WorldWideScience

Sample records for included teacher ratings

  1. Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

    Science.gov (United States)

    Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A

    2018-03-08

    The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all

  2. Including a learner with physical disabilities: stressful for teachers?

    Directory of Open Access Journals (Sweden)

    I. Eloff

    2002-08-01

    Full Text Available Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i Learners with physical disabilities are entering mainstream schools increasingly, ii it is often assumed that inclusive education is too stressful for teachers to cope with, and iii related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training.

  3. Information for Teachers (Including Classroom Activities), Skylab Student Project.

    Science.gov (United States)

    National Aeronautics and Space Administration, Washington, DC.

    This program is intended to directly involve the educational community in space experiments, many of which can be related to existing curricula. Included in this first packet are: 1) a brief description of the Skylab Program and the National Science Teachers Association-National Aeronautics and Space Administration (NSTA-NASA) Skylab Student…

  4. Evaluating Teacher Preparation Using Graduates' Observational Ratings

    Science.gov (United States)

    Ronfeldt, Matthew; Campbell, Shanyce L.

    2016-01-01

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

  5. Mainstream teachers about including deaf or hard of hearing students

    NARCIS (Netherlands)

    Vermeulen, J.A.; Denessen, E.J.P.G.; Knoors, H.E.T.

    2012-01-01

    This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to

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

    Science.gov (United States)

    Ogden, Terje

    2003-01-01

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

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

    Science.gov (United States)

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

    2007-01-01

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

  8. Modeling heart rate variability including the effect of sleep stages

    Science.gov (United States)

    Soliński, Mateusz; Gierałtowski, Jan; Żebrowski, Jan

    2016-02-01

    We propose a model for heart rate variability (HRV) of a healthy individual during sleep with the assumption that the heart rate variability is predominantly a random process. Autonomic nervous system activity has different properties during different sleep stages, and this affects many physiological systems including the cardiovascular system. Different properties of HRV can be observed during each particular sleep stage. We believe that taking into account the sleep architecture is crucial for modeling the human nighttime HRV. The stochastic model of HRV introduced by Kantelhardt et al. was used as the initial starting point. We studied the statistical properties of sleep in healthy adults, analyzing 30 polysomnographic recordings, which provided realistic information about sleep architecture. Next, we generated synthetic hypnograms and included them in the modeling of nighttime RR interval series. The results of standard HRV linear analysis and of nonlinear analysis (Shannon entropy, Poincaré plots, and multiscale multifractal analysis) show that—in comparison with real data—the HRV signals obtained from our model have very similar properties, in particular including the multifractal characteristics at different time scales. The model described in this paper is discussed in the context of normal sleep. However, its construction is such that it should allow to model heart rate variability in sleep disorders. This possibility is briefly discussed.

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

    Science.gov (United States)

    Bell, Nancy J.; And Others

    1980-01-01

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

  10. Teacher professionalisation and dropout rates in adult education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2015-01-01

    in by the teachers, interviews with the teachers, and by the teachers’ written logbooks. The preliminary conclusion is that it is the general attitude in the teacher groups towards the importance of improving retention that is of significance for the documented effects on the drop-out rates....

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

    Science.gov (United States)

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

    2014-01-01

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

  12. Can teachers' global ratings identify children with academic problems?

    Science.gov (United States)

    Glascoe, F P

    2001-06-01

    Physicians often elicit ratings from teachers when making diagnostic, treatment, or referral decisions. The purpose of this study was to view the relationship between teachers' ratings and children's academic skills, assess the utility of teacher ratings in detecting academic problems, and thus determine whether physicians can depend on teacher ratings when making decisions about patients' needs. Subjects were a national sample of 80 teachers and 934 children between 6 and 13 years of age participating in a test standardization study. Families were representative of United States demographics in terms of parental level of education, income, and ethnicity, and sites were geographically diverse elementary schools. Children were administered the Comprehensive Inventory of Basic Skills--Revised (CIBS-R), a diagnostic academic achievement test. Teachers rated children's academic performance on a five-point scale ranging from far above average to far below average and were blinded to the results of the CIBS-R. Teacher ratings varied significantly with children's performance for all academic domains. Logistic regression revealed that teacher ratings were best predicted by children's performance in basic reading skills, followed by math skills, and were not influenced by race, parents' level of education, history of retention, or gender. Participation in Title I services, testing in winter or spring, and parents who spoke a language other than English produced significantly lower ratings. Nevertheless, teachers rated as average many students with mild to moderate academic difficulties. School system personnel and health care providers should avoid sole dependence on global teacher ratings when deciding which students need special education referrals or other services. Supplementing teacher ratings with standardized screening test results is needed to ensure accurate decision-making.

  13. Including the gifted learner: perceptions of South African teachers ...

    African Journals Online (AJOL)

    Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the ...

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

    Science.gov (United States)

    Kokkinos, Constantinos M.; Kargiotidis, Apostolos

    2016-01-01

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

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

    Science.gov (United States)

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

    1993-10-01

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

  16. Investigation of Techno-Stress Levels of Teachers Who Were Included in Technology Integration Processes

    Science.gov (United States)

    Çoklar, Ahmet Naci; Efilti, Erkan; Sahin, Yusef Levent; Akçay, Arif

    2016-01-01

    Techno-stress is defined as a modern adaptation disorder resulting from the failure in coping with new technologies in a healthy way. Techno-stress affects many occupational groups, including teachers. FATIH project and many other previous studies conducted in Turkey in recent years have necessitated the use of technology for teachers. The present…

  17. Solar Energy Education. Home economics: teacher's guide. Field test edition. [Includes glossary

    Energy Technology Data Exchange (ETDEWEB)

    1981-06-01

    An instructional aid is provided for home economics teachers who wish to integrate the subject of solar energy into their classroom activities. This teacher's guide was produced along with the student activities book for home economics by the US Department of Energy Solar Energy Education. A glossary of solar energy terms is included. (BCS)

  18. Child Care Teachers' Perspectives on Including Children with Challenging Behavior in Child Care Settings

    Science.gov (United States)

    Quesenberry, Amanda C.; Hemmeter, Mary Louise; Ostrosky, Michaelene M.; Hamann, Kira

    2014-01-01

    In this study, 9 teachers from 5 child care centers were interviewed to examine their perceptions on including children with challenging behavior in their classrooms. The findings provide a firsthand view into how child care teachers support children's social and emotional development and address challenging behavior. Results confirm previous…

  19. Student Self-Assessment and Student Ratings of Teacher Rapport in Secondary Student Course Ratings

    Science.gov (United States)

    Roe, John Wilford

    2010-01-01

    This study involved administering two rating forms (student self-rating on commitment and student rating of teacher rapport) to approximately 1,400 secondary students taught by 12 different teachers at two different high school Latter-day Saint (LDS) released time seminaries along the Wasatch Front in Utah. Seminaries and Institutes of Religion…

  20. FACTORS IN OSCAR RATINGS OF SECONDARY LEVEL STUDENT-TEACHERS.

    Science.gov (United States)

    MERRIFIELD, PHILIP R.; AND OTHERS

    THIS FACTOR ANALYTIC STUDY OF OSCAR (OBSERVATION SCHEDULE AND RECORDS) SCORES FOR CLASSROOM BEHAVIOR EMPLOYED RATINGS BY SUPERVISING FACULTY MEMBERS OF THE CLASSROOM BEHAVIORS OF 115 STUDENT TEACHERS AND THEIR PUPILS ON THREE OCCASIONS APPROXIMATELY 1 MONTH APART. FIVE FACTORS WHICH COULD BE INTERPRETED AS INDEPENDENT ASPECTS OF TEACHER AND PUPIL…

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

    Science.gov (United States)

    Wong, Yau-ho P

    2015-08-01

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

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

    Science.gov (United States)

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

    2016-02-01

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

  3. Comparing Levels of Professional Satisfaction in Preschool Teachers Whose Classes Include or Do Not Include a Special-Needs Student

    Science.gov (United States)

    Koyutürk, Nazife; Sahbaz, Ümit

    2015-01-01

    The purpose of this study is to compare the professional satisfaction of the preschool teachers in whose class there is a student with special needs to the preschool teachers in whose class there are not any students with special needs. The research study group was composed of 185 pre-school teachers who work in the city and county center in…

  4. Assessing the psychometric questioner for students rating teachers

    Directory of Open Access Journals (Sweden)

    Razaghi Reza Sharif

    2016-07-01

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

  5. Middle School Teachers' Strategies for Including Overweight Students in Skill and Fitness Instruction

    Science.gov (United States)

    Rukavina, Paul B.; Doolittle, Sarah; Li, Weidong; Manson, Mara; Beale, Angela

    2015-01-01

    As part of a larger study, this paper describes teachers' perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth…

  6. Self-efficacy of physical education teachers in including students with cerebral palsy in their classes.

    Science.gov (United States)

    Hutzler, Yeshayahu; Barak, Sharon

    2017-09-01

    Children with cerebral palsy (CP) are often mainstreamed into the general education system, but are likely to be excluded from physical education (PE) classes. A questionnaire was constructed and utilized to measure PE teachers' self-efficacy (SE) toward inclusion of students with CP in each of three mobility categories (independent, using assistive devices, using wheelchair mobility) and the impact of experience and training on teachers' SE. Participants in the study were 121 PE teachers from different parts of Israel (mean age: 41.02±9.33 years; range: 25.00-59.00 years). Exploratory factor analysis was used to determine the structure of the sub-scales' factors' structure and Cronbach's Alpha reliability was satisfactory (range 0.872-0.941). Independent t-tests were calculated in order to compare the SE of teachers with and without adapted PE experience. Repeated Analysis of Variance was performed to measure within-group differences in SE. Results revealed that the PE teachers' SE in teaching students who use mobility assistive devices or wheelchairs was significantly lower compared to teaching those who walk and run unaided (F=19.11; pteachers' SE towards including CP children who independently ambulate was influenced (pteacher's experience (elementary school practicum). SE in the mobility with assistive device group was also significantly influenced (pteachers' SE and enable greater participation of children with CP in general physical education classes. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Teacher Classroom Management Ratings at Concept Charter Schools

