, while Asians and Native Americans represent less than 5%. The examination of the Schools and Staffing Survey 2007--2008 showed that the primary supports received by beginning teachers were seminars or classes, common planning, mentoring, and communication with principals. Controlling for certain teacher characteristics, research indicated that science and mathematics teachers in North Carolina rated positively many variables related to support, climate, and classroom practices. Primarily, secondary science and mathematics teachers indicated satisfaction in the areas of mentoring, working conditions, and administrative support, and remained in teaching.

Strategies for improving employee retention.

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Verlander, Edward G; Evans, Martin R

2007-03-28

This article proposes a solution to the perennial problem of talent retention in the clinical laboratory. It includes the presentation of 12 strategies that may be used to significantly improve institutional identity formation and establishment of the psychological contract that employees form with laboratory management. Identity formation and psychological contracting are deemed as essential in helping reduce employee turnover and increase retention. The 12 conversational strategies may be used as a set of best practices for all employees, but most importantly for new employees, and should be implemented at the critical moment when employees first join the laboratory. This time is referred to as "retention on-boarding"--the period of induction and laboratory orientation. Retention on-boarding involves a dialogue between employees and management that is focused on the psychological, practical, cultural, and political dimensions of the laboratory. It is placed in the context of the modern clinical laboratory, which is faced with employing and managing Generation X knowledge workers. Specific topics and broad content areas of those conversations are outlined.

Recruitment and Retention of Effective Teachers in Multicultural Classrooms: A Qualitative Study

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Phan, Michael N.

2013-01-01

The purpose of this qualitative exploratory case study was to explore how pre-service training and professional development affected recruitment and retention of effective teachers serving in multicultural classrooms. The research questions under investigation were: (1) what pre-service training did effective educators receive before entering…

Factors Influencing Retention of Gen Y and Non-Gen Y Teachers Working at International Schools in Asia

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Fong, Hoi Wah Benny

2018-01-01

Quantitative studies on international-school teacher retention are few, especially studies that differentiate between Gen Y and non-Gen Y teachers. This article reports on the findings of a study that examined the relationship of job satisfaction factors to the likelihood of contract renewal by international-school teachers. Results from the study…

Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

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Whipp, Joan L.; Geronime, Lara

2017-01-01

Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling,…

"Should I Stay or Should I Go?": Unpacking Teacher Attrition/Retention as an Educational Issue

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Kelchtermans, Geert

2017-01-01

The paper starts from the observation that teacher attrition/retention seems to be a wicked issue: it seems to have strong face validity and a commonsense meaning, but the literature doesn't provide a clear and distinctive definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention…

Teachers’ perceptions of study leave with pay policy and its impact on teacher recruitment, motivation and retention:a case study of Ghana

OpenAIRE

Sosoo, B. (Billy)

2014-01-01

Abstract This research work examined the perceptions’ of teachers towards the study — leave with pay policy and its impact on teacher recruitment, motivation and retention in Ghana. The main purpose of the study is to find out how the studyleave with pay policy is impacting teacher recruitment, motivation and retention in Ghana. The perennial vacant teaching post being created in the Ghana Education Service (GES) on daily b...

Stay or Leave? Factors Influencing the Retention of Teachers of Emotionally Disturbed in Southwestern Virginia

OpenAIRE

Walker, Anthony M.

2010-01-01

Walker Abstract The purpose of this study was to examine if certified special education teachers who instruct emotionally disabled students experience the same barriers to retention when compared to other special educators. Also, this study answered the hypothesis whether significant relationships exists between the variables of staff development, stress and burnout, compensation, student discipline, role conflict, workload, and administrative support and teacher reten...

Relationship between Leadership Behaviors of High School Principals and Teacher Retention in Texas

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Aiken, Debra L.

2010-01-01

The study investigated the relationship between leadership behaviors of high school principals and teacher retention in Texas. A total of 88 Texas high school principals participated in the survey. Leadership behaviors were measured using the Culturally Adapted Leadership for Inspired Business Excellence and Results (CALIBER) Leadership Assessment…

Improved motor sequence retention by motionless listening.

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Lahav, Amir; Katz, Tal; Chess, Roxanne; Saltzman, Elliot

2013-05-01

This study examined the effect of listening to a newly learned musical piece on subsequent motor retention of the piece. Thirty-six non-musicians were trained to play an unfamiliar melody on a piano keyboard. Next, they were randomly assigned to participate in three follow-up listening sessions over 1 week. Subjects who, during their listening sessions, listened to the same initial piece showed significant improvements in motor memory and retention of the piece despite the absence of physical practice. These improvements included increased pitch accuracy, time accuracy, and dynamic intensity of key pressing. Similar improvements, though to a lesser degree, were observed in subjects who, during their listening sessions, were distracted by another task. Control subjects, who after learning the piece had listened to nonmusical sounds, showed impaired motoric retention of the piece at 1 week from the initial acquisition day. These results imply that motor sequences can be established in motor memory without direct access to motor-related information. In addition, the study revealed that the listening-induced improvements did not generalize to the learning of a new musical piece composed of the same notes as the initial piece learned, limiting the effects to musical motor sequences that are already part of the individual's motor repertoire.

Issues Regarding the Retention of Special Education Teachers with a Focus on the Principal's Role

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Rank, Kim

2017-01-01

Recruitment and retention of special education teachers is a growing problem in the education field. According to the National Center for Education Statistics (NCES) from 2014, 50% of special education teachers will leave the education profession during their first five years of teaching. In order to strengthen school teaching teams, knowledgeable…

Actual drawing of histological images improves knowledge retention.

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Balemans, Monique C M; Kooloos, Jan G M; Donders, A Rogier T; Van der Zee, Catharina E E M

2016-01-01

Medical students have to process a large amount of information during the first years of their study, which has to be retained over long periods of nonuse. Therefore, it would be beneficial when knowledge is gained in a way that promotes long-term retention. Paper-and-pencil drawings for the uptake of form-function relationships of basic tissues has been a teaching tool for a long time, but now seems to be redundant with virtual microscopy on computer-screens and printers everywhere. Several studies claimed that, apart from learning from pictures, actual drawing of images significantly improved knowledge retention. However, these studies applied only immediate post-tests. We investigated the effects of actual drawing of histological images, using randomized cross-over design and different retention periods. The first part of the study concerned esophageal and tracheal epithelium, with 384 medical and biomedical sciences students randomly assigned to either the drawing or the nondrawing group. For the second part of the study, concerning heart muscle cells, students from the previous drawing group were now assigned to the nondrawing group and vice versa. One, four, and six weeks after the experimental intervention, the students were given a free recall test and a questionnaire or drawing exercise, to determine the amount of knowledge retention. The data from this study showed that knowledge retention was significantly improved in the drawing groups compared with the nondrawing groups, even after four or six weeks. This suggests that actual drawing of histological images can be used as a tool to improve long-term knowledge retention. © 2015 American Association of Anatomists.

"In It for the Long Haul": How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools

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Freedman, Sarah Warshauer; Appleman, Deborah

2009-01-01

This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers…

Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City. NBER Working Paper No. 13868

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Rockoff, Jonah E.

2008-01-01

Mentoring has become an extremely popular policy for improving the retention and performance of new teachers, but we know little about its effects on teacher and student outcomes. I study the impact of mentoring in New York City, which adopted a nationally recognized mentoring program in 2004. I use detailed program data to examine the…

Methods to improve patient recruitment and retention in stroke trials

DEFF Research Database (Denmark)

Berge, Eivind; Stapf, Christian; Al-Shahi Salman, Rustam

2016-01-01

Background: The success of randomized-controlled stroke trials is dependent on the recruitment and retention of a sufficient number of patients, but fewer than half of all trials meet their target number of patients. Methods: We performed a search and review of the literature, and conducted...... a survey and workshop among 56 European stroke trialists, to identify barriers, suggest methods to improve recruitment and retention, and make a priority list of interventions that merit further evaluation. Results: The survey and workshop identified a number of barriers to patient recruitment...... and retention, from patients’ incapacity to consent, to handicaps that prevent patients from participation in trial-specific follow-up. Methods to improve recruitment and retention may include simple interventions with individual participants, funding of research networks, and reimbursement of new treatments...

Strategies to improve retention in randomised trials

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Brueton, Valerie C; Tierney, Jayne; Stenning, Sally; Harding, Seeromanie; Meredith, Sarah; Nazareth, Irwin; Rait, Greta

2013-01-01

Background Loss to follow-up from randomised trials can introduce bias and reduce study power, affecting the generalisability, validity and reliability of results. Many strategies are used to reduce loss to follow-up and improve retention but few have been formally evaluated. Objectives To quantify the effect of strategies to improve retention on the proportion of participants retained in randomised trials and to investigate if the effect varied by trial strategy and trial setting. Search methods We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, PreMEDLINE, EMBASE, PsycINFO, DARE, CINAHL, Campbell Collaboration's Social, Psychological, Educational and Criminological Trials Register, and ERIC. We handsearched conference proceedings and publication reference lists for eligible retention trials. We also surveyed all UK Clinical Trials Units to identify further studies. Selection criteria We included eligible retention trials of randomised or quasi-randomised evaluations of strategies to increase retention that were embedded in 'host' randomised trials from all disease areas and healthcare settings. We excluded studies aiming to increase treatment compliance. Data collection and analysis We contacted authors to supplement or confirm data that we had extracted. For retention trials, we recorded data on the method of randomisation, type of strategy evaluated, comparator, primary outcome, planned sample size, numbers randomised and numbers retained. We used risk ratios (RR) to evaluate the effectiveness of the addition of strategies to improve retention. We assessed heterogeneity between trials using the Chi2 and I2 statistics. For main trials that hosted retention trials, we extracted data on disease area, intervention, population, healthcare setting, sequence generation and allocation concealment. Main results We identified 38 eligible retention trials. Included trials evaluated six broad types of strategies to improve retention. These

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

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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.

Key Motivational Factors in the Retention of Three Generations of Public High School Mathematics Teachers

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Pospichal, Wendy

2011-01-01

Purpose: The purpose of this study was to describe and compare the similarities and differences between five key motivational factors: (a) new teacher induction, (b) noninduction mentor support in the early years of teaching, (c) salary and benefits, (d) working conditions, and (e) administrative support influential in retention of employment in…

Leadership Style of Head Teachers of Basic Special Schools as Correlates of Retention of Special Needs Educators in Southern Ghana

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Kumedzro, Felix Kwame; Otube, Nelly; Wamunyi, Chomba; Runo, Mary

2016-01-01

The study aimed at establishing relationship between leadership style of head teachers and retention of special education teachers in Southern Ghana. The study was purely quantitative and utilized descriptive correlation design which allowed the researcher to establish the strength and direction of the relationship between the independent variable…

Web-Based Certification Courses: The Future of Teacher Preparation in Special Education?

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Sun, Ling; Bender, William N.; Fore, Cecil, III

2003-01-01

This article describes development and implementation of the Western Carolina University Teacher Support Program, a multi-component Web-based special education teacher development course. The program is intended to reduce stress and burnout, improve retention, develop problem solving strategies, and improve the effectiveness of teachers.…

Leadership training to improve nurse retention.

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Wallis, Allan; Kennedy, Kathy I

2013-05-01

This paper discusses findings from an evaluation of a training programme designed to promote collaborative, team-based approaches to improve nurse retention within health care organizations. A year-long leadership training programme was designed and implemented to develop effective teams that could address retention challenges in a diverse set of organizations in Colorado ranging from public, private to non-profit. An evaluation, based on a combination of participant observation, group interviews, and the use of standardized tests measuring individual emotional intelligence and team dynamics was conducted to assess the effectiveness of the training programme. What role do the emotional intelligence of individual members and organizational culture play in team effectiveness? Out of five teams participating in the training programme, two performed exceptionally well, one experienced moderate success and two encountered significant problems. Team dynamics were significantly affected by the emotional intelligence of key members holding supervisory positions and by the existing culture and structure of the participating organizations. Team approaches to retention hold promise but require careful development and are most likely to work where organizations have a collaborative problem-solving environment. © 2012 Blackwell Publishing Ltd.

Self-Instructional Module Based on Cognitive Load Theory: A Study on Information Retention among Trainee Teachers

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Ong, Chiek Pin; Tasir, Zaidatun

2015-01-01

The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the…

Incentives, Selection, and Teacher Performance: Evidence from IMPACT

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Dee, Thomas S.; Wyckoff, James

2015-01-01

Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This…

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

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

2016-01-01

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

Organisational interventions for improving wellbeing and reducing work-related stress in teachers.

Science.gov (United States)

Naghieh, Ali; Montgomery, Paul; Bonell, Christopher P; Thompson, Marc; Aber, J Lawrence

2015-04-08

training combined with school-wide coaching support to no intervention. One study with 59 teachers in 43 schools found no significant effects on job-related anxiety (MD -0.25 95% CI -0.61 to 0.11, very low-quality evidence) or depression (MD -0.26 95% CI -0.57 to 0.05, very low-quality evidence) after 24 months. The other study with 77 teachers in 18 schools found no significant effects on the Maslach Burnout Inventory subscales (e.g. emotional exhaustion subscale: MD -0.05 95% CI -0.52 to 0.42, low-quality evidence) or the Teacher Perceived Emotional Ability subscales (e.g. regulating emotions subscale: MD 0.11 95% CI -0.11 to 0.33, low-quality evidence) after six months.Multi-component interventionOne study with 1102 teachers in 34 schools compared a multi-component intervention containing performance bonus, job promotion opportunities and mentoring support to a matched-comparison group consisting of 300 schools. It found moderately higher teacher retention rates (MD 11.50 95% CI 3.25 to 19.75 at 36 months follow-up, very low-quality evidence). However, the authors reported results only from one cohort out of four (eight schools), demonstrating a high risk of reporting bias. We found low-quality evidence that organisational interventions lead to improvements in teacher wellbeing and retention rates. We need further evaluation of the effects of organisational interventions for teacher wellbeing. These studies should follow a complex-interventions framework, use a cluster-randomised design and have large sample sizes.

Improvement of Educational Equity & Teacher Training

Directory of Open Access Journals (Sweden)

María J. Rodríguez

2013-10-01

Full Text Available Educational improvement for equity and professional teacher development are crucial issues concerning the essential right all students have of a good education. Firstly the article proposes a contextual reflection on improvement, some considerations related to well known traditions in the field and particularly the social justice and its relationships and implication for educational politics, curriculum, teaching, teacher and community. Secondly, it claims for the coherence of teacher professional development to educational equity. Different analysis and proposals are outlined related to policies and tasks the public administration should undertake and some dimensions of teacher education are considered attending educational equity criteria. Professional learning communities are described and valued as a hypothetical framework in order to improve equity and teacher education relationships.

Teacher Research as Continuous Process Improvement

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Ellis, Charles; Castle, Kathryn

2010-01-01

Purpose: Teacher research (inquiry) has been characterized as practice improvement, professional development and action research, among numerous names and descriptions. The purpose of this paper is to support the case that teacher research is also a form of quality improvement known as continuous process improvement (CPI).…

Improving Student Retention in Online College Classes: Qualitative Insights from Faculty

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Russo-Gleicher, Rosalie J.

2014-01-01

This article provides qualitative insights into addressing the issue of student retention in online classes in higher education. Semi-structured, in-depth interviews were conducted at random with 16 faculty who teach online courses at a large community college in the Northeast about how to improve online student retention. Qualitative analysis…

An Exploration of Issues in the Attraction and Retention of Teachers to Non-Metropolitan Schools in Western Australia

Science.gov (United States)

Frid, Sandra; Smith, Melanie; Sparrow, Len; Trinidad, Sue

2008-01-01

Recent graduates of pre-service primary/early childhood education programmes completed a written questionnaire to ascertain their teaching locations and professional development needs. Analysis of the data raised important questions concerning the attraction and retention of graduate teachers to non-metropolitan schools, challenging some…

Should I Stay or Should I Go? Factors that Influence the Retention, Turnover, and Attrition of K-12 Music Teachers in the United States

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Gardner, Robert D.

2010-01-01

The purpose of this study was to construct a profile of K-12 music teachers in the United States and develop a model to predict their retention, turnover, and attrition. Responses to the "Schools and Staffing Survey" from 47,857 K-12 public and private school teachers, including 1,903 music teachers, were analyzed using comparative…

Deal or No Deal: using games to improve student learning, retention and decision-making

Science.gov (United States)

Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-03-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve learned retention with meaningful repetition. In this case study, we investigate using an online version of the television game show, 'Deal or No Deal', to enhance student understanding and retention by playing the game to learn expected value in an introductory statistics course, and to foster development of critical thinking skills necessary to succeed in the modern business environment. Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students' performance.

Improving student retention in computer engineering technology

Science.gov (United States)

Pierozinski, Russell Ivan

The purpose of this research project was to improve student retention in the Computer Engineering Technology program at the Northern Alberta Institute of Technology by reducing the number of dropouts and increasing the graduation rate. This action research project utilized a mixed methods approach of a survey and face-to-face interviews. The participants were male and female, with a large majority ranging from 18 to 21 years of age. The research found that participants recognized their skills and capability, but their capacity to remain in the program was dependent on understanding and meeting the demanding pace and rigour of the program. The participants recognized that curriculum delivery along with instructor-student interaction had an impact on student retention. To be successful in the program, students required support in four domains: academic, learning management, career, and social.

Principal’s Leadership in Improving Teacher Discipline

Directory of Open Access Journals (Sweden)

Out Chanthea

2014-06-01

Full Text Available The purpose of this study is to understand  Principal’s Leadership in Improving Teacher Discipline and it is investigated under the focus: (1 factors needed by principals to influence teacher discipline effectively, (2 techniques are used by headmaster to improve teacher discipline, (3 the process of teacher motivation in improving the discipline, (4 the reward and punishment systems applied by the principal to improving teacher discipline, and (5 the process of monitoring the implementation of teacher discipline. This research used a qualitative approach with a case-study design. Data collection techniques which were applied are: (1 in-depth interview, (2 ob-servation, and (3 documentation. The results of this study are presented as followings. (1 Factors needed by principal to influence teacher discipline effectively are: a education background, b work experience, c a positive model, d awareness of the role and responsibility as a school leader, e professional character. (2 Techniques used by headmaster to apply teacher discipline are: a reminding, b discussion, c meeting, d evaluation, e communication f the letter, and g the reward and punish-ment. (3 The process of teacher motivation in improving the discipline are: a good involvement and communication,  b training programs, c accepting suggestions/discussion, d  the outbound activity, e getting involved with all school activities, f celebrating all  special holiday, both national and religious holidays, g  staff promotion, and i the bonus salary. (4 the reward and punishment sys-tems applied by the principal to improvee teacher discipline are:  a appraisals,  b a prize and  a cer-tificate of appreciation,  c bonus salary,  d discussion about the problem, warning letters, and dismissing letter, and e salary suspension and salary decreases. (5 The process of monitoring the implementation of teacher discipline are: a management system/organizing structure, and b direct and indirect

Cross-Cultural Adjustment of Native-Speaking English Teachers (NETs) in Hong Kong: A Factor in Attrition and Retention

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Chu, Chau Kan; Morrison, Keith

2011-01-01

This paper argues that, despite government support in financial and contractual matters, ongoing problems of retention of Native-speaking English Teachers (NETs) in Hong Kong stem, in part, from problems of cross-cultural adjustment. The paper reports a small-scale qualitative investigation into the experiences of NETS in Hong Kong and finds…

A Phenomenological Study Investigating Transformative Learning Strategies Implemented by 10 Title I Elementary Principals That Influence Novice Teacher Retention

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Fountain, Tara

2014-01-01

The purpose of this qualitative phenomenological study was to investigate transformative learning strategies implemented by 10 Title I elementary principals that influence novice teacher retention. Data were gathered by individual interviews. Data were analyzed using Creswell's (2013) description of qualitative research as a collection of data…

Teacher Perceptions on Stress and Retention

Science.gov (United States)

Ages, Valarie D.

2011-01-01

Teacher turnover is a costly enterprise for the education profession. Many teachers do not stay in the profession long enough to become experienced in the classroom, which means many students do not have the benefit of learning from an experienced teacher. The conceptual framework of the study was based on Ingersoll's work on teacher turnover.…

Retention of HIV-Positive Adolescents in Care: A Quality Improvement Intervention in Mid-Western Uganda

Directory of Open Access Journals (Sweden)

Jonathan Izudi

2018-01-01

Full Text Available Background. Low retention of HIV-positive adolescents in care is a major problem across HIV programs. Approximately 70% of adolescents were nonretained in care at Katooke Health Center, Mid-Western Uganda. Consequently, a quality improvement (QI project was started to increase retention from 29.3% in May 2016 to 90% in May 2017. Methods. In May 2016, we analyzed data for retention, prioritized gaps with theme-matrix selection, analyzed root causes with fishbone diagram, developed site-specific improvement changes and prioritized with countermeasures matrix, and implemented improvement changes with Plan-Do-Study-Act (PDSA. Identified root causes were missing follow-up strategy, stigma and discrimination, difficult health facility access, and missing scheduled appointments. Interventions tested included generating list of adolescents who missed scheduled appointments, use of mobile phone technology, and linkage of adolescents to nearest health facilities (PDSA 1, Adolescent Only Clinic (PDSA 2, and monthly meetings to address care and treatment challenges (PDSA 3. Results. Retention increased from 17 (29.3% in May 2016 to 60 (96.7% in August 2016 and was maintained above 90% until May 2017 (with exception of February and May 2017 recording 100% retention levels. Conclusion. Context specific, integrated, adolescent-centered interventions implemented using QI significantly improved retention in Mid-Western Uganda.

Peer Mentor Program for the General Chemistry Laboratory Designed to Improve Undergraduate STEM Retention

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Damkaci, Fehmi; Braun, Timothy F.; Gublo, Kristin

2017-01-01

We describe the design and implementation of an undergraduate peer mentor program that can overlay an existing general chemistry laboratory and is designed to improve STEM student retention. For the first four freshman cohorts going through the program, year-to-year retention improved by a four-year average of 20% for students in peer-mentored…

Teacher professionalisation and dropout rates in adult education

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Mariager-Anderson, Kristina

2015-01-01

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

Mobile learning to improve mathematics teachers mathematical competencies

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Hendrayana, A.; Wahyudin

2018-01-01

The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.

Exploring the Effects of Empowerment, Innovation, Professionalism, Conflict, and Participation on Teacher Organizational Commitment

Science.gov (United States)

Holliman, Stephanie Layne

2012-01-01

Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for long-term relationships in…

An Investigation of the Factors That Motivate K-12 Christian School Teachers to Participate in Professional Development and the Relationship to Job Satisfaction and Retention

Science.gov (United States)

Bailey, Bonita Wingfield

2013-01-01

This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field…

Improving Teacher Practice: Experimental Evidence on Individualized Teacher Coaching

Science.gov (United States)

Kraft, Matthew A.; Blazar, David L.

2013-01-01

For over a century, school systems in the U.S. have attempted to improve instructional quality by investing in the education and training of their teachers. Today, over 90% of teachers report participating in some form of professional development (PD). Practitioners have responded to critiques of PD by re-envisioning it in the form of…

Improving Retention and Enrollment Forecasting in Part-Time Programs

Science.gov (United States)

Shapiro, Joel; Bray, Christopher

2011-01-01

This article describes a model that can be used to analyze student enrollment data and can give insights for improving retention of part-time students and refining institutional budgeting and planning efforts. Adult higher-education programs are often challenged in that part-time students take courses less reliably than full-time students. For…

Rural Teachers' Experiences: Lessons for Today.

Science.gov (United States)

Bryan, Betsy

1986-01-01

Compares and contrasts first year teaching experiences of a grandmother (1919) and granddaughter (1980) in small, isolated, rural New Mexico schools. Offers suggestions for improving recruitment and retention of rural teachers in areas of salary, housing conditions, school philosophy and morale, student population, and community life. (NEC)

Improving the retention of child welfare workers by strengthening skills and increasing support for supervisors.

Science.gov (United States)

Renner, Lynette M; Porter, Rebecca L; Preister, Steven

2009-01-01

Increasingly, effective supervision has been found to be critical in the retention of child welfare workers. In 2006 the State of Missouri Children's Division implemented a supervisory strategic plan to concentrate on supervisory training and effectiveness, with the expectation that emphasis on supervision would improve the retention of frontline workers. Using annual responses to the survey of organizational excellence and retention data, this study examines perceptions of child welfare workers and supervisors on three workplace constructs. Analyses support hypotheses that retention of workers improved in the year following the implementation of the supervisory plan, and measures of supervisor effectiveness, team effectiveness, and job satisfaction also increased. Explanations of primary findings are provided and implications for practice and policy are discussed.

Principles of Precision Prevention Science for Improving Recruitment and Retention of Participants.

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Supplee, Lauren H; Parekh, Jenita; Johnson, Makedah

2018-03-12

Precision medicine and precision public health focus on identifying and providing the right intervention to the right population at the right time. Expanding on the concept, precision prevention science could allow the field to examine prevention programs to identify ways to make them more efficient and effective at scale, including addressing issues related to engagement and retention of participants. Research to date on engagement and retention has often focused on demographics and risk factors. The current paper proposes using McCurdy and Daro (Family Relations, 50, 113-121, 2001) model that posits a complex mixture of individual, provider, program, and community-level factors synergistically affect enrollment, engagement, and retention. The paper concludes recommending the use of research-practice partnerships and innovative, rapid cycle methods to design and improve prevention programs related to participant engagement and retention at scale.

Recruitment and Retention Problems in Paradise? Lessons from the Northern Mariana Islands.

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Rude, Harvey; And Others

This paper reports on a study that examined teacher recruitment and retention practices in the Northern Mariana Islands public school system. The study was conducted due to shortages of special education teachers and related services personnel. Based on a review of school district documents on recruitment and retention practices and interviews…

Leadership, Medication Administration, and Knowledge Retention: A Quality Improvement Project

Science.gov (United States)

Treister, Pamela

2017-01-01

A leadership and quality improvement project was undertaken in order to assist undergraduate baccalaureate nursing students in knowledge retention for medication administration during their senior semester in nursing school. Specific changes in curriculum were implemented to assist these undergraduate baccalaureate nursing students at a suburban…

A systematic review of interventions to improve postpartum retention of women in PMTCT and ART care

Science.gov (United States)

Geldsetzer, Pascal; Yapa, H Manisha N; Vaikath, Maria; Ogbuoji, Osondu; Fox, Matthew P; Essajee, Shaffiq M; Negussie, Eyerusalem K; Bärnighausen, Till

2016-01-01

Introduction The World Health Organization recommends lifelong antiretroviral therapy (ART) for all pregnant and breastfeeding women living with HIV. Effective transitioning from maternal and child health to ART services, and long-term retention in ART care postpartum is crucial to the successful implementation of lifelong ART for pregnant women. This systematic review aims to determine which interventions improve (1) retention within prevention of mother-to-child HIV transmission (PMTCT) programmes after birth, (2) transitioning from PMTCT to general ART programmes in the postpartum period, and (3) retention of postpartum women in general ART programmes. Methods We searched Medline, Embase, ISI Web of Knowledge, the regional World Health Organization databases and conference abstracts for data published between 2002 and 2015. The quality of all included studies was assessed using the GRADE criteria. Results and Discussion After screening 8324 records, we identified ten studies for inclusion in this review, all of which were from sub-Saharan Africa except for one from the United Kingdom. Two randomized trials found that phone calls and/or text messages improved early (six to ten weeks) postpartum retention in PMTCT. One cluster-randomized trial and three cohort studies found an inconsistent impact of different levels of integration between antenatal care/PMTCT and ART care on postpartum retention. The inconsistent results of the four identified studies on care integration are likely due to low study quality, and heterogeneity in intervention design and outcome measures. Several randomized trials on postpartum retention in HIV care are currently under way. Conclusions Overall, the evidence base for interventions to improve postpartum retention in HIV care is weak. Nevertheless, there is some evidence that phone-based interventions can improve retention in PMTCT in the first one to three months postpartum. PMID:27118443

Cooking utensil with improved heat retention

Science.gov (United States)

Potter, T.F.; Benson, D.K.; Burch, S.D.

1997-07-01

A cooking utensil with improved heat retention includes an inner pot received within an outer pot and separated in a closely spaced-apart relationship to form a volume or chamber there between. The chamber is evacuated and sealed with foil leaves at the upper edges of the inner and outer pot. The vacuum created between the inner and outer pot, along with the minimum of thermal contact between the inner and outer pot, and the reduced radiative heat transfer due to low emissivity coatings on the inner and outer pot, provide for a highly insulated cooking utensil. Any combination of a plurality of mechanisms for selectively disabling and re-enabling the insulating properties of the pot are provided within the chamber. These mechanisms may include: a hydrogen gas producing and reabsorbing device such as a metal hydride, a plurality of metal contacts which can be adjusted to bridge the gap between the inner and outer pot, and a plurality of bimetallic switches which can selectively bridge the gap between the inner and outer pot. In addition, phase change materials with superior heat retention characteristics may be provided within the cooking utensil. Further, automatic and programmable control of the cooking utensil can be provided through a microprocessor and associated hardware for controlling the vacuum disable/enable mechanisms to automatically cook and save food. 26 figs.

Cooking utensil with improved heat retention

Science.gov (United States)

Potter, Thomas F.; Benson, David K.; Burch, Steven D.

1997-01-01

A cooking utensil with improved heat retention includes an inner pot received within an outer pot and separated in a closely spaced-apart relationship to form a volume or chamber therebetween. The chamber is evacuated and sealed with foil leaves at the upper edges of the inner and outer pot. The vacuum created between the inner and outer pot, along with the minimum of thermal contact between the inner and outer pot, and the reduced radiative heat transfer due to low emissivity coatings on the inner and outer pot, provide for a highly insulated cooking utensil. Any combination of a plurality of mechanisms for selectively disabling and re-enabling the insulating properties of the pot are provided within the chamber. These mechanisms may include: a hydrogen gas producing and reabsorbing device such as a metal hydride, a plurality of metal contacts which can be adjusted to bridge the gap between the inner and outer pot, and a plurality of bimetallic switches which can selectively bridge the gap between the inner and outer pot. In addition, phase change materials with superior heat retention characteristics may be provided within the cooking utensil. Further, automatic and programmable control of the cooking utensil can be provided through a microprocessor and associated hardware for controlling the vacuum disable/enable mechanisms to automatically cook and save food.

Building High-Performing and Improving Education Systems: Teachers. Review

Science.gov (United States)

Slater, Liz

2013-01-01

There is overwhelming evidence that teachers have the most effect on pupil outcomes (closely followed by the quality of leadership). The Organisation for Economic Co-Operation and Development (OECD) concluded that: (1) teachers were central to school improvement; (2) in order to improve the quality and fairness of education, teachers had to be…

Improving the Marine Corps Reserve Infantry Battalion: Manning, Training, Integration, and Retention

National Research Council Canada - National Science Library

Parrish, Ross A

2008-01-01

.... Recognizing that all Marine Corps reserve infantry battalions have deployed at least once in support of the GWOT, further improvements in the manning, training, integration, and retention within...

Teacher coaching supported by formative assessment for improving classroom practices.

Science.gov (United States)

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

2018-06-01

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

Improved Rock Core Sample Break-off, Retention and Ejection System, Phase I

Data.gov (United States)

National Aeronautics and Space Administration — The proposed effort advances the design of an innovative core sampling and acquisition system with improved core break-off, retention and ejection features. The...

Effects of teacher-directed versus student-directed instruction and cues versus no cues for improving spelling performance

OpenAIRE

Gettinger, Maribeth

1985-01-01

The purpose of this study was twofold: to examine the effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to compare the effectiveness of student-directed versus teacher-directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed ins...

Improved Rock Core Sample Break-off, Retention and Ejection System, Phase II

Data.gov (United States)

National Aeronautics and Space Administration — The proposed effort advances the design of an innovative core sampling and acquisition system with improved core break-off, retention and ejection features. Phase 1...

Improvement of cesium retention in uranium dioxide by additional phases

International Nuclear Information System (INIS)

Gamaury Dubois, S.

1995-01-01

The objective of this study is to improve the cesium retention in nuclear fuel. A bibliographic survey indicates that cesium is rapidly released from uranium dioxide in an accident condition. At temperatures higher than 1500 deg C or in oxidising conditions, our experiments show the difficulty of maintaining cesium inside simulated fuel. Two ternary systems are potentially interesting for the retention of cesium and to reduce the kinetics of release from the fuel: Cs 2 O-Al 2 O 3 -SiO 2 et Cs 2 O-ZrO 2 -SO 2 . The compounds CsAISi 2 O 6 and Cs 2 ZrSi 6 O 15 were studied from 1200 deg C to 2000 deg C by thermogravimetric analysis. The volumetric diffusion coefficients of cesium in these structures, in solid state as well as in liquid one, were measured. A fuel was sintered with (Al 2 O 3 + SiO 2 ) or (ZrO 2 + SiO 2 ) and the intergranular phase was characterized. In the presence of (Al 2 O 3 + SiO 2 ), the sintering is realized at 1610 deg C in H 2 . It is a liquid phase sintering. On the other end, with (ZrO 2 + SiO 2 ), the sintering is a low temperature one in oxidising atmosphere. Finally, cesium containing simulated fuels were produced with these additives. According to the effective diffusion coefficients that were measured, the additives improved the retention of cesium. We have predicted the improvement that could be hoped for in a nuclear reactor, depending on the dispersion of the intergranular additives, the temperature and the degree of oxidation of the UO 2+x . We wait for a factor of 2 for x=0 and more than 8 for x=0.05, up to 2000 deg C. (author). 148 refs., 122 figs., 34 tabs

Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition

Science.gov (United States)

Prabjandee, Denchai

2014-01-01

In this study, the author provides a unique perspective on teacher shortage by focusing on teacher retention, in terms of why teachers stay in the teaching profession, rather than focusing on teacher attrition, or why teachers leave the teaching profession. The change in perspective created an opportunity to study the journey of how teachers chose…

School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy

Science.gov (United States)

Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy

2017-01-01

This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three…

An Institutional Model for Improving Student Retention and Success at the University of Pretoria

Directory of Open Access Journals (Sweden)

Nthabiseng Audrey Ogude

2012-03-01

Full Text Available A concerted institutional approach to improving student outcomes resulted in a faculty-based, student-focussed model for student success at the University of Pretoria (UP. The student academic development and excellence model (SADEM, developed by a Steering Committee for student success, employs developmental research and systems theory and targets all years of undergraduate study while prioritising the first year. Underpinned by a systemic metric framework and continuous improvement, interventions comprise institutional and faculty-based projects that target high impact modules and diverse students to improve retention, pass, and throughput rates. Though context specific, it offers solutions to international concerns - lack of a systemic approach; initiatives located in  peripheral units; initiatives located outside academic disciplines and lack of participation by academic staff and a focus on retention of limited student subgroups instead of retention, pass, graduation and throughput rates of all students. The circumstances that led to its development, its key features and application at the UP, ways it can be adapted to other contexts, as well as its limitations and possible future directions are presented.

Group guidance services to improved creativity for teachers

Directory of Open Access Journals (Sweden)

Solihatun Solihatun

2017-11-01

Full Text Available Creativity in the learning process by teachers is very important in order to support the task at school. Teacher creativity allows teachers to apply various learning methods that encourage students' interest to learn from the classroom. Besides, creativity for teachers is needed to support student development. This study aims to determine the level of creativity of teachers through group guidance services. Subjects in this study involved 10 teachers at Gemma Insani Indonesia Depok. Data analysis used a quantitative approach with pre-test and post-test control group of one design. The results show effective group guidance to improve teacher creativity at Gemma Insani Indonesia Depok.

Teacher Compensation and School Quality: New Findings from National and International Data

Science.gov (United States)

Zhang, Zhijuan; Verstegen, Deborah A.; Kim, Hoe Ryoung

2008-01-01

Are teacher salaries related to school quality in terms of student academic achievement and teacher retention? Are teacher salaries important factors influencing teacher job satisfaction? Is teacher job satisfaction related to retention? This research addressed these questions using international and national data. First, the literature will be…

Secrets of Retention

Science.gov (United States)

Poliniak, Susan

2012-01-01

Recruiting students is one thing, but keeping them in a chorus, orchestra, or band is another. Although a music director has no control over some variables, there is much that can be done to help students to stay. Several experts share their advice on retention. One expert said a teacher's own attitude and classroom strategies may be two of the…

Blood Pressure Directed Booster Trainings Improve Intensive Care Unit Provider Retention of Excellent Cardiopulmonary Resuscitation Skills.