    Science.gov (United States)

    Senlik, Yasar

    2013-01-01

    The purpose of this study is to identify the factors that impact the classroom management rating score of teachers at Concept Schools managed charter schools. Concept Schools, a non-profit management and consulting organization that manages charter schools in the Midwest, has adapted Charlotte Danielson's rubrics for "Enhancing Professional…

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

    Humphrey, Laura Lynn

    1982-01-01

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

  10. Pre-Service and Beginning Teachers Rate the Utility of Virtual Museum Exhibits

    Science.gov (United States)

    Iding, Marie; Nordbotten, Joan

    2011-01-01

    This study investigated criteria that 91 pre-service teachers used to evaluate award-winning virtual museum exhibits for future use in teaching. Individual differences affected ratings, including teaching experience, age and gender. A categorization of participants' reasons for selection included audience level, site design and information…

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

    DEFF Research Database (Denmark)

    Makransky, Guido; Bilenberg, Niels

    2014-01-01

    , was used to test the psychometric properties of this scale in a sample of 566 Danish school children between 6 and 16 years of age. The results indicated that parents and teachers had different frames of reference when rating symptoms in the mADHD-RS. There was support for the unidimensionality...... of the three subscales when parent and teacher ratings were analyzed independently. Nonetheless, evidence for differential item functioning was found across gender and age for specific items within each of the subscales. The findings expand existing psychometric information about the mADHD-RS and support its......Attention deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood and adolescence. Rating the severity of psychopathology and symptom load is essential in daily clinical practice and in research. The parent and teacher ADHD-Rating Scale (ADHD-RS) includes...

  12. Including the gifted learner: perceptions of South African teachers and principals

    Directory of Open Access Journals (Sweden)

    Marietjie Oswald

    2013-01-01

    Full Text Available We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3 in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structuredfocus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.

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

    Science.gov (United States)

    Bullis, Brian

    2014-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  15. 77 FR 35374 - Independence Electricity; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-06-13

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-1926-000] Independence Electricity; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section... Electricity's application for market-based rate authority, with an accompanying rate tariff, noting that such...

  16. 75 FR 61747 - Union Leader Corporation; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-10-06

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER10-2780-000] Union Leader Corporation; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section... of Union Leader Corporation's application for market-based rate authority, with an accompanying rate...

  17. Responses to Including Parents in Teacher Evaluation Policy: A Critical Policy Analysis

    Science.gov (United States)

    Fernández, Erica; LeChasseur, Kimberly; Donaldson, Morgaen L.

    2018-01-01

    The intersection of development in family and school settings has been well established and education policies have begun to promote ways to bridge the two contexts (i.e. teacher evaluations). For this manuscript, authors focus on how teachers and principals used a state educator evaluation policy to position parents as authorities on education.…

  18. Secondary Teacher Attitudes toward Including English-Language Learners in Mainstream Classrooms

    Science.gov (United States)

    Reeves, Jenelle R.

    2006-01-01

    Researchers have given limited attention to teacher attitudes toward inclusion of English-language learners (ELLs) in mainstream classrooms. The author explored 4 categories within secondary teacher attitudes toward ELL inclusion: (a) ELL inclusion, (b) coursework modification for ELLS, (c) professional development for working with ELLs, and (d)…

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

    Science.gov (United States)

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

    2013-08-01

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

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

    Science.gov (United States)

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

    2016-04-01

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

  1. Acculturation and Teacher Ratings of Hispanic and Anglo-American Students.

    Science.gov (United States)

    Masten, William G.; Plata, Maximino

    2000-01-01

    This study examined possible differences between teacher ratings of Anglo-American and Hispanic students based on the student's acculturation level in the context of using behavior rating scales to identify students for gifted education programs. Findings indicated significant differences between teacher ratings of Anglo-American and Hispanic…

  2. [Michigan Technological University Pre-Service Teacher Enhancement Program]. [Includes a copy of the Student Guide

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, C.S.; Yarroch, W.L.

    1993-04-27

    The Michigan Technological University Teacher Education Program received funding from the US Department of Energy for the purpose of providing capable and suitably inclined, MTU Engineering and Science students a chance to explore high school level science and mathematics teaching as a career option. Ten undergraduate students were selected from nominations and were paired with mentor teachers for the study. This report covers the experience of the first ten nominees and their participation in the program.

  3. Construct and Predictive Validity of Social Acceptability: Scores From High School Teacher Ratings on the School Intervention Rating Form

    Science.gov (United States)

    Harrison, Judith R.; State, Talida M.; Evans, Steven W.; Schamberg, Terah

    2016-01-01

    The purpose of this study was to evaluate the construct and predictive validity of scores on a measure of social acceptability of class-wide and individual student intervention, the School Intervention Rating Form (SIRF), with high school teachers. Utilizing scores from 158 teachers, exploratory factor analysis revealed a three-factor (i.e.,…

  4. Clinician-rated mental health in outpatient child and adolescent mental health services: associations with parent, teacher and adolescent ratings

    Directory of Open Access Journals (Sweden)

    Kvernmo Siv

    2010-11-01

    Full Text Available Abstract Background Clinician-rated measures are used extensively in child and adolescent mental health services (CAMHS. The Health of the Nation Outcome Scales for Children and Adolescents (HoNOSCA is a short clinician-rated measure developed for ordinary clinical practice, with increasing use internationally. Several studies have investigated its psychometric properties, but there are few data on its correspondence with other methods, rated by other informants. We compared the HoNOSCA with the well-established Achenbach System of Empirically Based Assessment (ASEBA questionnaires: the Child Behavior Checklist (CBCL, the Teacher's Report Form (TRF, and the Youth Self-Report (YSR. Methods Data on 153 patients aged 6-17 years at seven outpatient CAMHS clinics in Norway were analysed. Clinicians completed the HoNOSCA, whereas parents, teachers, and adolescents filled in the ASEBA forms. HoNOSCA total score and nine of its scales were compared with similar ASEBA scales. With a multiple regression model, we investigated how the ASEBA ratings predicted the clinician-rated HoNOSCA and whether the different informants' scores made any unique contribution to the prediction of the HoNOSCA scales. Results We found moderate correlations between the total problems rated by the clinicians (HoNOSCA and by the other informants (ASEBA and good correspondence between eight of the nine HoNOSCA scales and the similar ASEBA scales. The exception was HoNOSCA scale 8 psychosomatic symptoms compared with the ASEBA somatic problems scale. In the regression analyses, the CBCL and TRF total problems scores together explained 27% of the variance in the HoNOSCA total scores (23% for the age group 11-17 years, also including the YSR. The CBCL provided unique information for the prediction of the HoNOSCA total score, HoNOSCA scale 1 aggressive behaviour, HoNOSCA scale 2 overactivity or attention problems, HoNOSCA scale 9 emotional symptoms, and HoNOSCA scale 10 peer problems

  5. Experimental restriction of sleep opportunity in children: effects on teacher ratings.

    Science.gov (United States)

    Fallone, Gahan; Acebo, Christine; Seifer, Ronald; Carskadon, Mary A

    2005-12-01

    To determine the effects of experimental restriction of sleep opportunity on teacher ratings of academic performance and behavior in healthy normal children. Home-based, within-subjects design in which participants followed 3 week-long sleep schedules-Baseline (self-selected), Optimized, and Restricted-while attending school, with order of conditions counter-balanced (Optimized and Restricted). Seventy-four children (39 boys; aged 6 to 12 years, mean = 10) screened for medical and psychological health. Teachers masked to assigned hours of sleep completed paper-and-pencil questionnaires at the end of each study condition. Questionnaire items were selected from several published measures. Summary scores included Academic Problems, Hyperactive-Impulsive Behaviors, Internalizing, Oppositional-Aggressive, Sleepiness, Total Attention Problems, and Mean Severity of Attention Problems. Main effects of sleep condition were found forAcademic Problems, Sleepiness, Total Attention Problems, and Mean Severity of Attention Problems. Restricting sleep increased ratings of Academic Problems (medium effect) relative to both Baseline (P effect) relative to Baseline (P academic functioning in children. Reducing sleep opportunity had a direct effect on academic performance, as rated by teachers, even among healthy students with no history of behavioral problems or academic difficulty. Findings also support insufficient sleep as a direct source of variability in the manifestation of attention problems but not hyperactivity.

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

    Science.gov (United States)

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

    1998-12-01

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

  7. 78 FR 75560 - Biofuels Washington LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-12-12

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER14-506-000] Biofuels Washington LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of Biofuels...

  8. General Education Pre-Service Teachers Perceptions of Including Students with Disabilities in Their Classrooms

    Science.gov (United States)

    Ajuwon, Paul M.; Lechtenberger, DeAnn; Griffin-Shirley, Nora; Sokolosky, Stephanie; Zhou, Li; Mullins, Frank E.

    2012-01-01

    In this empirical study, the authors compare the perceptions of future general educators on two dichotomous scales (hostility/receptivity and anxiety/calmness) regarding the teaching of students with exceptionalities in their classrooms. A total of 116 teacher candidates from one southwestern and two Midwestern universities in the United States…

  9. Ways to Include Global Climate Change in Courses for Prospective Teachers

    Science.gov (United States)

    van Zee, Emily; Grobart, Emma; Roberts-Harris, Deborah

    2016-01-01

    What responsibility do science teacher educators have for engaging students in learning about global climate change in courses? How can the topic of global climate change be added to an already packed course curriculum? The authors have begun assembling instructional resources and learning ways others have incorporated global climate change in…

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

    Science.gov (United States)

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

    2013-01-01

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

  11. Contribution of Teacher Ratings of Behavioral Characteristics to the Prediction of Divergent Thinking and Problem Solving.

    Science.gov (United States)

    Houtz, John C.; Shaning, Dennis J.

    1982-01-01

    Predicted divergent thinking and problem-solving performance of elementary school students from teachers' ratings of students' affective/behavioral characteristics, and from intelligence test scores. Found teachers' ratings of sensitivity to beauty, risk taking, awareness of impulses, and humor were the most frequent significant predictors in…

  12. The Influence of Teacher-Student Conflict on Teacher Ratings of Children's Externalizing and Internalizing Behaviors: A Multitrait-Multimethod Factor Analytic Approach

    Science.gov (United States)

    Wickerd, Garry Dean

    2012-01-01

    Teachers' ratings of problem behaviors are gathered as a matter of course in psychological evaluations of children. Teacher ratings are weighted heavily in the results of educational evaluations (Frick et al., 2010). With such heavy emphasis on teacher behavioral ratings, it is important to understand the extent to which conflict between…

  13. The Examination of Physical Education Teachers' Perceptions of Their Teacher Training to Include Students with Disabilities in General Physical Education

    Science.gov (United States)

    Townsend, Amy

    2017-01-01

    Despite legislative mandates, only 32% of states require specific licensure in adapted physical education (APE); consequently, general physical educators are challenged with including students with disabilities into regular classrooms. Although physical education teachers are considered qualified personnel to teach students with disabilities in…

  14. A High-Rate, Single-Crystal Model including Phase Transformations, Plastic Slip, and Twinning

    Energy Technology Data Exchange (ETDEWEB)

    Addessio, Francis L. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Theoretical Division; Bronkhorst, Curt Allan [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Theoretical Division; Bolme, Cynthia Anne [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Explosive Science and Shock Physics Division; Brown, Donald William [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Materials Science and Technology Division; Cerreta, Ellen Kathleen [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Materials Science and Technology Division; Lebensohn, Ricardo A. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Materials Science and Technology Division; Lookman, Turab [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Theoretical Division; Luscher, Darby Jon [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Theoretical Division; Mayeur, Jason Rhea [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Theoretical Division; Morrow, Benjamin M. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States). Materials Science and Technology Division; Rigg, Paulo A. [Washington State Univ., Pullman, WA (United States). Dept. of Physics. Inst. for Shock Physics

    2016-08-09

    An anisotropic, rate-­dependent, single-­crystal approach for modeling materials under the conditions of high strain rates and pressures is provided. The model includes the effects of large deformations, nonlinear elasticity, phase transformations, and plastic slip and twinning. It is envisioned that the model may be used to examine these coupled effects on the local deformation of materials that are subjected to ballistic impact or explosive loading. The model is formulated using a multiplicative decomposition of the deformation gradient. A plate impact experiment on a multi-­crystal sample of titanium was conducted. The particle velocities at the back surface of three crystal orientations relative to the direction of impact were measured. Molecular dynamics simulations were conducted to investigate the details of the high-­rate deformation and pursue issues related to the phase transformation for titanium. Simulations using the single crystal model were conducted and compared to the high-­rate experimental data for the impact loaded single crystals. The model was found to capture the features of the experiments.

  15. Impact of Including Authentic Inquiry Experiences in Methods Courses for Pre-Service Secondary Teachers

    Science.gov (United States)

    Slater, T. F.; Elfring, L.; Novodvorsky, I.; Talanquer, V.; Quintenz, J.

    2007-12-01

    Science education reform documents universally call for students to have authentic and meaningful experiences using real data in the context of their science education. The underlying philosophical position is that students analyzing data can have experiences that mimic actual research. In short, research experiences that reflect the scientific spirit of inquiry potentially can: prepare students to address real world complex problems; develop students' ability to use scientific methods; prepare students to critically evaluate the validity of data or evidence and of the consequent interpretations or conclusions; teach quantitative skills, technical methods, and scientific concepts; increase verbal, written, and graphical communication skills; and train students in the values and ethics of working with scientific data. However, it is unclear what the broader pre-service teacher preparation community is doing in preparing future teachers to promote, manage, and successful facilitate their own students in conducting authentic scientific inquiry. Surveys of undergraduates in secondary science education programs suggests that students have had almost no experiences themselves in conducting open scientific inquiry where they develop researchable questions, design strategies to pursue evidence, and communicate data-based conclusions. In response, the College of Science Teacher Preparation Program at the University of Arizona requires all students enrolled in its various science teaching methods courses to complete an open inquiry research project and defend their findings at a specially designed inquiry science mini-conference at the end of the term. End-of-term surveys show that students enjoy their research experience and believe that this experience enhances their ability to facilitate their own future students in conducting open inquiry.

  16. Effects of adolescent manic symptoms on agreement between youth, parent, and teacher ratings of behavior problems.

    Science.gov (United States)

    Youngstrom, Eric A; Findling, Robert L; Calabrese, Joseph R

    2004-10-01

    Little is known about the extent to which manic symptoms might influence the self-report ratings of adolescents as compared to parent and teacher ratings, although there are clinical reasons to believe that mania would increase disagreement. Parents and youths between the ages of 11 and 17 years were evaluated with the Schedule for Affective Disorders and Schizophrenia for School-Age Children (KSADS), Young Mania Rating Scale, and Child Depression Rating Scale-Revised. Based on the KSADS results, subjects were assigned to either a bipolar spectrum group (e.g., meeting criteria for a diagnosis of bipolar I, II, cyclothymia, or NOS) or a "nonbipolar" group (including depressive disorders, disruptive behaviors disorders, and other axis I diagnoses). Parents and youths both completed the Achenbach rating scales and the General Behavior Inventory (GBI). Teachers also completed the Achenbach scales. Youth self-report of manic symptoms showed lower correlations with clinician ratings than did parent ratings. Youths with a bipolar diagnosis also show poorer agreement about their depressive symptoms. There was some evidence that bipolar youths underreported symptoms, even after controlling for parent history of mood disorder. The youth's own manic symptoms partially mediated the effect of a bipolar diagnosis on rater disagreement. Diagnoses and mood ratings were based on both parent and youth interviews. Findings strongly suggest that cross-informant agreement can be substantially affected by the youth's own psychopathology. Youths with a bipolar diagnosis tend to underreport their manic symptoms compared to parental report. Results emphasize the importance of gathering collateral sources of information in evaluating juvenile mania, and also suggest that parent reported problems should not be discounted out of hand.

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

    Science.gov (United States)

    Gomez, Rapson

    2008-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Karen Milner

    2008-05-01

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

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

    NARCIS (Netherlands)

    J. Cohen-Schotanus; M. Verkerk; H. Dekker; J. Schönrock-Adema; Mirabelle Schaub-de Jong

    2011-01-01

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

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

    NARCIS (Netherlands)

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

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

  1. Professor Age Affects Student Ratings: Halo Effect for Younger Teachers

    Science.gov (United States)

    Wilson, Janie H.; Beyer, Denise; Monteiro, Heather

    2014-01-01

    Student evaluations of teaching provide valued information about teaching effectiveness, and studies support the reliability and validity of such measures. However, research also illustrates potential moderation of student perceptions based on teacher gender, attractiveness, and even age, although the latter receives little research attention. In…

  2. Teacher Ratings of Three School Psychology Report Recommendation Styles

    Science.gov (United States)

    Mallin, Barry; Beimcik, Jaga; Hopfner, Lisa

    2012-01-01

    Educators are primary consumers of information provided in school psychology reports. There is disagreement in the literature as to whether teachers prefer briefer recommendations as compared to more detailed and specific recommendations. Specific recommendations can been seen as prescriptive and leading to higher requirements for accountability…

  3. Teacher professionalisation and dropout rates in adult education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2015-01-01

    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...

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

    Science.gov (United States)

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

    2016-01-01

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

  5. Process For Controlling Flow Rate Of Viscous Materials Including Use Of Nozzle With Changeable Openings

    Science.gov (United States)

    Ellingson, William A.; Forster, George A.

    1999-11-02

    Apparatus and a method for controlling the flow rate of viscous materials through a nozzle includes an apertured main body and an apertured end cap coupled together and having an elongated, linear flow channel extending the length thereof. An end of the main body is disposed within the end cap and includes a plurality of elongated slots concentrically disposed about and aligned with the flow channel. A generally flat cam plate having a center aperture is disposed between the main body and end cap and is rotatable about the flow channel. A plurality of flow control vane assemblies are concentrically disposed about the flow channel and are coupled to the cam plate. Each vane assembly includes a vane element disposed adjacent the end of the flow channel. Rotation of the cam plate in a first direction causes a corresponding rotation of each of the vane elements for positioning the individual vane elements over the aperture in the end cap blocking flow through the flow channel, while rotation in an opposite direction removes the vane elements from the aperture and positions them about the flow channel in a nested configuration in the full open position, with a continuous range of vane element positions available between the full open and closed positions.