Science.gov (United States)

Wolfe, Heather; Maltese, Matthew R; Niles, Dana E; Fischman, Elizabeth; Legkobitova, Veronika; Leffelman, Jessica; Berg, Robert A; Nadkarni, Vinay M; Sutton, Robert M

2015-11-01

Brief, intermittent cardiopulmonary resuscitation (CPR) training sessions, "Booster Trainings," improve CPR skill acquisition and short-term retention. The objective of this study was to incorporate arterial blood pressure (ABP) tracings into Booster Trainings to improve CPR skill retention. We hypothesized that ABP-directed CPR "Booster Trainings" would improve intensive care unit (ICU) provider 3-month retention of excellent CPR skills without need for interval retraining. A CPR manikin creating a realistic relationship between chest compression depth and ABP was used for training/testing. Thirty-six ICU providers were randomized to brief, bedside ABP-directed CPR manikin skill retrainings: (1) Booster Plus (ABP visible during training and testing) versus (2) Booster Alone (ABP visible only during training, not testing) versus (3) control (testing, no intervention). Subjects completed skill tests pretraining (baseline), immediately after training (acquisition), and then retention was assessed at 12 hours, 3 and 6 months. The primary outcome was retention of excellent CPR skills at 3 months. Excellent CPR was defined as systolic blood pressure of 100 mm Hg or higher and compression rate 100 to 120 per minute. Overall, 14 of 24 (58%) participants acquired excellent CPR skills after their initial training (Booster Plus 75% vs 50% Booster Alone, P = 0.21). Adjusted for age, ABP-trained providers were 5.2× more likely to perform excellent CPR after the initial training (95% confidence interval [95% CI], 1.3-21.2; P = 0.02), and to retain these skills at 12 hours (adjusted odds ratio, 4.4; 95% CI, 1.3-14.9; P = 0.018) and 3 months (adjusted odds ratio, 4.1; 95% CI, 1.2-13.9; P = 0.023) when compared to baseline performance. The ABP-directed CPR booster trainings improved ICU provider 3-month retention of excellent CPR skills without the need for interval retraining.

Enhanced Personal Contact With HIV Patients Improves Retention in Primary Care: A Randomized Trial in 6 US HIV Clinics

OpenAIRE

Gardner, Lytt I.; Giordano, Thomas P.; Marks, Gary; Wilson, Tracey E.; Craw, Jason A.; Drainoni, Mari-Lynn; Keruly, Jeanne C.; Rodriguez, Allan E.; Malitz, Faye; Moore, Richard D.; Bradley-Springer, Lucy A.; Holman, Susan; Rose, Charles E.; Girde, Sonali; Sullivan, Meg

2014-01-01

The intervention tested in the Retention in Care Study demonstrated improvement in retention in human immunodeficiency virus care. Enhanced personal contact with or without additional behavioral skills training significantly improved visit constancy and visit adherence over 12 months.

Using Technology and Mentorship to Improve Teacher Pedagogy and Educational Opportunities in Rural Nicaragua

Directory of Open Access Journals (Sweden)

Anni Lindenberg

2016-02-01

Full Text Available This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin American face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc. are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.; however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987. While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006. Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers’ ability to be innovative and grow their practice in four ways: a increased pedagogical knowledge; b opportunities to collaborate and support one another as a community of teachers; c flexibility in adaptation of the intervention model to their specific classroom context; and d use of videos as supportive resources for content knowledge.

Improved Retention of Chest Compression Psychomotor Skills With Brief "Rolling Refresher" Training.

Science.gov (United States)

Niles, Dana E; Nishisaki, Akira; Sutton, Robert M; Elci, Okan U; Meaney, Peter A; OʼConnor, Kathleen A; Leffelman, Jessica; Kramer-Johansen, Jo; Berg, Robert A; Nadkarni, Vinay

2017-08-01

High-quality cardiopulmonary resuscitation (CPR) is critical to improve survival from cardiac arrest. However, cardiopulmonary resuscitation knowledge and psychomotor skill proficiency are transient. We hypothesized that brief, in situ refresher training will improve chest compression (CC) psychomotor skill retention for bedside providers. Nurses completed a baseline skill evaluation of CC quality 6 months after traditional basic life support recertification. Data collected using ResusciAnne with SkillReporter included the following: CC depth, rate, complete release, and correct hand position. Total compliance was defined as 100% CC with depth of 50 mm or greater, rate of 100/min or greater, and more than 90% complete release. After the baseline evaluation, the subjects completed "Rolling Refresher" (RR) CC psychomotor training using audiovisual feedback every 2 to 3 months for 12 months until 30 seconds of CCs fulfilling total compliance criteria was achieved. Chest compression quality evaluations were repeated twice ("RR 6 month" and "RR 12 month" evaluation) after implementation of RR program. Thirty-seven providers enrolled and completed the baseline evaluation. Mean depth was 36.3 (9.7) mm, and 8% met criteria for depth, 35% for rate, and 5% for total compliance. After RRs were implemented, CC quality improved significantly at RR 6-month evaluation: odds ratio for meeting criteria were the following: depth of 35.1 (95% confidence interval = 2.5496, P = 0.009) and total compliance of 22.3 (95% confidence interval = 2.1239, P = 0.010). There was no difference in CC quality at RR 12-month versus RR 6-month evaluation. Retention of CC psychomotor skill quality is limited to 6 months after traditional basic life support recertification. Rolling Refresher CC training can significantly improve retention of CC psychomotor skills. Whether CC skills are improved, maintained, or deteriorate after 12 months of Refresher training and optimal frequency of Refreshers is

Pre-training evaluation and feedback improved skills retention of basic life support in medical students.

Science.gov (United States)

Li, Qi; Zhou, Rong-hua; Liu, Jin; Lin, Jing; Ma, Er-Li; Liang, Peng; Shi, Ting-wei; Fang, Li-qun; Xiao, Hong

2013-09-01

Pre-training evaluation and feedback have been shown to improve medical students' skills acquisition of basic life support (BLS) immediately following training. The impact of such training on BLS skills retention is unknown. This study was conducted to investigate effects of pre-training evaluation and feedback on BLS skills retention in medical students. Three hundred and thirty 3rd year medical students were randomized to two groups, the control group (C group) and pre-training evaluation and feedback group (EF group). Each group was subdivided into four subgroups according to the time of retention-test (at 1-, 3-, 6-, 12-month following the initial training). After a 45-min BLS lecture, BLS skills were assessed (pre-training evaluation) in both groups before training. Following this, the C group received 45 min training. 15 min of group feedback corresponding to students' performance in pre-training evaluation was given only in the EF group that was followed by 30 min of BLS training. BLS skills were assessed immediately after training (post-test) and at follow up (retention-test). No skills difference was observed between the two groups in pre-training evaluation. Better skills acquisition was observed in the EF group (85.3 ± 7.3 vs. 68.1 ± 12.2 in C group) at post-test (p<0.001). In all retention-test, better skills retention was observed in each EF subgroup, compared with its paired C subgroup. Pre-training evaluation and feedback improved skills retention in the EF group for 12 months after the initial training, compared with the control group. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

The Legal Context for Teacher Improvement.

Science.gov (United States)

Belsches-Simmons, Grace; Bray, Judith

Teacher improvement programs must comply with federal and state constitutional requirements for due process, equal protection, and freedom of speech, as well as state and federal laws covering collective bargaining, civil rights, and the authority to institute improvement programs. This booklet explores these legal considerations, focusing on…

Improvement in retention of solid fission products in HTGR fuel particles by ceramic kernel additives

International Nuclear Information System (INIS)

Foerthmann, R.; Groos, E.; Gruebmeier, H.

1975-08-01

Increased requirements concerning the retention of long-lived solid fission products in fuel elements for use in advanced High Temperature Gas-cooled Reactors led to the development of coated particles with improved fission product retention of the kernel, which represent an alternative to silicon carbide-coated fuel particles. Two irradiation experiments have shown that the release of strontium, barium, and caesium from pyrocarbon-coated particles can be reduced by orders of magnitude if the oxide kernel contains alumina-silica additives. It was detected by electron microprobe analysis that the improved retention of the mentioned fission products in the fuel kernel is caused by formation of the stable aluminosilicates SrAl 2 Si 2 O 8 , BaAl 2 Si 2 O 8 and CsAlSi 2 O 6 in the additional aluminasilica phase of the kernel. (orig.) [de

The Irreplaceables: Understanding the Real Retention Crisis in America's Urban Schools. Executive Summary

Science.gov (United States)

TNTP, 2012

2012-01-01

Discussions of teacher turnover usually focus on "how many" teachers leave schools each year, without regard for their performance in the classroom. This oversimplification masks the real teacher retention crisis: not only a failure to retain enough teachers, but a failure to retain the "right" teachers. This executive summary presents findings of…

Teacher Demand: Crisis What Crisis?

Science.gov (United States)

See, Beng Huat; Gorard, Stephen; White, Patrick

2004-01-01

This paper is based on two studies of teacher recruitment and retention commissioned by the General Teaching Council of Wales and the ESRC. Using official statistics from a variety of secondary sources, it shows trends over time in teacher numbers in England and Wales, and examines teacher vacancies, pupil-teacher ratios and teacher wastage. It…

Improving subject recruitment, retention, and participation in research through Peplau's theory of interpersonal relations.

Science.gov (United States)

Penckofer, Sue; Byrn, Mary; Mumby, Patricia; Ferrans, Carol Estwing

2011-04-01

Recruitment and retention of persons participating in research is one of the most significant challenges faced by investigators. Although incentives are often used to improve recruitment and retention, evidence suggests that the relationship of the patient to study personnel may be the single, most important factor in subject accrual and continued participation. Peplau's theory of interpersonal relations provides a framework to study the nurse-patient relationship during the research process. In this paper the authors provide a brief summary of research strategies that have been used for the recruitment and retention of subjects and an overview of Peplau's theory of interpersonal relations including its use in research studies. In addition, a discussion of how this theory was used for the successful recruitment and retention of women with type 2 diabetes who participated in a clinical trial using a nurse-delivered psychoeducational intervention for depression is addressed.

Bacterial polyextremotolerant bioemulsifiers from arid soils improve water retention capacity and humidity uptake in sandy soil

KAUST Repository

Raddadi, Noura

2018-05-31

Water stress is a critical issue for plant growth in arid sandy soils. Here, we aimed to select bacteria producing polyextremotolerant surface-active compounds capable of improving water retention and humidity uptake in sandy soils.From Tunisian desert and saline systems, we selected eleven isolates able to highly emulsify different organic solvents. The bioemulsifying activities were stable with 30% NaCl, at 4 and 120 °C and in a pH range 4-12. Applications to a sandy soil of the partially purified surface-active compounds improved soil water retention up to 314.3% compared to untreated soil. Similarly, after 36 h of incubation, the humidity uptake rate of treated sandy soil was up to 607.7% higher than untreated controls.Overall, results revealed that polyextremotolerant bioemulsifiers of bacteria from arid and desert soils represent potential sources to develop new natural soil-wetting agents for improving water retention in arid soils.

Bacterial polyextremotolerant bioemulsifiers from arid soils improve water retention capacity and humidity uptake in sandy soil

KAUST Repository

Raddadi, Noura; Giacomucci, Lucia; Marasco, Ramona; Daffonchio, Daniele; Cherif, Ameur; Fava, Fabio

2018-01-01

Water stress is a critical issue for plant growth in arid sandy soils. Here, we aimed to select bacteria producing polyextremotolerant surface-active compounds capable of improving water retention and humidity uptake in sandy soils.From Tunisian desert and saline systems, we selected eleven isolates able to highly emulsify different organic solvents. The bioemulsifying activities were stable with 30% NaCl, at 4 and 120 °C and in a pH range 4-12. Applications to a sandy soil of the partially purified surface-active compounds improved soil water retention up to 314.3% compared to untreated soil. Similarly, after 36 h of incubation, the humidity uptake rate of treated sandy soil was up to 607.7% higher than untreated controls.Overall, results revealed that polyextremotolerant bioemulsifiers of bacteria from arid and desert soils represent potential sources to develop new natural soil-wetting agents for improving water retention in arid soils.

Bacterial polyextremotolerant bioemulsifiers from arid soils improve water retention capacity and humidity uptake in sandy soil.

Science.gov (United States)

Raddadi, Noura; Giacomucci, Lucia; Marasco, Ramona; Daffonchio, Daniele; Cherif, Ameur; Fava, Fabio

2018-05-31

Water stress is a critical issue for plant growth in arid sandy soils. Here, we aimed to select bacteria producing polyextremotolerant surface-active compounds capable of improving water retention and humidity uptake in sandy soils. From Tunisian desert and saline systems, we selected eleven isolates able to highly emulsify different organic solvents. The bioemulsifying activities were stable with 30% NaCl, at 4 and 120 °C and in a pH range 4-12. Applications to a sandy soil of the partially purified surface-active compounds improved soil water retention up to 314.3% compared to untreated soil. Similarly, after 36 h of incubation, the humidity uptake rate of treated sandy soil was up to 607.7% higher than untreated controls. Overall, results revealed that polyextremotolerant bioemulsifiers of bacteria from arid and desert soils represent potential sources to develop new natural soil-wetting agents for improving water retention in arid soils.

Improvement in retention of solid fission products in HTGR fuel particles by ceramic kernel additives

Energy Technology Data Exchange (ETDEWEB)

Foerthmann, R.; Groos, E.; Gruebmeier, H.

1975-08-15

Increased requirements concerning the retention of long-lived solid fission products in fuel elements for use in advanced High Temperature Gas-cooled Reactors led to the development of coated particles with improved fission product retention which represent an alternative to silicon carbide-coated fuel particles. Two irradiation experiments have shown that the release of strontium, barium, and caesium from pyrocarbon-coated particles can be reduced by orders of magnitude if the oxide kernel contains alumina-silica additives. It was detected by electron microprobe analysis that the improved retention of the mentioned fission products in the fuel kernel is caused by formation of the stable aluminosilicates SrAl₂Si₂O₈, BaAl₂Si₂O₈and CsAlSi₂O₆ in the additional alumina-silica phase of the kernel.

STRATEGIES TO IMPROVE RETENTION OF POSTGRADUATE BUSINESS STUDENTS IN DISTANCE EDUCATION COURSES: An Australian Case

Directory of Open Access Journals (Sweden)

David CARROLL,

2013-01-01

Full Text Available In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of postgraduate business students at a major Australian distance education university. The findings of this study suggest that a range of situational, dispositional and attitudinal factors impact upon student retention on this context, both as enablers of and obstacles to ongoing participation. In many cases, these factors differ to those identified in the existing literature on student retention. Based on these findings, we present a range of strategies designed to improve the retention of postgraduate business students by maximising enabling factors and minimising the impact of any identified obstacles. Limitations of the study and suggestions for further research are also presented.

Improving Student Teachers' Attitudes to Mathematics

Science.gov (United States)

Amato, Solange Amorim

2004-01-01

The research results presented in this paper were part of an action research performed with the aims of improving primary school student teachers (STs)' understanding of, and attitudes to, mathematics. The teaching strategies used to help STs' improve their understanding and attitudes were similar to the ones suggested for their future use in…

A Special Kind of Ambition: The Role of Personality in The Retention of Academically Elite Teachers

Science.gov (United States)

Jones, Brady K.

2018-01-01

Background: Creating greater stability in the teacher labor force and improving teacher quality is an important education policy priority in the United States. While there is a robust literature on the external, environmental reasons teachers stay in or leave the occupation, little is known about the role internal, person-level factors play in…

Using Job Embeddedness to Explain New Teacher Retention

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Watson, Jennifer Moradian; Olson-Buchanan, Julie

2016-01-01

The high turnover rates among teachers, particularly novice teachers, is a significant problem in the field of education. This study examines the relationship between teacher turnover and a construct found in organizational literature--job embeddedness. Job embeddedness is the extent to which an employee connects socially and emotionally to their…

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.…

The 3R study strategy to improve text retention and text comprehension

NARCIS (Netherlands)

Reijners, Pauline; Kester, Liesbeth; Wetzels, Sandra; Kirschner, Paul A.

2013-01-01

Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2013, 27 August). The 3R study strategy to improve text retention and text comprehension. In B. Klein (Chair), Effective Learning Strategies and their Usage in Self-regulated Training Programs and Computer-Based Learning.

Teachers, Time and Work: Findings from the Evaluation of the Transforming the School Workforce Pathfinder Project

Science.gov (United States)

Gunter, Helen; Rayner, Steve; Thomas, Hywel; Fielding, Antony; Butt, Graham; Lance, Ann

2005-01-01

Teacher's work and workload have been major factors in the recruitment, retention and revitalization of the profession. In January 2003 the Department for Education and Skills (DfES) launched a major reform known as remodelling, by which the work-life balance would be improved by freeing teachers up to teach, and using other members of the…

The effect of student-centered and teacher-centered instruction with and without conceptual advocacy on biology students' misconceptions, achievement, attitudes toward science, and cognitive retention

Science.gov (United States)

Gallop, Roger Graham

The purpose of this study was to investigate the effect of student-centered and teacher-centered instructional strategies with and without conceptual advocacy (CA) on ninth-grade biology students' misconceptions (MIS), biology achievement (ACH), attitudes toward science (ATT), and cognitive retention of scientific method and measurement, spontaneous generation, and characteristics of living things. Students were purposively selected using intact classes and assigned to one of four treatment groups (i.e., student-centered instruction without CA, student-centered instruction with CA, teacher-centered instruction with CA, and teacher-centered instruction without CA). A modified quasi-experimental design was used in which students were not matched in the conventional sense but instead, groups were shown to be equivalent on the dependent measure via a pretest. A 5-day treatment implementation period addressed science conceptions under investigation. The treatment period was based on the number of class periods teachers at the target school actually spend teaching the biological concepts under investigation using traditional instruction. At the end of the treatment period, students were posttested using the Concepts in Biology instrument and Science Questionnaire. Eight weeks after the posttest, these instruments were administered again as a delayed posttest to determine cognitive retention of the correct biological conceptions and attitudes toward science. MANCOVA and follow-up univariate ANCOVA results indicated that student-centered instruction without CA (i.e., Group 1) did not have a significant effect on students' MIS, ACH, and ATT (F = .029, p = .8658; F = .002, p =.9688, F = .292, p = .5897, respectively). On the other hand, student-centered instruction with CA (i.e., Group 2) had a significant effect on students' MIS and ACH (F =10.33, p = .0016 and F = 10.17, p = .0017, respectively), but did not on ATT (F = .433, p = .5117). Teacher-centered instruction with

Teacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality

Science.gov (United States)

Koedel, Cory; Podgursky, Michael; Shi, Shishan

2013-01-01

Teacher pension systems concentrate retirements within a narrow range of the career cycle by penalizing individuals who separate too soon or remain employed too long. The penalties result in the retention of some teachers who would otherwise choose to leave, and the premature exit of some teachers who would otherwise choose to stay. We examine the…

Can improving teachers' knowledge of mathematics lead to gains in ...

African Journals Online (AJOL)

It is wellknown that the majority of South African learners achieve extremely poorly in Mathematics. Many claim that one of the causes of this poor attainment is teachers' weak knowledge of mathematics, and propose that improving teachers' mathematical knowledge would improve learner attainment. However, the ...

Teacher Pension Incentives and Labor Market Behavior: Evidence from Missouri Administrative Teacher Data. Conference Paper 2009-11

Science.gov (United States)

Ni, Shawn; Podgursky, Michael; Ehlert, Mark

2009-01-01

Policy discussions about teacher quality and teacher "shortages" often focus on recruitment and retention of young teachers. However, attention has begun to focus on the incentive effects of teacher retirement benefit systems, particularly given their rising costs and the large unfunded liabilities. In this paper we analyze accrual of…

Linking the Teacher Appraisal Process to the School Improvement Plan

Science.gov (United States)

Reddekopp, Therese

2007-01-01

If a school improvement plan includes input from all stakeholders and focuses on data-driven processes that are linked to teacher appraisal, it can be powerful in leading the school toward the common mission of achieving student success. Linking the school improvement plan to the teacher appraisal process creates a system whereby all individuals…

Assessing Performance and Consequence Competence in a Technology-Based Professional Development for Agricultural Science Teachers: An Evaluation of the Lincoln Electric Welding Technology Workshop

Science.gov (United States)

Saucier, P. Ryan; McKim, Billy R.; Muller, Joe E.; Kingman, Douglas M.

2014-01-01

Professional development education for teachers is essential to improving teacher retention, program relevance and effectiveness, and the preparation of fully qualified and highly motivated career and technology educators at all career stages (Doerfert, 2011; Lambeth, Elliot, & Joerger, 2008). Furthermore, it is necessary to link industry…

The Effects of Knowledge Maps on Acquisition and Retention of Visual Arts Concepts in Teacher Education

Directory of Open Access Journals (Sweden)

Paige Vitulli

2014-01-01

Full Text Available This study examined the use of knowledge maps as a tool for teacher education students to increase knowledge acquisition and retention of concepts related to the visual arts design elements: line, color, and shape. Participants were randomly assigned to either the no map or knowledge map group. Three instruments—Student Autobiography, Elements of Design Tests (EDT, and Knowledge Map Questionnaire—were used to collect data. Results revealed significantly higher means on the immediately administered posttest for the elements line and color and the delayed posttest for line map group. Questionnaire responses indicated positive attitudes toward knowledge map use as a study strategy. Specifically, endorsement was reported toward maps’ clarity, effectiveness for learning concepts, and enjoyment of use.

A facility specialist model for improving retention of nursing home staff: results from a randomized, controlled study.

Science.gov (United States)

Pillemer, Karl; Meador, Rhoda; Henderson, Charles; Robison, Julie; Hegeman, Carol; Graham, Edwin; Schultz, Leslie

2008-07-01

This article reports on a randomized, controlled intervention study designed to reduce employee turnover by creating a retention specialist position in nursing homes. We collected data three times over a 1-year period in 30 nursing homes, sampled in stratified random manner from facilities in New York State and Connecticut and randomly assigned to treatment and control conditions. Staff outcomes were measured through certified nursing assistant interviews, and turnover rates were measured over the course of the year. In the intervention condition, a staff member was selected to be the facility retention specialist, who would advocate for and implement programs to improve staff retention and commitment throughout the facility. Retention specialists received an intensive 3-day training in retention leadership and in a number of evidence-based retention programs. Ongoing support was provided throughout the project. Treatment facilities experienced significant declines in turnover rates compared to control facilities. As predicted, we found positive effects on certified nursing assistant assessments of the quality of retention efforts and of care provided in the facility; we did not find effects for job satisfaction or stress. The study provides evidence for the effectiveness of the retention specialist model. Findings from a detailed process evaluation suggest modifications of the program that may increase program effects.

Factors Influencing Stress, Burnout, and Retention of Secondary Teachers

Science.gov (United States)

Fisher, Molly H.

2011-01-01

This study examines the stress, burnout, satisfaction, and preventive coping skills of nearly 400 secondary teachers to determine variables contributing to these major factors influencing teachers. Analysis of Variance (ANOVA) statistics were conducted that found the burnout levels between new and experienced teachers are significantly different,…

Teachers' Intentions to Stay in Teaching: The Role of Values and Knowledge of Adolescent Development

Science.gov (United States)

Battle, Ann A.; Looney, Lisa

2014-01-01

Researchers examining teacher retention often focus on reasons why teachers exit the profession. In this study we argue for the inclusion of a psychological theoretical framework for understanding teacher retention. To this end, we used Eccles' et al., (1983) expectancy-value theory to explore 46 in-service teachers' valuing of teaching and…

Teacher Attrition Variables That Influence Retention and Job Satisfaction

Science.gov (United States)

Butler, Leslie Garmon

2014-01-01

Teacher attrition is a major problem. According to researchers at North Carolina State University, more teachers are leaving the profession than staying or entering. Accordingly, school systems in the United States find themselves in the predicament where they must hire teachers who have little teaching experience or who have not been adequately…

Emergency Contraception and RU-486 (Mifepristone): Do Bioethical Discussions Improve Learning and Retention?

Science.gov (United States)

Bodensteiner, Karin J.

2012-01-01

To systematically investigate whether the inclusion of a bioethical discussion improves the learning and retention of biological content, students in two sections of an introductory zoology class were taught the biology behind emergency contraception and RU-486. Students in one section of the course participated in a bioethical discussion, whereas…

Predicting Teacher Retention Using Stress and Support Variables

Science.gov (United States)

Sass, Daniel A.; Seal, Andrea K.; Martin, Nancy K.

2011-01-01

Purpose: Teacher attrition is a significant international concern facing administrators. Although a considerable amount of literature exists related to the causes of job dissatisfaction and teachers leaving the profession, relatively few theoretical models test the complex interrelationships between these variables. The goal of this paper is to…

Job Embeddedness May Hold the Key to the Retention of Novice Talent in Schools

Science.gov (United States)

Watson, Jennifer Moradian

2018-01-01

Teacher retention has been studied for decades, yet it has recently assumed renewed significance due to current teacher shortages. This study was designed to determine whether teachers' job embeddedness (JE) is related to turnover. JE is found in organizational literature (Mitchell, Holtom, Lee, Sablynski, & Erez, 2001) and has been a robust…

Teacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality. Working Paper 72

Science.gov (United States)

Koedel, Cory; Podgursky, Michael

2012-01-01

Teacher pension systems target retirements within a narrow range of the career cycle by penalizing individuals who separate too soon or remain employed too long. The penalties result in the retention of some teachers who would otherwise choose to leave, and the premature exit of some teachers who would otherwise choose to stay. We examine how the…

Deal or No Deal: Using Games to Improve Student Learning, Retention and Decision-Making

Science.gov (United States)

Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-01-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve…

Improving Student Retention through Evidence Based Proactive Systems at the Open University (UK)

Science.gov (United States)

Gibbs, Graham; Regan, Peter; Simpson, Ormond

2007-01-01

The Open University has been undertaking an extended initiative to improve student retention through enhanced support for at-risk students. This initiative has evolved through a series of stages from ad hoc small scale local interventions relying largely on tutors and student self-referral, to an institution-wide pro-active system implemented by…

Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

Science.gov (United States)

Griffith, Louise Ann

2009-01-01

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

Mobile Learning and Student Retention

Directory of Open Access Journals (Sweden)

Bharat Inder Fozdar

2007-06-01

Full Text Available Student retention in open and distance learning (ODL is comparatively poor to traditional education and, in some contexts, embarrassingly low. Literature on the subject of student retention in ODL indicates that even when interventions are designed and undertaken to improve student retention, they tend to fall short. Moreover, this area has not been well researched. The main aim of our research, therefore, is to better understand and measure students’ attitudes and perceptions towards the effectiveness of mobile learning. Our hope is to determine how this technology can be optimally used to improve student retention at Bachelor of Science programmes at Indira Gandhi National Open University (IGNOU in India. For our research, we used a survey. Results of this survey clearly indicate that offering mobile learning could be one method improving retention of BSc students, by enhancing their teaching/ learning and improving the efficacy of IGNOU’s existing student support system. The biggest advantage of this technology is that it can be used anywhere, anytime. Moreover, as mobile phone usage in India explodes, it offers IGNOU easy access to a larger number of learners. This study is intended to help inform those who are seeking to adopt mobile learning systems with the aim of improving communication and enriching students’ learning experiences in their ODL institutions.

Contemporary Technologies to Improve the Quality of Education When Training Teachers

Science.gov (United States)

Sibgatullina, Alfiya

2015-01-01

The article considers contemporary technologies to improve the quality of teachers' education (as exemplified by the training of foreign language teachers). The author presents analysis of the "quality of education" concept, proposes and analyzes the criteria for assessing the quality of education of future foreign language teachers.…

The Preparation of New Teachers for the Profession: Ohio's Resident Educator Program

Science.gov (United States)

Gillham, John C.; Evans, Lesley Anne; Williams, Nicole V.

2016-01-01

The purpose of this study was to learn if teachers believe their experience with the Resident Educator Program improved their ability to meet the Ohio Standards for the Teaching Profession and increased support and retention. The 189 participants completed a 33 question Likert-based survey and provided more than 406 comments. The findings indicate…

Predicting subscriber dissatisfaction and improving retention in the wireless telecommunications industry.

Science.gov (United States)

Mozer, M C; Wolniewicz, R; Grimes, D B; Johnson, E; Kaushansky, H

2000-01-01

Competition in the wireless telecommunications industry is fierce. To maintain profitability, wireless carriers must control churn, which is the loss of subscribers who switch from one carrier to another.We explore techniques from statistical machine learning to predict churn and, based on these predictions, to determine what incentives should be offered to subscribers to improve retention and maximize profitability to the carrier. The techniques include logit regression, decision trees, neural networks, and boosting. Our experiments are based on a database of nearly 47,000 U.S. domestic subscribers and includes information about their usage, billing, credit, application, and complaint history. Our experiments show that under a wide variety of assumptions concerning the cost of intervention and the retention rate resulting from intervention, using predictive techniques to identify potential churners and offering incentives can yield significant savings to a carrier. We also show the importance of a data representation crafted by domain experts. Finally, we report on a real-world test of the techniques that validate our simulation experiments.

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

Science.gov (United States)

Hash, Phillip M.

2013-01-01

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

Morphing from Teacher to Cybrarian.

Science.gov (United States)

Nellen, Ted

1999-01-01

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

Attitudes and Motivations of Vocational Teachers Regarding Program Improvement.

Science.gov (United States)

Greenan, James P.; Wu, Mingchang; Mustapha, Ramlee B.; Ncube, Lisa B.

1998-01-01

Secondary vocational teachers in Indiana (n=186) indicated they were motivated to improve programs by concern for students, professional growth, and desire to keep current. They believed that program improvement enhances professional development, but lacked time to plan for improvement and were skeptical about administrators' ability to reduce…

Identifying psychological contract breaches to guide improvements in faculty recruitment, retention, and development.

Science.gov (United States)

Peirce, Gretchen L; Desselle, Shane P; Draugalis, JoLaine R; Spies, Alan R; Davis, Tamra S; Bolino, Mark

2012-08-10

To identify pharmacy faculty members' perceptions of psychological contract breaches that can be used to guide improvements in faculty recruitment, retention, and development. A list of psychological contract breaches was developed using a Delphi procedure involving a panel of experts assembled through purposive sampling. The Delphi consisted of 4 rounds, the first of which elicited examples of psychological contract breaches in an open-ended format. The ensuing 3 rounds consisting of a survey and anonymous feedback on aggregated group responses. Usable responses were obtained from 11 of 12 faculty members who completed the Delphi procedure. The final list of psychological contract breaches included 27 items, after modifications based on participant feedback in subsequent rounds. The psychological contract breach items generated in this study provide guidance for colleges and schools of pharmacy regarding important aspects of faculty recruitment, retention, and development.

Reducing turnaround time for laboratory test results does not improve retention of stable HIV-infected adults on POV program: experience from Uganda.

Science.gov (United States)

Maselle, Edna; Muhanguzi, Asaph; Muhumuza, Simon; Nansubuga, Jeniffer; Nawavvu, Cecilia; Namusobya, Jeniffer; Kamya, Moses R; Semitala, Fred C

2014-01-01

HIV/ AIDS clinics in resource limited settings (RLS) face increasing numbers of patients and workforce shortage [1, 2]. To address these challenges, efficient models of care like pharmacy only visits (POV) and nurse only visits (NOV) are recommended [3]. The Makerere University Joint AIDS Program (MJAP), a PEPFAR funded program providing care to over 42,000 HIV infected adults has implemented the POV model since 2009. In this model, stable patients on antiretroviral therapy (ART) with adherence to ART >95% and Karnofsky score >90% are reviewed by a doctor every four months but visit pharmacy for ART re-fills every two months. A study conducted in August 2011 showed low retention on the POV program with symptomatic diseases, pending CD4 count, complete blood count results, and poor adherence to ART as the major reasons for the non-retention in the POV program. To improve retention on POV, the TAT (Turnaround Time) for laboratory results (the main reason for non-retention in the previous study) was reduced from one month to one week. In August 2012, the study was repeated to assess the effect of reducing TAT on improving retention one year after patients were placed on POV. A cohort analysis of data from patients in August 2011 and in August 2012 on POV was done. We compared retention of POV before and after reducing the TAT for laboratory results. Retention on POV was 12.0% (95% CI 9.50-14.7) among 619 patients in 2011, (70% Females), mean age was 33 years, Standard Deviation (SD) 8.5 compared to 11.1% (95% CI 9.15-13.4) among 888 patients (70% Females), mean age 38.3 years, SD 8.9 in 2012 (p=0.59). The main reasons for non-retention on the POV program in 2012 were poor adherence to ART (23%) and missed clinic appointments (14%). Reducing TAT for laboratory test results did not improve retention of stable HIV-infected adults on POV in our clinic. Strategies for improving adherence to ART and keeping clinic appointments need to be employed to balance workload and

Risky Business: An Analysis of Teacher Risk Preferences

Science.gov (United States)

Bowen, Daniel H.; Buck, Stuart; Deck, Cary; Mills, Jonathan N.; Shuls, James V.

2015-01-01

A range of proposals aim to reform teacher compensation, recruitment, and retention. Teachers have generally not embraced these policies. One potential explanation for their objections is that teachers are relatively risk averse. We examine this hypothesis using a risk-elicitation task common to experimental economics. By comparing preferences of…

Job Satisfaction, School Rule Enforcement, and Teacher Victimization

Science.gov (United States)

Kapa, Ryan; Gimbert, Belinda

2018-01-01

Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011--2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze…

Improved Customer Churn and Retention Decision Management Using Operations Research Approach

Directory of Open Access Journals (Sweden)

Sulaimon Olanrewaju Adebiyi

2017-01-01

Full Text Available The relevance of operations research cannot be overemphasized, as it provides the best possible results in any given circumstance, through analysis of operations and the use of scientific method thus, this paper explore the combination of two operations research models (analytic hierarchy process and Markov chain for solving subscribers’ churn and retention problem peculiar to most service firms. A conceptual model for unraveling the problem customer churn and retention decision management was proposed and tested with data on third level analysis of AHP for determining appropriate strategies for customer churn and retention in the Nigeria telecommunication industries. A survey was conducted with 408 subscribers; the sample for the study was selected through multi-stage sampling. Two analytical tools were proposed for the analysis of data. These include: Expert Choice/Excel Solver (using Microsoft Excel and Windows based Quantitative System for Business (WinQSB. This paper plays important role in understanding various strategies for effective churn and retention management and the ranking of churn and retention drivers in order of importance to stakeholders` decision-making. The study provided a framework for understanding the application of AHP and Markov chain for modeling, analysing and proffering solution to problem of churn and retention. The study recommends organizational strategies (corporate, business and functional that reverse the churn alternatives with high priority and equally strengthen service delivery on high priority retention alternatives in order to ensure firms sustainable competitive advantage.

Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching

Science.gov (United States)

Treagust, David F.; Won, Mihye; Petersen, Jacinta; Wynne, Georgie

2015-02-01

In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science teachers at all levels. We discuss the issues and implications of government initiatives in preservice and early career teacher education programs, such as the implementation of national science curriculum, the stricter entry requirements to teacher education programs, an alternative pathway to teaching and the measure of effectiveness of teacher education programs. The politicized discussion and initiatives to improve the quality of science teacher education in Australia are still unfolding as we write in 2014.

Best practice guidance for the use of strategies to improve retention in randomized trials developed from two consensus workshops.

Science.gov (United States)

Brueton, Valerie; Stenning, Sally P; Stevenson, Fiona; Tierney, Jayne; Rait, Greta

2017-08-01

To develop best practice guidance for the use of retention strategies in randomized clinical trials (RCTs). Consensus development workshops conducted at two UK Clinical Trials Units. Sixty-six statisticians, clinicians, RCT coordinators, research scientists, research assistants, and data managers associated with RCTs participated. The consensus development workshops were based on the consensus development conference method used to develop best practice for treatment of medical conditions. Workshops commenced with a presentation of the evidence for incentives, communication, questionnaire format, behavioral, case management, and methodological retention strategies identified by a Cochrane review and associated qualitative study. Three simultaneous group discussions followed focused on (1) how convinced the workshop participants were by the evidence for retention strategies, (2) barriers to the use of effective retention strategies, (3) types of RCT follow-up that retention strategies could be used for, and (4) strategies for future research. Summaries of each group discussion were fed back to the workshop. Coded content for both workshops was compared for agreement and disagreement. Agreed consensus on best practice guidance for retention was identified. Workshop participants agreed best practice guidance for the use of small financial incentives to improve response to postal questionnaires in RCTs. Use of second-class post was thought to be adequate for postal communication with RCT participants. The most relevant validated questionnaire was considered best practice for collecting RCT data. Barriers identified for the use of effective retention strategies were: the small improvements seen in questionnaire response for the addition of monetary incentives, and perceptions among trialists that some communication strategies are outdated. Furthermore, there was resistance to change existing retention practices thought to be effective. Face-to-face and electronic follow

Use of in situ volumetric water content at field capacity to improve prediction of soil water retention properties

OpenAIRE

Al Majou , Hassan; Bruand , Ary; Duval , Odile

2008-01-01

International audience; Use of in situ volumetric water content at field capacity to improve prediction of soil water retention properties. Most pedotransfer functions (PTFs) developed over the last three decades to generate water retention characteristics use soil texture, bulk density and organic carbon content as predictors. Despite of the high number of PTFs published, most being class- or continuous-PTFs, accuracy of prediction remains limited. In this study, we compared the performance ...

Improving students' long-term knowledge retention through personalized review.

Science.gov (United States)

Lindsey, Robert V; Shroyer, Jeffery D; Pashler, Harold; Mozer, Michael C

2014-03-01

Human memory is imperfect; thus, periodic review is required for the long-term preservation of knowledge and skills. However, students at every educational level are challenged by an ever-growing amount of material to review and an ongoing imperative to master new material. We developed a method for efficient, systematic, personalized review that combines statistical techniques for inferring individual differences with a psychological theory of memory. The method was integrated into a semester-long middle-school foreign-language course via retrieval-practice software. Using a cumulative exam administered after the semester's end, we compared time-matched review strategies and found that personalized review yielded a 16.5% boost in course retention over current educational practice (massed study) and a 10.0% improvement over a one-size-fits-all strategy for spaced study.

Retention in buprenorphine treatment is associated with improved HCV care outcomes.

Science.gov (United States)

Norton, B L; Beitin, A; Glenn, M; DeLuca, J; Litwin, A H; Cunningham, C O

2017-04-01

Persons who inject drugs, most of whom are opioid dependent, comprise the majority of the HCV infected in the United States. As the national opioid epidemic unfolds, increasing numbers of people are entering the medical system to access treatment for opioid use disorder, specifically with buprenorphine. Yet little is known about HCV care in patients accessing buprenorphine-based opioid treatment. We sought to determine the HCV prevalence, cascade of care, and the association between patient characteristics and completion of HCV cascade of care milestones for patients initiating buprenorphine treatment. We reviewed electronic health records of all patients who initiated buprenorphine treatment at a primary-care clinic in the Bronx, NY between January 2009 and January 2014. Of the 390 patients who initiated buprenorphine treatment, 123 were confirmed to have chronic HCV infection. The only patient characteristic associated with achieving HCV care milestones was retention in opioid treatment. Patients retained (vs. not retained) in buprenorphine treatment were more likely to be referred for HCV specialty care (63.1% vs. 34.0%, p<0.01), achieve an HCV-specific evaluation (40.8% vs. 21.3%, p<0.05), be offered HCV treatment (22.4% vs. 8.5%, p<0.05), and initiate HCV treatment (9.2% vs. 6.4%, p=0.6). Given the current opioid epidemic in the US and the growing number of people receiving buprenorphine treatment, there is an unprecedented opportunity to access and treat persons with HCV, reducing HCV transmission, morbidity and mortality. Retention in opioid treatment may improve linkage and retention in HCV care; innovative models of care that integrate opioid drug treatment with HCV treatment are essential. Copyright © 2017 Elsevier Inc. All rights reserved.

Negligent Hiring and Retaining of Sexually Abusive Teachers.

Science.gov (United States)

Regotti, Terri L.

1992-01-01

Explores negligent hiring, supervision, and retention of teachers who sexually abuse students. Examines the issue of defamation and suggests school policy that will work toward eradication of sexual abuse of students by teachers. (33 references) (MLF)

Improving Teacher Education through Action Research. Routledge Research in Education

Science.gov (United States)

Hui, Ming-Fai, Ed.; Grossman, David L., Ed.

2011-01-01

There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to…

75 FR 8854 - Teacher Incentive Fund Program

Science.gov (United States)

2010-02-26

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

The effect of using social pressure in cover letters to improve retention in a longitudinal health study: an embedded randomised controlled retention trial.

Science.gov (United States)

Cotterill, Sarah; Howells, Kelly; Rhodes, Sarah; Bower, Peter

2017-07-20

Retention of participants in cohort studies is important for validity. One way to promote retention is by sending a persuasive cover letter with surveys. The study aimed to compare the effectiveness of a covering letter containing social pressure with a standard covering letter on retention in a health cohort study. Social pressure involves persuading people to behave in a certain way by the promise that their actions will be made know to others. We implemented a mild form of social pressure, where the recipient was told that information about whether they responded to the current survey would be noted by the research team and printed on future correspondence from the research team to the recipient. The design was an embedded randomised controlled retention trial, conducted between July 2015 and April 2016 in Salford, UK. Participants in the host health cohort study were eligible. They received either: (1) a covering letter with two consecutive surveys (sent six and twelve months after recruitment), containing a social pressure intervention; or (2) a matching letter without the social pressure text. The primary outcome was retention in the host study, defined as return of both surveys. Randomisation was computer-generated, with stratification by household size. Participants were blinded to group assignment. Researchers were blinded for outcome ascertainment. Adults (n = 4447) aged over 65 years, with a long-term condition and enrolled in the host study, were randomly allocated to receive a social pressure covering letter (n = 2223) or control (n = 2224). All 4447 participants were included in the analysis. Both questionnaires were returned by 1577 participants (71%) sent the social pressure letters and 1511 (68%) sent control letters, a risk difference of 3 percentage points (adjusted odds ratio = 1.16 (95% confidence interval = 1.02-1.33)). A mild form of social pressure made a small but significant improvement in retention of older adults in

Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

Science.gov (United States)

Stephenson, Robert L.

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

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

Science.gov (United States)

Thomas, Carol R.

2013-01-01

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

34 CFR 686.38 - Maintenance and retention of records.

Science.gov (United States)

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Maintenance and retention of records. 686.38 Section 686.38 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER EDUCATION ASSISTANCE FOR COLLEGE AND HIGHER EDUCATION...

Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students.

Science.gov (United States)

Vázquez-García, Mario

2018-06-01

The present study examined the relationship between second-year medical students' group performance and individual performance in a collaborative-learning environment. In recent decades, university professors in the scientific and humanistic disciplines have successfully put into practice different modalities of collaborative approaches to teaching. Essentially, collaborative approach refers to a variety of techniques that involves the joint intellectual effort of a small group of students, which encourages interaction and discussion among students and professors. The present results show the efficacy of collaborative learning, which, furthermore, allowed students to participate actively in the physiology class. Average student's grades were significantly higher when they engaged in single-best-response, multiple-choice tests as a student team, compared with taking the same examinations individually. The method improved notably knowledge retention, as learning is more effective when performed in the context of collaborative partnership. A selected subset of questions answered wrongly in an initial test, both individually and collectively, was used on a second test to examine student retention of studied material. Grade averages were significantly improved, both individually and groupwise, when students responded to the subset of questions a second time, 1, 2, or 3 wk after the first attempt. These results suggest that the collaborative approach to teaching allowed a more effective understanding of course content, which meant an improved capacity for retention of human physiology knowledge.

Improving the Mathematics Preparation of Elementary Teachers, One Lesson at a Time

Science.gov (United States)

Berk, Dawn; Hiebert, James

2009-01-01

In this paper, we describe a model for systematically improving the mathematics preparation of elementary teachers, one lesson at a time. We begin by identifying a serious obstacle for teacher educators: the absence of mechanisms for developing a shareable knowledge base for teacher preparation. We propose our model as a way to address this…

The benefits of being a near-peer teacher.

Science.gov (United States)

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

2018-03-23

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

Answering the Questions of Beginning Teachers

OpenAIRE

Harrington, Ingrid

2011-01-01

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

May I Be Excused? Why Teachers Leave the Profession

Science.gov (United States)

Buchanan, John

2010-01-01

Considerable research has been conducted into teacher retention. Less is known of ex-teachers' circumstances: salary, workload, working conditions, "job prestige". For this study, telephone interviews were used to ask 21 ex-teachers about their journey from teaching, and views on their current working conditions by comparison. This paper…

Biochar amendment to coarse sandy subsoil improves root growth and increases water retention

DEFF Research Database (Denmark)

Bruun, Esben; Petersen, C. T.; Hansen, E.

2014-01-01

Crop yields and yield potentials on Danish coarse sandy soils are strongly limited due to restricted root growth and poor water and nutrient retention. We investigated if biochar amendment to subsoil can improve root development in barley and significantly increase soil water retention. Spring...... barley (Hordeum vulgare cv. Anakin) was grown in soil columns (diameter: 30 cm) prepared with 25 cm topsoil, 75 cm biochar-amended subsoil, and 30 cm un-amended subsoil lowermost placed on an impervious surface. Low-temperature gasification straw-biochar (at 0, 0.50, 1.0, 2.0, and 4.0 wt%) and slow...... pyrolysis hardwood-biochar (at 2 wt%) were investigated. One wt% can be scaled up to 102 Mg/ha of char. After full irrigation and drainage, the in-situ moisture content at 30-80 cm depth increased linearly (R2 = 0.99) with straw-biochar content at a rate corresponding to 0.029 m3/m3/%. The lab determined...

Novel biochar-impregnated calcium alginate beads with improved water holding and nutrient retention properties.

Science.gov (United States)

Wang, Bing; Gao, Bin; Zimmerman, Andrew R; Zheng, Yulin; Lyu, Honghong

2018-03-01

Drought conditions and nutrients loss have serious impacts on soil quality as well as crop yields in agroecosystems. New techniques are needed to carry out effective soil water and nutrient conservation and fertilizer application tools. Here, calcium alginate (CA) beads impregnated with ball-milled biochar (BMB) were investigated as a new type of water/nutrients retention agent. Both CA and Ca-alginate/ball milled biochar composite (CA-BMB) beads showed high kinetic swelling ratios in KNO 3 solution and low kinetic swelling ratios in water, indicating that CA-BMB beads have the potential to retain mineral nitrogen and nutrients by ion exchange. Pseudo-second-order kinetic model well-described the swelling kinetics of both beads in KNO 3 solution. Over a range of temperatures, the characteristics of dehydration suggested that impregnation with BMB improved the water holding capacity and postponed the dehydration time of Ca-alginate. The cumulative swelling and release characteristics of water, K + , and NO 3 - indicated that CA-BMB beads have great potential as a soil amendment to improve its nutrient retention and water holding capacity. Copyright © 2017 Elsevier Ltd. All rights reserved.

Hypoxia positron emission tomography imaging: combining information on perfusion and tracer retention to improve hypoxia specificity

DEFF Research Database (Denmark)

Busk, Morten; Munk, Ole L; Jakobsen, Steen S

2017-01-01

BACKGROUND: Static positron emission tomography (PET) allows mapping of tumor hypoxia, but low resolution and slow tracer retention/clearance results in poor image contrast and the risk of missing areas where hypoxic cells and necrosis are intermixed. Fully dynamic PET may improve accuracy but scan...

Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.

Science.gov (United States)

Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla

2009-06-01

In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

On the unacknowledged Significance of Teachers´ Habitus and Dispositions

DEFF Research Database (Denmark)

Steensen, Jette Johanne

2009-01-01

effort to show that socio-economic and sociocultural factors matter and might provide a missing link in research on teachers’ lives and trajectories. Although this study focuses on teacher education students only, the results indicate that the basic orientations will influence career decisions and thus......In recent years, a growing number of studies have focused on teachers’ career trajectories. At the same time there has been a special focus on attrition and retention, with worries about a sufficient supply of qualified teachers seemingly an almost worldwide phenomenon. In a comprehensive meta......). Their synthesis of research evidence points to five important constellations of variables affecting attrition and retention (i.e. teacher demographic characteristics, teacher qualifications, school organizational characteristics, school resources and school student body characteristics). They also indicate...

A Faith Dimension on the Landscape of Teachers: Muslim Teachers on Recruitment, Retention and Career Advancement

Science.gov (United States)

Mogra, Imran

2013-01-01

A significant area of teacher education is the increasing focus in many countries on how faith and schooling should best be understood. Yet, understanding faith perspectives in the lives and careers of teachers appears to be an under-researched area. To this end, the experiences of professional Muslim teachers in state primary schools in England…

Spatial targeting of conservation tillage to improve water quality and carbon retention benefits

International Nuclear Information System (INIS)

Yang, W.; Sheng, C.; Voroney, P.

2005-01-01

Conservation tillage reduces soil erosion and improves water quality in agricultural watersheds. However, the benefits of conservation tillage in carbon sequestration are the subject of controversy. Public funds are provided to farms to encourage the adoption of conservation tillage. Given the economic costs, the targeting of areas likely to achieve the greatest environmental benefits has become an important policy-making issue. A geographic information system (GIS) based modelling framework which integrated hydrologic, soil organic matter, and farm models to evaluate the spatial targeting of conservation tillage was presented. A case study applying the framework in the Fairchild Creek watershed in Ontario indicated that targeting conservation tillage based on sediment abatement goals can achieve comparable carbon retention benefits in terms of the percentage reduction of base carbon losses. Targeted subcatchments for conservation tillage varied across the watershed based on benefit to cost ratios. Conservation tillage patterns based on carbon retention goals showed similar results to sediment abatement goals but slight differences were observed because of different carbon content in the soils. The results indicated that sediment abatement may be used as an indicator in setting up program goals. The impacts of conservation programs can then be evaluated based on calibrated and validated hydrologic models in conjunction with monitoring data. Results also showed that setting carbon retention may lead to higher costs in order to achieve corresponding sediment abatement benefits. Carbon retention may not be suitable for setting as a stand-alone environmental goal for conservation programs because of the difficulties in verifying the impacts and the discrepancies between carbon and sediment benefits. It was concluded that the modelling results have important policy implications for the design of conservation stewardship programs that aim to achieve environmental

Moving beyond the Barriers: Supporting Meaningful Teacher Collaboration to Improve Secondary School Mathematics

Science.gov (United States)

Jao, Limin; McDougall, Doug

2016-01-01

The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the…

Attention Retention

DEFF Research Database (Denmark)

Kravchenko, Mariia; Cass, Andrew Knox

2017-01-01

As teachers look for ways to improve practice and enhance student engagement, referral to the literature leads to a dichotomy between specific activity and heavy academic research on metadata and learning analytics. This paper is intended to tread the pathway between the two so that teachers can,...

E-Portfolio improving learning in methematics pre-service teacher

Directory of Open Access Journals (Sweden)

Marcelo Almeida

2012-06-01

Full Text Available This research is focused on dimensions of mathematical thinking among preservice teachers learning through the use of e-Portfolios. The data came from portfolios created and reconstructed by future mathematics teachers. Their process of reviewing and republishing pages through the Internet was constantly saved and reviewed in turn by the researchers. Seven case studies were conducted. Results stress the importance of the use of ICT by pre-service teachers as an interface to become more reflective about their learning and to improve their knowledge. Besides being a tool to recognize different dimensions (technological, conceptual and communicative the e-Portfolios were a powerful resource for creating, publicizing ideas, and learning mathematics in different ways. The article also presents some methodological issues

Mentors' Perspectives on the Effectiveness of a Teacher Mentoring Program

Science.gov (United States)

Tant-Tierce, Tabatha

2013-01-01

Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors,…

Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students.

Science.gov (United States)

Doucet, Michèle; Vrins, André; Harvey, Denis

2009-12-01

Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.

Mentoring and Retention in First-Year Teachers: A Mixed-Methods Study

Science.gov (United States)

Morina, Sam F., Jr.

2010-01-01

This study collected relevant information from first-year teacher proteges about mentorship effectiveness and anticipated turnover. The primary goal of this study was to examine a first-year-teacher mentoring program to determine its perceived effectiveness for first-year-teacher proteges and to examine their perceptions of the essential…

A Critical Analysis of The Holmes Group's Proposals for Reforming Teacher Education.

Science.gov (United States)

Hawley, Willis D.

1986-01-01

The Holmes Group proposals for reforming teacher education are evaluated by looking at the effects on teacher knowledge and competence, attraction and retention of talented teachers, organization of schools and the teaching profession, and cost effectiveness. (MT)

Improving Student Teachers' Knowledge-Base in Language Education through Critical Reading

Science.gov (United States)

Mulumba, Mathias Bwanika

2016-01-01

The emergence of the digital era is redefining education and the pedagogical processes in an unpredictable manner. In the midst of the increased availability of print and online resources, the twenty-first century language teacher educator expects her (or his) student teachers to be reading beings if they are to improve their knowledge-base in…

Continuous Improvement: A Way of Integrating Student Enrollment, Advising, and Retention Systems in a Metropolitan University.

Science.gov (United States)

Beeler, Karl J.; Moehl, Pamela J.

1996-01-01

The University of Missouri-St. Louis has discovered the value of continuous quality improvement methods in upgrading its core student-related administrative processes. As a result, it is increasing efficiency and personalizing a traditionally bureaucratic system of student service. Concurrent goals are to increase retention and decrease time to…

Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers

Science.gov (United States)

Luft, Julie A.; Wong, Sissy S.; Semken, Steve

2011-01-01

The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. This paper is our effort to initiate…

Finding Freedom in Dialectic Inquiry: New Teachers' Responses to Silencing

Science.gov (United States)

Bieler, Deborah; Thomas, Anne Burns

2009-01-01

Background: The need to support new teachers in urban public schools is well established, given current shortages and research that highlights serious issues with teacher retention. Debate continues about approaches to support for new teachers, including questions about the importance of developing an inquiry stance toward teaching. As more…

The Relationship of Servant Leadership on Teacher Satisfaction and Teacher Retention

Science.gov (United States)

Engelhart, Elizabeth F.

2012-01-01

High performing schools with exceptional leaders are needed today in America. School leaders are expected to come to the job equipped with the ability to address curriculum issues, face dire budget constraints, and turn around school culture and climate. Financially, schools are suffering from the cost of teacher turnover. Students are suffering…

Intermittent Marijuana Use Is Associated with Improved Retention in Naltrexone Treatment for Opiate-Dependence

OpenAIRE

Raby, Wilfrid Noel; Carpenter, Kenneth M.; Rothenberg, Jami; Brooks, Adam C.; Jiang, Huiping; Sullivan, Maria; Bisaga, Adam; Comer, Sandra; Nunes, Edward V.

2009-01-01

Naltrexone is a theoretically promising alternative to agonist substitution treatment for opioid dependence, but its effectiveness has been severely limited by poor adherence. This study examined, in an independent sample, a previously observed association between moderate cannabis use and improved retention in naltrexone treatment. Opioid dependent patients (N = 63), admitted for inpatient detoxification and induction onto oral naltrexone, and randomized into a six-month trial of intensive b...

The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

Science.gov (United States)

Kabooha, Raniah; Elyas, Tariq

2018-01-01

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of…

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

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Dial, Micah

1992-01-01

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

Strengthening Mathematics And Science Education (SMASE) For Improving The Quality Of Teachers in Nigeria

Science.gov (United States)

Shuaibu, Zainab Muhammad

2016-04-01

The education system in Nigeria, especially at the basic education level, teachers who teach mathematics and science need to be confident with what they are teaching, they need to have appropriate techniques and strategies of motivating the pupils. If these subjects are not taught well at the basic education level its extraordinarily hard to get them (pupils/students) back to track, no matter what will be done in the secondary and tertiary level. Teachers as the driving force behind improvements in the education system are in the best position to understand and propose solutions to problems faced by students. Teachers must have access to sustainable, high quality professional development in order to improve teaching and student learning. Teachers' professional development in Nigeria, however, has long been criticized for its lack of sustainability and ability to produce effective change in teaching and students achievement. Education theorists today believe that a critical component of educational reform lies in providing teachers with various opportunities and supports structures that encourage ongoing improvement in teachers' pedagogy and discipline-specific content knowledge. However, the ongoing reforms in education sector and the need to refocus the Nigeria education system towards the goal of the National Economical Empowerment and Development Strategies (NEEDS) demand that the existing In-service and Education Training (INSET) in Nigeria be refocused. It is against this premise that an INSET programme aimed at Strengthening Mathematics And Science Education (SMASE) for primary and secondary school teachers was conceived. The relevance of the SMASE INSET according to the Project Design Matrix (PDM) was derived from an In-service aimed at enhancing the quality of teachers in terms of positive attitude, teaching methodology, mastery of content, resource mobilization and utilization of locally available teaching and learning materials. The intervention of

The Social Intelligence of Principals: Links to Teachers' Continuous Improvement

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McQuade, Joan

2013-01-01

Despite multiple efforts to reform 21st education to better meet the needs of all students, school improvement successes have been sporadic and debatable. Research suggests that significant improvement lies within the purview of teachers and principals, and this current research provided the underpinnings for the study. Based on neuroscience…

Managing Teacher Workload: Work-Life Balance and Wellbeing

Science.gov (United States)

Bubb, Sara; Earley, Peter

2004-01-01

This book is divided into three sections. In the First Section, entitled "Wellbeing and Workload", the authors examine teacher workload and how teachers spend their time. Chapter 1 focuses on what the causes and effects of excessive workload are, especially in relation to wellbeing, stress and, crucially, recruitment and retention?…

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

Science.gov (United States)

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

2014-01-08

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

Improved Intranasal Retentivity and Transnasal Absorption Enhancement by PEGylated Poly-l-ornithine

Directory of Open Access Journals (Sweden)

Yusuke Kamiya

2018-01-01

Full Text Available We reported that the introduction of polyethylene glycol (PEG to poly-l-ornithine (PLO, which is an homopolymeric basic amino acid having absorption-enhancement ability, prolonged retention time in an in vitro inclined plate test, probably due to an increase in viscosity caused by PEGylation. The aim of the present study is to investigate whether the introduction of PEG chains to PLO improves intranasal retention and transnasal absorption in vivo. We performed intranasal administration experiments using PLO and PEG-PLO with a model drug, fluorescein isothiocyanate dextran (FD-4, in rats under closed and open systems. In the open system, transition of plasma FD-4 concentration after co-administration with unmodified PLO was low, and the area under the plasma concentration-time curve (AUC decreased to about 60% of that in the closed system. In contrast, the AUC after co-administration with PEG-PLO in the open system was about 90% of that in the closed system, and the transition of plasma FD-4 concentration and FD-4 absorption profile were similar to those of the closed system. These findings indicate that introducing PEG chains to homopolymeric basic amino acids (HPBAAs is a very useful method for developing a functional absorption enhancer that can exhibit an efficient in vivo absorption-enhancing effect.

Enhanced Personal Contact With HIV Patients Improves Retention in Primary Care: A Randomized Trial in 6 US HIV Clinics

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Gardner, Lytt I.; Giordano, Thomas P.; Marks, Gary; Wilson, Tracey E.; Craw, Jason A.; Drainoni, Mari-Lynn; Keruly, Jeanne C.; Rodriguez, Allan E.; Malitz, Faye; Moore, Richard D.; Bradley-Springer, Lucy A.; Holman, Susan; Rose, Charles E.; Girde, Sonali; Sullivan, Meg; Metsch, Lisa R.; Saag, Michael; Mugavero, Michael J.; Drainoni, Mari-Lynn; Ferreira, Cintia; Koppelman, Lisa; McDoom, Maya; Naisteter, Michal; Osella, Karina; Ruiz, Glory; Skolnik, Paul; Sullivan, Meg; Gibbs-Cohen, Sophia; Desrivieres, Elana; Frederick, Mayange; Gravesande, Kevin; Holman, Susan; Johnson, Harry; Taylor, Tonya; Wilson, Tracey; Cheever, Laura; Malitz, Faye; Mills, Robert; Craw, Jason; Gardner, Lytt; Girde, Sonali; Marks, Gary; Batey, Scott; Gaskin, Stephanie; Mugavero, Michael; Murphree, Jill; Raper, Jim; Saag, Michael; Thogaripally, Suneetha; Willig, James; Zinski, Anne; Arya, Monisha; Bartholomew, David; Biggs, Tawanna; Budhwani, Hina; Davila, Jessica; Giordano, Tom; Miertschin, Nancy; Payne, Shapelle; Slaughter, William; Jenckes, Mollie; Keruly, Jeanne; McCray, Angie; McGann, Mary; Moore, Richard; Otterbein, Melissa; Zhou, Liming; Garzon, Carolyn; Jean-Simon, Jesline; Mercogliano, Kathy; Metsch, Lisa; Rodriguez, Allan; Saint-Jean, Gilbert; Shika, Marvin; Bradley-Springer, Lucy; Corwin, Marla

2014-01-01

Background. The aim of the study was to determine whether enhanced personal contact with human immunodeficiency virus (HIV)–infected patients across time improves retention in care compared with existing standard of care (SOC) practices, and whether brief skills training improves retention beyond enhanced contact. Methods. The study, conducted at 6 HIV clinics in the United States, included 1838 patients with a recent history of inconsistent clinic attendance, and new patients. Each clinic randomized participants to 1 of 3 arms and continued to provide SOC practices to all enrollees: enhanced contact with interventionist (EC) (brief face-to-face meeting upon returning for care visit, interim visit call, appointment reminder calls, missed visit call); EC + skills (organization, problem solving, and communication skills); or SOC only. The intervention was delivered by project staff for 12 months following randomization. The outcomes during that 12-month period were (1) percentage of participants attending at least 1 primary care visit in 3 consecutive 4-month intervals (visit constancy), and (2) proportion of kept/scheduled primary care visits (visit adherence). Results. Log-binomial risk ratios comparing intervention arms against the SOC arm demonstrated better outcomes in both the EC and EC + skills arms (visit constancy: risk ratio [RR], 1.22 [95% confidence interval {CI}, 1.09–1.36] and 1.22 [95% CI, 1.09–1.36], respectively; visit adherence: RR, 1.08 [95% CI, 1.05–1.11] and 1.06 [95% CI, 1.02–1.09], respectively; all Ps < .01). Intervention effects were observed in numerous patient subgroups, although they were lower in patients reporting unmet needs or illicit drug use. Conclusions. Enhanced contact with patients improved retention in HIV primary care compared with existing SOC practices. A brief patient skill-building component did not improve retention further. Additional intervention elements may be needed for patients reporting illicit

Enhanced personal contact with HIV patients improves retention in primary care: a randomized trial in 6 US HIV clinics.

Science.gov (United States)

Gardner, Lytt I; Giordano, Thomas P; Marks, Gary; Wilson, Tracey E; Craw, Jason A; Drainoni, Mari-Lynn; Keruly, Jeanne C; Rodriguez, Allan E; Malitz, Faye; Moore, Richard D; Bradley-Springer, Lucy A; Holman, Susan; Rose, Charles E; Girde, Sonali; Sullivan, Meg; Metsch, Lisa R; Saag, Michael; Mugavero, Michael J

2014-09-01

The aim of the study was to determine whether enhanced personal contact with human immunodeficiency virus (HIV)-infected patients across time improves retention in care compared with existing standard of care (SOC) practices, and whether brief skills training improves retention beyond enhanced contact. The study, conducted at 6 HIV clinics in the United States, included 1838 patients with a recent history of inconsistent clinic attendance, and new patients. Each clinic randomized participants to 1 of 3 arms and continued to provide SOC practices to all enrollees: enhanced contact with interventionist (EC) (brief face-to-face meeting upon returning for care visit, interim visit call, appointment reminder calls, missed visit call); EC + skills (organization, problem solving, and communication skills); or SOC only. The intervention was delivered by project staff for 12 months following randomization. The outcomes during that 12-month period were (1) percentage of participants attending at least 1 primary care visit in 3 consecutive 4-month intervals (visit constancy), and (2) proportion of kept/scheduled primary care visits (visit adherence). Log-binomial risk ratios comparing intervention arms against the SOC arm demonstrated better outcomes in both the EC and EC + skills arms (visit constancy: risk ratio [RR], 1.22 [95% confidence interval {CI}, 1.09-1.36] and 1.22 [95% CI, 1.09-1.36], respectively; visit adherence: RR, 1.08 [95% CI, 1.05-1.11] and 1.06 [95% CI, 1.02-1.09], respectively; all Ps effects were observed in numerous patient subgroups, although they were lower in patients reporting unmet needs or illicit drug use. Enhanced contact with patients improved retention in HIV primary care compared with existing SOC practices. A brief patient skill-building component did not improve retention further. Additional intervention elements may be needed for patients reporting illicit drug use or who have unmet needs. CDCHRSA9272007. Published by Oxford University

Goals for Teaching: Towards a Framework for Examining Motivation of Graduating Teachers

Science.gov (United States)

Mansfield, Caroline; Wosnitza, Marold; Beltman, Susan

2012-01-01

Teacher motivation is an important field of research, especially in countries where teacher retention and quality have become prominent concerns. This paper presents a conceptual framework for understanding the stage appropriate "goals for teaching" of graduating teacher education students. Generated from empirical data and grounded in…

Searching for Satisfaction: Black Female Teachers' Workplace Climate and Job Satisfaction

Science.gov (United States)

Farinde-Wu, Abiola; Fitchett, Paul G.

2018-01-01

Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students' progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and…

Newly qualified teachers´ possibilities to get foothold in a lifelong career course

DEFF Research Database (Denmark)

Krøjgaard, Frede; Frederiksen, Lisbeth Angela Lunde

Keyword: Induction program, newly qualified teachers, NQT, retention, professional development In Contrary to many other countries in Europe Denmark does not have any kind of national program regarding teacher induction program (TIP) or support in general to newly qualified teachers what so ever...

Improvement of cesium retention in uranium dioxide by additional phases; Amelioration de la retention du cesium dans le dioxyde d`uranium au moyen de phases exogenes

Energy Technology Data Exchange (ETDEWEB)

Gamaury Dubois, S

1995-09-19

The objective of this study is to improve the cesium retention in nuclear fuel. A bibliographic survey indicates that cesium is rapidly released from uranium dioxide in an accident condition. At temperatures higher than 1500 deg C or in oxidising conditions, our experiments show the difficulty of maintaining cesium inside simulated fuel. Two ternary systems are potentially interesting for the retention of cesium and to reduce the kinetics of release from the fuel: Cs{sub 2}O-Al{sub 2}O{sub 3}-SiO{sub 2} et Cs{sub 2}O-ZrO{sub 2}-SO{sub 2}. The compounds CsAISi{sub 2}O{sub 6} and Cs{sub 2}ZrSi{sub 6}O{sub 15} were studied from 1200 deg C to 2000 deg C by thermogravimetric analysis. The volumetric diffusion coefficients of cesium in these structures, in solid state as well as in liquid one, were measured. A fuel was sintered with (Al{sub 2}O{sub 3} + SiO{sub 2}) or (ZrO{sub 2} + SiO{sub 2}) and the intergranular phase was characterized. In the presence of (Al{sub 2}O{sub 3} + SiO{sub 2}), the sintering is realized at 1610 deg C in H{sub 2}. It is a liquid phase sintering. On the other end, with (ZrO{sub 2} + SiO{sub 2}), the sintering is a low temperature one in oxidising atmosphere. Finally, cesium containing simulated fuels were produced with these additives. According to the effective diffusion coefficients that were measured, the additives improved the retention of cesium. We have predicted the improvement that could be hoped for in a nuclear reactor, depending on the dispersion of the intergranular additives, the temperature and the degree of oxidation of the UO{sub 2+x}. We wait for a factor of 2 for x=0 and more than 8 for x=0.05, up to 2000 deg C. (author). 148 refs., 122 figs., 34 tabs.

Interventions to improve recruitment and retention in clinical trials: a survey and workshop to assess current practice and future priorities.

Science.gov (United States)

Bower, Peter; Brueton, Valerie; Gamble, Carrol; Treweek, Shaun; Smith, Catrin Tudur; Young, Bridget; Williamson, Paula

2014-10-16

Despite significant investment in infrastructure many trials continue to face challenges in recruitment and retention. We argue that insufficient focus has been placed on the development and testing of recruitment and retention interventions. In this current paper, we summarize existing reviews about interventions to improve recruitment and retention. We report survey data from Clinical Trials Units in the United Kingdom to indicate the range of interventions used by these units to encourage recruitment and retention. We present the views of participants in a recent workshop and a priority list of recruitment interventions for evaluation (determined by voting among workshop participants). We also discuss wider issues concerning the testing of recruitment interventions. Methods used to encourage recruitment and retention were categorized as: patient contact, patient convenience, support for recruiters, monitoring and systems, incentives, design, resources, and human factors. Interventions felt to merit investigation by respondents fell into three categories: training site staff, communication with patients, and incentives. Significant resources continue to be invested into clinical trials and other high quality studies, but recruitment remains a significant challenge. Adoption of innovative methods to develop, test, and implement recruitment interventions are required.

Does Professional Development of Preschool Teachers Improve Child Socio-Emotional Outcomes?

DEFF Research Database (Denmark)

Jensen, Bente; Jensen, Peter; Rasmussen, Astrid Würtz

From 2011 to 2013 a randomized controlled trial has been run in Danish preschools to obtain evidence on improvements of early childhood education by providing training to the preschool teachers. The purpose of the intervention is to improve child socio-emotional outcomes (measured by SDQ...

The effect of a total rewards strategy on school teachers’ retention

Directory of Open Access Journals (Sweden)

Boitomelo Makhuzeni

2015-11-01

Full Text Available Orientation: South African schools are facing significant challenges to retain a talented pool of school teachers. A total rewards strategy could assist schools to reduce teacher turnover. Research purpose: The aim of this study was to determine the effect of a total rewards strategy on the turnover intentions of school teachers in the North-West province. Motivation: The under supply of quality teachers has negative consequences for both school pupils and the larger community. Research approach, design and method: A qualitative research approach was followed using semi-structured interviews to gather data from teachers in the North-West province (N = 6. Main findings: The findings showed that performance management, career development and compensations of teachers were poorly applied in schools. Teachers strongly considered leaving the teaching profession as a result of poor rewards. The participants were fairly satisfied with their work benefits and work-life balance. Practical/managerial implications: School management should implement reward practices and policies that will attract and enhance retention of school teachers. Contribution: This research highlighted the problematic areas in the reward systems for school teachers and the subsequent impact thereof on their turnover intentions.

A Model for Freshman Engineering Retention

Science.gov (United States)

Veenstra, Cindy P.; Dey, Eric L.; Herrin, Gary D.

2009-01-01

With the current concern over the growing need for more engineers, there is an immediate need to improve freshman engineering retention. A working model for freshman engineering retention is needed. This paper proposes such a model based on Tinto's Interactionalist Theory. Emphasis in this model is placed on pre-college characteristics as…

Professional Development in Teacher Digital Competence and Improving School Quality from the Teachers' Perspective: A Case Study

Science.gov (United States)

Cervera, Mercè Gisbert; Cantabrana, José L. Lázaro

2015-01-01

Professional development in ICT for teachers, in addition to being necessary given the dynamic nature of technology, also improves the institutional quality of schools. This work, based on action research, provides evidence that the school itself is capable of organising and designing a training plan as part of a broader process to improve quality…

Fast-Track Teacher Recruitment.