  6. Aging and physiological changes of the kidneys including changes in glomerular filtration rate.

    Science.gov (United States)

    Musso, Carlos G; Oreopoulos, Dimitrios G

    2011-01-01

    In addition to the structural changes in the kidney associated with aging, physiological changes in renal function are also found in older adults, such as decreased glomerular filtration rate, vascular dysautonomia, altered tubular handling of creatinine, reduction in sodium reabsorption and potassium secretion, and diminished renal reserve. These alterations make aged individuals susceptible to the development of clinical conditions in response to usual stimuli that would otherwise be compensated for in younger individuals, including acute kidney injury, volume depletion and overload, disorders of serum sodium and potassium concentration, and toxic reactions to water-soluble drugs excreted by the kidneys. Additionally, the preservation with aging of a normal urinalysis, normal serum urea and creatinine values, erythropoietin synthesis, and normal phosphorus, calcium and magnesium tubular handling distinguishes decreased GFR due to normal aging from that due to chronic kidney disease. Copyright © 2011 S. Karger AG, Basel.

  7. Discrepancies in parent and teacher ratings of adaptive behavior of children with multiple disabilities.

    Science.gov (United States)

    Voelker, S; Shore, D; Hakim-Larson, J; Bruner, D

    1997-02-01

    Parent and teacher ratings of adaptive skills of 59 children with multiple disabilities (mean age 6 years) in a rehabilitation day treatment setting were compared. The Vineland Adaptive Behavior Scales Classroom and Survey Editions were administered to each child's teacher and mother or other primary caretaker, respectively. Correlational analyses indicated a robust relation between Vineland forms; however, mean score comparisons indicated that teachers systematically rated the children as more skilled in both the global and the specific domains of adaptive behavior than did caretakers. Sources of interrater disagreement and implications for assessment of children with multiple disabilities were discussed.

  8. A Comparison of Three Modes of Student Ratings of Teacher Performance

    Science.gov (United States)

    Rice, Larry S.; Van Duzer, Eric V.

    2005-01-01

    One of the primary means of evaluating teaching effectiveness in higher education is through the use of end-of-term student ratings of teacher performance. A number of universities have begun experimenting with replacing the traditional paper and pencil rating forms with on-line forms. Because student ratings often play a key role in personnel…

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Jackson, David A; King, Alan R

    2004-04-01

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

  11. The economic production lot size model extended to include more than one production rate

    DEFF Research Database (Denmark)

    Larsen, Christian

    2001-01-01

    We study an extension of the economic production lot size model, where more than one production rate can be used during a cycle. Moreover, the production rates, as well as their corresponding runtimes are decision variables. First, we show that all production rates should be choosen in the interval...

  12. The economic production lot size model extended to include more than one production rate

    DEFF Research Database (Denmark)

    Larsen, Christian

    2005-01-01

    production rates should be chosen in the interval between the demand rate and the production rate which minimizes unit production costs, and should be used in an increasing order. Then, given the production rates, we derive closed-form expressions for all optimal runtimes as well as the minimum average cost....... This analysis reveals that it is the size of the setup cost that determines the need for being able to use several production rates. We also show how to derive a near-optimal solution of the general problem....

  13. The economic production lot size model extended to include more than one production rate

    DEFF Research Database (Denmark)

    Larsen, Christian

    2005-01-01

    We study an extension of the economic production lot size model, where more than one production rate can be used during a cycle. Moreover, the production rates, as well as their corresponding runtimes are decision variables. We decompose the problem into two subproblems. First, we show that all...

  14. 77 FR 42722 - Berry Petroleum Company; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-07-20

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Berry Petroleum Company; Supplemental Notice That Initial Market-Based Rate...-referenced proceeding, of Berry Petroleum Company's application for market-based rate authority, with an...

  15. Some considerations of ''cold fusion'' including the calculation of fusion rates in molecules of hydrogen isotopes

    International Nuclear Information System (INIS)

    Cowley, S.C.; Kulsrud, R.M.

    1989-11-01

    We calculate the fusion reaction rates in molecules of hydrogen isotopes. The rates are calculated analytically (for the first time) as an asymptotic expansion in the ratio of the electron mass to the reduced mass of the nucleii. The fusion rates of the P-D, D-D, and D-T reactions are given for a variable electron mass by a simple analytic formula. However, we do not know any mechanism by which a sufficiently localized electron in solid can have an 'effective mass' large enough to explain the result of Fleischman and Pons (FP). This calculation indicates that P-D rates should exceed D-D rates for D-D fusion rates less than approximately 10 -23 per molecule per second. The D-D fusion rate is enhanced by a factor of 10 5 at 10,000 degree K if the excited vibrational states are populated with a Boltzmann distribution and the rotational excitations suppressed. The suggestion that experimental results could be explained by bombardment of cold deuterons by kilovolt deuterons is shown to be an unlikely from an energetic point of view. 12 refs., 3 figs., 1 tab

  16. Muon cycling rate in D/T mixture including doubly muonic molecule formation

    Directory of Open Access Journals (Sweden)

    M. R. Eskandari

    2002-06-01

    Full Text Available   In the present work, the fundamental behavior of four body molecule formations of pt μμ , pd μμ , dt μμ , tt μμ , and pp μμ in a D/T fusion are considered. Their higher fusion rate, specially the available data for dt μμ , encouraged us to study the muon cycling rate in D/T fusion in the temperature range of (100-1400 K, density and deuterium-tritium concentration ratio. For this purpose, various values for the doubly muonic molecule formation are chosen and with the comparison to the experimental results, the doubly muonic formation rate of 109 s-1 is predicted theoretically. Our calculated cycling rate has shown that having not considered the doubly muonic formation in previous calculations had made no serious changes in the previously calculated values.

  17. The Relationship between Student Perceptions of Teachers and Classrooms, Teacher Goal Orientation toward Teaching, and Student Ratings of Teacher Effectiveness

    Science.gov (United States)

    Riekenberg, Janet Jester

    2010-01-01

    The concept of teaching effectiveness is challenging for researchers to define. Hypothesized as a multidimensional construct, it encompasses content knowledge, pedagogical knowledge, personality characteristics of the teacher, and classroom dynamics. No single dimension, trait, or behavior, however, fully captures what it means to be an effective…

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

    Science.gov (United States)

    Zhu, Mingjing; Urhahne, Detlef

    2014-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  20. To Include or Not to Include--This Is the Question: Attitudes of Inclusive Teachers toward the Inclusion of Pupils with Intellectual Disabilities in Elementary Schools

    Science.gov (United States)

    Malki, Sharon; Einat, Tomer

    2018-01-01

    Numerous studies have emphasized the relationship between success of policies of inclusion and acceptance and accommodation of students with intellectual disabilities in mainstream settings and teachers' positive attitudes toward them. Using semi-structured interviews and interpretive and constructivist strategies, the present study qualitatively…

  1. Loss and thermal model for power semiconductors including device rating information

    DEFF Research Database (Denmark)

    Ma, Ke; Bahman, Amir Sajjad; Beczkowski, Szymon

    2014-01-01

    pre-defined by experience with poor design flexibility. Consequently a more complete loss and thermal model is proposed in this paper, which takes into account not only the electrical loading but also the device rating as input variables. The quantified correlation between the power loss, thermal...

  2. Complete Loss and Thermal Model of Power Semiconductors Including Device Rating Information

    DEFF Research Database (Denmark)

    Ma, Ke; Bahman, Amir Sajjad; Beczkowski, Szymon

    2015-01-01

    models, only the electrical loadings are focused and treated as design variables, while the device rating is normally pre-defined by experience with limited design flexibility. Consequently, a more complete loss and thermal model is proposed in this paper, which takes into account not only the electrical...

  3. Do Graduate Student Teacher Training Courses Affect Placement Rates?

    Science.gov (United States)

    Ishiyama, John; Balarezo, Christine; Miles, Tom

    2014-01-01

    We investigate whether the existence of a required graduate course on "Teaching in Political Science" is related to overall job placement rates reported by graduate political science programs. We examine this in light of evidence from 73 public PhD-granting political science departments across the country. We find that the existence of…

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

    Science.gov (United States)

    Gomez, Rapson

    2014-04-01

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

  5. 78 FR 26771 - Mesa Wind Power Corporation; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-05-08

    ... Wind Power Corporation's application for market-based rate authority, with an accompanying rate... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-1346-000] Mesa Wind Power Corporation; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

  6. 77 FR 62510 - Niagara Wind Power, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-10-15

    ... Wind Power, LLC's application for market-based rate authority, with an accompanying rate schedule... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-17-000] Niagara Wind Power, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket...

  7. 77 FR 64980 - Collegiate Clean Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-10-24

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-33-000] Collegiate Clean Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... Collegiate Clean Energy, LLC's application for market-based rate authority, with an accompanying rate tariff...

  8. 76 FR 31604 - Lyonsdale Biomass LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2011-06-01

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-3620-000] Lyonsdale Biomass LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket... Biomass LLC's application for market-based rate authority, with an accompanying rate tariff, noting that...

  9. 78 FR 44109 - AEP Generation Resources Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-07-23

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-1896-000] AEP Generation Resources Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... Generation Resources Inc.'s application for market-based rate authority, with an accompanying rate schedule...

  10. 77 FR 279 - Brea Generation LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2012-01-04

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-673-000] Brea Generation LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket... Generation LLC's application for market-based rate authority, with an accompanying rate tariff, noting that...

  11. 76 FR 69267 - Stream Energy New Jersey, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-11-08

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-225-000] Stream Energy New Jersey, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... Stream Energy New Jersey, LLC's application for market-based rate authority, with an accompanying rate...