Science.gov (United States)

Grant, Franklin Dean

2001-01-01

Schools need a Renaissance human-resources director to implement strategic staffing and fast-track teacher-recruitment plans. The HR director must attend to customer satisfaction, candidate supply, web-based recruitment possibilities, stabilization of newly hired staff, retention of veteran staff, utilization of retired employees, and latest…

Case Study: How Perceived Behaviors of Administrative Support Influence Teacher Retention Decisions

Science.gov (United States)

Daugherty, Lisa

2012-01-01

Educational reform is taking the nation, teachers are nearing retirement age, some teachers are choosing early retirement, and teachers are exiting the profession at a significant rate. Collectively, these trends in education present staffing and training concerns for today's schools. The purpose of this case study was to examine how…

Manager impact on retention of hospital staff: Part 2.

Science.gov (United States)

Taunton, R L; Krampitz, S D; Woods, C Q

1989-04-01

This is the second article in a two-part series based on a study of the impact of middle managers on retention of 71 hospital professionals. Research design, methods, and descriptive results were presented in Part 1 (March 1989). In Part 2, the impact of managers' motivation to manage, power, influence, and leadership style on retention is detailed. Recommendations for improving retention include interventions to increase employee job satisfaction and intent to stay, and to improve managers' performance and leadership.

Geography Teachers' Stories of Sustainability: An Introduction to Narrative Research

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Brooks, Clare

2016-01-01

Geography teacher recruitment and retention is an important issue for the future of geography education. This Special Issue of "International Research in Geographical and Environmental Education" ("IRGEE") tackles this issue head on by focusing on geography teachers' narratives about their experiences of teaching geography, and…

The Impact of Gloss Types on Reading Comprehension, Vocabulary Gain and Vocabulary Retention: A Comparative Study

Directory of Open Access Journals (Sweden)

Atefeh Elekaei

2015-09-01

Full Text Available The significance and impact of vocabulary learning in reading comprehension and L2 language learning are apparent to teachers, researchers and language learners. Moreover, glosses are found as one of the most effective strategies regarding vocabulary retention. Therefore, the present study attempted to investigate the effect of different types of glosses on reading comprehension, vocabulary gain and vocabulary retention. To this end, 140 Iranian EFL learners learning English were selected and were divided into four groups (footnote gloss group, interlinear gloss group, marginal gloss group, and glossary group. They were required to read a text and answer four reading comprehension questions. In addition, one immediate vocabulary post-test and one delayed vocabulary post-test were taken in order to investigate learners' vocabulary gain and vocabulary retention. In order to analyze the data, one one-way ANOVA and one MANOVA were run. The results of one-way ANOVA revealed that participants who received interlinear glosses significantly outperformed the other groups regarding comprehending the text. Moreover, the immediate vocabulary post-test was conducted immediately after reading test and the delayed post-test was administered after four weeks. The results of MANOVA indicated that the group which received interlinear glosses outperformed the other groups in both vocabulary gain and vocabulary retention. The present study has implications for teachers and learners. Teachers can find better methods to teach new reading passages as well as vocabulary items. Also, glosses help learners to have a better comprehension of difficult passages and they facilitate learning. Moreover, learners can enhance their vocabulary knowledge with the help of glosses.

Improving the professionalism of post-certification teacher through academic supervision in vocational schools

Science.gov (United States)

Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

2017-03-01

This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

The Impact of Induction/Mentoring on Job Satisfaction and Retention of Novice Teachers

Science.gov (United States)

Williams, Ingrid Rene'e

2012-01-01

Teachers are essential to the success of all students. In an effort to reduce high teacher turnover, states and/or school systems are implementing induction/mentoring programs as a mechanism for supporting teachers in their early years. The issue is not the availability of teachers; higher education is producing more than enough qualified…

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

Science.gov (United States)

Wood, Carolyn J.; Pohland, Paul A.

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

Efficient Work Team Scheduling: Using Psychological Models of Knowledge Retention to Improve Code Writing Efficiency

Directory of Open Access Journals (Sweden)

Michael J. Pelosi

2014-12-01

Full Text Available Development teams and programmers must retain critical information about their work during work intervals and gaps in order to improve future performance when work resumes. Despite time lapses, project managers want to maximize coding efficiency and effectiveness. By developing a mathematically justified, practically useful, and computationally tractable quantitative and cognitive model of learning and memory retention, this study establishes calculations designed to maximize scheduling payoff and optimize developer efficiency and effectiveness.

Actual Drawing of Histological Images Improves Knowledge Retention

Science.gov (United States)

Balemans, Monique C. M.; Kooloos, Jan G. M.; Donders, A. Rogier T.; Van der Zee, Catharina E. E. M.

2016-01-01

Medical students have to process a large amount of information during the first years of their study, which has to be retained over long periods of nonuse. Therefore, it would be beneficial when knowledge is gained in a way that promotes long-term retention. Paper-and-pencil drawings for the uptake of form-function relationships of basic tissues…

The Importance of Minority Teachers to the Racial and Ethnic Integration of American Society.

Science.gov (United States)

Hawley, Willis D.

1989-01-01

Racial and ethnic separation and isolation can be countered through significantly increasing the number of minority teachers. Students learn important societal lessons through the example of cooperative interracial and interethnic relationships among teachers. Discusses implications for teacher education, recruitment, assignment, and retention,…

Simplified tools for measuring retention in care in antiretroviral treatment program in Ethiopia: cohort and current retention in care.

Science.gov (United States)

Assefa, Yibeltal; Worku, Alemayehu; Wouters, Edwin; Koole, Olivier; Haile Mariam, Damen; Van Damme, Wim

2012-01-01

Patient retention in care is a critical challenge for antiretroviral treatment programs. This is mainly because retention in care is related to adherence to treatment and patient survival. It is therefore imperative that health facilities and programs measure patient retention in care. However, the currently available tools, such as Kaplan Meier, for measuring retention in care have a lot of practical limitations. The objective of this study was to develop simplified tools for measuring retention in care. Retrospective cohort data were collected from patient registers in nine health facilities in Ethiopia. Retention in care was the primary outcome for the study. Tools were developed to measure "current retention" in care during a specific period of time for a specific "ART-age group" and "cohort retention" in care among patients who were followed for the last "Y" number of years on ART. "Probability of retention" based on the tool for "cohort retention" in care was compared with "probability of retention" based on Kaplan Meier. We found that the new tools enable to measure "current retention" and "cohort retention" in care. We also found that the tools were easy to use and did not require advanced statistical skills. Both "current retention" and "cohort retention" are lower among patients in the first two "ART-age groups" and "ART-age cohorts" than in subsequent "ART-age groups" and "ART-age cohorts". The "probability of retention" based on the new tools were found to be similar to the "probability of retention" based on Kaplan Meier. The simplified tools for "current retention" and "cohort retention" will enable practitioners and program managers to measure and monitor rates of retention in care easily and appropriately. We therefore recommend that health facilities and programs start to use these tools in their efforts to improve retention in care and patient outcomes.

Simplified tools for measuring retention in care in antiretroviral treatment program in Ethiopia: cohort and current retention in care.

Directory of Open Access Journals (Sweden)

Yibeltal Assefa

Full Text Available INTRODUCTION: Patient retention in care is a critical challenge for antiretroviral treatment programs. This is mainly because retention in care is related to adherence to treatment and patient survival. It is therefore imperative that health facilities and programs measure patient retention in care. However, the currently available tools, such as Kaplan Meier, for measuring retention in care have a lot of practical limitations. The objective of this study was to develop simplified tools for measuring retention in care. METHODS: Retrospective cohort data were collected from patient registers in nine health facilities in Ethiopia. Retention in care was the primary outcome for the study. Tools were developed to measure "current retention" in care during a specific period of time for a specific "ART-age group" and "cohort retention" in care among patients who were followed for the last "Y" number of years on ART. "Probability of retention" based on the tool for "cohort retention" in care was compared with "probability of retention" based on Kaplan Meier. RESULTS: We found that the new tools enable to measure "current retention" and "cohort retention" in care. We also found that the tools were easy to use and did not require advanced statistical skills. Both "current retention" and "cohort retention" are lower among patients in the first two "ART-age groups" and "ART-age cohorts" than in subsequent "ART-age groups" and "ART-age cohorts". The "probability of retention" based on the new tools were found to be similar to the "probability of retention" based on Kaplan Meier. CONCLUSION: The simplified tools for "current retention" and "cohort retention" will enable practitioners and program managers to measure and monitor rates of retention in care easily and appropriately. We therefore recommend that health facilities and programs start to use these tools in their efforts to improve retention in care and patient outcomes.

Improving Teacher-Made Assessments in Technology and Engineering Education

Science.gov (United States)

White, Jesse W.; Moye, Johnny J.; Gareis, Christopher R.; Hylton, Sarah P.

2018-01-01

In the interest of learning how to effectively use the technological literacy standards and of adhering to education regulation, this article focuses on efforts to improve the professional teaching practices of Technology and Engineering Education (TEE) teachers by using the Gareis and Grant (2015) process with respect to "Standards for…

An Exploration of the Preparation and Organization of Teaching Practice Exercise to Prospective Science and Mathematics Teachers toward Improving Teaching Profession at Morogoro Teachers' College

Science.gov (United States)

Mungure, Daudi Mika

2016-01-01

This paper explored the preparation and organization of teaching practice exercise to prospective science and mathematics teachers in Tanzania teachers college specifically Morogoro Teachers' College toward improving teaching profession. Due to the challenges stated by different scholars on preparation and organization of teaching practice…

Quietly Sharing the Load? The Role of School Psychologists in Enabling Teacher Resilience

Science.gov (United States)

Beltman, Susan; Mansfield, Caroline F.; Harris, Annabelle

2016-01-01

Teacher resilience is associated with positive student outcomes and plays an important role in teacher retention and well-being. School ecologies can enable the resilience of teachers, with prior research illustrating the importance of supportive colleagues, strong leadership, and positive school culture. There is limited research, however,…

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…

Scholarships for High School Teachers

Science.gov (United States)

Hach, Bryce

2007-12-01

The Hach Scientific Foundation 's mission is very focused and very simple: supporting chemistry education, primarily at the K 12 level. Through the recruitment of new teachers, addressing the issues of existing teacher retention, and supporting the best instruction and assessment strategies in chemistry education, the Foundation has a firm commitment to making the life of the chemistry student and teacher the most positive and educational experience possible. Although the Foundation's charter has its roots firmly planted in chemistry, the outgrowth of Hach Co. cofounder Clifford Hach's love of the "central science", it took more than 20 years before the Foundation announced it would narrow its aim singly on chemistry education.

From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities

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Jennifer C. Richardson

2015-02-01

Full Text Available Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college level, yet little research to date has looked at how instructors at the college level, especially those who are teaching online, develop their online instructor identity. The purpose of this interview-based, qualitative study is to understand the experience of first time online instructors and how they develop their online teacher identity and utilizes the framework established by Beijaard, Meijer and Verloop (2004 as the lens for analyses. Recommendations are made for cultivating online teacher identity and the many aspects of it as a means to strengthen online teacher identity to not only provide effective and innovative teaching experiences but also for the sake of retention.

Approaching the Challenge of Student Retention through the Lens of Quality Control: A Conceptual Model of University Business Student Retention Utilizing Six Sigma

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Jenicke, Lawrence O.; Holmes, Monica C.; Pisani, Michael J.

2013-01-01

Student retention in higher education is a major issue as academic institutions compete for fewer students and face declining enrollments. A conceptual model of applying the quality improvement methodology of Six Sigma to the problem of undergraduate student retention in a college of business is presented. Improvement techniques such as cause and…

Motivational Factors in Veteran New Jersey Teacher Job Satisfaction and Retention

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Battitori, Jolene R.

2010-01-01

The purpose of this study of teacher attitudes and school climate was to identify the intrinsic and extrinsic motivators affecting veteran teachers' decision to remain in the profession. The study was conducted using data collected by the National Center for Education Statistics from a survey administered during the 2003-2004 school year to…

SHAPING THE FACULTY IN THE NORMAL SCHOOL FOR IMPROVEMENT IN HALF A TEACHER TRAINING

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Cecilia Ortega-Díaz

2016-07-01

Full Text Available One of the policies in mainstream schools is the creation of academic bodies that promote the generation and application of knowledge to improve the quality of teacher education, which is why it is necessary to assess and analyze the experience in creating bodies academics in the State of Mexico, for this purpose a qualitative research on the phenomenological approach is performed in a case study, carried out in-depth interviews and surveys to a group of teachers. Among the results the complexity living normal for research processes unlike other IES schools observed, however the commitment of CA seen as an epistemic community affects the continuous improvement in the processes of initial teacher training education Basic.

Challenges to nordic teacher education programmes

DEFF Research Database (Denmark)

Rasmussen, Jens; Dorf, Hans

2010-01-01

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

The Relationship between Job Satisfaction and Selected Demographics and Teacher Retention

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Claybon, Karen M.

2008-01-01

According to the Texas State Board of Education in 2002, 60% of teachers in Texas classrooms quit the profession after only five years in the classroom. In 1998-99, Texas filled over 63,000 teaching positions. Most vacant positions resulted from existing teachers retiring (11,000) or leaving the profession (46,600). A recent study in Texas…

Instant noodles made with fortified wheat flour to improve micronutrient intake in Asia: a review of simulation, nutrient retention and sensory studies.

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Bronder, Kayla L; Zimmerman, Sarah L; van den Wijngaart, Annoek; Codling, Karen; Johns, Kirsten Ag; Pachón, Helena

2017-03-01

Consumption of foods made with wheat flour, particularly instant noodles, is increasing in Asia. Given this trend, fortifying wheat flour with vitamins and minerals may improve micronutrient intake in the region. The objective of this review was to understand what is known about fortifying wheat flour used to make instant noodles. A literature review of seven databases was performed using the search terms "noodle" and ("Asian" or "instant"). Grey literature was requested through a food fortification listserv. Articles were title screened first for relevance and duplicity, with exclusion criteria applied during the second round of abstract-level screening. This review considered studies examining simulation, retention, sensory, bioavailability, efficacy, and effectiveness of instant noodles made with fortified wheat flour. Fourteen relevant documents were reviewed for simulation (n=1), retention (n=11), and sensory studies (n=3). The documents revealed that instant noodles produced from fortified wheat flour have potential to improve nutrient intakes, have high retention of most nutrients, and provoke no or minimal changes in sensory characteristics. The available literature indicates that using fortified wheat flour for instant noodle production results in retention of the added nutrients, except thiamin, with no significant sensory change to the final product. Given the rising consumption of instant noodles, production of this item with fortified wheat flour has potential to improve nutrient intakes in Asia. This review provides a resource for the design of a wheat flour fortification program in countries where a large proportion of wheat flour is consumed as instant noodles.

Effects of pediatric first aid training on preschool teachers: a longitudinal cohort study in China.

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Li, Feng; Sheng, Xiaoyang; Zhang, Jinsong; Jiang, Fan; Shen, Xiaoming

2014-08-24

Unintentional injuries are a major cause of death among children. Data suggest that the retention of knowledge and skills about first aid declined over time. The purpose of this study was to assess the effects of pediatric first aid training among teachers. A stratified random sampling method was used to select 1,067 teachers. The selected trainees received pediatric first aid training. Follow-up assessments were conducted 6 months, 9 months and 4 years following the training. A standardized collection of demographics was performed, and participants were given a questionnaire to indicate knowledge of and emotions about first aid. In the pretest, 1067 people responded with a mean of 21.0 correct answers to 37 questions, whereas in the post-test period, the mean score increased to 32.2 correct answers of 37 questions (P 70%) had administered correct first aid for injuries. This study demonstrated that the acquisition of knowledge, both short and long term, significantly improves. Despite appreciable decreases in knowledge long term, knowledge retention was modest but stable.

A Survey of Professional Training and Certification of Rural Administrators and Rural Teachers in New Mexico.

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Tingley, Wayne

Teachers and administrators in rural New Mexico schools and preservice teachers at New Mexico State University were surveyed to determine components that could be included in teacher education programs to augment prospective rural teachers' skills and to ease problems of recruitment/retention of certified personnel in rural schools. Questionnaires…

Transportation and retention in outpatient drug abuse treatment programs.

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Friedmann, P D; Lemon, S C; Stein, M D

2001-09-01

To determine whether certain types of transportation assistance improve outpatient treatment retention beyond thresholds shown to have therapeutic benefits, we analyzed data from 1,144 clients in 22 outpatient methadone maintenance (OMM) programs and 2,031 clients in 22 outpatient drug-free (ODF) programs in the Drug Abuse Treatment Outcomes Study (DATOS), a national, 12-month, longitudinal study of drug abuse treatment programs. Directors' surveys provided information about provision of car, van, or contracted transportation services or individual vouchers/payment for public transportation. Chart-abstracted treatment retention was dichotomized at 365 days for OMM and 90 days for ODF. Separate multivariate hierarchical linear models revealed that provision of car, van, or contracted transportation services improved treatment retention beyond these thresholds for both OMM and ODF, but individual vouchers or payment for public transportation did not. Future research should validate whether car, van, or contracted transportation services improve retention and other treatment outcomes in outpatient drug abuse treatment.

Improving retention and performance in civil society in Uganda

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Paydos Michael

2008-06-01

Full Text Available Abstract This article is the second article in the Human Resources for Health journal's first quarterly feature. The series of seven articles has been contributed by Management Sciences for Health (MSH under the theme of leadership and management in public health and will be published article-by-article over the next few weeks. The journal invited Dr Manuel M. Dayrit, Director of the WHO Department of Human Resources for Health and former Minister of Health for the Philippines to launch the feature with an opening editorial to be found in the journal's blog. This article – number two in the series – describes the experience of the Family Life Education Programme (FLEP, a reproductive health program that provides community-based health services through 40 clinics in five districts of Uganda, in improving retention and performance by using the Management Sciences for Health (MSH Human Resource Management Rapid Assessment Tool. A few years ago, the FLEP of Busoga Diocese began to see an increase in staff turnover and a decrease in overall organizational performance. The workplace climate was poor and people stopped coming for services even though there were few other choices in the area. An external assessment found the quality of the health care services provided was deficient. An action plan to improve their human resource management (HRM system was developed and implemented. To assess the strengths and weaknesses of their system and to develop an action plan, they used the Rapid Assessment Tool. The tool guides users through a process of prioritizing and action planning after the assessment is done. By implementing the various recommended changes, FLEP established an improved, responsive HRM system. Increased employee satisfaction led to less staff turnover, better performance, and increased utilization of health services. These benefits were achieved by cost-effective measures focused on professionalizing the organization's approach to HRM.

Assessment of and recommendations to improve pharmacy faculty satisfaction and retention.

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Spivey, Christina A; Chisholm-Burns, Marie A; Murphy, John E; Rice, Laura; Morelli, Christopher

2009-01-01

The level of job satisfaction and items associated with job satisfaction are examined among pharmacy faculty in the United States. An Internet-based survey was developed and distributed via e-mail to randomly selected faculty. The survey questionnaire was developed based on items used in previous surveys related to faculty job satisfaction and included a seven-item job satisfaction measure, satisfaction with work- and career-related items, items regarding the work environment, and demographic information. Analysis of variance and Pearson's correlation coefficient were used to analyze the relationship among variables. Out of 1000 faculty members who received the survey, 266 responded. The mean +/- S.D. level of global job satisfaction for faculty was 3.82 +/- 0.77. Global satisfaction and salary satisfaction were associated with higher salary level (p satisfaction were found for several work and career items. Female faculty members were less satisfied with time for family and personal needs compared with male faculty (p job satisfaction, there are several work and career and work environment areas in which improvement in satisfaction is needed. Provision of competitive salaries and development of a stimulating, supportive institutional culture may increase job satisfaction and facilitate improved faculty retention.

Improvement in mortality and retention among adult HIV-infected patients in the first 12 months of antiretroviral therapy in Dodoma urban district, Tanzania.

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Tweve, Escor N; Kayabu, David; Nassari, Nahum O; Todd, Jim

2015-06-01

To determine mortality and retention in ART programmes in Tanzania, between 2010 and 2013. Retrospective routinely collected data were analysed from people starting ART in the period 2010-2013. Mortality and retention over the first 12 months on ART were compared across the 4 years, and adjustment was made for individual level potential confounders. Data from 3844 people (70.6% female) starting ART were analysed. Mortality in the first year declined from 11.4% in 2010 to 4.9% in 2013, and retention after 12 months increased from 77.8% in 2010 to 98.1% in 2013. Mortality was inversely associated with CD4 count, lowest among those with CD4 350+ cells/μl [adjusted odds ratio (AOR) = 0.03, 95% CI 0.01-0.03], associated with male sex (AOR = 1.79, 95% CI 1.39-2.31), but not age. Lost to follow-up (LTFU) was lowest among those with CD4 = 350+ cells/μl AOR = 0.20, 95% CI 0.10-0.30), but not associated with age or sex, and higher in urban health facilities (AOR = 1.88, 95% CI 1.15-3.09). After adjustment for individual level characteristics, there was a statistically significant yearly improvement in mortality (AOR = 0.31, 95% CI (0.21-0.44) and LTFU (AOR = 0.06, 95% CI 0.04-0.10). Mortality and retention in the first 12 months on ART have significantly improved over the 4 years from 2010 to 2013. These improvements may indicate better services, earlier initiation on ART, and strengthened systems to provide ART in Tanzania. These results refute the worries that earlier initiation on ART might lead to lower retention in the ART programme. © 2015 John Wiley & Sons Ltd.

Production-Based Education Model for Improving Technical and Vocational Teachers Ability

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Saputro, H.; Suharno; Widiastuti, I.; Harjanto, B.

2018-02-01

The vocational high schools (SMK) in Surakarta have applied the Production-Based Education (PBE) in order to improve the student skills. On the other hand, the implementation of PBE model is needed the professional teachers who have the skill qualifications in the production and learning. This study focuses on strengthening of teacher’s behavior related to the implementation of PBE model at vocational high schools in Surakarta, especially on teacher’s Organizational Citizenship Behavior. This research conducted based on the observational research method that employed 134 teachers of SMK Warga Surakarta as respondents. The data of teachers OCB were analyzed by using the descriptive analysis. The result showed that the PBE model had strengthened the teachers OCB at SMK Warga Surakarta. The measurements of OCB level of SMK teachers had shown the high (H) level and some of the teachers’ OCB characters show very high (VH) levels such as altruism and civic virtue. OCB or “good soldier syndrome” could be manifested by the teacher’s interaction at school such as loyalty, volunteering and helping others. Therefore, teacher’s OCB behavior became important due to the organizational effectiveness at vocational high school (SMK).

Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience

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Beatrice Avalos-Bevan

2017-01-01

Full Text Available The article presents results of a study on teachers’ views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school’s capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geographical regions of Chile. Main results show that teachers hold positive beliefs about the collective efficacy of their colleagues and students in their schools but more negative ones regarding the contribution of parents. In terms of collaboration, teachers hold positive beliefs in general about its role for professional learning but indeed engage more in the “weaker” types of collaboration such as “sharing ideas” and “talking about teaching problems” and less in the more demanding ones such as “mutual lesson observation” and “team teaching.” Differences in teachers’ views, beliefs, and experience were examined in terms of level of teaching (primary/secondary, urban/rural location, school type (public and private, and school size.

Effective Practices for Training and Inspiring High School Physics Teachers

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Magee-Sauer, Karen

It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

Improving Early Career Science Teachers' Ability to Teach Space Science

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

2012-12-01

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

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

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Linda Darling-Hammond

2003-09-01

disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.

The Effect of Internal Salary Increment Distributions on Retention Behaviors of Western New York Teachers

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Patterson, Michele M.

2013-01-01

This is a study of district internal salary distribution practices and its effect on retention. The study is a replication study as recommended by Jacobson (1986) and Lankford and Wyckoff (1997) whereby their research shows the prevalence of "back loading" and ineffectiveness relative to retention. In the case of this study, the…

Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

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Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

2014-08-01

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

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Manno, Christopher M.

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

Acceptability and feasibility of a financial incentive intervention to improve retention in HIV care among pregnant women in Johannesburg, South Africa.

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Clouse, Kate; Mongwenyana, Constance; Musina, Melda; Bokaba, Dorah; Long, Lawrence; Maskew, Mhairi; Ahonkhai, Aima; Fox, Matthew P

2018-04-01

Women initiating antiretroviral therapy during pregnancy are at high risk of dropping out of HIV care after delivery. We assessed the acceptability and feasibility of a financial incentive - a one-time R50 (∼USD4) supermarket voucher for completing one postpartum visit ≤10 weeks of delivery - to improve postpartum retention. We enrolled 100 pregnant, HIV-positive women at a primary health clinic in Johannesburg, South Africa. Participants were interviewed at enrollment and we reviewed files to assess retention ≥14 weeks postpartum. Median (IQR) respondent age was 28 years (24-31) and 31% were employed. Most (86%) said the incentive would motivate them to return and 76% supported clinics offering incentives. Among the 23% who found the intervention unacceptable, the most frequent reason was perceived personal responsibility for health. Feasibility was demonstrated, as 79.7% (51/64) of eligible participants received a voucher. When asked to rank preferred hypothetical incentive interventions, assistance with social services ranked first (29%), followed by infant formula (22%) and cash (21%); assistance with social services was the top-ranked choice by both those who found the voucher incentive intervention acceptable and unacceptable. To encourage HIV-positive women to remain in care, respondents most frequently suggested health education (34%), counseling (29%), financial incentives (25%), home visits (13%), and better service (6%). Our results suggest financial incentives are acceptable, but women frequently expressed preference for integrated services and improved education and counseling to improve retention. Interventions exploring the feasibility and efficacy of education and counseling interventions to improve postpartum HIV care are warranted.

Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching

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Treagust, David F.; Won, Mihye; Petersen, Jacinta; Wynne, Georgie

2015-01-01

In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science…

Case Study of Science Teachers' Professional Development in Saudi Arabia: Challenges and Improvements

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Alshehry, Amel

2018-01-01

Professional development has a major role in addressing the skill gaps of teachers. Recently, much effort has been focused on improving teaching practices in Saudi Arabia. Here we aim to determine Saudi teachers professional development needs in the higher educational system. We also focus on skill needs, training programs, factors affecting…

The effectiveness of CPI model to improve positive attitude toward science (PATS) for pre-service physics teacher

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Sunarti, T.; Wasis; Madlazim; Suyidno; Prahani, B. K.

2018-03-01

In the previous research, learning material based Construction, Production, and Implementation (CPI) model has been developed to improve scientific literacy and positive attitude toward science for pre-service physics teacher. CPI model has 4 phases, included: 1) Motivation; 2) Construction (Cycle I); 3) Production (Cycle II); and 4) Evaluation. This research is aimed to analyze the effectiveness of CPI model towards the improvement Positive Attitude toward Science (PATS) for pre-service physics teacher. This research used one group pre-test and post-test design on 160 pre-service physics teacher divided into 4 groups at Lambung Mangkurat University and Surabaya State University (Indonesia), academic year 2016/2017. Data collection was conducted through questioner, observation, and interview. Positive attitude toward science for pre-service physics teacher measurement were conducted through Positive Attitude toward Science Evaluation Sheet (PATSES). The data analysis technique was done by using Wilcoxon test and n-gain. The results showed that there was a significant increase in positive attitude toward science for pre-service physics teacher at α = 5%, with n-gain average of high category. Thus, the CPI model is effective for improving positive attitude toward science for pre-service physics teacher.

Teacher Job Satisfaction and Retention: A Comparison Study between the U.S. and China

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Ouyang, Meimei; Paprock, Kenneth

2006-01-01

Through a literature review regarding teacher job satisfaction in the U.S. and in China, in terms of community factors, school factors, and teacher characteristics, this paper finds that most teachers in both countries are satisfied with their jobs, but teachers cited various factors influencing their job satisfaction. This paper makes a…

Improving Attendance and Retention in Out-of-School Time Programs. Research-to-Results Practitioner Insights. Publication # 2007-17

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Kennedy, Elena; Wilson, Brooke; Valladares, Sherylls; Bronte-Tinkew, Jacinta

2007-01-01

Regular participation in out-of-school time activities is associated with benefits for children. However, children cannot reap the benefits of program participation if they do not attend programs in the first place. This brief focuses on ways in which out-of-school time programs can improve the attendance and retention of children and youth in…

Improving classroom practices: the impact of leadership, school organizational conditions, and teacher factors

NARCIS (Netherlands)

Thoonen, E.E.J.

2012-01-01

Schools are challenged to improve classroom practices as they are expected to enhance students’ motivation. While leadership, school organizational conditions and teacher factors are considered essential for improving classroom practices, more should be known about the interplay between school

Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

Science.gov (United States)

Beaver, Melanie S.

This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers

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Lewis-Grace, Dorothy

2011-01-01

In 2007, the National Center for Education Statistics (NCES) reported in their 2004-2005 Teacher Follow-up Survey that nearly 20% of U.S. teachers leave the profession after their first year of teaching and almost 30% leave after the fourth year of teaching. These percentages are even greater for mathematics teachers. The inability of schools to…

IMPROVING THE HARD SKILLS AND SOFT SKILLS OF MADRASAH TEACHERS FOR DEALING ASEAN ECONOMIC COMMUNITY (AEC

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Laely Mahmudah

2016-11-01

Full Text Available ASEAN Economic Community (AEC has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC. Hard skills are academic skills that include pedagogic competence and professional competence. How to improve the hard skills is to meet the pedagogic competence (ability to manage learning students and professional competence (the ability to master the learning material is broad and deep. Soft skills is the ability to organize themselves (intrapersonal skills, such as creativity, motivation, and self-contained and the ability to interact with others (interpersonal skills, such as communication, team building and adaptation to maximize performance. Soft skills include personal competence and social competence. Madrasah teachers should be able to change the mindset of a passenger became good driver. Professional madrasah teachers are teachers who have the balanced hard skills and soft skills, which can compete healthily in AEC era.

Development and Evaluation of a Model-Supported Scientific Inquiry Training Program for Elementary Teachers in Indonesia

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Chandra Ertikanto

2017-07-01

Full Text Available A teacher training program, named Model-Supported Scientific Inquiry Training Program (MSSITP has been successfully developed to improve the inquiry skills of Indonesian elementary teachers. The skills enhanced by MSSITP are defining problems, formulating hypotheses, planning and doing investigations, drawing conclusions, and communicating the results. This teacher training program was evaluated by 48 teachers selected by stratified random sampling technique from 48 elementary schools in Bandar Lampung City, Lampung Province, Indonesia. The program was designed to follow Bandura’s stages of social learning: attention, retention, production, and motivation. The impact of MSSITP was evaluated in three ways. First, by analyzing the improvements of inquiry skills compared to conventional SITP through pretest and posttest control group design. Second, by using an inquiry questionnaire to describe teachers’ perceptions of inquiry learning. Last, by using a response instrument to elicit teachers’ opinions of the program. The results indicate a significant difference (sig 0.00 in teachers’ skills acquired from the two different training programs. Mean posttest scores, varying from 34.7 to 56.9 for the control group and 58.3 to 98.6 for the experimental group, confirmed the effectiveness of MSSITP.

Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

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Cheng, Zijia; Southcott, Jane

2016-01-01

Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small…

Engaging nurse aide students to develop a survey to improve enrollment and retention in college.

Science.gov (United States)

Boyd, Jamie Kamailani; Hernandez, Jesika Y; Braun, Kathryn L

2011-01-01

Students from lower socioeconomic status (SES) backgrounds have historically experienced high rates of college dropout. Surveys often are used to assess supports and barriers (SB) to college enrollment and completion, and findings drive the design of interventions to improve student recruitment and retention. However, standard surveys may not include questions that solicit the breadth of issues facing low-income minority individuals. We used community-based participatory research (CBPR) principles to develop an SB survey to better reflect the concerns of rural, first-generation college students in Hawai'i. An advisory panel (AP) of students and community partners guided the work. The literature informed the first draft of the SB survey. Then we worked with students who had successfully completed a vocational Nurse Aide (NA) Training Program (NATP) course to refine four versions of the SB survey through multiple cycles of online survey review and focus groups. The final product included questions in new areas and differently phrased questions in standard areas (e.g., transportation, dependent care, housing, financial aid) to better capture reasons for students dropping out. The survey has proven useful as a student assessment tool, and findings are being used by instructors, counselors, and community partners to add resources and modify programs to increase student success in community college. Findings confirm the usefulness of engaging target partners in tool development. An enhanced understanding of SB of students from underrepresented groups will help to improve college recruitment and retention interventions.

Improvement of fundamental movement skills through support and mentorship of class room teachers.

Science.gov (United States)

Mitchell, Brooke; McLennan, Stephanie; Latimer, Kasha; Graham, David; Gilmore, Janine; Rush, Elaine

2013-01-01

Project Energize, a multicomponent through-school programme aims to improve the overall health and reducing weight gain of Waikato primary school children by increasing their physical activity and encouraging healthy eating. The aim of this report is to describe the efficacy of one intervention that provided classroom teachers with tools for improving fundamental movement skill (FMS) proficiency in years 0-8 school children. In 2008 the Test of Gross Motor Development (TGMD) was used to measure the FMS proficiency of children from 11 schools and 41 classes; before (n = 701) and after (n = 598) the teacher support was provided. Children were identified only by class years. At baseline less than half of the children exhibited proficiency in kicking (21%), throwing (31%) and striking (40%) while most children were able to run (84.6%) and slide (78.0%). All skills were substantially improved (P < 0.001) after the intervention with the biggest changes in kicking, throwing and striking; 49.8%, 63.5% and 76.3% proficient. At baseline children in years 0-3 from higher decile schools performed better than lower decile schools and after intervention this gap was reduced or removed. After receiving tailored FMS physical education classes led by the teacher, younger children were more competent than the older children were at baseline. The large, positive effects of the intervention have implications for long term physical activity participation and fitness with subsequent health benefits. The school-based FMS teacher support intervention by Team Energize is an effective way to improve outcomes for children. © 2011 Asian Oceanian Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

Efficacy of humidity retention bags for the reduced adsorption and improved cleaning of tissue proteins including prion-associated amyloid to surgical stainless steel surfaces.

Science.gov (United States)

Secker, T J; Pinchin, H E; Hervé, R C; Keevil, C W

2015-01-01

Increasing drying time adversely affects attachment of tissue proteins and prion-associated amyloid to surgical stainless steel, and reduces the efficacy of commercial cleaning chemistries. This study tested the efficacy of commercial humidity retention bags to reduce biofouling on surgical stainless steel and to improve subsequent cleaning. Surgical stainless steel surfaces were contaminated with ME7-infected brain homogenates and left to dry for 15 to 1,440 min either in air, in dry polythene bags or within humidity retention bags. Residual contamination pre/post cleaning was analysed using Thioflavin T/SYPRO Ruby dual staining and microscope analysis. An increase in biofouling was observed with increased drying time in air or in sealed dry bags. Humidity retention bags kept both protein and prion-associated amyloid minimal across the drying times both pre- and post-cleaning. Therefore, humidity bags demonstrate a cheap, easy to implement solution to improve surgical instrument reprocessing and to potentially reduce associated hospital acquired infections.

Factors influencing urban special education teachers' commitment, job satisfaction, and career plans

OpenAIRE

Hendricks, Mary Beth

1992-01-01

High teacher attrition rates coupled with critical personnel shortages in special education have augmented the need for research in teacher attrition/retention. Retaining quality personnel in special education teaching is vital to assuring that students with disabilities receive an appropriate education. The purpose of this study was to provide an in-depth exploration of factors influencing urban special education teachers' career plans. To gain a better understanding ...

Improving Teacher Professionalism.

Science.gov (United States)

Schultheis, Robert A.

1979-01-01

A teacher who feels secure, wanted, and recognized by the administration and the community, who is provided with adequate working conditions, including small classes and effective work space, and who is supported and encouraged to travel, study, and experiment is likely to behave in a highly professional manner and be very productive. (LRA)

A systematic review of interventions to improve prevention of mother-to-child HIV transmission service delivery and promote retention.