  12. 76 FR 77815 - Ethical Electric Benefit Co.; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-12-14

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-543-000] Ethical Electric Benefit Co.; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... Ethical Electric Benefit Co.'s application for market-based rate authority, with an accompanying rate...

  13. 78 FR 28837 - Myotis Power Marketing LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-05-16

    ... Marketing LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Marketing LLC's application for market-based rate authority, with an accompanying rate schedule, noting that... interventions in lieu of paper, using the FERC Online links at http://www.ferc.gov . To facilitate electronic...

  14. 78 FR 56691 - Sapphire Power Marketing LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-09-13

    ... Power Marketing LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... Sapphire Power Marketing LLC's application for market-based rate authority, with an accompanying rate... submission of protests and interventions in lieu of paper, using the FERC Online links at http://www.ferc.gov...

  15. 77 FR 53197 - Raven Power Marketing LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-08-31

    ... Marketing LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Marketing LLC's application for market-based rate authority, with an accompanying rate schedule, noting that... interventions in lieu of paper, using the FERC Online links at http://www.ferc.gov . To facilitate electronic...

  16. 75 FR 24941 - PBF Power Marketing LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-05-06

    ... Marketing LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket... of PBF Power Marketing LLC's application for market-based rate authority, with an accompanying rate... protests and interventions in lieu of paper, using the FERC Online links at http://www.ferc.gov . To...

  17. 78 FR 20910 - Hess Energy Marketing, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-04-08

    ... Marketing, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Marketing, LLC's application for market-based rate authority, with an accompanying rate schedule, noting... interventions in lieu of paper, using the FERC Online links at http://www.ferc.gov . To facilitate electronic...

  18. 77 FR 30274 - Inupiat Energy Marketing, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-05-22

    ... Energy Marketing, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... Inupiat Energy Marketing, LLC's application for market-based rate authority, with an accompanying rate... protests and interventions in lieu of paper, using the FERC Online links at http://www.ferc.gov . To...

  19. 76 FR 15306 - Macho Springs Power I, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-03-21

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-3051-000] Macho Springs Power I, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Springs Power I, LLC's application for market-based rate authority, with an accompanying rate tariff...

  20. 77 FR 47625 - Beebe Renewable Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-08-09

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-2311-000] Beebe Renewable Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... Beebe Renewable Energy, LLC's application for market-based rate authority, with an accompanying rate...

  1. 78 FR 34371 - Centinela Solar Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-06-07

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-1561-000] Centinela Solar Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... Centinela Solar Energy, LLC's application for market-based rate authority, with an accompanying rate...

  2. 77 FR 47625 - Laurel Hill Wind Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-08-09

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-2313-000] Laurel Hill Wind Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request For... Laurel Hill Wind Energy, LLC's application for market-based rate authority, with an accompanying rate...

  3. 77 FR 62510 - C.N. Brown Electricity, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-10-15

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-20-000] C.N. Brown Electricity, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Electricity, LLC's application for market-based rate authority, with an accompanying rate schedule, noting...

  4. 77 FR 69819 - QC Power Strategies Fund LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-11-21

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [ Docket No. ER13-354-000] QC Power Strategies Fund LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Strategies Fund LLC's application for market-based rate authority, with an accompanying rate schedule, noting...

  5. 77 FR 35373 - Duke Energy Dicks Creek, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-06-13

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-1951-000] Duke Energy Dicks Creek, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Dicks Creek, LLC's application for market-based rate authority, with an accompanying rate tariff, noting...

  6. 75 FR 359 - Google Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2010-01-05

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER10-468-000] Google Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section... of Google Energy LLC's application for market-based rate authority, with an accompanying rate tariff...

  7. 77 FR 21555 - Flat Ridge 2 Wind Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-04-10

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-1400-000] Flat Ridge 2 Wind Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Wind Energy LLC's application for market-based rate authority, with an accompanying rate tariff, noting...

  8. 75 FR 18202 - Vantage Wind Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-04-09

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER10-956-000] Vantage Wind Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... of Vantage Wind Energy, LLC's application for market-based rate authority, with an accompanying rate...

  9. 77 FR 41400 - Mehoopany Wind Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-07-13

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-2200-000] Mehoopany Wind Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... Wind Energy LLC's application for market-based rate authority, with an accompanying rate tariff, noting...

  10. 76 FR 6614 - Elk Wind Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2011-02-07

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-2765-000] Elk Wind Energy, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket... proceeding of Elk Wind Energy, LLC's application for market-based rate authority, with an accompanying rate...

  11. 75 FR 80486 - Sustainable Star, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2010-12-22

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-2354-000] Sustainable Star, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket... proceeding of Sustainable Star, LLC's application for market-based rate authority, with an accompanying rate...

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

    Science.gov (United States)

    Agnew, Steve

    2011-01-01

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

  13. Conners' Teacher Rating Scale for Preschool Children: A Revised, Brief, Age-Specific Measure

    Science.gov (United States)

    Purpura, David J.; Lonigan, Christopher J.

    2009-01-01

    The Conners' Teacher Rating Scale-Revised (CTRS-R) is one of the most commonly used measures of child behavior problems. However, the scale length and the appropriateness of some of the items on the scale may reduce the usefulness of the CTRS-R for use with preschoolers. In this study, a Graded Response Model analysis based on Item Response Theory…

  14. Teacher and Observer Ratings of Young African American Children's Social and Emotional Competence

    Science.gov (United States)

    Humphries, Marisha L.; Keenan, Kate; Wakschlag, Lauren S.

    2012-01-01

    Children's social and emotional competence abilities have been linked to successful social interactions and academic performance. This study examined the teacher and observer ratings of social and emotional competence for 89 young (3- to 5-year-old), African American children from economically stressed urban environments. There was a specific…

  15. Locus of Control as an Important Factor in Teacher's Rating of Highly Able Children.

    Science.gov (United States)

    Herskovits, Maria; Gefferth, Eva

    1992-01-01

    This paper investigated the relationship between (1) perceived responsibility for intellectual achievement, and (2) objective tests measuring convergent and divergent thinking and subjective teacher ratings and classmates' nominations, in 1,033 gifted children (age 9). The results indicate that internal control is a mediating variable in the…

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

    Science.gov (United States)

    Brown, Ronald T.; Wynne, Martha Ellen

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

  17. The Development of a Behavior Patterns Rating Scale for Preservice Teachers

    Science.gov (United States)

    Caliskan, Nihat; Kuzu, Okan; Kuzu, Yasemin

    2017-01-01

    The purpose of this study was to develop a rating scale that can be used to evaluate behavior patterns of the organization people pattern of preservice teachers (PSTs). By reviewing the related literature on people patterns, a preliminary scale of 38 items with a five-points Likert type was prepared. The number of items was reduced to 29 after…

  18. A Typology of Teacher-Rated Child Behavior: Revisiting Subgroups over 10 Years Later

    Science.gov (United States)

    DiStefano, Christine A.; Kamphaus, Randy W.; Mindrila, Diana L.

    2010-01-01

    The purpose of this article was to examine a typology of child behavior using the Behavioral Assessment System for Children, Teacher Rating Scale (BASC TRS-C, 2nd edition; Reynolds & Kamphaus, 2004). The typology was compared with the solution identified from the 1992 BASC TRS-C norm dataset. Using cluster analysis, a seven-cluster solution…

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

    Science.gov (United States)

    Kettler, Todd; Bower, Janessa

    2017-01-01

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

  20. Striving to Connect: Extending an Achievement Goal Approach to Teacher Motivation to Include Relational Goals for Teaching

    Science.gov (United States)

    Butler, Ruth

    2012-01-01

    Two studies were designed to extend Butler's (2007) model and measure of achievement goals for teaching, to recognize that teaching is an interpersonal endeavor, not just personal endeavor. In Study 1, results from 530 teachers in Israel confirmed the predicted 5-factor model comprising relational goals, whereby teachers aspire to create close and…

  1. 75 FR 76727 - Evergreen Wind Power III, LLC; Supplemental Notice that Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-12-09

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-2201-000] Evergreen Wind Power III, LLC; Supplemental Notice that Initial Market-Based Rate Filing Includes Request for... proceeding of Evergreen Wind Power III, LLC's application for market-based rate authority, with an...

  2. 75 FR 52321 - Dry Lake Wind Power II LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-08-25

    ... proceeding, of Dry Lake Wind Power II LLC application for market-based rate authority, with an accompanying... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER10-1720-000] Dry Lake Wind Power II LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket...

  3. 75 FR 42745 - Hardscrabble Wind Power LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-07-22

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER10-1725-000] Hardscrabble Wind Power LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... of Hardscrabble Wind Power LLC's application for market-based rate authority, with an accompanying...

  4. 75 FR 10245 - S.J. Energy Partners, Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-03-05

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER10-735-000] S.J. Energy Partners, Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... proceeding of S.J. Energy Partners, Inc.'s application for market-based rate authority, with an accompanying...

  5. 75 FR 37430 - Plymouth Rock Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-06-29

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER10-1470-000] Plymouth Rock Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... of Plymouth Rock Energy, LLC.'s application for market-based rate authority, with an accompanying...

  6. 75 FR 70741 - TPF Generation Holdings, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-11-18

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-1936-000] TPF Generation Holdings, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... proceeding TPF Generation Holdings, LLC's application for market-based rate authority, with an accompanying...

  7. 75 FR 68352 - Yahoo Creek Wind Park, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-11-05

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-1894-000] Yahoo Creek Wind Park, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... proceeding of Yahoo Creek Wind Park, LLC's application for market-based rate authority, with an accompanying...

  8. 75 FR 68354 - Milner Dam Wind Park, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-11-05

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-1883-000] Milner Dam Wind Park, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... proceeding of Milner Dam Wind Park, LLC's application for market-based rate authority, with an accompanying...

  9. 75 FR 70742 - AES Laurel Mountain, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-11-18

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-2036-000] AES Laurel Mountain, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... proceeding of AES Laurel Mountain, LLC's application for market-based rate authority, with an accompanying...

  10. 75 FR 10245 - DPL Energy Resources, Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-03-05

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER10-726-000] DPL Energy Resources, Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes Request For Blanket... proceeding of DPL Energy Resources, Inc.'s application for market-based rate authority, with an accompanying...

  11. 75 FR 74711 - Planet Energy (USA) Corp.; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-12-01

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-2166-000] Planet Energy (USA) Corp.; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... proceeding, of Planet Energy (USA) Corp.'s application for market-based rate authority, with an accompanying...

  12. 75 FR 71426 - North Community Turbines, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-11-23

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-2107-000] North Community Turbines, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for... proceeding, of North Community Turbines, LLC's application for market-based rate authority, with an...

  13. 75 FR 71425 - North Wind Turbines, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-11-23

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-2108-000] North Wind Turbines, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket... proceeding, of North Wind Turbines, LLC's application for market-based rate authority, with an accompanying...

  14. A Comparison of Teacher-Rated Classroom Conduct, Social Skills, and Teacher-Child Relationship Quality between Preschool English Learners and Preschool English Speakers

    Science.gov (United States)

    Luchtel, Molly; Hughes, Kere; Luze, Gayle; Bruna, Katherine Richardson; Peterson, Carla

    2010-01-01

    This study examined the differences between preschool English learners and preschool English speakers in the areas of classroom conduct, social skills, and teacher-child relationship quality, as rated by their teachers. Data were taken from the Early Head Start Research and Evaluation Project. Students who were English learners were rated…

  15. Emotional and behavioural problems in Swedish preschool children rated by preschool teachers with the Strengths and Difficulties Questionnaire (SDQ).

    Science.gov (United States)

    Gustafsson, Berit M; Proczkowska-Björklund, Marie; Gustafsson, Per A

    2017-04-21

    There is a high risk that young children who show early signs of mental health problems develop symptoms in the same or overlapping areas some years later. The Strengths and Difficulties Questionnaire (SDQ) is widely used to screen externalizing and internalizing problems early in life. In Sweden 80-90% of all children aged 1-5 years go to preschool and preschool is thus an appropriate context for finding early signs of mental health problems among children. This study is part of a longitudinal project too investigate the frequency of emotional and behavioural problems for children between 1 and 5 years of age in Sweden. The SDQ including the impairment supplement questions were rated by preschool teachers too establish Swedish norms for SDQ in preschool children. The sample involved 815 children with a mean age of 42 months (SD = 16, range 13-71 months). 195 children were followed longitudinally for three years. There were significant differences between boys and girls on all subscales except for the Emotional subscale. The prevalence of behavioural problems was similar to other that in European countries, except for Prosocial behaviour, which was rated lower, and Conduct problems, rated higher. Swedish children were estimated to have more problems in the preschool setting, scored by preschool teachers. The development of behaviour over time differed for the different subscales of SDQ. The teacher version of the SDQ, for 2-4 year-olds, can be used as a screening instrument to identify early signs of emotional distress/behavioural problems in young children. Preschool teachers seem to be able to identify children with problematic behaviour with the use of SDQ at an early age. The development of behaviour over time differs for the different subscales of SDQ. The Swedish norms for SDQ are to a large extent, similar to findings from other European countries.

  16. Student Rating of Teaching Behaviour of Chemistry Teachers in Public Secondary Schools in Ekiti State

    Directory of Open Access Journals (Sweden)

    Oluwatayo James Ayodele

    2013-07-01

    Full Text Available The study investigated student-rating of teaching behaviour of Chemistry teachers in public secondary schools in EkitiState. Participants were 750 SS II Chemistry students (Male=375, Female=375 selected from 75 schools across the 16 local government areas of Ekiti State based on purposive and stratified random sampling techniques. Data were collected using a 30-item Teaching Behaviour Questionnaire (TBQ clustered into seven categories (CATi=1,2,3,… ranging from attendance and punctuality in class to evaluation of students’ work. Each item was rated on a five-point scale namely: excellent=5; very good=4; good=3; fair=2 and poor=1, with reliability coefficient=0.713 using Cronbach-α and analysed using means, standard deviations, item-total correlations and t-test tested at 0.05 level of significance. Results showed that the teaching behaviour of Chemistry teachers was good; the rating was statistically reliable and devoid of gender bias. It was recommended that teachers should justify the rating ascribed to their teaching behaviour by improving on their pedagogical skills to enhance better learning and performance of students in Chemistry.

  17. 78 FR 34372 - TGP Energy Management, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-06-07

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-1586-000] TGP Energy Management, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of TGP Energy...

  18. 76 FR 63614 - Agua Caliente Solar, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-10-13

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-21-000] Agua Caliente Solar, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Agua...

  19. 77 FR 19010 - Zone J Tolling Co., LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-03-29

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-1301-000] Zone J Tolling Co., LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Zone J...

  20. 76 FR 59681 - Record Hill Wind, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2011-09-27

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-4527-000] Record Hill Wind, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Record Hill...

  1. 76 FR 67720 - Bishop Hill Energy III LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-11-02

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-164-000] Bishop Hill Energy III LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Bishop Hill...

  2. 76 FR 67721 - Bishop Hill Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-11-02

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-161-000] Bishop Hill Energy LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Bishop Hill...

  3. 77 FR 15096 - Liberty Hill Power LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-03-14

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-1202-000] Liberty Hill Power LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Liberty Hill...

  4. 77 FR 6109 - Bishop Hill Energy II LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-02-07

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-846-000] Bishop Hill Energy II LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Bishop Hill...

  5. 76 FR 67721 - Bishop Hill Energy II LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-11-02

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-162-000] Bishop Hill Energy II LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Bishop Hill...

  6. 78 FR 54464 - ABC Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2013-09-04

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-2260-000] ABC Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of ABC Energy, LLC...

  7. 77 FR 5009 - Power Supply Services LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-02-01

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Power Supply Services LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Power Suppl...

  8. 77 FR 47624 - Tall Bear Group, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2012-08-09

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-2374-000] Tall Bear Group, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of Tall Bear...

  9. 78 FR 2984 - Silver Bear Power, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-01-15

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-733-000] Silver Bear Power, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of Silver Bear...

  10. 77 FR 66975 - Black Bear SO, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2012-11-08

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-203-000] Black Bear SO, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Black Bear SO...

  11. 77 FR 50100 - AP&G Holdings LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2012-08-20

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-2430-000] AP&G Holdings LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of AP&G Holdings...

  12. 76 FR 19351 - Stream Energy Maryland, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-04-07

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-3188-000] Stream Energy Maryland, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding Stream Energy...

  13. 76 FR 69267 - Stream Energy Columbia, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-11-08

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [ Docket No. ER12-224-000] Stream Energy Columbia, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Stream...

  14. 77 FR 45349 - Stream Energy New York, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-07-31

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-2301-000] Stream Energy New York, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of Stream...

  15. 77 FR 36529 - Apple Group LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2012-06-19

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-4657-001] Apple Group LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Apple Group LLC...

  16. 78 FR 27219 - Osprey Energy Center, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-05-09

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-1406-000] Osprey Energy Center, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Osprey...

  17. 77 FR 45599 - CED Rock Springs, Inc.; Supplemental Notice That Revised Market-Based Rate Tariff Filing Includes...

    Science.gov (United States)

    2012-08-01

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket Nos. ER02-2546-000; ER02-2546-001] CED Rock Springs, Inc.; Supplemental Notice That Revised Market- Based Rate Tariff Filing...-referenced proceeding of CED Rock Springs, Inc.'s tariff revision filing, noting that such filing includes a...

  18. 77 FR 6109 - Mariposa Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2012-02-07

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-896-000] Mariposa Energy, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Mariposa...

  19. 41 CFR 301-11.27 - Are taxes included in the lodging portion of the Government per diem rate?

    Science.gov (United States)

    2010-07-01

    ... Property Management Federal Travel Regulation System TEMPORARY DUTY (TDY) TRAVEL ALLOWANCES ALLOWABLE... 41 Public Contracts and Property Management 4 2010-07-01 2010-07-01 false Are taxes included in... you a maximum lodging rate of $50 per night, and you elect to stay at a hotel that costs $100 per...

  20. 76 FR 37110 - ORNI 39 LLC;Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2011-06-24

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-3808-000] ORNI 39 LLC;Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of ORNI 39 LLC's application for...

  1. 77 FR 73650 - Electricity NH, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2012-12-11

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-504-000] Electricity NH, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of Electricity NH...

  2. 78 FR 29131 - Electricity MASS, LLC; Supplemental Notice that Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2013-05-17

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-1440-000] Electricity MASS, LLC; Supplemental Notice that Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of Electricity...

  3. 77 FR 71189 - AES Beaver Valley, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-11-29

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-442-000] AES Beaver Valley, LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of AES Beaver...

  4. 77 FR 67811 - Porter-Walker LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2012-11-14

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-327-000] Porter-Walker LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Porter-Walker...

  5. 76 FR 26283 - Blue Chip Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2011-05-06

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-3467-000] Blue Chip Energy LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Blue Chip...