Science.gov (United States)

Ambia, Julie; Mandala, Justin

2016-01-01

The success of prevention of mother-to-child transmission of HIV (PMTCT) is dependent upon high retention of mother-infant pairs within these programmes. This is a systematic review to evaluate the effectiveness of interventions that aim to improve PMTCT service delivery and promote retention throughout the PMTCT steps. Selected databases were searched for studies published in English (up to September 2015). Outcomes of interest included antiretroviral (ARV) drugs or antiretroviral therapy (ART) initiation among HIV-positive pregnant and/or breastfeeding women and their infants, retention into PMTCT programs, the uptake of early infant diagnosis (EID) of HIV and infant HIV status. Risk ratios and random-effect meta-analysis were used in the analysis. Interventions assessed in the 34 identified studies included male partner involvement in PMTCT, peer mentoring, the use of community health workers (CHWs), mobile phone-based reminders, conditional cash transfer, training of midwives, integration of PMTCT services and enhanced referral. Five studies (two randomized) that evaluated mobile phone-based interventions showed a statistically significant increase (pooled RR 1.18; 95% CI 1.05 to 1.32, I(2)=83%) in uptake of EID of HIV at around six weeks postpartum. Male partner involvement in PMTCT was associated with reductions in infant HIV transmission (pooled RR 0.61; 95% CI 0.39 to 0.94, I(2)=0%) in four studies (one randomized). Four studies (three randomized) that were grounded on psychological interventions reported non-significant results (pooled RR 1.01; 95% CI 0.93 to 1.09, I(2)=69%) in increasing ARV/ART uptake among HIV-positive pregnant and/or breastfeeding women and infant HIV testing (pooled RR 1.00; 95% CI 0.94 to 1.07, I(2)=45%). The effect of the other interventions on the effectiveness of improving PMTCT uptake was unclear. Heterogeneity of interventions limits these findings. Our findings indicate that mobile phone-based reminders may increase the uptake

Measuring Science Curriculum Improvement Study Teachers' Attitudinal Changes Toward Science.

Science.gov (United States)

Hovey, Larry Michael

Investigated were three questions related to the relationship between a science teacher's attitude regarding the use of a newer science program, in this instance the Science Curriculum Improvement Study (SCIS): (1) Could the Projective Tests of Attitudes, originally designed for fifth-grade students, be modified for use with adults? (2) Is there a…

Where Have All the Teachers Gone?

Directory of Open Access Journals (Sweden)

Mark Fetler

1997-01-01

Full Text Available A rising need for teachers is projected for California and the nation during the next decade. Sound policy for teacher preparation should not only foster a capable workforce, it should also assure that the supply of qualified teachers balances with employment demand. A conceptual model is proposed to describe the flow of individuals through teacher preparation programs and the workplace. In California the workforce is projected to grow by thirty percent over the next ten years, stimulating the demand for teachers. At present the number of newly credentialed teachers exceeds the number hired. However, the apparent abundance masks an oversupply of teachers in some curricular and geographic areas and shortages elsewhere. Evidence for a lack of balance between supply and demand is found in an upward trend of emergency hiring of teachers who do not meet all requirements for a credential and low employment rates for first-time college and university prepared teachers. The asymmetry between supply and demand could be redressed partly through better retention of working teachers and closer coordination of preparation programs with the needs of schools in their service areas.

Do dual-thread orthodontic mini-implants improve bone/tissue mechanical retention?

Science.gov (United States)

Lin, Yang-Sung; Chang, Yau-Zen; Yu, Jian-Hong; Lin, Chun-Li

2014-12-01

The aim of this study was to understand whether the pitch relationship between micro and macro thread designs with a parametrical relationship in a dual-thread mini-implant can improve primary stability. Three types of mini-implants consisting of single-thread (ST) (0.75 mm pitch in whole length), dual-thread A (DTA) with double-start 0.375 mm pitch, and dual-thread B (DTB) with single-start 0.2 mm pitch in upper 2-mm micro thread region for performing insertion and pull-out testing. Histomorphometric analysis was performed in these specimens in evaluating peri-implant bone defects using a non-contact vision measuring system. The maximum inserted torque (Tmax) in type DTA was found to be the smallest significantly, but corresponding values found no significant difference between ST and DTB. The largest pull-out strength (Fmax) in the DTA mini-implant was found significantly greater than that for the ST mini-implant regardless of implant insertion orientation. Mini-implant engaged the cortical bone well as observed in ST and DTA types. Dual-thread mini-implant with correct micro thread pitch (parametrical relationship with macro thread pitch) in the cortical bone region can improve primary stability and enhanced mechanical retention.

Enhancing retention of partial dentures using elastomeric retention rings

Directory of Open Access Journals (Sweden)

Kakkirala Revathi

2015-01-01

Full Text Available This report presents an alternative method for the retention of partial dentures that relies on the engagement of tooth undercuts by a lining material. The lab procedures are also presented. A new maxillary and mandibular acrylic partial dentures were fabricated using elastomeric retention technique for a partially dentate patient. A partially dentate man reported difficulty in retaining his upper removable partial denture (RPD. The maxillary RPD was designed utilizing elastomeric retention technique. During follow-up, it was necessary to replace the retention rings due to wear. The replacement of the retention rings, in this case, was done through a chairside reline technique. Elastomeric retention technique provides exceptionally good retention can be indicated to stabilize, cushion, splint periodontally involved teeth, no enough undercut for clasps, eliminate extractions, single or isolated teeth.

Best practices in doctoral retention: Mentoring

Directory of Open Access Journals (Sweden)

Judie L. Brill

2014-06-01

Full Text Available  The aim of this critical literature review is to outline best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike. The focus of this literature review is on distance learning relationships between faculty and doctoral students, regarding retention, persistence, and mentoring models. Key phrases and words used in the search and focusing on mentoring resulted in over 20,000 sources. The search was narrowed to include only doctoral study and mentoring. Research questions of interest were: Why do high attrition rates exist for doctoral students? What are the barriers to retention? What are the benefits of doctoral mentoring? What programs do institutions have in place to reduce attrition? The researchers found a key factor influencing doctoral student retention and success is effective faculty mentorship. In particular, the design of a mentoring and faculty training program to increase retention and provide for success after graduation is important. This research represents a key area of interest in the retention literature, as institutions continue to search for ways to better support students during their doctoral programs and post-graduation. DOI: 10.18870/hlrc.v4i2.186

Increasing student engagement and retention using immersive interfaces virtual worlds, gaming and simulation

CERN Document Server

Wankel, Charles

2012-01-01

Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation uses case studies, surveys, and literature reviews to critically examine how gaming, simulation, and virtualization are being used to improve teamwork and leadership skills in students, create engaging communities of practice, and as experiential learning tools to create inter-cultural, multi-perspective, and global experiences. Chapters include how to increase learner engagement using serious games, using game features for classroom engagement, using client-based peer assessment in multi-role, whole-enterprise simulations, using virtual worlds to develop teacher candidate skills, enhancing leadership skills through virtual simulation, using online video simulation for educational leadership, using augmented reality in education, using open source software in education, using educational robotics laboratories to enhance active learning, and utilizing the virtual learning environment to encourage facu...

Sodalite as a vehicle to increase Re retention in waste glass simulant during vitrification

Energy Technology Data Exchange (ETDEWEB)

Luksic, Steven A., E-mail: steven.luksic@pnnl.gov; Riley, Brian J.; Parker, Kent E.; Hrma, Pavel

2016-10-15

Technetium (Tc) retention during Hanford waste vitrification can be increased if the volatility can be controlled. Incorporating Tc into a thermally stable mineral phase, such as sodalite, is one way to achieve increased retention. Here, rhenium (Re)-bearing sodalite was tested as a vehicle to transport perrhenate (ReO{sub 4}{sup −}), a nonradioactive surrogate for pertechnetate (TcO{sub 4}{sup −}), into high-level (HLW) and low-activity waste (LAW) glass simulants. After melting HLW and LAW simulant feeds, the retention of Re in the glass was measured and compared with the Re retention in glass prepared from a feed containing Re{sub 2}O{sub 7}. Phase analysis of sodalite in both these glasses across a profile of temperatures describes the durability of Re-sodalite during the feed-to-glass transition. The use of Re sodalite improved the Re retention by 21% for HLW glass and 85% for LAW glass, demonstrating the potential improvement in Tc-retention if TcO{sub 4}{sup −} were to be encapsulated in a Tc-sodalite prior to vitrification. - Highlights: • Re retention is improved by incorporation into sodalite structure. • LAW-type glass shows lower retention but larger improvement with Re-sodalite. • Sodalite is stable to higher temperatures in high-alumina glass melts.

Teacher Retention in Refugee and Emergency Settings: The State of the Literature

Science.gov (United States)

Ring, Hannah Reeves; West, Amy R.

2015-01-01

Teacher quality is recognised as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts. In this article we use secondary source materials from academic experts and grey literature from United…

Is Enlisted Retention too High?

National Research Council Canada - National Science Library

Hansen, M

2003-01-01

.... The consensus appears to be that higher retention is better for the Navy; more experienced Sailors improve readiness and allow the Navy to devote fewer resources to the recruiting, training, and acculturation of new accessions...

Mixed evidence for the potential of non-invasive transcutaneous vagal nerve stimulation to improve the extinction and retention of fear.

Science.gov (United States)

Burger, A M; Verkuil, B; Fenlon, H; Thijs, L; Cools, L; Miller, H C; Vervliet, B; Van Diest, I

2017-10-01

Extinction memories are fragile and their formation has been proposed to partially rely on vagus nerve activity. We tested whether stimulating the auricular branch of the vagus (transcutaneous VNS; tVNS) accelerates extinction and reduces spontaneous recovery of fear. Forty-two healthy students participated in a 3-day fear conditioning study, where we tested fear acquisition (day 1), fear extinction (day 2) and the retention of the extinction memory (day 3). During extinction, participants were randomly allocated to receive tVNS or sham stimulation concurrently with each CS presentation. During the acquisition and retention phases, all participants received sham stimulation. Indexes of fear included US-expectancy, startle blink EMG and skin conductance responses. Results showed successful acquisition and extinction of fear in all measures. tVNS facilitated the extinction of declarative fear (US expectancy ratings), but did not promote a stronger retention of the declarative extinction memory. No clear effects of tVNS on extinction and retention of extinction were found for the psychophysiological indexes. The present findings provide tentative indications that tVNS could be a promising tool to improve fear extinction and call for larger scale studies to replicate these effects. Copyright © 2017 Elsevier Ltd. All rights reserved.

Cronobacter sakazakii infection alters serotonin transporter and improved fear memory retention in the rats

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Bhagavathi Sundaram eSivamaruthi

2015-09-01

Full Text Available It is well established that Cronobacter sakazakii infection cause septicemia, necrotizingenterocolitis (NEC and meningitis. In the present study, we tested whether the C. sakazakii infection alter the learning and memory through serotonin transporter (SERT. To investigate the possible effect on SERT, on postnatal day (PND-15, wistar rat pups were administered with single dose of C. sakazakii culture (Infected group: IF; 107 CFU or 100μL of Luria-Bertani broth (LB; Medium Control: MC or without any treatment (Naïve control: NC. All the individuals were subjected to passive avoidance test on PND-30 to test their fear memory. We show that single dose of C. sakazakii infection improved fear memory retention. Subsequently, we show that C. sakazakii infection induced the activation of Toll-like receptor-3 (TLR-3 and heat-shock proteins-90 (Hsp-90. On the other hand, level of serotonin (5-HT and SERT protein was down-regulated. Furthermore, we show that C. sakazakii infection up-regulate microRNA (miR-16 expression. The observed results highlight that C. sakazakii infections was responsible for improved fear memory retention and may have reduced the level of SERT protein, which is possibly associated with the interaction of up-regulated Hsp-90 with SERT protein or miR-16 with SERT mRNA. Taken together, observed results suggest that C. sakazakkii infection alter the fear memory possibly through SERT. Hence, this model may be effective to test the C. sakazakii infection induced changes in synaptic plasticity through SERT and effect of other pharmacological agents against pathogen induced memory disorder.

Principal-Teacher Interactions and Teacher Leadership Development: Beginning Teachers' Perspectives

Science.gov (United States)

Szeto, Elson; Cheng, Annie Yan-Ni

2018-01-01

Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal-teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was…

Communication of Expectations between Principals and Entry-Year Instrumental Music Teachers: Implications for Music Teacher Assessment

Science.gov (United States)

Edgar, Scott

2012-01-01

Assessment of arts educators, including music educators, has evolved into a high-stakes situation that drives teacher pay, promotion, and retention. This assessment process is driven by federal policy advocating for a value-added model based on student performance. Principals, who are often charged with assessing artistic musical performance,…

Teachers' Perspectives on a Professional Development Intervention to Improve Science Instruction Among English Language Learners

Science.gov (United States)

Lee, Okhee; Adamson, Karen; Maerten-Rivera, Jaime; Lewis, Scott; Thornton, Constance; Leroy, Kathryn

2008-02-01

Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.

Persisting mathematics and science high school teachers: A Q-methodology study

Science.gov (United States)

Robbins-Lavicka, Michelle M.

There is a lack of qualified mathematics and science teachers at all levels of education in Arkansas. Lasting teaching initiative programs are needed to address retention so qualified teachers remain in the classroom. The dearth of studies regarding why mathematics and science teachers persist in the classroom beyond the traditional 5-year attrition period led this Q-methodological study to evaluate the subjective perceptions of persistent mathematics and science teachers to determine what makes them stay. This study sought to understand what factors persisting mathematics and science teachers used to explain their persistence in the classroom beyond 5 years and what educational factors contributed to persisting mathematics and science teachers. Q-methodology combines qualitative and quantitative techniques and provided a systematic means to investigate personal beliefs by collecting a concourse, developing a Q-sample and a person-sample, conducting a Q-sorting process, and analyzing the data. The results indicated that to encourage longevity within mathematics and science classrooms (a) teachers should remain cognizant of their ability to influence student attitudes toward teaching; (b) administrators should provide support for teachers and emphasize the role and importance of professional development; and (c) policy makers should focus their efforts and resources on developing recruitment plans, including mentorship programs, while providing and improving financial compensation. Significantly, the findings indicate that providing mentorship and role models at every level of mathematics and science education will likely encourage qualified teachers to remain in the mathematics and science classrooms, thus increasing the chance of positive social change.

Teacher Leaders in Research Based Science Education

Science.gov (United States)

Rector, T. A.; Jacoby, S. H.; Lockwood, J. F.; McCarthy, D. W.

2001-12-01

NOAO facilities will be used in support of ``Teacher Leaders in Research Based Science Education" (TLRBSE), a new Teacher Retention and Renewal program that will be funded through the National Science Foundation's Directorate for Education and Human Resources. The goal of TLRBSE is to provide professional development for secondary teachers of mathematics and science in an effort to support novice teachers beginning their careers as well as to motivate and retain experienced teachers. Within the context of astronomy, TLRBSE will develop master teachers who will mentor a second tier of novice teachers in the exemplary method of research-based science education, a proven effective teaching method which models the process of inquiry and exploration used by scientists. Participants will be trained through a combination of in-residence workshops at Kitt Peak National Observatory and the National Solar Observatory, a distance-learning program during the academic year, interaction at professional meetings and mentor support from teacher leaders and professional astronomers. A total of 360 teachers will participate in the program over five years.

Specialized moisture retention eyewear for evaporative dry eye.

Science.gov (United States)

Waduthantri, Samanthila; Tan, Chien Hua; Fong, Yee Wei; Tong, Louis

2015-05-01

To evaluate the suitablity of commercially available moisture retention eyewear for treating evaporative dry eye. Eleven patients with evaporative dry eyes were prescibed moisture retention eyewear for 3 months in addition to regular lubricant eye drops. Frequency and severity of dry eye symptoms, corneal fluorescein staining and tear break up time (TBUT) were evaluated at baseline and 3-month post-treatment. Main outcome measure was global symptom score (based on severity and frequency of dry eye symptoms on a visual analog scale) and secondary outcomes were changes in sectoral corneal fluorescein staining and tear break up time (TBUT) from pre-treatment level. There was a significant improvement in dry eye symptoms after using moisture retention eyewear for 3 months (p eyes improved significantly (p dry eye symptoms in windy, air-conditioned environments or when doing vision-related daily tasks. This study shows that moisture retention eyewear might be a valuable adjunct in management of evaporative dry eye and this new design of commercially available eyewear could have a good acceptability rate.

School Influence and Classroom Control: A Comparison of Career and Technical Education, Science, and Mathematics Teachers

Science.gov (United States)

Bowen, Bradley; Marx, Adam; Williams, Thomas; Napoleon, Larry, Jr.

2017-01-01

Teacher retention in the STEM fields is of national interest. Several factors, such as job satisfaction, classroom control, and school influence have been linked to teachers leaving the profession. By statistically analyzing various questions from the Schools and Staffing Survey Teacher Questionnaire, this study evaluated the current state of how…

Comparison between exclusively school teacher-based and mixed school teacher and healthcare provider-based programme on basic cardiopulmonary resuscitation for secondary schools.

Science.gov (United States)

Jiménez-Fábrega, X; Escalada-Roig, X; Miró, O; Sanclemente, G; Díaz, N; Gómez, X; Villena, O; Rodríguez, E; Gaspar, A; Molina, J E; Salvador, J; Sánchez, M

2009-09-01

To compare two teaching methodologies for PROCES (a basic cardiopulmonary resuscitation (b-CPR) programme for secondary school students): one exclusively performed by school teachers (study group) and another by a mixed team of school teachers and healthcare providers (control group). According to their preferences, teachers chose either method and students were consequently assigned to the control or study group. All participants took a 10 multiple-choice question exam regarding b-CPR skills twice: immediately after PROCES and one year later. Eight or more correct answers was considered satisfactory learning. Results between groups were compared. Associations between satisfactory learning and some student characteristics were analysed. Immediately after PROCES, 442 students (219 in the study group and 223 in the control group) took the exam. The percentage of satisfactory learning was not different: 67.1% in the study group and 64.6% in the control group. Immediate satisfactory learning was related to the absence of pending subjects in the control (odds ratio (OR) 2.31, 95% CI 1.16 to 4.64) and study (OR 5.87, 95% CI 1.22 to 28.20) groups. One year later, a greater percentage of retention of b-CRP skills was detected in the study group (57.1% vs 40.6%; p = 0.01). The absence of any pending subject (OR 6.86, 95% CI 1.83 to 25.66) was independently associated with better retention in the study group, but not the control group. Secondary school teachers, previously trained in b-CPR, can teach these skills effectively to 14-16-year-old students using PROCES. The retention of b-CPR skills is greater with this methodology compared with a more standardised programme.

Improving Geoscience Education through the PolarTREC Teacher Research Experience Model (Invited)

Science.gov (United States)

Warburton, J.; Timm, K.; Larson, A. M.

2010-12-01

Teacher Research Experiences (TRE’s) are not new. For more than a decade, the National Science Foundation (NSF) as well as other federal agencies have been funding programs that place teachers with researchers in efforts to invigorate science education by bringing educators and researchers together through hands-on experiences. Many of the TRE’s are successful in providing a hands-on field experience for the teachers and researchers however many of the programs lack the resources to continue the collaborations and support the growing network of teachers that have had these field experiences. In 2007, NSF provided funding for PolarTREC—Teachers and Researchers Exploring and Collaborating, a program of the Arctic Research Consortium of the U.S. (ARCUS). PolarTREC is a TRE where K-12 teachers participate in polar field research, working closely with scientists as a pathway to improving science education. In just three years, it has become a successful TRE. What makes PolarTREC different than other the teacher research experience programs and how can others benefit from what we have learned? During this presentation, we will share data collected through the program evaluation and on how PolarTREC contributes to the discipline of Science, Technology, Engineering, and Mathematics (STEM) education and pedagogy through a model program conceived and organized according to current best practices, such as pre-research training, mentoring, support for classroom transfer, and long-term access to resources and support. Data shows that PolarTREC’s comprehensive program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students polled in interest surveys showed significant changes in key areas including amount of time spent in school exploring research activities, importance of understanding science for future work, importance of understanding the polar regions as a person

Preparation of future teachers to psychological and pedagogical parental culture improvement in incomplete families

Directory of Open Access Journals (Sweden)

Tetiana Strutynska

2017-03-01

Full Text Available The article reveals the need for special training of future teachers for improvement ofpsychological and pedagogical parents’ culture who live separately from incomplete families. Efficiency conditions of such training in semantic and technological aspects are highlighted.Key words: incomplete family, psychological and pedagogical culture of a father,efficiency conditions of future teachers preparation for working with a parent from singleparentfamilies.

IMPROVING THE LANGUAGE SKILLS OF "DEPRIVED" TEACHERS.

Science.gov (United States)

AMIDON, EDMUND; HUNTER, ELIZABETH

STUDIES OF THE CLASSROOM VERBAL BEHAVIOR OF TEACHERS SHOW THAT MANY TEACHERS USE THE SAME RATHER NARROW VERBAL INTERACTION PATTERNS BECAUSE (1) THEIR OWN SCHOOL BACKGROUNDS DID NOT INCLUDE EXPOSURE TO TEACHERS WHO USED VARIED VERBAL PATTERNS, (2) THEY DO NOT NOW HEAR VARIED TEACHING PATTERNS, AND (3) THEY ARE NOT PROVIDED WITH OPPORTUNITIES TO…

Multiseed liposomal drug delivery system using micelle gradient as driving force to improve amphiphilic drug retention and its anti-tumor efficacy.

Science.gov (United States)

Zhang, Wenli; Li, Caibin; Jin, Ya; Liu, Xinyue; Wang, Zhiyu; Shaw, John P; Baguley, Bruce C; Wu, Zimei; Liu, Jianping

2018-11-01

To improve drug retention in carriers for amphiphilic asulacrine (ASL), a novel active loading method using micelle gradient was developed to fabricate the ASL-loaded multiseed liposomes (ASL-ML). The empty ML were prepared by hydrating a thin film with empty micelles. Then the micelles in liposomal compartment acting as 'micelle pool' drove the drug to be loaded after the outer micelles were removed. Some reasoning studies including critical micelle concentration (CMC) determination, influencing factors tests on entrapment efficiency (EE), structure visualization, and drug release were carried out to explore the mechanism of active loading, ASL location, and the structure of ASL-ML. Comparisons were made between pre-loading and active loading method. Finally, the extended drug retention capacity of ML was evaluated through pharmacokinetic, drug tissue irritancy, and in vivo anti-tumor activity studies. Comprehensive results from fluorescent and transmission electron microscope (TEM) observation, encapsulation efficiency (EE) comparison, and release studies demonstrated the formation of ML-shell structure for ASL-ML without inter-carrier fusion. The location of drug mainly in inner micelles as well as the superiority of post-loading to the pre-loading method , in which drug in micelles shifted onto the bilayer membrane was an additional positive of this delivery system. It was observed that the drug amphiphilicity and interaction of micelles with drug were the two prerequisites for this active loading method. The extended retention capacity of ML has been verified through the prolonged half-life, reduced paw-lick responses in rats, and enhanced tumor inhibition in model mice. In conclusion, ASL-ML prepared by active loading method can effectively load drug into micelles with expected structure and improve drug retention.

Teacher Participation in School Decision-Making and Job Satisfaction as Correlates of Organizational Commitment in Senior Schools in Botswana

Science.gov (United States)

Mosheti, Paul Alan

2013-01-01

The Problem: Two major national educational challenges in Botswana are to retain teachers and recruit more. Both retention and recruitment efforts often involve issues of teacher decision-making, teacher job satisfaction, and how these correlate with commitment to the school organization. Little was known about Botswana teachers' views on these…

IN HOUSE TRAINING (IHT MODEL TO IMPROVE THE ABILITIES OF ENGLISH TEACHERS IN DEVELOPING TEACHING MATERIALS

Directory of Open Access Journals (Sweden)

Nenden Sri Lengkanawati

2015-07-01

Full Text Available The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and  professional. However, there are two competencies (pedagogical and professional which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1 creating a conceptual framework for enhancing teachers’ capabilities in developing and implementing teaching materials; (2 designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials; and (3 piloting and implementing the IHT model in teacher training programs. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials (Crowford: 2002 and the design of IHT (Wallace: 1993. The results showed that most respondents tended to resort to the textbook as the primary source for students’ learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few obstacles in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model to be incorporated in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.

IMPROVING THE HARD SKILLS AND SOFT SKILLS OF MADRASAH TEACHERS FOR DEALING ASEAN ECONOMIC COMMUNITY (AEC)

OpenAIRE

Laely Mahmudah

2016-01-01

ASEAN Economic Community (AEC) has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC). Hard skills are academic skills that include pedagogic competence and professional compete...

Improving The Hard Skills And Soft Skills Of Madrasah Teachers For Dealing ASEAN Economic Community (Aec)

OpenAIRE

Mahmudah, Laely

2016-01-01

ASEAN Economic Community (AEC) has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC). Hard skills are academic skills that include pedagogic competence and professional compete...

An Evaluation of Professional Development to Improve Teachers' Perspectives and Behaviors: An Action Research Study

Science.gov (United States)

Beckford-Young, Paulette Vivienne

2016-01-01

The purpose of this action research study was to conduct a professional development activity to provide content-area teachers with academic vocabulary strategies to be implemented during instruction on a daily basis. Professional development is essential for teachers to gain new knowledge and skills in order to hone their craft to improve student…

A pin-assisted retention technique for resin-bonded restorations.

Science.gov (United States)

Miara, P; Touati, B

1992-09-01

The value of pins for auxiliary retention has been demonstrated many times. The use of pins with resin-bonded restorations allows for improved aesthetics and less tooth reduction while increasing resistance to dislodging forces. Clinical and technical procedures for resin-bonded bridges with pin-assisted retention are presented.

Improving physical activity, mental health outcomes, and academic retention in college students with Freshman 5 to Thrive: COPE/Healthy Lifestyles.

Science.gov (United States)

Melnyk, Bernadette; Kelly, Stephanie; Jacobson, Diana; Arcoleo, Kimberly; Shaibi, Gabriel

2014-06-01

To assess the preliminary effects of a new course entitled Freshman 5 to Thrive/COPE Healthy Lifestyles on the cognitive beliefs, knowledge, mental health outcomes, healthy lifestyle choices, physical activity, and retention of college freshmen. Measures included demographics, nutrition knowledge, healthy lifestyle beliefs, healthy lifestyle perceived difficulty, healthy lifestyle choices, Beck Youth Inventories-II (anxiety, depression, anxiety, and destructive behavior), step count via pedometer, and college retention. The experimental COPE (Creating Opportunities for Personal Empowerment) group had greater intentions to live a healthy lifestyle (p = .02) versus the comparison group. COPE students also significantly increased their physical activity (p = .003) from baseline to postintervention and had a higher college retention rate than students who did not take the course. In addition, there was a significant decrease in depressive and anxiety symptoms in COPE students whose baseline scores were elevated. The Freshman 5 to Thrive Course is a promising intervention that can be used to enhance healthy lifestyle behaviors and improve mental health outcomes in college freshmen. ©2013 The Author(s) ©2013 American Association of Nurse Practitioners.

[Study on retention and stability of linear occlusal complete dentures].

Science.gov (United States)

Zhang, Ping; Xu, Jun

2003-01-01

To learn retention and stability of linear occlusal complete dentures by investigating the subjective feelings of patient and the value of retention force. Static retention forces of maxillary and mandibular dentures were measured for 25 patients wearing linear occlusal dentures by using Hz-1 retention dynamometer. The subjective feelings of patients in functional state were gained simultaneously through questionnaire. Linear occlusal dentures demonstrate good retention in static and dynamic state. Among patients with severe resorption of residual ridge (RRR), mandibular linear occlusal dentures (shown good retentive subjective feelings) demonstrate significantly smaller retention force than those with slight or medium degree of RRR. There is no correlation between the subjective feelings and the values of retention forces of mandibular dentures. The subjective feelings of patients wearing new linear occlusal dentures are much better than that of old anatomic occlusal dentures. Linear occlusal dentures improve the performances of dentures by enhancing their stability during mastication movement.

Improving Student Retention and Performance in Quantitative Courses Using Clickers

Science.gov (United States)

Liu, Wallace C.; Stengel, Donald N.

2011-01-01

Clickers offer instructors of mathematics-related courses an opportunity to involve students actively in class sessions while diminishing the embarrassment of being wrong. This paper reports on the use of clickers in two university-level courses in quantitative analysis and business statistics. Results for student retention and examination…

Registered nurse retention strategies in nursing homes: a two-factor perspective.

Science.gov (United States)

Hunt, Selina R; Probst, Janice C; Haddock, Kathlyn S; Moran, Robert; Baker, Samuel L; Anderson, Ruth A; Corazzini, Kirsten

2012-01-01

As the American population ages and the proportion of individuals over the age of 65 expands, the demand for high-quality nursing home care will increase. However, nursing workforce instability threatens care quality and sustainability in this sector. Despite increasing attention to nursing home staff turnover, far less is known about registered nurse (RN) retention. In this study, the relationships between retention strategies, employee benefits, features of the practice environment, and RN retention were explored. Further, the utility of Herzberg's two-factor theory of motivation as a framework for nursing home retention studies was evaluated. This study was a secondary analysis of the nationally representative 2004 National Nursing Home Survey. The final sample of 1,174 participating nursing homes were either certified by Medicare or Medicaid or licensed by state agencies. We used a weighted multinomial logistic regression using an incremental approach to model the relationships. Although most nursing homes offered some combination of retention programs, the majority of strategies did not have a significant association with the level of RN retention reported by facilities. Director of nursing tenure and other extrinsic factors had the strongest association with RN retention in adjusted analyses. To improve RN retention, organizations may benefit greatly from stabilizing nursing home leadership, especially the director of nursing position. Second, managers of facilities with poor retention may consider adding career ladders for advancement, awarding attendance, and improving employee benefits. As a behavioral outcome of motivation and satisfaction, retention was not explained as expected using Herzberg's two-factor theory.

The Association Between Health Program Participation and Employee Retention.

Science.gov (United States)

Mitchell, Rebecca J; Ozminkowski, Ronald J; Hartley, Stephen K

2016-09-01

Using health plan membership as a proxy for employee retention, the objective of this study was to examine whether use of health promotion programs was associated with employee retention. Propensity score weighted generalized linear regression models were used to estimate the association between telephonic programs or health risk surveys and retention. Analyses were conducted with six study samples based on type of program participation. Retention rates were highest for employees with either telephonic program activity or health risk surveys and lowest for employees who did not participate in any interventions. Participants ranged from 71% more likely to 5% less likely to remain with their employers compared with nonparticipants, depending on the sample used in analyses. Using health promotion programs in combination with health risk surveys may lead to improvements in employee retention.

Teachers Unions and Management Partnerships: How Working Together Improves Student Achievement

Science.gov (United States)

Rubinstein, Saul A.; McCarthy, John E.

2014-01-01

For more than a decade, the debate over public school reform has created friction between teachers unions, administrators, school boards, parents, policymakers, and other stakeholders in public education and has fueled disagreements over how to improve the quality of teaching and learning for children. While many factors make consensus elusive…

Pension Enhancements and the Retention of Public Employees: Evidence from Teaching. Working Paper 123

Science.gov (United States)

Koedel, Cory; Xiang, P. Brett

2015-01-01

We use data from workers in the largest public-sector occupation in the United States -- teaching -- to examine the effect of pension enhancements on employee retention. Specifically, we study a 1999 enhancement to the benefit formula for public school teachers in St. Louis that resulted in an immediate and dramatic increase in their incentives to…

Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers' Counseling Competence

Science.gov (United States)

Gerich, Mara; Schmitz, Bernhard

2016-01-01

In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers'…

CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION

Directory of Open Access Journals (Sweden)

Astuti Azis

2015-07-01

Full Text Available Despite numerous quantitative studies on teachers’ conceptions and practices of assessment, little research exists regarding the unique assessment environment of Indonesia. This study uses both quantitative and qualitative data to examine how Indonesian junior high school teachers understand assessment and how their conceptions of assessment relate to their assessment practices. This mixed methods study adopted a participant selection model in which quantitative data was analysed to select participants for the qualitative phase. Participants of this study believed that the purpose of assessment was to improve teaching and learning and also to demonstrate the accountability of students and school. They tended to disagree with the view that assessment is irrelevant. Further analysis of the data revealed that teachers’ conceptions of assessment were conflicted. They were keen to use assessment practices to improve their classroom teaching, but felt that the state-wide examination policy requirements constrained their efforts. This suggests that government, policy makers, and curriculum developers must work to build a strong synergy among themselves in order to share consistent goals with teachers. If cultural expectations of school assessment and government policy were aligned, Indonesian teachers may be better able to resolve conflict between their beliefs and assessment practices.

"The Discipline Stop": Black Male Teachers and the Politics of Urban School Discipline

Science.gov (United States)

Brockenbrough, Ed

2015-01-01

Calls for the recruitment and retention of more Black male teachers have unfolded amid popular depictions of Black men as patriarchal disciplinarians. Against that backdrop, this article investigates how 11 Black male teachers were positioned as disciplinary agents in a predominantly Black urban school district on the east coast of the United…

Divided attention: an undesirable difficulty in memory retention.

Science.gov (United States)

Gaspelin, Nicholas; Ruthruff, Eric; Pashler, Harold

2013-10-01

How can we improve memory retention? A large body of research has suggested that difficulty encountered during learning, such as when practice sessions are distributed rather than massed, can enhance later memory performance (see R. A. Bjork & E. L. Bjork, 1992). Here, we investigated whether divided attention during retrieval practice can also constitute a desirable difficulty. Following two initial study phases and one test phase with Swahili-English word pairs (e.g., vuvi-snake), we manipulated whether items were tested again under full or divided attention. Two days later, participants were brought back for a final cued-recall test (e.g., vuvi-?). Across three experiments (combined N = 122), we found no evidence that dividing attention while practicing retrieval enhances memory retention. This finding raises the question of why many types of difficulty during practice do improve long-term retention, but dividing attention does not.

Applying Cognitive Science Principles to Improve Retention of Science Vocabulary

Science.gov (United States)

Shore, Rebecca; Ray, Jenna; Gooklasian, Paula

2015-01-01

We investigated whether three student-centred strategies influenced retention of science vocabulary words among 7th grade students. Two of the strategies (drawing pictures and talking about the definition of the terms) were developed to involve the students in more constructive and interactive exercises when compared to the technique that was in…

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....

Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

Science.gov (United States)

Phin, Chankea

2014-01-01

Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…

Application-Based Crossword Puzzles: Players’ Perception and Vocabulary Retention

Directory of Open Access Journals (Sweden)

Dzulfikri Dzulfikri

2016-09-01

Full Text Available This study investigates the perceptions of students towards Application-Based Crossword Puzzles and how playing this game can affect the development of vocabulary amongst students. Drawing on Vygostky’s Socio-Cultural Theory which states that the human mind is mediated by cultural artifacts, the nature of this game poses challenges and builds curiosity, allowing players to pay more attention to the words to fill in the boxes which subsequently enhances their retention of vocabulary. This game has very good potential to build positive perceptions and to develop cognition in the linguistic domain of players, i.e. the amount of their vocabulary. In this study, the researcher conducted interviews with eligible or selected student players to find out their perceptions toward this game and administered a vocabulary test to find out how this game had added to the retention in memory of new words acquired by the players from the game. The study findings showed that the participants perceive this game positively and it affects the players’ vocabulary retention positively as indicated by their test results. It is recommended that English teachers consider using Application-Based Crossword Puzzles to help students build their vocabularies especially as part of extracurricular activities.

Improving utilization of and retention in PMTCT services: can behavioral economics help?

Science.gov (United States)

Taylor, Nicholas Kenji; Buttenheim, Alison M

2013-10-10

The most recent strategic call to action of the World Health Organization sets the elimination of pediatric HIV as a goal. While recent efforts have focused on building infrastructure and ensuring access to high-quality treatment, we must now turn our focus to the behavior change needed to eliminate vertical transmission. We make the case for the application of concepts from the field of behavioral economics to prevention of mother-to-child transmission (PMTCT) programs to more effectively address demand-side issues of uptake and retention. We introduce five concepts from the field of behavioral economics and discuss their application to PMTCT programs: 1) Mentor mothers who come from similar circumstances as PMTCT patients can serve as social references who provide temporally salient modeling of utilization of services and adherence to treatment. 2) Economic incentives, like cell phone minutes or food vouchers, that reward adherence to PMTCT protocols leverage present bias, the observation that people are generally biased toward immediate versus future awards. 3) Default bias, our preference for the default option, is already being used in many countries in the form of opt-out testing, and could be expanded to all PMTCT programs. 4) We are hardwired to avoid loss more than to pursue an equivalent gain. PMTCT programs can take advantage of loss aversion through the use of commitment contracts that incentivize mothers to return to the clinic in order to avoid both reputational and financial loss. Eliminating vertical transmission of HIV is an ambitious goal. To close the remaining gap, innovations are needed to address demand for PMTCT services. Behavioral economics offers a set of tools that can be engineered into PMTCT programs to increase uptake and improve retention with minimal investment.