  6. 78 FR 55250 - TEC Energy Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2013-09-10

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-2304-000] TEC Energy Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding, of TEC Energy Inc...

  7. 77 FR 28594 - Bethel Wind Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-05-15

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-1739-000] Bethel Wind Energy LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Bethel Wind...

  8. 77 FR 28593 - Rippey Wind Energy LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-05-15

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER12-1740-000] Rippey Wind Energy LLC; Supplemental Notice That Initial Market- Based Rate Filing Includes Request for Blanket Section 204 Authorization This is a supplemental notice in the above-referenced proceeding of Rippey Wind...

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

    Science.gov (United States)

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

    2009-01-01

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

  10. Change in teachers' ratings of attention problems and subsequent change in academic achievement: a prospective analysis.

    Science.gov (United States)

    Breslau, N; Breslau, J; Peterson, E; Miller, E; Lucia, V C; Bohnert, K; Nigg, J

    2010-01-01

    Recent research has documented a link between attention problems at school entry and later academic achievement. Little is known about the association of change in attention problems during the early school years with subsequent change in academic achievement. A community-based cohort was followed up and assessed for attention problems at ages 6 and 11 (Teacher Report Form; TRF) and for academic achievement in math and reading at ages 11 and 17 (Woodcock-Johnson Psycho-Educational Battery). Complete data were available on 590 children (72% of the initial sample). Ordinary least squares regressions were used to estimate change in academic achievement from age 11 to age 17 in relation to change in TRF-attention problems from age 6 to age 11. Children's IQ and family factors were statistically controlled. Change in teachers' ratings of attention problems from age 6 to age 11 was negatively associated with change in math and reading from age 11 to age 17, controlling for children's IQ and family factors. Externalizing problems had no significant association with change in math or reading, when added to the multivariable model. Increases in teacher-rated attention problems from age 6 to age 11 were followed by declines in academic achievement from age 11 to age 17; decreases were followed by gains. The results underscore the need for research on the course of attention problems, the testing of interventions to address children's early attention problems and the evaluation of their effects on subsequent academic achievement.

  11. Primary care research - trade-off between representativeness and response rate of GP teachers for undergraduates.

    Science.gov (United States)

    Lippmann, Stefan; Frese, Thomas; Herrmann, Kristin; Scheller, Kathleen; Sandholzer, Hagen

    2012-03-19

    Low response rates are common in primary care research. Our study examines the representativeness of respondents in a survey among general practitioners (GPs). One special aim was to evaluate the representativeness of the subgroup of GP teachers for undergraduates (GPTUs) and to investigate the option of a panel of GPTUs. The representativeness of the respondents was assessed by the use of pooled public data to compare the respondents and all GPs in the German federal state of Saxony on the basis of socio-demographic and subject-specific characteristics. The representativeness of the GPTUs was examined in the same way. For the analysis, two-sided t-tests and Chi2 tests were used. The total response rate was low (32.87%). The respondents were not a representative sample; in particular, they were more highly qualified than the mean. However, the response rate among the special group of university-associated GP teachers for undergraduates was significantly higher than among other general practitioners. Because of this, the creation of a panel of these GPTUs for further primary care research was investigated. Unfortunately, analysis of this group showed that GPTUs were not a representative sample as they tended to be younger and more highly qualified. In general it is possible to create a panel of GPTUs to obtain higher response rates, but investigation of the panel's representativeness is definitely required. If the panel is not representative another option is the creation of a stratified sample according to the target population.

  12. Quantifying the Earthquake Clustering that Independent Sources with Stationary Rates (as Included in Current Risk Models) Can Produce.

    Science.gov (United States)

    Fitzenz, D. D.; Nyst, M.; Apel, E. V.; Muir-Wood, R.

    2014-12-01

    The recent Canterbury earthquake sequence (CES) renewed public and academic awareness concerning the clustered nature of seismicity. Multiple event occurrence in short time and space intervals is reminiscent of aftershock sequences, but aftershock is a statistical definition, not a label one can give an earthquake in real-time. Aftershocks are defined collectively as what creates the Omori event rate decay after a large event or are defined as what is taken away as "dependent events" using a declustering method. It is noteworthy that depending on the declustering method used on the Canterbury earthquake sequence, the number of independent events varies a lot. This lack of unambiguous definition of aftershocks leads to the need to investigate the amount of clustering inherent in "declustered" risk models. This is the task we concentrate on in this contribution. We start from a background source model for the Canterbury region, in which 1) centroids of events of given magnitude are distributed using a latin-hypercube lattice, 2) following the range of preferential orientations determined from stress maps and focal mechanism, 3) with length determined using the local scaling relationship and 4) rates from a and b values derived from the declustered pre-2010 catalog. We then proceed to create tens of thousands of realizations of 6 to 20 year periods, and we define criteria to identify which successions of events in the region would be perceived as a sequence. Note that the spatial clustering expected is a lower end compared to a fully uniform distribution of events. Then we perform the same exercise with rates and b-values determined from the catalog including the CES. If the pre-2010 catalog was long (or rich) enough, then the computed "stationary" rates calculated from it would include the CES declustered events (by construction, regardless of the physical meaning of or relationship between those events). In regions of low seismicity rate (e.g., Canterbury before

  13. Teacher Interpretation of Test Scores and Feedback to Students in EFL Classrooms: A Comparison of Two Rating Methods

    Science.gov (United States)

    Chou, Mu-hsuan

    2013-01-01

    Rating scales have been used as a major assessment instrument to measure language performance on oral tasks. The present research concerned, under the same rating criteria, how far teachers interpreted students' speaking scores by using two different types of rating method, and how far students could benefit from the feedback of the description of…

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

    Science.gov (United States)

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

    2018-04-27

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

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

    Science.gov (United States)

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

    2013-01-01

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

  16. Development of a global motor rating scale for young children (0-4 years) including eye-hand grip coordination.

    Science.gov (United States)

    Vaivre-Douret, L; Burnod, Y

    2001-11-01

    A comparative study of the eight motor rating scales available in Western countries demonstrated methodological differences in the choice of items and standardization. We have developed a global motor rating scale that includes items which measure postural-motor, locomotor (PML) and eye-hand grip coordination (EHGC), and which allows the assessment of an average of motor function level (MFL), PML and EHGC development. Scores obtained were used to define the acquisition of motor age based on the skills completed. The items were selected on the basis of the average age at which the function developed in two populations of healthy full-term French infants, followed from birth to 4 months (n = 60) and from 4 months to 4 years (n = 63). Recent French developmental standards (mean age and standard deviation) of acquisition allow the identification of neuro-psychomotor deviations from normal motor behaviour. This includes both static and dynamic motor coordination sequences. Inter-examiner correlations (n = 3) for 15 randomly selected children indicated a coefficient of 0.90. The scale revealed a sequence in the organization of learned postural-motor, locomotor and eye-hand gripping skills which can contribute to the understanding of brain areas implicated in this maturation process.

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

    Science.gov (United States)

    Rodriguez, Barbara L.; Guiberson, Mark

    2011-01-01

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

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

    Science.gov (United States)

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

    2017-12-13

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Bitte Modin

    2017-12-01

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

  1. Screening for motor coordination challenges in children using teacher ratings of physical ability and activity.

    Science.gov (United States)

    Faught, Brent E; Cairney, John; Hay, John; Veldhuizen, Scott; Missiuna, Cheryl; Spironello, Cristina A

    2008-04-01

    We examined the effectiveness of a teacher-based rating scale called the teacher estimation of activity form (TEAF) to screen for developmental coordination disorder (DCD) in children. A random selection of 15 of 75 schools from the District School Board of Niagara in Ontario, Canada was chosen for this study. Every consented child in Grade 4 (n=502) was evaluated for probable DCD (pDCD) in school using the short form Bruininks-Oseretsky test of motor proficiency (BOTMP-SF). Each student also completed the children's self perceptions of adequacy in and predilection toward physical activity (CSAPPA) scale, participation questionnaire, and Léger 20-meter shuttle run, and had their height and weight measured. The 27 children (5.1%) who scored below the 5th percentile on BOTMP-SF were designated as pDCD cases and the 475 children who scored above the 5th percentile served as controls. Results showed that mean TEAF scores were significantly lower for pDCD children than controls (pphysical activity and fitness. The TEAF appears to be an effective tool in screening for DCD, particularly in a population setting. Considering the brevity of the TEAF and the discriminative power of individual items, this instrument would be effective in an abbreviated version.

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

    Science.gov (United States)

    Nelson, F. Howard

    2006-01-01

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

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

    DEFF Research Database (Denmark)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2017-09-01

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

  5. Slowing the rate of loss of mineral wetlands on human dominated landscapes - Diversification of farmers markets to include carbon (Invited)

    Science.gov (United States)

    Creed, I. F.; Badiou, P.; Lobb, D.