School-University Partnerships: The Professional Development Schools Model, Self-Efficacy, Teacher Efficacy, and Its Impact on Beginning Teachers

Science.gov (United States)

Bebas, Christina

2016-01-01

The purpose of this study was to investigate the elements of the professional development schools (PDS) model used at ABC University to consider its effect on beginning teacher persistence/ retention. A mixed methods design was utilized to explore the perceptions of graduates of the program who have remained in the teaching profession and…

“I am a Teacher”: Early Career Teachers in High Needs Schools

Directory of Open Access Journals (Sweden)

Tabitha Dell'Angelo

2018-03-01

Full Text Available As many as half of the new teachers who begin each year will leave either the school or the profession of teaching within five years. In underperforming districts and in schools with low resources, the retention among teachers is even worse (Ingersoll, 2010; Ingersoll & May, 2011. This comic examines a group of early career teachers; their experiences demonstrate the challenges and opportunities that are the reality for many new teachers entering high needs schools. The major themes that were uncovered included culture, success and failures, and work satisfaction. We conclude that the use of the comic representation is important in conveying the thoughts and feelings of these teachers.

Improving retention and motivation in non-clinical dialysis employees.

Science.gov (United States)

Campbell, Anne

2004-02-01

For no additional expense, little intrusion into the schedule or duties of the day, and no additional personnel to hire, dialysis facilities can make a dramatic impact on the training, motivation, and retention of employees through the use of classes designed specifically for the needs of newly employed non-clinical personnel. In today's world where many are expected to do a task with little or no orientation to the overall values and goals of the organization and how their tasks matter, what other action can accomplish so much for employee motivation and retention for so little time and expense? At DCI Mid-Missouri this program has been successful in retaining many excellent employees over many years and has been part of an ongoing effort to increase employees' interest and commitment to their work and the organization. It has also made them much more aware of treatments, other personnel and most of all, of our patients and their needs. It fulfills the needs of humans to be valued and have meaningful work. It contains costs and helps efficiency and productivity. Most of all, it keeps excellent people on the job and enjoying their work more than they would have. Participants' words when evaluating the most recent series of classes speak for themselves in demonstrating these important benefits that can be achieved easily in dialysis facilities throughout the United States and the world.

Improving 6th Grade Climate Literacy using New Media (CLINM) and Teacher Professional Development

Science.gov (United States)

Smith, G.; Schmidt, C.; Metzger, E. P.; Cordero, E. C.

2012-12-01

The NASA-funded project, Improving 6th Grade Climate Literacy using New Media (CLINM), is designed to improve the climate literacy of California's 450,000 6th-grade students through teacher professional development that presents climate change as an engaging context for teaching earth science standards. The project fosters experience-based interaction among learners and encourages expressive creativity and idea-exchange via the web and social media. The heart of the CLINM project is the development of an online educator-friendly experience that provides content expert-reviewed, teacher-tested, standards-based educational resources, classroom activities and lessons that make meaningful connections to NASA data and images as well as new media tools (videos, web, and phone applications) based on the Green Ninja, a climate-action superhero who fights global warming by inspiring personal action (www.greenninja.info). In this session, we will discuss this approach to professional development and share a collection of teacher-tested CLINM resources. CLINM resources are grounded in earth system science; classroom activities and lessons engage students in exploration of connections between natural systems and human systems with a particular focus on how climate change relates to everyone's need for food, water, and energy. CLINM uses a team-based approach to resource development, and partners faculty in San José State University's (SJSU) colleges of Science, Education, and Humanities and the Arts with 6th-grade teachers from local school districts, a scientist from NASA Ames Research Center and climate change education projects at Stanford University, the University of Nebraska at Lincoln, and the University of Idaho. Climate scientists and other content experts identify relevant concepts and work with science educators to develop and/or refine classroom activities to elucidate those concepts; activities are piloted in pre-service science methods courses at SJSU and in

Increasing retention in care of HIV-positive women in PMTCT services through continuous quality improvement-breakthrough (CQI-BTS) series in primary and secondary health care facilities in Nigeria: a cluster randomized controlled trial. The Lafiyan Jikin Mata Study.

Science.gov (United States)

Oyeledun, Bolanle; Oronsaye, Frank; Oyelade, Taiwo; Becquet, Renaud; Odoh, Deborah; Anyaike, Chukwuma; Ogirima, Francis; Ameh, Bernice; Ajibola, Abiola; Osibo, Bamidele; Imarhiagbe, Collins; Abutu, Inedu

2014-11-01

Rates of retention in care of HIV-positive pregnant women in care programs in Nigeria remain generally poor with rates around 40% reported for specific programs. Poor quality of services in health facilities and long waiting times are among the critical factors militating against retention of these women in care. The aim of the interventions in this study is to assess whether a continuous quality improvement intervention using a Breakthrough Series approach in local district hospitals and primary health care clinics will lead to improved retention of HIV-positive women and mothers. A cluster randomized controlled trial with 32 health facilities randomized to receive a continuous quality improvement/Breakthrough Series intervention or not. The care protocol for HIV-infected pregnant women and mothers is the same in all sites. The quality improvement intervention started 4 months before enrollment of individual HIV-infected pregnant women and initially focused on reducing waiting times for women and also ensuring that antiretroviral drugs are dispensed on the same day as clinic attendance. The primary outcome measure is retention of HIV-positive mothers in care at 6 months postpartum. Results of this trial will inform whether quality improvement interventions are an effective means of improving retention in prevention of mother-to-child transmission of HIV programs and will also guide where health system interventions should focus to improve the quality of care for HIV-positive women. This will benefit policymakers and program managers as they seek to improve retention rates in HIV care programs.

Scientific method by argumentation design: learning process for maintaining student’s retention

Science.gov (United States)

Siswanto; Yusiran; Asriyadin; Gumilar, S.; Subali, B.

2018-03-01

The purpose of this research describes the effect of scientific methods designed by argumentation in maintaining retention of pre-service physics teachers (students) in mechanical concept. This learning consists of five stages including the first two stages namely observing and questioning. While the next three stages of reasoning, trying, and communicating are made of argumentation design. To know the effectiveness of treatment, students are given pre-test and post-test in one time. On the other hand, students were given advanced post-test to know the durability of retention as many as four times in four months. The results show that there was mean difference between pre-test and post-test based on the Wilcoxon test (z = -3.4, p=0.001). While the effectiveness of treatment is in the high category based on normalized gain values ( = 0.86). Meanwhile, mean difference of all post-test is significantly different based on Analysis of Varian (F = 365.63, p = 0.00). However, in the fourth month, students retention rates began to stabilize based on Tuckey’s HSD (p=0.074) for comparison of mean difference between fourth and fifth post-test. Overall, learning designed can maintain students retention within 4 months after the learning finish.

78 FR 49359 - Pay Under the General Schedule and Recruitment, Relocation, and Retention Incentives

Science.gov (United States)

2013-08-14

.... Agencies may, in their agency retention incentive plans, require documentation of private-sector job offers... Schedule and Recruitment, Relocation, and Retention Incentives AGENCY: U.S. Office of Personnel Management... to improve oversight of recruitment and retention incentive determinations; add succession planning...

Improving retention of older employees through training and development.

Science.gov (United States)

Tourigny, Louise; Pulich, Marcia

2006-01-01

This article explores the needs and interests of older employees in training and development efforts which can result in higher retention rates. Managers may be reluctant to train workers close to retirement age for various reasons. Managers also use certain practices to avoid training older employees. When training is offered, accurate performance feedback is essential for desired training outcomes to occur. Finally, areas are proposed which are more appropriate to include in training and development endeavors for older employees versus younger ones.

Water Retention in a Small Agricultural Catchment and its Potential Improvement by Design of Water Reservoirs – A Case Study of the Bílý Potok Catchment (Czechia

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Doležal Petr

2018-03-01

Full Text Available Water retention in the landscape is discussed in the context of conservation and improvement of both its productive and non-productive functions. We analysed the retention potential of a small agricultural catchment associated with the Bílý potok brook, investigating the possibility to improve its retention capacity and slow down the surface runoff, thus increasing the underground water resources. Method of curve numbers was used for that purposes. From results, it emerged that present maximum water retention in the Bílý potok catchment is 96.2 mm. It could increase by 101.3 mm in case of grassing about 20% arable land threatened by soil erosion. As next possibility to retain water from precipitations in landscape, capacity and transformation effect of reservoirs designed in master plans was analysed. The latest programming tools working in the GIS environment were used to assess the retention capacity of both the catchment surface and the reservoirs. Analysing master plans in the catchment, it was found that 16 designed water reservoirs (from 31 have a good potential to intercept water and transform flood discharges. In the result, priority for building of reservoirs was recommended according to their pertinence and efficiency in the studied catchment. Presented complex approach can be widely implemented, especially for better effectivity and cohesion of landscape planning and land consolidations processes.

Teacher Retention and Satisfaction with a Servant Leader as Principal

Science.gov (United States)

Shaw, Jimmy; Newton, Jodi

2014-01-01

If the most precious product developed in education is the student, then our most prized commodity should be the classroom teacher. According to numerous studies (Allen, Pianta, Gregory, Mikami, & Lun, 2011; Clotfelter, Ladd, & Vigdor, 2010; Darling-Hammond, 2000), the greatest influence on a student's achievement is the classroom…

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function.

Science.gov (United States)

Dudovitz, Rebecca N; Izadpanah, Nilufar; Chung, Paul J; Slusser, Wendelin

2016-05-01

Up to 20 % of school-age children have a vision problem identifiable by screening, over 80 % of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students' focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

Improving Teacher Talk through a Task-Based Approach

Science.gov (United States)

Moser, Jason; Harris, Justin; Carle, John

2012-01-01

This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach "communicative English" for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher…

Recruitment and retention of women in fishing communities in HIV ...

African Journals Online (AJOL)

... complete all study visits. Conclusion: Women had better retention rates than men at 18 months. Strategies for recruiting and retaining younger women and those who have stayed for less than 5 years need to be developed for improved retention of women in fishing communities in HIV prevention and research Programs.

In-Service Teacher Education: Some Suggestions for Improvement ...

African Journals Online (AJOL)

This paper therefore examines teacher education, especially in-service teacher education and how it has been practised elsewhere. It is hoped that education policy makers will take note of some of the issues raised in this paper as the one day workshop which has hitherto been the most used strategy of in-service teacher ...

It's Your Evaluation--Collaborating to Improve Teacher Practice

Science.gov (United States)

Danielson, Charlotte

2012-01-01

The most fundamental reason why teachers are evaluated is because public schools take public money, and the public has a right to expect high-quality teaching. But there are two more basic purposes: (1) to ensure teacher quality; and (2) to promote professional development. The challenge is merging these two purposes of teacher evaluation.…

Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students.

Science.gov (United States)

Pianta, Robert C; Hamre, Bridget K

2009-01-01

The National Research Council's (NRC) statement and description of features of settings that have value for positive youth development have been of great importance in shifting discourse toward creating programs that capitalize on youth motivations toward competence and connections with others. This assets-based approach to promote development is consistent with the Classroom Assessment Scoring System (CLASS) framework for measuring and improving the quality of teacher-student interactions in classroom settings. This chapter highlights the similarities between the CLASS and NRC systems and describes the CLASS as a tool for standardized measurement and improvement of classrooms and their effects on children. It argues that the next important steps to be taken in extending the CLASS and NRC frameworks involve reengineering assessments of teacher and classroom quality and professional development around observations of teachers' performance. This might include using observations in policies regarding teacher quality or a "highly effective teacher" that may emanate from the reauthorization of No Child Left Behind and moving away from a course or workshop mode of professional development to one that ties supports directly to teachers' practices in classroom settings.

Using a Review Book to Improve Knowledge Retention

Science.gov (United States)

Elmas, Ridvan; Aydogdu, Bülent; Saban, Yakup

2017-01-01

This study has two primary objectives. The first one is preparation of an efficient review book including a series of activities, which will help fourth grade students exercise what they learned in the elementary science course in a year. The second objective is examination of the prepared book in the framework of student and teacher opinions. In…

Teachers' Beliefs about Improving Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-University Education

Science.gov (United States)

Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J.

2017-01-01

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a…

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

Science.gov (United States)

Tajik, Leila; Pakzad, Kazem

2016-01-01

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

Retention of minority participants in clinical research studies.

Science.gov (United States)

Keller, Colleen S; Gonzales, Adelita; Fleuriet, K Jill

2005-04-01

Recruitment of minority participants for clinical research studies has been the topic of several analytical works. Yet retention of participants, most notably minority and underserved populations, is less reported and understood, even though these populations have elevated health risks. This article describes two related, intervention-based formative research projects in which researchers used treatment theory to address issues of recruitment and retention of minority women participants in an exercise program to reduce obesity. Treatment theory incorporates a model of health promotion that allows investigators to identify and control sources of extraneous variables. The authors' research demonstrates that treatment theory can improve retention of minority women participants by considering critical inputs, mediating processes, and substantive participant characteristics in intervention design.

Continuity, Support, Togetherness and Trust: Findings from an Evaluation of a University-Administered Early Professional Development Programme for Teachers in England

Science.gov (United States)

McIntyre, Joanna; Hobson, Andrew J.; Mitchell, Nick

2009-01-01

This article discusses the evaluation of a unique university-based early professional development (EPD) programme in England that enabled newly and recently qualified teachers to have continued contact with their initial teacher preparation provider. The programme was designed to enhance the induction, EPD and retention of beginning teachers of…

Improvement in the water retention characteristics of sandy loam soil using a newly synthesized poly(acrylamide-co-acrylic acid)/AlZnFe2O4 superabsorbent hydrogel nanocomposite material.

Science.gov (United States)

Shahid, Shaukat Ali; Qidwai, Ansar Ahmad; Anwar, Farooq; Ullah, Inam; Rashid, Umer

2012-08-03

The use of some novel and efficient crop nutrient-based superabsorbent hydrogel nanocomposites (SHNCs), is currently becoming increasingly important to improve the crop yield and productivity, due to their water retention properties. In the present study a poly(Acrylamide-co-acrylic acid)/AlZnFe2O4 superabsorbent hydrogel nanocomposite was synthesized and its physical properties characterized using Energy Dispersive X-ray (EDX), FE-SEM and FTIR spectroscopic techniques. The effects of different levels of SHNC were studied to evaluate the moisture retention properties of sandy loam soil (sand 59%, silt 21%, clay 19%, pH 7.4, EC 1.92 dS/m). The soil amendment with 0.1, 0.2, 0.3 and 0.4 w/w% of SHNC enhanced the moisture retention significantly at field capacity compared to the untreated soil. Besides, in a separate experiment, seed germination and seedling growth of wheat was found to be notably improved with the application of SHNC. A delay in wilting of seedlings by 5-8 days was observed for SHNC-amended soil, thereby improving wheat plant growth and establishment.

Lay health worker experiences administering a multi-level combination intervention to improve PMTCT retention.

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DiCarlo, Abby; Fayorsey, Ruby; Syengo, Masila; Chege, Duncan; Sirengo, Martin; Reidy, William; Otieno, Juliana; Omoto, Jackton; Hawken, Mark P; Abrams, Elaine J

2018-01-10

The recent scale-up of prevention of mother-to-child transmission of HIV (PMTCT) services has rapidly accelerated antiretroviral therapy (ART) uptake among pregnant and postpartum women in sub-Saharan Africa. The Mother and Infant Retention for Health (MIR4Health) study evaluates the impact of a combination intervention administered by trained lay health workers to decrease attrition among HIV-positive women initiating PMTCT services and their infants through 6 months postpartum. This was a qualitative study nested within the MIR4Health trial. MIR4Health was conducted at 10 health facilities in Nyanza, Kenya from September 2013 to September 2015. The trial intervention addressed behavioral, social, and structural barriers to PMTCT retention and included: appointment reminders via text and phone calls, follow-up and tracking for missed clinic visits, PMTCT health education at home visits and during clinic visits, and retention and adherence support and counseling. All interventions were administered by lay health workers. We describe results of a nested small qualitative inquiry which conducted two focus groups to assess the experiences and perceptions of lay health workers administering the interventions. Discussions were recorded and simultaneously transcribed and translated into English. Data were analyzed using framework analysis approach. Study findings show lay health workers played a critical role supporting mothers in PMTCT services across a range of behavioral, social, and structural domains, including improved communication and contact, health education, peer support, and patient advocacy and assistance. Findings also identified barriers to the uptake and implementation of the interventions, such as concerns about privacy and stigma, and the limitations of the healthcare system including healthcare worker attitudes. Overall, study findings indicate that lay health workers found the interventions to be feasible, acceptable, and well received by clients. Lay

Tracking the Career Paths of Physics Teachers in Texas

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Mount, Jennifer; Marshall, Jill; Fuller, Edward

2013-10-01

In Texas, and some other states, there is a documented shortage of physics teachers, in terms of both number and qualifications. The shortage in Texas is due as much to teachers leaving the field (attrition) as to a lack of teachers entering. There are efforts under way to prepare more and better-qualified physics teachers who will stay in the field longer,2 but increasing the overall supply and retention will not necessarily address localized teacher shortages. To investigate this issue, we obtained a database cataloging every teacher who taught science in Texas public schools from 2003 to 2008, indicating the school where they taught during each of those years, the subjects they taught, and their route to certification. This allowed us to track not only teachers entering and leaving the public school system, but also migration between schools within the system. We found that migration poses a much bigger problem than attrition for some schools. We also found patterns in the movement of physics teachers in Texas that we would not necessarily have predicted and that varied substantially depending on certification.

Posttreatment and retention outcomes with and without periodontally accelerated osteogenic orthodontics assessed using ABO objective grading system

Directory of Open Access Journals (Sweden)

Donald J Ferguson

2016-01-01

Full Text Available Background: The posttreatment and retention outcomes following nonextraction orthodontic therapy, with and without corticotomy, were assessed using the American Board of Orthodontists objective grading system (OGS. Purpose: The purpose was to determine if the course of retention was any different following alveolar decortication and augmentation bone grafting, i.e., periodontally accelerated osteogenic orthodontics (PAOO. Materials and Methods: Study casts and panoramic radiographs of patients with and without PAOO (28 subjects each were selected on the basis of the following: (1 comprehensive nonextraction orthodontic treatment using straight wire edgewise appliances for Class I crowding, (2 availability of immediate posttreatment records and retention records at least 1 year post de-bracketing, and (3 use of Hawley removable retainers with similar wearing instructions. Results: Independent and paired t-test statistical testing revealed the following: (1 Posttreatment orthodontic outcomes were the same, with or without corticotomy. (2 During retention, 5 of 8 ABO grading criteria improved for the sample without corticotomy, and 6 of 8 ABO grading criteria improved for the group with corticotomy. (3 Retention outcome scores were lower (better for alignment and marginal ridges in the corticotomy-facilitated group. (4 The total score was significantly lower (better for the corticotomy group at retention and the increment of total score change decreased (improved significantly more during retention following corticotomy. Conclusions: The retention phase was more favorable following corticotomy because the amount of OGS total score change demonstrated a significantly improved retention outcome following PAOO therapy.

Pathways into Teaching: Q&A with Dr. Pam Grossman. REL Mid-Atlantic Teacher Effectiveness Webinar Series

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Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

This webinar explored several elements of teacher preparation pathways, including the history, popularity, and quality of various routes to certification, as well as the impact of these various pathways on teacher quality and retention and student achievement. This Q&A addressed the questions participants had for Dr. Grossman following the…

Effect of culture levels, ultrafiltered retentate addition, total solid levels and heat treatments on quality improvement of buffalo milk plain set yoghurt.

Science.gov (United States)

Yadav, Vijesh; Gupta, Vijay Kumar; Meena, Ganga Sahay

2018-05-01

Studied the effect of culture (2, 2.5 and 3%), ultrafiltered (UF) retentate addition (0, 11, 18%), total milk solids (13, 13.50, 14%) and heat treatments (80 and 85 °C/30 min) on the change in pH and titratable acidity (TA), sensory scores and rheological parameters of yoghurt. With 3% culture levels, the required TA (0.90% LA) was achieved in minimum 6 h incubation. With an increase in UF retentate addition, there was observed a highly significant decrease in overall acceptability, body and texture and colour and appearance scores, but there was highly significant increase in rheological parameters of yoghurt samples. Yoghurt made from even 13.75% total solids containing nil UF retentate was observed to be sufficiently firm by the sensory panel. Most of the sensory attributes of yoghurt made with 13.50% total solids were significantly better than yoghurt prepared with either 13 or 14% total solids. Standardised milk heated to 85 °C/30 min resulted in significantly better overall acceptability in yoghurt. Overall acceptability of optimised yoghurt was significantly better than a branded market sample. UF retentate addition adversely affected yoghurt quality, whereas optimization of culture levels, totals milk solids and others process parameters noticeably improved the quality of plain set yoghurt with a shelf life of 15 days at 4 °C.

The Student Teachers Perceptions On Teaching Practice Supervision In Zimbabwe Is It A Process Of Grading Or Improvement Of Teaching Skills

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Dr Sylod Chimhenga

2017-07-01

Full Text Available Supervisors are expected to observe how student teachers prepare deliver the lesson and conduct themselves as members of teaching profession and are expected to advise the students on how to improve their teaching skills. The present study is a descriptive survey which sought to analyze student teachers perception towards teaching practice as an exercise for grading or improvement and examine student teachers perception towards student-supervisor comments during discussion after classroom assessment. The sample comprised of 50 second year Diploma in Education who had undergone teaching practice in 2016. The students were purposefully sampled. In purposeful sampling the researcher selects the participants because they possess particular characteristics or knowledge being sought. A questionnaire was used to collect data for this study. The findings indicated that majority of student teachers who participated in the teaching practice perceived that the supervisors gave grades which did not reflect the comments made about the teaching performance of the student teacher. Based on the findings recommendations were made among others that assessment should match the comments on areas needing improvement and meaningful accompanying comments should be made to guide student teachers in the desired directions during teaching practice encourage student teachers to try harder or to give credit for work done well.

Editor's Corner: The View from Treeline....Personal Observations Regarding Teacher Recruitment, Training, and Retention.

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Kopriva, Peter

1989-01-01

This editorial briefly explores issues in special education focusing on: teacher shortages; use of alternative certification; the need for teaching candidates to have knowledge of teaching strategies, classroom management, course planning, and student evaluation; and the need to offer support and guidance to beginning teachers. (JDD)

Teacher training program for medical students: improvements needed

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van Diggele C

2015-04-01

Full Text Available Christie van Diggele,1 Annette Burgess,2 Craig Mellis21The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School – Central, The University of Sydney, Sydney, NSW, AustraliaIntroduction: Skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine. Yet these skills are rarely taught in medical schools. We sought to design and deliver a short but effective teacher training (TT program for medical students that could be easily integrated into the professional development curriculum. This study sought to evaluate such a pilot program, based on student perception.Methods: The study took place at a major metropolitan teaching hospital, where 38 medical students were invited to attend a voluntary, newly designed four-module TT program. In total, 23/38 (61% of invited students attended. Mixed methods were used for evaluation. Questionnaires were completed by 21/23 (91% of students, and 6/23 (26% of students participated in a focus group.Results: Students reported that as a result of the program they felt more confident to facilitate small group teaching activities and to provide feedback to peers using the suggested frameworks. Students would like the program to contain more in-depth educational theory and to allow a more time for small group learning activities. They would also like to see opportunities for participation across all clinical schools.Conclusion: The TT program was successful in increasing student awareness of educational theory and practice, thereby improving their confidence in teaching and assessing their peers and making them feel better prepared for their careers as medical practitioners. Key improvements to the program are needed in terms of more in-depth theory and more time spent on small group learning. This might be achieved by complementing the course with e-learning.Keywords: teacher training, medical students, peer teaching, peer

Spaced education in medical residents: An electronic intervention to improve competency and retention of medical knowledge.

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Jason Matos

Full Text Available Spaced education is a novel method that improves medical education through online repetition of core principles often paired with multiple-choice questions. This model is a proven teaching tool for medical students, but its effect on resident learning is less established. We hypothesized that repetition of key clinical concepts in a "Clinical Pearls" format would improve knowledge retention in medical residents.This study investigated spaced education with particular emphasis on using a novel, email-based reinforcement program, and a randomized, self-matched design, in which residents were quizzed on medical knowledge that was either reinforced or not with electronically-administered spaced education. Both reinforced and non-reinforced knowledge was later tested with four quizzes.Overall, respondents incorrectly answered 395 of 1008 questions (0.39; 95% CI, 0.36-0.42. Incorrect response rates varied by quiz (range 0.34-0.49; p = 0.02, but not significantly by post-graduate year (PGY1 0.44, PGY2 0.33, PGY3 0.38; p = 0.08. Although there was no evidence of benefit among residents (RR = 1.01; 95% CI, 0.83-1.22; p = 0.95, we observed a significantly lower risk of incorrect responses to reinforced material among interns (RR = 0.83, 95% CI, 0.70-0.99, p = 0.04.Overall, repetition of Clinical Pearls did not statistically improve test scores amongst junior and senior residents. However, among interns, repetition of the Clinical Pearls was associated with significantly higher test scores, perhaps reflecting their greater attendance at didactic sessions and engagement with Clinical Pearls. Although the study was limited by a low response rate, we employed test and control questions within the same quiz, limiting the potential for selection bias. Further work is needed to determine the optimal spacing and content load of Clinical Pearls to maximize retention amongst medical residents. This particular protocol of spaced education, however, was unique and

Addressing employee turnover and retention: keeping your valued performers.

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McConnell, Charles R

2011-01-01

Employee turnover and employee retention are inextricably linked; to control turnover is to enhance retention. Turnover is a relatively simple concept; however, considerable confusion often results when addressing turnover because of differences in how it is defined; that is, what is counted, how it is counted, and how the turnover rates are expressed. Turnover is also costly, although not enough attention is paid to its cost because so much of it is indirect and thus not readily visible. There are a variety of causes of turnover, some that can be corrected and some that cannot be avoided. Reducing or otherwise controlling turnover requires continuing management attention to its causes and constant recognition of what can and should be controlled and what cannot be controlled. Ongoing attention to turnover is an essential part of the department manager's role; every improvement in turnover is a direct improvement in retention, with eventual positive effects on the bottom line.

Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe

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Misheck Mhishi

2012-01-01

Full Text Available This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE’s Virtual and Open Distance Learning (VODL programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests and diseases, frequent attacks by wild animals on people, domestic animals, and crops, harsh climatic conditions, and seasonal floods, which make it very difficult to attract and retain qualified teachers. Through targeted recruitment, BUSE’s VODL programme sought to train relief teachers already serving in the area in the hope that personal history and family connections would entice them to continue teaching in these areas after attaining their teacher certification. Data was collected using a questionnaire with closed and open-ended questions. Results obtained indicate that despite a lack of funding, a shortage of reading materials, and the nonavailability of e-learning facilities, the students were motivated to join the programme for personal and professional motives and that the students, the majority of whom had taught for two or more years in the districts, would prefer deployments in the area after graduation. The study therefore recommends that deliberate efforts be directed toward the targeted recruitment of school leavers and relief teachers from disadvantaged rural areas who possess the requisite minimum entry qualifications to train as science teachers in order to improve teacher retention in remote areas. Further research into the intrinsic problems in BUSE’s VODL programme and a close scrutiny of its course development techniques are also

Recommendations for Improving the Career Opportunities of Teachers in the Charlotte-Mecklenburg Schools: A Constructive Alternative to Merit Pay.

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Schlechty, Phillip; And Others

1984-01-01

Offers recommendations for developing a system of teacher staffing and evaluation that would improve teacher performance and the state of education in general. Discusses incentive and reward systems, performance evaluation, career advancement and enrichment, and other issues. (KH)

Impact of Motivational Pharmacotherapy on Treatment Retention among Depressed Latinos

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Lewis-Fernández, Roberto; Balán, Iván C.; Patel, Sapana R.; Sánchez-Lacay, J. Arturo; Alfonso, César; Gorritz, Magdaliz; Blanco, Carlos; Schmidt, Andrew; Jiang, Huiping; Schneier, Franklin; Moyers, Theresa B.

2015-01-01

Compared to non-Latino Whites, US racial/ethnic minority groups show higher non-adherence with outpatient antidepressant therapy, including lower retention, despite adjusting for sociodemographic and insurance covariates. Culturally salient concerns about antidepressants leading to ambivalence about treatment engagement may contribute to this discrepancy. To improve treatment adherence among depressed Latinos, we developed Motivational Pharmacotherapy, a novel approach that combines Motivational Interviewing, standard pharmacotherapy, and attention to Latino cultural concerns about antidepressants. This 12-week, open-trial, pre-post pilot study assessed the impact of Motivational Pharmacotherapy on antidepressant therapy retention, response (symptoms, functioning, and quality of life), and visit duration among N=50 first-generation Latino outpatients with Major Depressive Disorder. At study endpoint, 20% of patients discontinued treatment, with a mean therapy duration of 74.2 out of 84 days. Patients’ symptoms, psychosocial functioning, and quality of life improved significantly. Mean visit length was 36.7 minutes for visit 1 and 24.3 minutes for subsequent visits, compatible with use in community clinics. Responder and remitter rates were 82% and 68%. Compared to published Latino proportions of non-retention (32-53%) and previous studies at our clinic with similar samples and medications (36-46%), Motivational Pharmacotherapy appears to improve Latino retention in antidepressant therapy, and should be investigated further in controlled designs. PMID:23965261

Facilitation of the ESSEA On-Line Course for Middle School Teachers: A Key to Retention and Learning

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Slattery, W.

2001-12-01

There are fundamental differences between an on-line course and a traditional face to face classroom course offering. On-line courses are front-loaded, that is, students taking on-line courses first have to navigate an unfamiliar website as they become familiar with the organization of the course. In addition, students in an on-line course in many cases have the stress of having to relate with an instructor and collaborate with colleagues that they may never meet. Many may be unfamiliar with the use of telecommunications technology. These forces can combine to produce students that become disillusioned with the on-line learning process, and consequently drop the course. The stress associated with an on-line course can be significantly reduced by the methods used by the facilitator of the course. Therefore, facilitation of an on-line course can be a key to student retention in on-line courses, and strengthen learning experiences for all students. The Earth System Science Education Alliance on-line course for practicing middle school teachers begins with a three week non-graded module designed to permit the facilitator and students to introduce themselves, provides opportunities to participants to explore the website, and allows participants to practice working with each other to develop Earth systems interactions. These group products are evaluated by the facilitator, and returned with detailed comments to the participants. Once graded work begins during the fourth week of the on-line course, it is guided by rubrics that assign higher value to products that contain multiple examples of supporting evidence of scientific assertions, are accurate, and express depth of reasoning. The facilitator guides participant learning through group threaded discussions, providing feedback for individual journal entries, and on-line comments and suggestions regarding classroom activities developed by the participants. Post-course evaluations suggest that K-12 teacher participants in

Strategies to improve recruitment and retention of older stroke survivors to a randomized clinical exercise trial.

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Taylor-Piliae, Ruth E; Boros, Daniella; Coull, Bruce M

2014-03-01

Relatively few exercise randomized clinical trials (RCTs) among stroke survivors have reported the effectiveness of recruitment and retention strategies, despite its central importance to study integrity. Our objective is to examine recruitment and retention strategies used among a group of older community-dwelling stroke survivors for an exercise RCT. Recruitment strategies were multidimensional using both paid (ie, newspaper, radio and, television) and unpaid advertisements (ie, staff visits, flyers, and brochures placed at outpatient rehabilitation centers, physician offices, and community facilities working with older adults; free media coverage of the study, presentations at stroke support groups, relatives/friends, and study Web site) to obtain referrals. Retention strategies centered on excellent communication, the study participants' needs, and having dedicated study staff. Attrition rates and adherence to the intervention were used to examine the effectiveness of these retention strategies. A total of 393 referrals were received, 233 persons were screened, and 145 stroke survivors enrolled in the study. During 3 years of study recruitment, we achieved 97% of our enrollment target. We enrolled 62% of those screened. Study enrollment from paid advertising was 21.4% (n = 31), whereas unpaid advertisements resulted in 78.6% (n = 114) of our participants. Attrition was 10% (n = 14 dropouts), and adherence to the intervention was 85%. Recruitment and retention of participants in an exercise RCT are time and labor intensive. Multiple recruitment and retention strategies are required to ensure an adequate sample of community-dwelling stroke survivors. Many of these strategies are also relevant for exercise RCTs among adults with other chronic illnesses. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Teacher Costs

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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...

On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

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Sobkin, V. S.; Adamchuk, D. V.

2015-01-01

The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

Extensive Management Promotes Plant and Microbial Nitrogen Retention in Temperate Grassland

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de Vries, Franciska T.; Bloem, Jaap; Quirk, Helen; Stevens, Carly J.; Bol, Roland; Bardgett, Richard D.

2012-01-01

Leaching losses of nitrogen (N) from soil and atmospheric N deposition have led to widespread changes in plant community and microbial community composition, but our knowledge of the factors that determine ecosystem N retention is limited. A common feature of extensively managed, species-rich grasslands is that they have fungal-dominated microbial communities, which might reduce soil N losses and increase ecosystem N retention, which is pivotal for pollution mitigation and sustainable food production. However, the mechanisms that underpin improved N retention in extensively managed, species-rich grasslands are unclear. We combined a landscape-scale field study and glasshouse experiment to test how grassland management affects plant and soil N retention. Specifically, we hypothesised that extensively managed, species-rich grasslands of high conservation value would have lower N loss and greater N retention than intensively managed, species-poor grasslands, and that this would be due to a greater immobilisation of N by a more fungal-dominated microbial community. In the field study, we found that extensively managed, species-rich grasslands had lower N leaching losses. Soil inorganic N availability decreased with increasing abundance of fungi relative to bacteria, although the best predictor of soil N leaching was the C/N ratio of aboveground plant biomass. In the associated glasshouse experiment we found that retention of added 15N was greater in extensively than in intensively managed grasslands, which was attributed to a combination of greater root uptake and microbial immobilisation of 15N in the former, and that microbial immobilisation increased with increasing biomass and abundance of fungi. These findings show that grassland management affects mechanisms of N retention in soil through changes in root and microbial uptake of N. Moreover, they support the notion that microbial communities might be the key to improved N retention through tightening linkages

Beyond the City Lights: A Multiple-Case Study of Successful, Experienced Secondary Science Teachers in Rural Schools

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DeVore-Wedding, Beverly R.

Recruitment and retention concerns for teachers, particularly in rural school districts and in science, fill the daily news and research literature. The shortage of STEM workers is also another concern as well. Then why do nationally recognized secondary science teachers remain in rural schools with lower salaries, increased responsibilities beyond teaching content, and multi-preparations, stay in those schools? How do they overcome challenges in their schools? This multiple case study focuses on Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) awardees who have taught secondary science in rural school districts 10 years or more. Eight rural PAEMST high school science teachers were identified in Nebraska and the six contiguous states; four consented to participate in this study. Interviews of these teachers and a colleague, principal, and or students were conducted to answer the research questions. Using a lens of resiliency, similarities were identified that show how these teachers overcome adversity and thrived in their rural school and communities. Resilient themes that emerged from this study are adaptability, autonomy, collaborative, competency, connectedness, problem-solvers, and resourcefulness. Common themes of success for teaching in rural schools for the four teachers were autonomy and relationships. Common themes of challenges for teaching in rural schools were diversity, funding, professional isolation, and teaching assignments. These characteristics and strategies may help schools with their recruitment and retention of teachers as well as teachers themselves benefiting from hearing other teachers' stories of success and longevity.

On the unacknowledged Significance of Teachers´ Habitus and Dispositions

DEFF Research Database (Denmark)

Steensen, Jette Johanne

2009-01-01

In recent years, a growing number of studies have focused on teachers’ career trajectories. At the same time there has been a special focus on attrition and retention, with worries about a sufficient supply of qualified teachers seemingly an almost worldwide phenomenon. In a comprehensive meta-an...

Developing Teachers' Work for Improving Teaching and Learning of Children with Visual Impairment Accommodated in Ordinary Primary Schools

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Mnyanyi, Cosmas B. F.

2009-01-01

The study investigated how to facilitate teachers in developing their work in improving the teaching and learning of children with visual impairment (CVI) accommodated in ordinary classrooms. The study takes the form of collaborative action research where the researcher works in collaboration with the teachers. The project is being conducted in…

A narrative literature review regarding job retention strategies for people with chronic illnesses.

Science.gov (United States)

Koch, Lynn C; Rumrill, Phillip D; Conyers, Liza; Wohlford, Sarah

2013-01-01

Job retention is a major concern for individuals with chronic illnesses, who represent a rapidly growing vocational rehabilitation (VR) consumer population. The purpose of this article is to examine selected job retention considerations for consumers with chronic illnesses. The authors (a) describe distinguishing characteristics of chronic illnesses in terms of populations affected and psychosocial implications, (b) discuss the vocational implications of chronic illnesses, (c) provide general considerations for the provision of job retention services, and (d) examine job retention strategies aimed at improving employment outcomes for individuals with chronic illnesses.

Short-term, informal, and low-stakes scientific laboratory and field experiences improve STEM student retention and academic success

Science.gov (United States)

Hintz, C.; Pride, C. J.; Cox, T.

2017-12-01

Formal internship experiences strongly improve student success in the STEM fields. Classical programs like NSF's Research Experiences for Undergraduates are highly successful for traditional and non-traditional students. Moreover when early undergraduate and at-risk (e.g., low income, academically-challenged) students engage in these experiences, their career paths are re-enforced or changed, academic progress and retention improves, and they are encouraged to continue into graduate school. Students build connections to their course-based learning and experience the life of a working scientist. However, NSF formal experiences are relatively expensive to provide (>5000 per student per experience) and are available to fewer than 5% of geoscience majors each year. Although other funded formal internship opportunities exist, they are likely available to no more than 10% of total enrolled geoscience students. These high-quality programs cannot impact enough early undergraduate students to encourage their remaining in science and improve the current overall retention and graduation rates in the US. Savannah State University faculty successfully completed multiple grants funding low-stakes undergraduate field-science experiences. These short-term (semester to year), part-time (5-10h/week) experiences provide similar classroom-to-real-world science connections, offer students direct laboratory and field experiences, build skill sets, and provide a small source of revenue assisting financially-challenged students to stay on campus rather than seeking off-campus employment. For a much lower investment in time and grant resources (500-1500 per student per experience), participant graduation rates exceeded 80%, well above the university 27-34% graduation rate during the same time period. Relatively small infusions of research dollars targeting undergraduate experiences in the field and laboratory could significantly impact long-term student outcomes in STEM disciplines. These

Islamic Teachers' Perceptions of Improving Critical Thinking Skills in Saudi Arabian Elementary Schools

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Alwadai, Mesfer Ahmad

2014-01-01

The intent of this explanatory sequential mixed-method study is to examine Islamic teachers' thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first…

The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom.

Science.gov (United States)

Stigler, James W.; Hiebert, James

This book is an action plan for improving education in the U.S, focusing on the key role of teachers in this improvement. It offers a detailed comparison of the educational methods of Germany, Japan, and the United States. The analysis begins with an international study of mathematics teaching in the three countries that was conducted as part of…

Encouraging Epistemological Exploration: Impacts on Undergraduates' Retention and Application of Course Material

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Adler, Jonathan M.; Matthews, Elizabeth A.

2009-01-01

Students bring an intact, if unarticulated, epistemological perspective into the classroom that influences how they receive and process new information. In this study, students who explored a wider range of perspectives had significantly improved learning outcomes as measured in 3 domains: retention of specific content, retention of general…

Is the Grass Greener? Current and Former Music Teachers' Perceptions a Year after Moving to a Different School or Leaving the Classroom

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Hancock, Carl B.

2016-01-01

This study is the fourth in a series investigating the retention and turnover of music teachers using nationally representative data from the National Center for Educational Statistics. I identified records for music teachers in the Teacher Follow-Up Survey and determined how they viewed their careers one year after moving to a different school or…

[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…

The Prehistory of Teacher Trainees and the Consequences for Teacher Education.

Science.gov (United States)

Broekman, Harrie G. B.; Weterings, Johan M. J.

1987-01-01

Suggestions are provided for teacher educators to improve the initial stages of education for people preparing to be teachers of mathematics. The examples relate specifically to preparing mathematics teachers in Holland. (RH)

Psychological determinants of job retention in multiple sclerosis.

Science.gov (United States)

Ford, Helen L; Wicks, Charlotte R; Stroud, Amanda; Tennant, Alan

2018-01-01

Maintaining paid work is a key issue for people with multiple sclerosis (PwMS). Different factors, including psychological attributes, can influence job retention. Understanding their role should inform potential interventions to help PwMS retain employment. The aim of this study was to identify the key factors which improve job retention in an employed cohort of PwMS. This three-year longitudinal study used validated self-completed measures of physical and psychological factors at four time points over 28 months. Of 208 employed PwMS, just over 1 in 10 was no longer working at the end of the study. Three variables were predictive of continuing employment; low 'work instability' at baseline increased the odds of job retention by a factor of 12.76; high levels of self-efficacy by a factor of 4.66 and being less than 50 years of age increased the odds of job retention by a factor of 3.90. Path analysis demonstrated the mediating role of self-efficacy between the physical impact of MS and the level of work instability at exit. Screening for work instability and self-efficacy in a clinical setting followed by appropriate interventions to increase self-efficacy and reduce work instability could aid job retention in MS.

Retention among North American HIV-infected persons in clinical care, 2000-2008.

Science.gov (United States)

Rebeiro, Peter; Althoff, Keri N; Buchacz, Kate; Gill, John; Horberg, Michael; Krentz, Hartmut; Moore, Richard; Sterling, Timothy R; Brooks, John T; Gebo, Kelly A; Hogg, Robert; Klein, Marina; Martin, Jeffrey; Mugavero, Michael; Rourke, Sean; Silverberg, Michael J; Thorne, Jennifer; Gange, Stephen J

2013-03-01

Retention in care is key to improving HIV outcomes. The goal of this study was to describe 'churn' in patterns of entry, exit, and retention in HIV care in the United States and Canada. Adults contributing ≥1 CD4 count or HIV-1 RNA (HIV-lab) from 2000 to 2008 in North American AIDS Cohort Collaboration on Research and Design clinical cohorts were included. Incomplete retention was defined as lack of 2 HIV-laboratories (≥90 days apart) within 12 months, summarized by calendar year. Beta-binomial regression models were used to estimate adjusted odds ratios (OR) and 95% confidence intervals (CI) of factors associated with incomplete retention. Among 61,438 participants, 15,360 (25%) with incomplete retention significantly differed in univariate analyses (P churn. In addition to the programmatic and policy implications, the findings of this study identify patient groups who may benefit from focused retention efforts.

Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education

Science.gov (United States)

Kuo, Nai-Cheng

2015-01-01

This study aims at exploring how the Technological Pedagogical and Content Knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA '04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study were to maximize the potential of TPACK at the college and university…

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

Science.gov (United States)

Sheldrake, Danielle Angelina

2013-01-01

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

Navy Speciality Physician Study: Historical Overview, Retention Analysis, and Synopsis of Current Civilian-Sector Practices

National Research Council Canada - National Science Library

Christensen, Eric

2002-01-01

.... The objective of the study was to further explore retention of Navy physicians, by identifying and tracking critical indicators of Navy physician retention, to provide BUMED information for improving...

Biofilm roughness determines Cryptosporidium parvum retention in environmental biofilms.

Science.gov (United States)

DiCesare, E A Wolyniak; Hargreaves, B R; Jellison, K L

2012-06-01

The genus Cryptosporidium is a group of waterborne protozoan parasites that have been implicated in significant outbreaks of gastrointestinal infections throughout the world. Biofilms trap these pathogens and can contaminate water supplies through subsequent release. Biofilm microbial assemblages were collected seasonally from three streams in eastern Pennsylvania and used to grow biofilms in laboratory microcosms. Daily oocyst counts in the influx and efflux flow allowed the calculation of daily oocyst retention in the biofilm. Following the removal of oocysts from the influx water, oocyst attachment to the biofilm declined to an equilibrium state within 5 days that was sustained for at least 25 days. Varying the oocyst loading rate for the system showed that biofilm retention could be saturated, suggesting that discrete binding sites determined the maximum number of oocysts retained. Oocyst retention varied seasonally but was consistent across all three sites; however, seasonal oocyst retention was not consistent across years at the same site. No correlation between oocyst attachment and any measured water quality parameter was found. However, oocyst retention was strongly correlated with biofilm surface roughness and roughness varied among seasons and across years. We hypothesize that biofilm roughness and oocyst retention are dependent on environmentally driven changes in the biofilm community rather than directly on water quality conditions. It is important to understand oocyst transport dynamics to reduce risks of human infection. Better understanding of factors controlling biofilm retention of oocysts should improve our understanding of oocyst transport at different scales.

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

Science.gov (United States)

Stewart, Trae

2012-01-01

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

Potential Impacts of Climate Change on Vegetative Ecosystem Services of Soil Retention [US-IALE 04/08/18

Science.gov (United States)

Planning for a sustainable future should include an accounting of services currently provided by ecosystems such as erosion control. Retention of soil not only maintains but improves soil fertility, improves water retention, and decreases sedimentation in streams and rivers ther...

Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large

NARCIS (Netherlands)

Mooij, Ton

2008-01-01

Mooij, T. (2007). Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large. Inaugural address, Open University of the Netherlands, The Netherlands.

The contributions of encoding, retention, and recall to the Hebb effect.

Science.gov (United States)

Oberauer, Klaus; Meyer, Nadine

2009-10-01

The article reports an experiment testing whether the Hebb repetition effect-the gradual improvement of immediate serial recall when the same list is repeated several times-depends on overt recall of the repeated lists. Previous reports which suggest that recall is critical confound the recall manipulation with retention interval. The present experiment orthogonally varies retention interval (0 or 9 s) and whether the list is to be recalled after the retention interval. Hebb repetition learning is assessed in a final test phase. A repetition effect was obtained in all four experimental conditions; it was larger for recalled than non-recalled lists, whereas retention interval had no effect. The results show that encoding is sufficient to generate cumulative long-term learning, which is strengthened by recall. Rehearsal, if it takes place in the retention interval at all, does not have the same effect on long-term learning as overt recall.

Can teachers use assessment to improve learning?

Directory of Open Access Journals (Sweden)

Paul Black

2009-12-01

Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

Science.gov (United States)

Zinger, Doron; Naranjo, Ashley; Amador, Isabel; Gilbertson, Nicole; Warschauer, Mark

2017-01-01

Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program…

Self-assembled liquid crystalline nanoparticles as a novel ophthalmic delivery system for dexamethasone: Improving preocular retention and ocular bioavailability.

Science.gov (United States)

Gan, Li; Han, Shun; Shen, Jinqiu; Zhu, Jiabi; Zhu, Chunliu; Zhang, Xinxin; Gan, Yong

2010-08-30

The object of this study was to design novel self-assembled liquid crystalline nanoparticles (cubosomes) as an ophthalmic delivery system for dexamethasone (DEX) to improve its preocular retention and ocular bioavailability. DEX cubosome particles were produced by fragmenting a cubic crystalline phase of monoolein and water in the presence of stabilizer Poloxamer 407. Small angle X-ray diffraction (SAXR) profiles revealed its internal structure as Pn3m space group, indicating the diamond cubic phase. In vitro, the apparent permeability coefficient of DEX administered in cubosomes exhibited a 4.5-fold (F1) and 3.5-fold (F2) increase compared to that of Dex-Na phosphate eye drops. Preocular retention studies revealed that the retention of cubosomes was significantly longer than that of solution and carbopol gel, with AUC(0-->180min) of Rh B cubosomes being 2-3-fold higher than that of the other two formulations. In vivo pharmacokinetics in aqueous humor was evaluated by microdialysis, which indicated a 1.8-fold (F1) increase in AUC(0-->240min) of DEX administered in cubosomes relative to that of Dex-Na phosphate eye drops, with about an 8-fold increase compared to that of DEX suspension. Corneal cross-sections after incubation with DEX cubosomes demonstrated an unaffected corneal structure and tissue integrity, which indicated the good biocompatibility of DEX cubosomes. In conclusion, self-assembled liquid crystalline nanoparticles might represent a promising vehicle for effective ocular drug delivery. Crown Copyright 2010. Published by Elsevier B.V. All rights reserved.

Associative learning versus fear habituation as predictors of long-term extinction retention.

Science.gov (United States)

Brown, Lily A; LeBeau, Richard T; Chat, Ka Yi; Craske, Michelle G

2017-06-01

Violation of unconditioned stimulus (US) expectancy during extinction training may enhance associative learning and result in improved long-term extinction retention compared to within-session habituation. This experiment examines variation in US expectancy (i.e., expectancy violation) as a predictor of long-term extinction retention. It also examines within-session habituation of fear-potentiated startle (electromyography, EMG) and fear of conditioned stimuli (CS) throughout extinction training as predictors of extinction retention. Participants (n = 63) underwent fear conditioning, extinction and retention and provided continuous ratings of US expectancy and EMG, as well as CS fear ratings before and after each phase. Variation in US expectancy throughout extinction and habituation of EMG and fear was entered into a regression as predictors of retention and reinstatement of levels of expectancy and fear. Greater variation in US expectancy throughout extinction training was significantly predictive of enhanced extinction performance measured at retention test, although not after reinstatement test. Slope of EMG and CS fear during extinction did not predict retention of extinction. Within-session habituation of EMG and self-reported fear is not sufficient for long-term retention of extinction learning, and models emphasizing expectation violation may result in enhanced outcomes.

Role of male partner involvement in ART retention and adherence in Malawi's Option B+ program.

Science.gov (United States)

Wesevich, Austin; Mtande, Tiwonge; Saidi, Friday; Cromwell, Elizabeth; Tweya, Hannock; Hosseinipour, Mina C; Hoffman, Irving; Miller, William C; Rosenberg, Nora E

2017-11-01

Malawi's Option B+ program provides all HIV-infected pregnant women free lifelong antiretroviral therapy (ART), but challenges remain regarding retention and ART adherence, potentially due to male partner barriers. We explored relationships between male partner involvement and Option B+ retention and adherence. In 2014, a randomized controlled trial in Malawi compared male recruitment strategies for couple HIV testing and counseling (cHTC) at an antenatal clinic. This secondary analysis was conducted among the entire cohort (N = 200) of women, irrespective of randomization status. We assessed whether cHTC attendance, early disclosure of HIV-positive status, and partner ART reminders were associated with retention and adherence at one month after starting treatment. Retention was defined as attending HIV clinic follow-up within one day of running out of pills. Adherence was defined as taking ≥95% of ARTs by pill count. We used binomial regression to calculate adjusted risk ratios (aRR) and 95% confidence intervals (CI). Median female age was 26 years. Most women (79%) were retained; of these, 68% were adherent. Receiving cHTC was associated with improved retention (aRR 1.33, 95% CI 1.12, 1.59). Receiving male partner ART reminders was weakly associated with retention (aRR 1.16, 95% CI 0.96, 1.39). Disclosure within one day was not associated with retention (aRR 1.08, 95% CI: 0.91, 1.28). Among those who were retained, these three behaviors were not associated with improved 95% adherence. CHTC could play an important role in improving Option B+ retention. Increasing cHTC participation and enhancing adherence-related messages within cHTC are important.

Essays on teacher quality and coaching

NARCIS (Netherlands)

M. van der Steeg (Marc)

2016-01-01

textabstractTeacher quality is key to the performance of pupils in education. Improvements in teacher quality can therefore generate large returns. It is less clear however what drives teacher quality and how the quality of teachers can be improved. This dissertation aims to provide more insight

Meaningful work and secondary school teachers' intention to leave

Directory of Open Access Journals (Sweden)

M. Janik

2015-05-01

Full Text Available The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments were used: Work-role Fit Scale, Job Enrichment Scale, Co-worker and Supervisor Relationships Scales, Psychological Meaningfulness Scale and Turnover Intention Scale. Work-role fit and job enrichment both had direct positive effect on experiences of psychological meaningfulness at work, while poor work-role fit and low psychological meaningfulness both had a direct effect on teachers' intentions to leave. An analysis of the indirect effects showed that poor work-role fit and poor job enrichment affected intention to leave due to the concomitant experience of low psychological meaningfulness. These findings have implications for the retention of teachers in secondary schools.

Central Office Supports for Data-Driven Talent Management Decisions: Evidence from the Implementation of New Systems for Measuring Teacher Effectiveness

Science.gov (United States)

Grissom, Jason A.; Rubin, Mollie; Neumerski, Christine M.; Cannata, Marisa; Drake, Timothy A.; Goldring, Ellen; Schuermann, Patrick

2017-01-01

School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We…

The Influences of LuxX in "Escherichia Coli" Biofilm Formation and Improving Teacher Quality through the Bio-Bus Program

Science.gov (United States)

Robbins, Chandan Morris

2012-01-01

The objectives of this work are: (1) to agarose-stabilize fragile biofilms for quantitative structure analysis; (2) to understand the influences of LuxS on biofilm formation; (3) to improve teacher quality by preparing Georgia's middle school science teachers to integrate inquiry-based, hands-on research modules in the classroom. Quantitative…

Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools

Science.gov (United States)

Renzulli, Linda A.; Parrott, Heather Macpherson; Beattie, Irenee R.

2011-01-01

Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial…

Impact of regression methods on improved effects of soil structure on soil water retention estimates

Science.gov (United States)

Nguyen, Phuong Minh; De Pue, Jan; Le, Khoa Van; Cornelis, Wim

2015-06-01

Increasing the accuracy of pedotransfer functions (PTFs), an indirect method for predicting non-readily available soil features such as soil water retention characteristics (SWRC), is of crucial importance for large scale agro-hydrological modeling. Adding significant predictors (i.e., soil structure), and implementing more flexible regression algorithms are among the main strategies of PTFs improvement. The aim of this study was to investigate whether the improved effect of categorical soil structure information on estimating soil-water content at various matric potentials, which has been reported in literature, could be enduringly captured by regression techniques other than the usually applied linear regression. Two data mining techniques, i.e., Support Vector Machines (SVM), and k-Nearest Neighbors (kNN), which have been recently introduced as promising tools for PTF development, were utilized to test if the incorporation of soil structure will improve PTF's accuracy under a context of rather limited training data. The results show that incorporating descriptive soil structure information, i.e., massive, structured and structureless, as grouping criterion can improve the accuracy of PTFs derived by SVM approach in the range of matric potential of -6 to -33 kPa (average RMSE decreased up to 0.005 m3 m-3 after grouping, depending on matric potentials). The improvement was primarily attributed to the outperformance of SVM-PTFs calibrated on structureless soils. No improvement was obtained with kNN technique, at least not in our study in which the data set became limited in size after grouping. Since there is an impact of regression techniques on the improved effect of incorporating qualitative soil structure information, selecting a proper technique will help to maximize the combined influence of flexible regression algorithms and soil structure information on PTF accuracy.

Free teacher education in China : a study on free teacher program

OpenAIRE

Gao, Wen

2009-01-01

The supply and quality of teachers are the keys to the development of education. Teacher education is an important part of social education system. Chinese government have practiced free teacher education program in 2007 to improve teacher education. The purpose of this study is to present an overview of free teacher education in China. The contents, reasons and goals of free teacher education are illustrated in this study to analyze this new education program. Quantitative research meth...

Vocational teachers taking the lead: VET teachers and the career services for teachers reform in Sweden

Directory of Open Access Journals (Sweden)

Daniel Alvunger

2016-02-01

Full Text Available In 2013 the Swedish government launched a reform on career services for teachers that introduced first-teachers as a new category of teachers. Since this reform still is in the process of being rolled out, we know fairly little of its impact, especially concerning VET teachers that are appointed first-teachers. This paper explores and analyses two cases of VET first-teachers with focus on the implications on educational leadership practices in their work with school improvement where 'distributed leadership' is used as a lens for understanding the characteristic features of leader-ship practices. The results show that the VET first-teachers consider themselves to represent an important educational leadership being process leaders for creating a culture built on mutual trust, turning the focus of school improvement from a 'top-down' perspective to change 'from below'. They become 'brokers' and a link between school management and their colleagues, even if there are some difficulties. Moreover they visualise different practices and foster a new awareness - concerning e.g. assessment and the relationship between school and work-place - that seem to influence collegial discourse.

Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

Science.gov (United States)

Banerjee, Neena; Stearns, Elizabeth; Moller, Stephanie; Mickelson, Roslyn Arlin

2017-01-01

Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…

How to improve teaching practices: the role of teacher motivation, organizational factors and leadership practices

NARCIS (Netherlands)

Thoonen, E.E.J.; Sleegers, P.J.C.; Oort, F.J.; Peetsma, T.T.D.; Geijsel, F.P.

2011-01-01

Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational

Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review.

Science.gov (United States)

Lander, Natalie; Eather, Narelle; Morgan, Philip J; Salmon, Jo; Barnett, Lisa M

2017-01-01

Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention. The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was

Improved knowledge retention among clinical pharmacy students using an anthropology classroom assessment technique.

Science.gov (United States)

Whitley, Heather P; Parton, Jason M

2014-09-15

To adapt a classroom assessment technique (CAT) from an anthropology course to a diabetes module in a clinical pharmacy skills laboratory and to determine student knowledge retention from baseline. Diabetes item stems, focused on module objectives, replaced anthropology terms. Answer choices, coded to Bloom's Taxonomy, were expanded to include higher-order thinking. Students completed the online 5-item probe 4 times: prelaboratory lecture, postlaboratory, and at 6 months and 12 months after laboratory. Statistical analyses utilized a single factor, repeated measures design using rank transformations of means with a Mann-Whitney-Wilcoxon test. The CAT revealed a significant increase in knowledge from prelaboratory compared to all postlaboratory measurements (panthropology assessment tool was effectively adapted using Bloom's Taxonomy as a guide and, when used repeatedly, demonstrated knowledge retention. Minimal time was devoted to application of the probe making it an easily adaptable CAT.

Factors affecting nurse retention at an academic Magnet® hospital.

Science.gov (United States)

Buffington, Annsley; Zwink, Jennifer; Fink, Regina; Devine, Deborah; Sanders, Carolyn

2012-05-01

: The aim of this study was to examine the factors affecting the retention of registered nurses (RNs) and validate the revised Casey-Fink Nurse Retention Survey (2009). : Creating an organizational culture of retention may reduce nurse turnover. Focusing on why nurses leave and identifying factors why nurses stay are essential. : A descriptive survey design gathered data from RNs with 1 or more years of experience providing direct patient care and employed in inpatient/ambulatory settings in an acute care, academic, Magnet hospital. : There were no statistically significant relationships between nurse respondents' perceptions of work environment/support/encouragement and age or years of experience. However, there were significant differences between inpatient and ambulatory nurse responses in several key areas including job satisfaction, mentorship, and educational support. Overall, nurses reported feeling a lack of support and recognition from managers. Results provide evidence to support improved strategies to foster nurse retention.

Retention of fundamental surgical skills learned in robot-assisted surgery.

Science.gov (United States)

Suh, Irene H; Mukherjee, Mukul; Shah, Bhavin C; Oleynikov, Dmitry; Siu, Ka-Chun

2012-12-01

Evaluation of the learning curve for robotic surgery has shown reduced errors and decreased task completion and training times compared with regular laparoscopic surgery. However, most training evaluations of robotic surgery have only addressed short-term retention after the completion of training. Our goal was to investigate the amount of surgical skills retained after 3 months of training with the da Vinci™ Surgical System. Seven medical students without any surgical experience were recruited. Participants were trained with a 4-day training program of robotic surgical skills and underwent a series of retention tests at 1 day, 1 week, 1 month, and 3 months post-training. Data analysis included time to task completion, speed, distance traveled, and movement curvature by the instrument tip. Performance of the participants was graded using the modified Objective Structured Assessment of Technical Skills (OSATS) for robotic surgery. Participants filled out a survey after each training session by answering a set of questions. Time to task completion and the movement curvature was decreased from pre- to post-training and the performance was retained at all the corresponding retention periods: 1 day, 1 week, 1 month, and 3 months. The modified OSATS showed improvement from pre-test to post-test and this improvement was maintained during all the retention periods. Participants increased in self-confidence and mastery in performing robotic surgical tasks after training. Our novel comprehensive training program improved robot-assisted surgical performance and learning. All trainees retained their fundamental surgical skills for 3 months after receiving the training program.

Teachers Know Best: Making Data Work for Teachers and Students

Science.gov (United States)

Bill & Melinda Gates Foundation, 2015

2015-01-01

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

Teacher Tweets Improve Achievement for Eighth Grade Science Students

OpenAIRE

Carol Van Vooren; Corey Bess

2013-01-01

In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online...

Employee Retention: A Challenge of the Nineties.

Science.gov (United States)

Zeiss, Tony

1990-01-01

Considers ways in which community colleges can help employers implement programs to improve the work environment and retain trained workers. Presents a model for employee retention that has worked effectively in Pueblo, Colorado. Describes Pueblo Community College's cooperative program with the Wats Marketing Group to help reduce employee…

Retention Among North American HIV–infected Persons in Clinical Care, 2000–2008

Science.gov (United States)

Rebeiro, Peter; Althoff, Keri N.; Buchacz, Kate; Gill, M. John; Horberg, Michael; Krentz, Hartmut; Moore, Richard; Sterling, Timothy R.; Brooks, John T.; Gebo, Kelly A.; Hogg, Robert; Klein, Marina; Martin, Jeffrey; Mugavero, Michael; Rourke, Sean; Silverberg, Michael J.; Thorne, Jennifer; Gange, Stephen J.

2013-01-01

Background Retention in care is key to improving HIV outcomes. Our goal was to describe “churn” in patterns of entry, exit, and retention in HIV care in the US and Canada. Methods Adults contributing ≥1 CD4 count or HIV-1 RNA (HIV-lab) from 2000–2008 in North American Cohort Collaboration on Research and Design (NA-ACCORD) clinical cohorts were included. Incomplete retention was defined as lack of 2 HIV-labs (≥90 days apart) within 12 months, summarized by calendar year. We used beta-binomial regression models to estimate adjusted odds ratios (OR) and 95% confidence intervals (CI) of factors associated with incomplete retention. Results Among 61,438 participants, 15,360 (25%) with incomplete retention significantly differed in univariate analyses (pchurn. In addition to the programmatic and policy implications, our findings identify patient groups who may benefit from focused retention efforts. PMID:23242158

Improving Student Achievement and Teacher Effectiveness through Scientifically Based Practices. NCREL Viewpoints, Number 11

Science.gov (United States)

Schuch, Linda, Ed.

2004-01-01

"Viewpoints" is a multimedia package containing two audio CDs and a short, informative booklet. This volume of "Viewpoints" focuses on using scientifically based practices to improve student achievement and teacher effectiveness. The audio CDs provide the voices, or viewpoints, of various leaders from the education field who have worked closely…

The Effect of Acute Exercise on Consolidation and Retention of Motor Memory

DEFF Research Database (Denmark)

Skriver, Kasper Christen

with the perspective of exploring the arguments for applying exercise systematically in the educational system. In addition, since a team sport could be more motivating to school children compared to e.g. running, we investigated the effects of both hockey and running on motor memory. Seventy-seven pre......There is substantial evidence that a single bout of exercise can improve cognitive functions and retention of certain types of declarative memory. However, it is unclear if a similar effect can be demonstrated when coupling physical activity with the acquisition and retention of a motor skill....... Hence, the overall aim of the present thesis was to investigate the relationship between acute exercise and motor memory, with special interest in investigating if exercise performed after motor skill learning could improve skill retention. Study I was designed to assess if a single bout of exercise...

Urinary retention in women.

Science.gov (United States)

Juma, Saad

2014-07-01

This review is a summary of the most pertinent published studies in the literature in the last 18 months that address cause, diagnosis, and management of urinary retention in women. Symptoms, uroflow, and pressure-flow studies have a low predictive value for and do not correlate with elevated postvoid residual urine (PVR). Anterior and posterior colporrhaphy do not cause de-novo bladder outlet obstruction in the majority of patients with elevated PVR, and the cause of elevated PVR may be other factors such as pain or anxiety causing abnormal relaxation of the pelvic floor and contributing to voiding difficulty. The risk of urinary retention in a future pregnancy after mid-urethral sling (MUS) is small. The risk of urinary tract infection and urinary retention after chemodenervation of the bladder with onabotulinumtoxin-A (100 IU) in patients with non-neurogenic urge incontinence is 33 and 5%, respectively. There is a lack of consensus among experts on the timing of sling takedown in the management of acute urinary retention following MUS procedures. There has been a significant progress in the understanding of the causation of urinary retention. Important areas that need further research (basic and clinical) are post-MUS and pelvic organ prolapse repair urinary retention and obstruction, and urinary retention owing to detrusor underactivity.

Practicing more retrieval routes leads to greater memory retention.

Science.gov (United States)

Zheng, Jun; Zhang, Wei; Li, Tongtong; Liu, Zhaomin; Luo, Liang

2016-09-01

A wealth of research has shown that retrieval practice plays a significant role in improving memory retention. The current study focused on one simple yet rarely examined question: would repeated retrieval using two different retrieval routes or using the same retrieval route twice lead to greater long-term memory retention? Participants elaborately learned 22 Japanese-Chinese translation word pairs using two different mediators. Half an hour after the initial study phase, the participants completed two retrieval sessions using either one mediator (Tm1Tm1) or two different mediators (Tm1Tm2). On the final test, which was performed 1week after the retrieval practice phase, the participants received only the cue with a request to report the mediator (M1 or M2) followed by the target (Experiment 1) or only the mediator (M1 or M2) with a request to report the target (Experiment 2). The results of Experiment 1 indicated that the participants who practiced under the Tm1Tm2 condition exhibited greater target retention than those who practiced under the Tm1Tm1 condition. This difference in performance was due to the significant disadvantage in mediator retrieval and decoding of the unpracticed mediator under the Tm1Tm1 condition. Although mediators were provided to participants on the final test in Experiment 2, decoding of the unpracticed mediators remained less effective than decoding of the practiced mediators. We conclude that practicing multiple retrieval routes leads to greater memory retention than focusing on a single retrieval route. Thus, increasing retrieval variability during repeated retrieval practice indeed significantly improves long-term retention in a delay test. Copyright © 2016 Elsevier B.V. All rights reserved.

Effects of variable attachment shapes and aligner material on aligner retention.

Science.gov (United States)

Dasy, Hiltrud; Dasy, Andreas; Asatrian, Greg; Rózsa, Noémi; Lee, Hao-Fu; Kwak, Jin Hee

2015-11-01

To evaluate the retention of four types of aligners on a dental arch with various attachments. For this study, three casts were manufactured, two of which contained attachments (ellipsoid and beveled), and one without any attachments to serve as a control. Four types of aligners were thermoformed: Clear-Aligner (CA)-soft, CA-medium, and CA-hard, with various thicknesses, and Essix ACE. Measurements of vertical displacement force during aligner removal were performed with the Gabo Qualimeter Eplexor. Means and standard deviations were next compared between different aligner thicknesses and attachment shapes. CA-soft, CA-medium, and CA-hard did not present a significant increase in retention, except when used in the presence of attachments. Additionally, CA-medium and CA-hard required significantly more force for removal. Essix ACE demonstrated a significant decrease in retention when used with ellipsoid attachments. The force value for Essix ACE removal from the cast with beveled attachments was comparable to that of CA-medium. Forces for aligner removal from the model without attachments showed a linear trend. Essix ACE did not show a continuous increase in retention for each model. Overall, ellipsoid attachments did not present a significant change in retention. In contrast, beveled attachments improved retention. Ellipsoid attachments had no significant influence on the force required for aligner removal and hence on aligner retention. Essix ACE showed significantly less retention than CA-hard on the models with attachments. Furthermore, beveled attachments were observed to increase retention significantly, compared with ellipsoid attachments and when using no attachments.

Influence of transportation cost on long-term retention in clinic for HIV patients in rural Haiti.

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Sowah, Leonard A; Turenne, Franck V; Buchwald, Ulrike K; Delva, Guesly; Mesidor, Romaine N; Dessaigne, Camille G; Previl, Harold; Patel, Devang; Edozien, Anthony; Redfield, Robert R; Amoroso, Anthony

2014-12-01

With improved access to antiretroviral therapy in resource-constrained settings, long-term retention in HIV clinics has become an important means of reducing costs and improving outcomes. Published data on retention in HIV clinics beyond 24 months are, however, limited. In our clinic in rural Haiti, we hypothesized that individuals residing in locations with higher transportation costs to clinic would have poorer retention than those who had lower costs. We used a retrospective cohort design to evaluate potential predictors of HIV clinic retention. Patient information was abstracted from the electronic medical records. Cox proportional hazards regression was used to identify independent predictors of 4-year clinic retention. There were 410 patients in our cohort, 266 (64.9%) females and 144 (35.1%) males. Forty-five (11%) patients lived in locations with transportation costs >$2. Males were 1.5 times more likely to live in municipalities with transportation costs to clinic of >$2. Multivariate analysis suggested that age transportation cost were independent predictors of loss to follow-up (LTFU): risk ratio of 2.98, 95% confidence interval (CI): 1.73 to 4.96, P transportation costs greater than $2 were 1.9 times more likely to be lost to care compared with those who paid less for transportation. HIV treatment programs in resource-constrained settings may need to pay closer attention to issues related to transportation cost to improve patient retention.

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

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

2009-10-16

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

Characterizing retention in HAART as a recurrent event process: insights into 'cascade churn'.

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Nosyk, Bohdan; Lourenço, Lillian; Min, Jeong Eun; Shopin, Dimitry; Lima, Viviane D; Montaner, Julio S G

2015-08-24

The benefits of HAART rely on continuous lifelong treatment retention. We used linked population-level health administrative data to characterize durations of HAART retention and nonretention. This is a retrospective cohort study. We considered individuals initiating HAART in British Columbia (1996-2012). An HAART episode was considered discontinued if individuals had a gap of at least 30 days between days in which medication was prescribed. We considered durations of HAART retention and nonretention separately, and used Cox proportional hazards frailty models to identify demographic and treatment-related factors associated with durations of HAART retention and nonretention. Six thousand one hundred fifty-two individuals were included in the analysis; 81.2% were male, 40.6% were people who inject drugs, and 42.8% initiated treatment with CD4 cell count less than 200 cells/μl. Overall, 29% were continuously retained on HAART through the end of follow-up. HAART episodes were a median 6.8 months (25th, 75th percentile: 2.3, 19.5), whereas off-HAART episodes lasted a median 1.9 months (1.2, 4.5). In Cox proportional hazards frailty models, durations of HAART retention improved over time. Successive treatment episodes tended to decrease in duration among those with multiple attempts, whereas off-HAART episodes remained relatively stable. Younger age, earlier stages of disease progression, and injection drug use were all associated with shorter durations of HAART retention and longer off-HAART durations. Metrics to monitor HAART retention, dropout, and reentry should be prioritized for HIV surveillance. Clinical strategies and public health policies are urgently needed to improve HAART retention, particularly among those at earlier stages of disease progression, the young, and people who inject drugs.

Learning How to Improve Vocabulary Instruction through Teacher Study Groups

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Dimino, Joseph; Taylor, Mary Jo

2009-01-01

Professional development with proven positive effects on vocabulary instruction and student achievement: that's what reading teachers are looking for, and that's what the Teacher Study Group (TSG) model delivers. With the nine complete TSG sessions in this book, K-8 teachers will form dynamic in-school learning groups with their fellow educators…

Using computer simulation to improve high order thinking skills of physics teacher candidate students in Compton effect

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Supurwoko; Cari; Sarwanto; Sukarmin; Fauzi, Ahmad; Faradilla, Lisa; Summa Dewi, Tiarasita

2017-11-01

The process of learning and teaching in Physics is often confronted with abstract concepts. It makes difficulty for students to understand and teachers to teach the concept. One of the materials that has an abstract concept is Compton Effect. The purpose of this research is to evaluate computer simulation model on Compton Effect material which is used to improve high thinking ability of Physics teacher candidate students. This research is a case study. The subject is students at physics educations who have attended Modern Physics lectures. Data were obtained through essay test for measuring students’ high-order thinking skills and quisioners for measuring students’ responses. The results obtained indicate that computer simulation model can be used to improve students’ high order thinking skill and can be used to improve students’ responses. With this result it is suggested that the audiences use the simulation media in learning

Burnout amongst urban secondary school teachers in Namibia

Directory of Open Access Journals (Sweden)

Dap Louw

2011-11-01

Motivation for the study: The study focused on the magnitude and nature of burnout amongst Namibian teachers as well as the influence of biographical factors on their levels of burnout. Another aim was to determine the extent to which the results of this study correlate with research findings in other countries. Research design, approach and method: The researchers used a non-experimental research method. The study involved more than 300 secondary school teachers from the Windhoek region of Namibia. They administered the Maslach Burnout Inventory (MBI and a biographical questionnaire to achieve the goals of the study. Main findings: The main findings of the study were that the participants experienced similar levels of burnout compared to teachers in other countries. This was especially true for emotional exhaustion. Teaching experience was the biographical variable that yielded the most significant positive correlation with burnout. Practical/managerial implications: The education authorities should address the emotional needs of secondary school teachers in Namibia urgently. They should introduce effective burnout intervention and prevention programmes. These programmes could result in higher levels of job satisfaction and educational effectiveness. They could also lead to increased general fulfilment and better teacher retention.

Measuring faculty retention and success in academic medicine.

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Ries, Andrew; Wingard, Deborah; Gamst, Anthony; Larsen, Catherine; Farrell, Elizabeth; Reznik, Vivian

2012-08-01

To develop and demonstrate the usefulness of quantitative methods for assessing retention and academic success of junior faculty in academic medicine. The authors created matched sets of participants and nonparticipants in a junior faculty development program based on hire date and academic series for newly hired assistant professors at the University of California, San Diego (UCSD), School of Medicine between 1988 and 2005. They used Kaplan-Meier and Cox proportional hazards survival analyses to characterize the influence of covariates, including gender, ethnicity, and program participation, on retention. They also developed a new method for quantifying academic success based on several measures including (1) leadership and professional activities, (2) honors and awards, (3) research grants, (4) teaching and mentoring/advising activities, and (5) publications. The authors then used these measures to compare matched pairs of participating and nonparticipating faculty who were subsequently promoted and remained at UCSD. Compared with matched nonparticipants, the retention of junior faculty who participated in the faculty development program was significantly higher. Among those who were promoted and remained at UCSD, the academic success of faculty development participants was consistently greater than that of matched nonparticipants. This difference reached statistical significance for leadership and professional activities. Using better quantitative methods for evaluating retention and academic success will improve understanding and research in these areas. In this study, use of such methods indicated that organized junior faculty development programs have positive effects on faculty retention and may facilitate success in academic medicine.

Injuries from non-retention in gillnet fisheries suppress reproductive maturation in escaped fish.

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Baker, Matthew R; Swanson, Penny; Young, Graham

2013-01-01

Exploitation of fisheries resources has unintended consequences, not only in the bycatch and discard of non-target organisms, but also in damage to targeted fish that are injured by gear but not landed (non-retention). Delayed mortality due to non-retention represents lost reproductive potential in exploited stocks, while not contributing to harvest. Our study examined the physiological mechanisms by which delayed mortality occurs and the extent to which injuries related to disentanglement from commercial gear compromise reproductive success in spawning stocks of Pacific salmon (Oncorhynchus spp.). We found evidence for elevated stress in fish injured via non-retention in gillnet fisheries. Plasma cortisol levels correlated with the severity of disentanglement injury and were elevated in fish that developed infections related to disentanglement injuries. We also analyzed sex steroid concentrations in females (estradiol-17β and 17,20β-dihydroxy-4-pregnen-3-one) to determine whether non-retention impairs reproductive potential in escaped individuals. We demonstrate evidence for delayed or inhibited maturation in fish with disentanglement injuries. These findings have important implications for effective conservation and management of exploited fish stocks and suggest means to improve spawning success in such stocks if retention in commercial fisheries is improved and incidental mortality reduced.

Injuries from non-retention in gillnet fisheries suppress reproductive maturation in escaped fish.

Directory of Open Access Journals (Sweden)

Matthew R Baker

Full Text Available Exploitation of fisheries resources has unintended consequences, not only in the bycatch and discard of non-target organisms, but also in damage to targeted fish that are injured by gear but not landed (non-retention. Delayed mortality due to non-retention represents lost reproductive potential in exploited stocks, while not contributing to harvest. Our study examined the physiological mechanisms by which delayed mortality occurs and the extent to which injuries related to disentanglement from commercial gear compromise reproductive success in spawning stocks of Pacific salmon (Oncorhynchus spp.. We found evidence for elevated stress in fish injured via non-retention in gillnet fisheries. Plasma cortisol levels correlated with the severity of disentanglement injury and were elevated in fish that developed infections related to disentanglement injuries. We also analyzed sex steroid concentrations in females (estradiol-17β and 17,20β-dihydroxy-4-pregnen-3-one to determine whether non-retention impairs reproductive potential in escaped individuals. We demonstrate evidence for delayed or inhibited maturation in fish with disentanglement injuries. These findings have important implications for effective conservation and management of exploited fish stocks and suggest means to improve spawning success in such stocks if retention in commercial fisheries is improved and incidental mortality reduced.

Teacher Improvement Projects in Guinea: Lessons Learned from Taking a Program to National Scale.

Science.gov (United States)

Schwille, John; Dembele, Martial; Diallo, Alpha Mahmoudou

2001-01-01

Highlights lessons learned from a small, grant-funded teacher improvement project in Guinea that went nationwide, including: it is possible to make such a system work on a national scale in a resource-scarce country; effective initial and continued training is critical for all participants; it is difficult to provide close-to-school assistance…

Effects of e-learning, lectures, and role playing on nursing students' knowledge acquisition, retention and satisfaction.

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Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

2015-01-01

Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students' learning, retention, and satisfaction. Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students' ideas about the whole course. The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students' satisfaction from e-learning was significantly lower than lecturing and role playing. Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students' satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran.

Teacher Leaders' Work with Peers in a Quasi-Formal Teacher Leadership Model

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Supovitz, Jonathan A.

2018-01-01

Building on evolving conceptions of teacher leadership in the literature, this article argues that an integration of both positional and empowering elements of teacher leadership are the seeds of an evolved approach to teacher leadership for instructional improvement. Using data from a study of quasi-formal teacher leadership, the research…

Retention in HIV care depends on patients' perceptions of the clinic experience.

Science.gov (United States)

Wessinger, Matthew H; Hennink, Monique M; Kaiser, Bonnie N; Mangal, Jed P; Gokhale, Runa H; Ruchin, Lauren; Moanna, Abeer; Rimland, David; Farber, Eugene W; Marconi, Vincent C

2017-10-01

Institutional barriers in HIV primary care settings can contribute substantially to disparities in retention in HIV treatment and HIV-related outcomes. This qualitative study compared the perceptions of clinic experiences of persons living with HIV (PLWH) in a Veterans Affairs HIV primary care clinic setting who were retained in care with the experiences of those who were not retained in care. Qualitative data from 25 in-depth interviews were analyzed to identify facilitators and barriers to retention in HIV care. Results showed that participants not retained in care experienced barriers to retention involving dissatisfaction with clinic wait times, low confidence in clinicians, and customer service concerns. For participants retained in care, patience with procedural issues, confidence in clinicians, and interpersonal connections were factors that enhanced retention despite the fact that these participants recognized the same barriers as those who were not retained in care. These findings can inform interventions aimed at improving retention in HIV care.

Job embeddedness factors and retention of nurses with 1 to 3 years of experience.

Science.gov (United States)

Halfer, Diana

2011-10-01

An aging work force, predictions of job growth in health care, and an eventual economic recovery suggest that the current reprieve from the national nursing shortage is temporary. New graduate nurses are an important part of the work force and are needed to replace nurses who will retire in the next decade. Organizational leaders can address the forecasted work force demand by proactively investing in programs for workplace development and retention. Recent literature reports an increased focus on understanding the work experience and career support needed for new graduate nurses. Several studies report improvements in job satisfaction and retention after implementation of structured mentoring programs for new graduate nurses. However, despite successful transition programs, turnover for these same nurses after 1 to 3 years of organizational tenure remains high. Studying factors that contribute to retention and supporting careers beyond the first year of practice may have a significant effect on improving retention and will contribute new knowledge to the nursing literature. This study, undertaken at a Midwestern pediatric academic medical center, examined job factors and career development support that lead to retention of nurses with 1 to 3 years of experience. Understanding these issues may guide nursing leaders and staff development educators in investing in focused retention and career development plans during an economic recession. Copyright 2011, SLACK Incorporated.

Measuring Engagement and Learning Outcomes During a Teacher Professional Development Workshop about Creative Climate Communication

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Morrison, A.; Gold, A. U.; Soltis, N.; McNeal, K.; Kay, J. E.

2017-12-01

Climate science and global climate change are complex topics that require system-level thinking and the application of general science concepts. Identifying effective instructional approaches for improving climate literacy is an emerging research area with important broader impacts. Active learning techniques can ensure engagement throughout the learning process and increase retention of climate science content. Conceptual changes that can be measured as lasting learning gains occur when both the cognitive and affective domain are engaged. Galvanic skin sensors are a relatively new technique to directly measure engagement and cognitive load in science education. We studied the engagement and learning gains of 16 teachers throughout a one-day teacher professional development workshop focused on creative strategies to communicate about climate change. The workshop consisted of presentations about climate science, climate communication, storytelling and filmmaking, which were delivered using different pedagogical approaches. Presentations alternated with group exercises, clicker questions, videos and discussions. Using a pre-post test design we measured learning gains and attitude changes towards climate change among participating teachers. Each teacher wore a hand sensor to measure galvanic skin conductance as a proxy for emotional engagement. We surveyed teachers to obtain self-reflection data on engagement and on their skin conductance data during and after the workshop. Qualitative data provide critical information to aid the interpretation of skin conductance readings. Based on skin conductance data, teachers were most engaged during group work, discussions and videos as compared to lecture-style presentations. We discuss the benefits and limitations of using galvanic skin sensors to inform the design of teacher professional development opportunities. Results indicate that watching videos or doing interactive activities may be the most effective strategies for

Employee retention and integrated disability management practices as demand side factors.

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Habeck, Rochelle; Hunt, Allan; Rachel, Colleen Head; Kregel, John; Chan, Fong

2010-12-01

Demand-side employment research on company policies and practices related to retention and absence and disability management (ADM) can contribute to our understanding of employment issues related to people with disabilities from the employers' perspective. To examine company ADM and retention practices and their effectiveness, as well as how these company policies and practices might influence hiring of people with disabilities. Disability Management Employer Coalition employer members (N = 650) were surveyed by internet and the survey data were analyzed using descriptive statistics, correlation, and multiple regression. Ninety-five participants responded to the survey resulting in a response rate of 14%. Retention practice was found to be associated with retention effectiveness (r = .39, P ideas and involvement of employees, and assuring they know how their work and performance support the mission. ADM practice was related to improving health and managing health conditions (r = .26, P companies.

Assistive Technology WebQuest: Improving Learning for Preservice Teachers

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Manning, Jackie B.; Carpenter, Laura Bowden

2008-01-01

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

Teacher Tweets Improve Achievement for Eighth Grade Science Students

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Carol Van Vooren

2013-02-01

Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

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Hickman, Paul

2002-04-01

It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

TEACHER PROFESSIONALISM ON TEACHER PEDAGOGIC KNOWLEDGE IN MERAUKE – PAPUA

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Rias Ning Astuti

2015-12-01

Full Text Available English becomes an international language that has to be mastered by the students in Indonesia and many countries in the world. Teaching English is not easy as we thought. As an English teachers, we should master some criteria to be  good teachers. Because English today in Indonesia is considered as a foreign language, then it difficult for the students to learn it. Teacher is also  important in teaching learning process in the classroom, the foundation of English teacher education, teacher knowledge, and professionalism of the teacher is primary goal that should be mastered In this case, the writer tries to explore the phenomena that happened in Indonesia especially in East Indonesia, that is,  Merauke - Papua. The educational system in Merauke- Papua is good enough, but there are several terms that should be changed by the government and the teachers themselves. There are some problems faced by the teacher when they teach in the class, such as: what they teach does not match with the skills the  subject requires and they only focus on finishing the curriculum. In this context, the roles of the government is very important in order to improve the teacher professionalism in Indonesia, one of which is certification for the teacher and the government will increase their salary per month. But, it is not only the matter of salary, but the government should find another ways to improve the teacher’s professionalism such as: conference, seminars, or another activities.

The Effect of a Continuous Quality Improvement Intervention on Retention-In-Care at 6 Months Postpartum in a PMTCT Program in Northern Nigeria: Results of a Cluster Randomized Controlled Study.

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Oyeledun, Bolanle; Phillips, Abimbola; Oronsaye, Frank; Alo, Oluwafemi David; Shaffer, Nathan; Osibo, Bamidele; Imarhiagbe, Collins; Ogirima, Francis; Ajibola, Abiola; Ezebuka, Obioma; Ojong-Etta, Bebia; Obi, Adaobi; Falade, John; Uthman, Adunbi Kareem; Famuyide, Busuyi; Odoh, Deborah; Becquet, Renaud

2017-06-01

Retention in care is critical for improving HIV-infected maternal outcomes and reducing vertical transmission. Health systems' interventions such as continuous quality improvement (CQI) may support health services to address factors that affect the delivery of HIV-related care and thereby influence rates of retention-in-care. We evaluated the effect of a CQI intervention on retention-in-care at 6 months postpartum of pregnant women and mothers living with HIV who had been started on lifelong antiretroviral treatment. Thirty-two health care facilities were randomized to either implement the intervention or not. We considered women fully retained in care when they attended the 6-month postpartum visit and did not miss any previous scheduled visit by more than 30 days. Five hundred eleven women living with HIV attending antenatal clinics at 26 facilities were included in the analysis. Median age at enrolment was 27 years and gestational age was 20 weeks. Seventy-one percent of women were seen at 6-month postpartum irrespective of missing any scheduled visit. However, 43% of women were fully retained at 6-month postpartum and did not miss any scheduled visit based on our stringent study definition of retention. There was no significant difference in retention at 6 months between the intervention and control arms [44% vs. 41%, relative risk: 1.08; 95% confidence interval (CI): 0.78 to 1.49]. Initiation of ARV prophylaxis among infants within 72 hours was not different by study arm (66.0% vs. 74.7%, relative risk = 0.95; 95% CI: 0.84 to 1.07) but rates of early infant testing at 4-6 weeks were higher in intervention sites (48.8% vs. 25.3%, adjusted relative risk: 1.76; 95% CI: 1.27 to 2.42). CQI as implemented in this study did not differ across study arms in the rates of retention. Several intervention design or implementation issues or other contextual constraints may explain the absence of effect.

Development of short Indonesian lesson plan to improve teacher performance

Science.gov (United States)

Yulianto, B.; Kamidjan; Ahmadi, A.; Asteria, P. V.

2018-01-01

The developmental research was motivated by the results of preliminary study through interviews, which revealed almost all of the teachers did not create lesson plan themselves. As a result of this load, the performance of the real learning in the classroom becomes inadequate. Moreover, when lesson plan was not made by teachers themselves, the learning process becomes ineffective. Therefore, this study designed to develop a prototype of the short lesson plan, in particular, Indonesian language teaching, and to investigate its effectiveness. The participants in the study were teachers who were trained through lesson study group to design short model’s lesson plan. Questionnaires and open-ended questions were used, and the quantitative and qualitative data obtained were analyzed accordingly. The analysis of the quantitative data, aided with SPSS, were frequency, percentage, and means, whereas the qualitative data were analyzed descriptively. The results showed that the teachers liked the model, and they were willing to design their own lesson plan. The observation data revealed that the classroom learning process became more interactive, and classroom atmosphere was more engaging and natural because the teachers did not stick to the lesson plan made by other teachers.

Seed Implant Retention Score Predicts the Risk of Prolonged Urinary Retention After Prostate Brachytherapy

International Nuclear Information System (INIS)

Lee, Hoon K.; Adams, Marc T.; Shi, Qiuhu; Basillote, Jay; LaMonica, Joanne; Miranda, Luis; Motta, Joseph

2010-01-01

Purpose: To risk-stratify patients for urinary retention after prostate brachytherapy according to a novel seed implant retention score (SIRS). Patients and Methods: A total of 835 patients underwent transperineal prostate seed implant from March 1993 to January 2007; 197 patients had 125 I and 638 patients had 103 Pd brachytherapy. Four hundred ninety-four patients had supplemental external-beam radiation. The final downsized prostate volume was used for the 424 patients who had neoadjuvant hormone therapy. Retention was defined as reinsertion of a Foley catheter after the implant. Results: Retention developed in 7.4% of patients, with an average duration of 6.7 weeks. On univariate analysis, implant without supplemental external-beam radiation (10% vs. 5.6%; p = 0.02), neoadjuvant hormone therapy (9.4% vs. 5.4%; p = 0.02), baseline α-blocker use (12.5% vs. 6.3%; p = 0.008), and increased prostate volume (13.4% vs. 6.9% vs. 2.9%, >45 cm 3 , 25-45 cm 3 , 3 ; p = 0.0008) were significantly correlated with increased rates of retention. On multivariate analysis, implant without supplemental external-beam radiation, neoadjuvant hormone therapy, baseline α-blocker use, and increased prostate volume were correlated with retention. A novel SIRS was modeled as the combined score of these factors, ranging from 0 to 5. There was a significant correlation between the SIRS and retention (p < 0.0001). The rates of retention were 0, 4%, 5.6%, 9%, 20.9%, and 36.4% for SIRS of 0 to 5, respectively. Conclusions: The SIRS may identify patients who are at high risk for prolonged retention after prostate brachytherapy. A prospective validation study of the SIRS is planned.

The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

Science.gov (United States)

Limatahu, I.; Suyatno; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

Using Interactive Animations to Enhance Teaching, Learning, and Retention of Respiration Pathway Concepts in Face-to-Face and Online High School, Undergraduate, and Continuing Education Learning Environments

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Sederick C. Rice

2013-02-01

Full Text Available One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content.  The Virtual Cell Animation Collections (VCAC, developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes.  These virtual tools work as powerful instructional devices to help explain and reinforce concepts of metabolic pathways that would normally be taught traditionally using static textbook pages or by neumonic flashcards. High school, undergraduate, and continuing education students of today learn and retain knowledge differently than their predecessors.  Now teachers face new challenges and must engage and assess students, within a small window during classroom instruction, but also have the skills to provide useful content in distance learning environments.  Educators have to keep up with changing trends in education as a result of technological advances, higher student/teacher ratios, and the influence of social media on education. It is critical for teachers/instructors to be able to present content that not only keeps students interested but also helps bridge learning gaps. VCAC provides high school, undergraduate, and continuing education biology or life science teachers/instructors with classroom strategies and tools for introducing respiration content through free open source online resources. VCAC content supports the development of more inquiry-based classroom and distance-learning environments that can be facilitated by teachers/instructors, which helps improve retention of important respiration subject content and problem-based learning skills for students.

The Effect of Self, Peer and Teacher Correction on the Pronunciation Improvement of Iranian EFL Learners

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Saeideh Ahangari

2014-02-01

Full Text Available The concept of self correction and peer correction in foreign language teaching has been an important consideration in the past decades due to the increased attention to learner centered curricula. The researchers have concluded that active engagement happens when the students have to think and correct themselves. The purpose of this study was to investigate the effect of teacher, self and peer correction on the pronunciation improvement of Iranian EFL learners in oral productions. To do this, 45 participants were selected from among 60 English language learning students by assigning a PET test and they were divided into three groups. Some picture series were given to the participants to make and then tell a story based on the scripts. In the self correction group every participant had to correct her pronunciation errors individually, in the peer correction group the participants in pairs corrected each others’ pronunciation errors and for the third group their errors were corrected by the teacher. This process continued for 15 sessions. A pre-test and post-test were administered. The results showed that the pronunciation of the self correction group improved more than the other two groups and peer correction group outperformed the teacher correction group.

Lowering data retention voltage in static random access memory array by post fabrication self-improvement of cell stability by multiple stress application

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Mizutani, Tomoko; Takeuchi, Kiyoshi; Saraya, Takuya; Kobayashi, Masaharu; Hiramoto, Toshiro

2018-04-01

We propose a new version of the post fabrication static random access memory (SRAM) self-improvement technique, which utilizes multiple stress application. It is demonstrated that, using a device matrix array (DMA) test element group (TEG) with intrinsic channel fully depleted (FD) silicon-on-thin-buried-oxide (SOTB) six-transistor (6T) SRAM cells fabricated by the 65 nm technology, the lowering of data retention voltage (DRV) is more effectively achieved than using the previously proposed single stress technique.

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

Directory of Open Access Journals (Sweden)

M G Steyn

2014-03-01

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

Exposure to retrieval cues improves retention performance and induces changes in ACTH and corticosterone release.

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Gisquet-Verrier, Pascale; Botreau, Fanny; Venero, Cesar; Sandi, Carmen

2004-05-01

Memory retrieval can be facilitated by pretest exposure to cues associated with the original training. The present series of experiments was aimed at investigating whether the effectiveness of the retrieval cues might be due to their emotional value and thus be associated to a particular pattern of activation of stress systems. Therefore, the effects of exposing rats to different cueing conditions were investigated both on retention performance and on the level of different stress hormones (ACTH, corticosterone and glucose; the latter as an indirect index of adrenergic/sympathetic nervous system activation). Rats trained in a brightness avoidance discrimination task exhibited an enhancement of the retention performance following exposure to the light discriminative stimulus when delivered 1-day after training and not after 21 days, while exposure to contextual cues led to opposite effects on the retention performance, confirming our previous results. Analyses of the level of stress hormones at the time of testing indicated that when the retrieval cues were effective at the behavioral level, cued rats exhibited higher ACTH plasmatic levels than controls, but did not differ in their glucose or corticosterone levels. Further experiments showed that one day after training, both ACTH and corticosterone levels were elevated in light-cued rats if hormone samples were taken 15 min after cueing. These results show that exposure to an effective retrieval cue is accompanied by the activation of the hypothalamus-pituitary-adrenal axis. The possible involvement of the Corticotropin Releasing Factor at the level of the hypothalamus and amygdala (particularly the central nucleus) on the facilitating effect on retention performance following exposure to aversive training-associated cues is discussed. The present results strengthen the notion that emotion can interact with retrieval processes.

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.

Nutrient retention capabilities of Nile tilapia ( Oreochromis niloticus) fed bio-regenerative life support system (BLSS) waste residues

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Gonzales, John M.; Brown, Paul B.

Nile tilapia were evaluated as a bio-regenerative sub-process for reducing solid waste potentially encountered in bio-regenerative life support systems. Ten juvenile Nile tilapia (mean weight = 2.05 g) were stocked into triplicate aquaria and fed one of seven experimental diets consisting of vegetable, bacterial, or food waste for a period of seven weeks. Weight gain (g), specific growth rate (mg/d), and daily consumption (g) was significantly higher ( p diet (37.99 and 68.54, respectively) followed by fish fed the wheat bran/wheat germ diet (23.19 and 63.67, respectively). Nitrogen, sulfur, and crude protein retention was significantly higher ( p diet (23.68, 21.89, and 23.68, respectively). A general loss of minerals was observed among all groups. Strong associations were observed between crude lipid retention and sulfur retention ( r2 = 0.94), crude lipid retention and carbon retention ( r2 = 0.92), WG and fiber content of dietary treatments ( r2 = 0.92), WG and carbon retention and ( r2 = 0.88), WG and lysine content of waste residues ( r2 = 0.86), crude protein retention and carbon retention ( r2 = 0.84), sulfur retention and crude protein retention ( r2 = 0.84), and total sulfur amino acid (TSAA) content of residues and WG ( r2 = 0.81). Weaker associations existed between WG and crude lipid retention ( r2 = 0.77), crude fiber content and carbon retention ( r2 = 0.76), and WG and methionine content of waste residues ( r2 = 0.75). Additional research is needed to improve the nutritional quality of fibrous residues as a means to improve tilapia's ability to utilize these residues as a food source in bio-regenerative support systems.

Improving Learning through Performance Assessment in a Social Studies Methods Course for Preservice Elementary Teachers

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Leaman, Heather; Kistler, Sara Lamb

2009-01-01

This article describes how two instructors used assessment data to improve an undergraduate course, Teaching Social Studies in the Elementary Classroom. This entailed revising the core assignment for the course--the creation of a thematic unit of instruction--and developing a scoring guide to assess teacher candidates' performance. Data collected…

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

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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…

Guidelines for Improving Entry Into and Retention in Care and Antiretroviral Adherence for Persons With HIV: Evidence-Based Recommendations From an International Association of Physicians in AIDS Care Panel

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Thompson, Melanie A.; Mugavero, Michael J.; Amico, K. Rivet; Cargill, Victoria A.; Chang, Larry W.; Gross, Robert; Orrell, Catherine; Altice, Frederick L.; Bangsberg, David R.; Bartlett, John G.; Beckwith, Curt G.; Dowshen, Nadia; Gordon, Christopher M.; Horn, Tim; Kumar, Princy; Scott, James D.; Stirratt, Michael J.; Remien, Robert H.; Simoni, Jane M.; Nachega, Jean B.

2014-01-01

Description After HIV diagnosis, timely entry into HIV medical care and retention in that care are essential to the provision of effective antiretroviral therapy (ART). ART adherence is among the key determinants of successful HIV treatment outcome and is essential to minimize the emergence of drug resistance. The International Association of Physicians in AIDS Care convened a panel to develop evidence-based recommendations to optimize entry into and retention in care and ART adherence for people with HIV. Methods A systematic literature search was conducted to produce an evidence base restricted to randomized, controlled trials and observational studies with comparators that had at least 1 measured biological or behavioral end point. A total of 325 studies met the criteria. Two reviewers independently extracted and coded data from each study using a standardized data extraction form. Panel members drafted recommendations based on the body of evidence for each method or intervention and then graded the overall quality of the body of evidence and the strength for each recommendation. Recommendations Recommendations are provided for monitoring of entry into and retention in care, interventions to improve entry and retention, and monitoring of and interventions to improve ART adherence. Recommendations cover ART strategies, adherence tools, education and counseling, and health system and service delivery interventions. In addition, they cover specific issues pertaining to pregnant women, incarcerated individuals, homeless and marginally housed individuals, and children and adolescents, as well as substance use and mental health disorders. Recommendations for future research in all areas are also provided. PMID:22393036

Facilitating student retention in online graduate nursing education programs: a review of the literature.

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Gazza, Elizabeth A; Hunker, Diane F

2014-07-01

Online education, a form of distance education, provides students with opportunities to engage in lifelong learning without the restrictions of time and space. However, while this approach meets the needs of employed nursing professionals, it poses some challenges for educators. Student retention is one such challenge. Student retention rates serve as measures of program quality and are reported to accrediting bodies. Therefore, it is imperative that administrators and program faculty implement comprehensive programs to ensure student retention. This review of the literature was designed to identify strategies to improve student retention in online graduate nursing education programs. The review includes 23 articles that address models, research, and best practices supported in nursing and higher education. The findings indicate that student retention in online programs is a multidimensional problem requiring a multifaceted approach. Recommendations for facilitating retention in online nursing programs include ensuring social presence and program and course quality, and attentiveness to individual student characteristics. Copyright © 2014 Elsevier Ltd. All rights reserved.

Interventions to significantly improve service uptake and retention of HIV-positive pregnant women and HIV-exposed infants along the prevention of mother-to-child transmission continuum of care: systematic review.

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Vrazo, Alexandra C; Firth, Jacqueline; Amzel, Anouk; Sedillo, Rebecca; Ryan, Julia; Phelps, B Ryan

2018-02-01

Despite the success of Prevention of Mother-to-Child Transmission of HIV (PMTCT) programmes, low uptake of services and poor retention pose a formidable challenge to achieving the elimination of vertical HIV transmission in low- and middle-income countries. This systematic review summarises interventions that demonstrate statistically significant improvements in service uptake and retention of HIV-positive pregnant and breastfeeding women and their infants along the PMTCT cascade. Databases were systematically searched for peer-reviewed studies. Outcomes of interest included uptake of services, such as antiretroviral therapy (ART) such as initiation, early infant diagnostic testing, and retention of HIV-positive pregnant and breastfeeding women and their infants. Interventions that led to statistically significant outcomes were included and mapped to the PMTCT cascade. An eight-item assessment tool assessed study rigour. CRD42017063816. Of 686 citations reviewed, 11 articles met inclusion criteria. Ten studies detailed maternal outcomes and seven studies detailed infant outcomes in PMTCT programmes. Interventions to increase access to antenatal care (ANC) and ART services (n = 4) and those using lay cadres (n = 3) were most common. Other interventions included quality improvement (n = 2), mHealth (n = 1), and counselling (n = 1). One study described interventions in an Option B+ programme. Limitations included lack of HIV testing and counselling and viral load monitoring outcomes, small sample size, geographical location, and non-randomized assignment and selection of participants. Interventions including ANC/ART integration, family-centred approaches, and the use of lay healthcare providers are demonstrably effective in increasing service uptake and retention of HIV-positive mothers and their infants in PMTCT programmes. Future studies should include control groups and assess whether interventions developed in the context of earlier 'Options' are

Characterizing retention in HAART as a recurrent event process: insights into ‘cascade churn’

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Nosyk, Bohdan; Lourenço, Lillian; Min, Jeong Eun; Shopin, Dimitry; Lima, Viviane D.; Montaner, Julio S.G.

2015-01-01

Objective The benefits of HAART rely on continuous lifelong treatment retention. We used linked population-level health administrative data to characterize durations of HAART retention and nonretention. Design This is a retrospective cohort study. Methods We considered individuals initiating HAART in British Columbia (1996–2012). An HAART episode was considered discontinued if individuals had a gap of at least 30 days between days in which medication was prescribed. We considered durations of HAART retention and nonretention separately, and used Cox proportional hazards frailty models to identify demographic and treatment-related factors associated with durations of HAART retention and nonretention. Results Six thousand one hundred fifty-two individuals were included in the analysis; 81.2% were male, 40.6% were people who inject drugs, and 42.8% initiated treatment with CD4 cell count less than 200 cells/μl. Overall, 29% were continuously retained on HAART through the end of follow-up. HAART episodes were a median 6.8 months (25th, 75th percentile: 2.3, 19.5), whereas off-HAART episodes lasted a median 1.9 months (1.2, 4.5). In Cox proportional hazards frailty models, durations of HAART retention improved over time. Successive treatment episodes tended to decrease in duration among those with multiple attempts, whereas off-HAART episodes remained relatively stable. Younger age, earlier stages of disease progression, and injection drug use were all associated with shorter durations of HAART retention and longer off-HAART durations. Conclusion Metrics to monitor HAART retention, dropout, and reentry should be prioritized for HIV surveillance. Clinical strategies and public health policies are urgently needed to improve HAART retention, particularly among those at earlier stages of disease progression, the young, and people who inject drugs. PMID:26372279

Mandibular Overdentures Retained by Two Mini-Implants: A Seven-Year Retention and Satisfaction Study.

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Catalán, Alfonso; Martínez, Alejandra; Marchesani, Francisco; González, Urcesino

2016-07-01

Patients with atrophic edentulous ridges generally have problems with retention, therapeutic satisfaction, and comfort with their complete dentures. An alternative treatment to assist in improving retention and stability involves the use of mini-implants. The aim of this study was to evaluate the retention of mandibular overdentures connected to two mini-implants and overall patient satisfaction with them. Seven patients with atrophic mandibular ridges (Type 4D Misch classification), aged 62 to 74 years old were rehabilitated with complete dentures. In each patient, two mini-implants measuring 15 or 13 mm in length and 1.8 mm in diameter were placed. After 15 days, overdentures were connected to the mini-implants with O-ring attachments. In each patient, retention of the overdentures was measured, and a survey of therapeutic satisfaction before and after connection to the mini-implants was administered. Prosthesis retention was measured with a digital dynamometer at 1 month, 6 months, and 2, 3, 5, and 7 years after mini-implant placement. Patient satisfaction was assessed with a survey. Data were analyzed with Student's t-test (satisfaction survey) and the Friedman test (retention measurements and satisfaction survey). The initial retention values (0.34 to 0.63 N without mini-implants) varied significantly (p ≤ 0.050). These values were less than the subsequent measurements of 3.92 to 9.64 N, taken after placement of the mini-implants and connecting them to the dentures. Satisfaction was good to very good over the 7-year observation period. Mucosa and peri-implant bone showed no pathological changes. In this limited sample size clinical study the results indicated that after connecting mandibular overdentures to two mini-implants, patient satisfaction significantly increased and retention significantly improved during the 7-year observation period. © 2015 by the American College of Prosthodontists.

Using theory and formative research to design interventions to improve community health worker motivation, retention and performance in Mozambique and Uganda.

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Strachan, Daniel Llywelyn; Källander, Karin; Nakirunda, Maureen; Ndima, Sozinho; Muiambo, Abel; Hill, Zelee

2015-04-30

) approach. Drawing on contextual data and theory that is sensitive to context can potentially lead to the development of appropriate and effective interventions when aiming to improve the motivation, retention and performance of CHWs in Uganda and Mozambique and other comparable settings. Evaluation of the developed interventions is crucial to assess this potential.

Construct validation of teacher portfolio assessment : Procedures for improving teacher competence assessment illustrated by teaching students research skills

NARCIS (Netherlands)

Schaaf, M.F. van der

2005-01-01

The study aims to design and test procedures for teacher portfolio assessments. What are suitable procedures to assess teachers' competencies in developing students' research skills? We first searched into the tasks teachers have in teaching students research skills and the competencies needed to

The profession that eats its young: The effect of principal leadership on the survival rate of teachers

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Carolyn L. Carlson

2013-06-01

Full Text Available Each year, 450,000 teachers leave their teaching positions. One of the main factors contributing to this turnover is the lack of support by the administration. Teachers in school environments that fail to foster a sense of support and collaboration are more likely to leave their positions than those teachers in more positive environments. This study sought to examine the impact of the leadership of the principal on teacher retention by analyzing data from the National Center for Education Statistics’ School and Staffing Survey and the Teacher Follow-Up Survey. Results indicate the impact of principal leadership in a teacher’s decision to remain in a teaching position as well as a significant number of teachers who do not feel an overall sense of job satisfaction

Professional Development Programs for Teachers of English

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Singgih Widodo

2016-02-01

Full Text Available Well-planned programs based on the needs for professional development of teachers are strongly needed to enhance the teaching-staff improvement.The impact of teacher improvement will effect the students learning and school achievement. This paper aims at raising awareness of English teachers to upgrade themselves as autonomous learners as well as researchers and broaden their horizon for stepping the ladder-career of their profession. For that purpose, a survey as reported here aimed to identify the needs of individual English teachers and the preferred programs for professional development. The findings indicated that the 36 teachers involved needed teacher training, teacher association, teacher materials, continuing education, and interschool visit and that teacher training was the most well known program among teachers.

Global Perspectives on Teacher Learning: Improving Policy and Practice

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Schwille, John; Dembele, Martial; Schubert, Jane

2007-01-01

This booklet targets policymakers and educators with busy lives (especially those in developing countries) who may neither have the time nor the opportunity to read widely across all the issues raised herein. This publication looks at all forms of teacher learning, formal and informal, from teachers' own early schooling, through their training,…

The Development of Effective English Teacher Improvement Program Based on a Case Study of English Teaching in Madrasah in Indonesia