    2013-12-01

    Canada is the fourth-largest exporter of agriculture and agri-food products in the world (exports valued at 28B), but instability of agriculture markets can make it difficult for farmers to cope with variability, and new mechanisms are needed for farmers to achieve economic stability. Capitalizing on carbon markets will help farmers achieve environmentally sustainable economic performance. In order to have a viable carbon market, governments and industries need to know what the carbon capital is and what potential there is for growth, and farmers need financial incentives that will not only allow them to conserve existing wetlands but that will also enable them to restore wetlands while making a living. In southern Ontario, farmers' needs to maximize the return on investment on marginal lands have resulted in loss of 70-90% of wetlands, making this region one of the most threatened region in terms of wetland degradation and loss in Canada. Our project establishes the role that mineral wetlands have in the net carbon balance by contributing insight into the potential benefits to carbon management provided by wetland restoration efforts in these highly degraded landscapes. The goal was to establish the magnitude of carbon offsets that could be achieved through wetland conservation (securing existing carbon stocks) and restoration (creating new carbon stocks). The experimental design was to focus on (1) small (0.2-2.0 ha) and (2) isolated (no inflow or outflow) mineral wetlands with the greatest restoration potential that included (3) a range of restoration ages (drained (0 yr), 3 yr, 6 yr, 12 yr, 20 yr, 35 yr, intact marshes) to capture potential changes in rates of carbon sequestration with restoration age of wetland. From each wetland, wetland soil carbon pools samples were collected at four positions: centre of wetland (open-water); emergent vegetation zone; wet meadow zone where flooding often occurs (i.e., high water mark); and upland where flooding rarely

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

    Science.gov (United States)

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

    2014-01-01

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

  7. Unseen and Stressed? Gender Differences in Parent and Teacher Ratings of ADHD Symptoms and Associations With Perceived Stress in Children With ADHD.

    Science.gov (United States)

    Isaksson, Johan; Ruchkin, Vladislav; Lindblad, Frank

    2016-07-07

    In this study, we investigate the differences between parent and teacher ADHD ratings, and how these ratings relate to perceived stress in children with ADHD. Ratings by parents and teachers with the Swanson, Nolan and Pelham ADHD symptom rating scale (SNAP-IV) were collected from children with a clinical diagnosis of ADHD (n = 137). Also, information on medication was collected. Children (≥11 years of age; n = 64) were invited to complete the Pressure-Activation-Stress scale. Among girls, but not boys, teacher ratings were significantly lower than parental ratings on all symptom scales. Lower teacher ratings on hyperactivity symptoms were associated with higher levels of perceived stress. The findings suggest a potential gender bias in ratings among teachers. Underrated, and hence underidentified, ADHD problems in the school setting seem to increase the perception of stress in the sense of pressure for both girls and boys. © The Author(s) 2016.

  8. 77 FR 1484 - Spring Valley Wind LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-01-10

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Spring Valley Wind LLC; Supplemental Notice That Initial Market- Based Rate...-referenced proceeding of Spring Valley Wind LLC's application for market-based rate authority, with an...

  9. 75 FR 52528 - FC Landfill Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-08-26

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission FC Landfill Energy, LLC; Supplemental Notice That Initial Market- Based Rate... notice in the above-referenced proceeding, of FC Landfill Energy, LLC's application for market-based rate...

  10. 77 FR 56839 - GenOn Marsh Landing, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-09-14

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission GenOn Marsh Landing, LLC; Supplemental Notice That Initial Market-Based Rate...-referenced proceeding, of GenOn Marsh Landing, LLC's application for market-based rate authority, with an...

  11. 78 FR 34373 - Campo Verde Solar, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-06-07

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Campo Verde Solar, LLC; Supplemental Notice That Initial Market- Based Rate...-referenced proceeding of Campo Verde Solar, LLC's application for market-based rate authority, with an...

  12. 77 FR 41400 - AV Solar Ranch 1, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2012-07-13

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission AV Solar Ranch 1, LLC; Supplemental Notice That Initial Market- Based Rate...-referenced proceeding of AV Solar Ranch 1, LLC's application for market-based rate authority, with an...

  13. 78 FR 61999 - Simon Solar, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2013-10-10

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER13-2490-000] Simon Solar... 204 Authorization This is a supplemental notice in the above-referenced proceeding, of Simon Solar, LLC's application for market-based rate authority, with an accompanying rate schedule, noting that...

  14. 77 FR 53195 - C.P. Crane LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2012-08-31

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission C.P. Crane LLC; Supplemental Notice That Initial Market-Based Rate Filing...-referenced proceeding, of C.P. Crane LLC's application for market-based rate authority, with an accompanying...

  15. 75 FR 44788 - AP Holdings, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2010-07-29

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission AP Holdings, LLC; Supplemental Notice That Initial Market-Based Rate Filing... above-referenced proceeding of AP Holdings, LLC's application for market-based rate authority, with an...

  16. 77 FR 66976 - Star Energy Partners LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-11-08

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Star Energy Partners LLC; Supplemental Notice That Initial Market-Based Rate...-referenced proceeding of Star Energy Partners LLC's application for market-based rate authority, with an...

  17. 75 FR 59260 - HOP Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2010-09-27

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission HOP Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing... the above-referenced proceeding of HOP Energy, LLC's application for market-based rate authority, with...

  18. 76 FR 9346 - Sun City Project LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2011-02-17

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Sun City Project LLC; Supplemental Notice That Initial Market- Based Rate...-referenced proceeding of Sun City Project LLC's application for market-based rate authority, with an...

  19. 75 FR 59259 - Turner Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request...

    Science.gov (United States)

    2010-09-27

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Turner Energy, LLC; Supplemental Notice That Initial Market-Based Rate... notice in the above-referenced proceeding of Turner Energy, LLC's application for market-based rate...

  20. 76 FR 9348 - Sand Drag LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes Request for...

    Science.gov (United States)

    2011-02-17

    ... From the Federal Register Online via the Government Publishing Office ] DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Sand Drag LLC; Supplemental Notice That Initial Market-Based Rate...-referenced proceeding of Sand Drag LLC's application for market-based rate authority, with an accompanying...

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

    Science.gov (United States)

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

    2014-01-01

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

  2. Undergraduate Students' Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

    Science.gov (United States)

    Serin, Mehmet Koray; Incikabi, Semahat

    2017-01-01

    Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

  5. Students' Motivational Processes and Their Relationship to Teacher Ratings in School Physical Education: A Self-Determination Theory Approach

    Science.gov (United States)

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

    2006-01-01

    In the present study, we used a model of motivation grounded in self-determination theory (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a, 2000b, 2002) to examine the relationship between physical education (PE) students' motivational processes and ratings of their effort and persistence as provided by their PE teacher. Data were obtained…

  6. Mortality and recurrence rates among systemically untreated high risk breast cancer patients included in the DBCG 77 trials

    DEFF Research Database (Denmark)

    Jensen, Maj Britt; Nielsen, Torsten O.; Knoop, Ann S.

    2018-01-01

    Background: Following loco-regional treatment for early breast cancer accurate prognostication is essential for communicating benefits of systemic treatment. The aim of this study was to determine time to recurrence and long-term mortality rates in high risk patients according to patient characte......Background: Following loco-regional treatment for early breast cancer accurate prognostication is essential for communicating benefits of systemic treatment. The aim of this study was to determine time to recurrence and long-term mortality rates in high risk patients according to patient...... and EGFR positive. Multivariate categorical and fractional polynomials (MFP) models were used to construct prognostic subsets by clinicopathologic characteristics. Results: In a multivariate model, mortality rate was significantly associated with age, tumor size, nodal status, invasion, histological type...

  7. 78 FR 36768 - Battery Utility of Ohio, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-06-19

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Battery Utility of Ohio, LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding, of Battery Utility of Ohio, LLC's application for market-based rate...

  8. 77 FR 23476 - Cimarron Windpower II, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-04-19

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Cimarron Windpower II, LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding of Cimarron Windpower II, LLC's application for market-based rate authority...

  9. 77 FR 9227 - AP Gas & Electric (NJ), LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-02-16

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission AP Gas & Electric (NJ), LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding of AP Gas & Electric (NJ), LLC's application for market-based rate authority...

  10. 77 FR 9227 - AP Gas & Electric (NY), LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-02-16

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission AP Gas & Electric (NY), LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding of AP Gas & Electric (NY), LLC's application for market-based rate authority...

  11. 77 FR 9228 - AP Gas & Electric (MD), LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-02-16

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission AP Gas & Electric (MD), LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding of AP Gas & Electric (MD), LLC's application for market-based rate authority...

  12. 77 FR 9228 - AP Gas & Electric (IL), LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-02-16

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission AP Gas & Electric (IL), LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding of AP Gas & Electric (IL), LLC's application for market-based rate authority...

  13. 77 FR 9227 - AP Gas & Electric (OH), LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-02-16

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission AP Gas & Electric (OH), LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding of AP Gas & Electric (OH), LLC's application for market-based rate authority...

  14. 77 FR 58987 - North Eastern States, Inc.; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-09-25

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission North Eastern States, Inc.; Supplemental Notice That Initial Market-Based... above-referenced proceeding, of North Eastern States, Inc.'s application for market-based rate authority...

  15. 78 FR 29131 - Solar Star California XX, LLC; Supplemental Notice that Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-05-17

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Solar Star California XX, LLC; Supplemental Notice that Initial Market-Based... above-referenced proceeding, of Solar Star California XX, LLC's application for market-based rate...

  16. 78 FR 54888 - Guzman Power Markets, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-09-06

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Guzman Power Markets, LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding, of Guzman Power Markets, LLC's application for market-based rate authority...

  17. 75 FR 71427 - Domtar Paper Company, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2010-11-23

    ... DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. ER11-2020-000] Domtar Paper... proceeding, of Domtar Paper Company, LLC's application for market-based rate authority, with an accompanying... of protests and interventions in lieu of paper, using the FERC Online links at http://www.ferc.gov...

  18. 77 FR 47624 - Escanaba Green Energy, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2012-08-09

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Escanaba Green Energy, LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding, of Escanaba Green Energy, LLC's application for market-based rate authority...

  19. 76 FR 52326 - Green Mountain Energy Company; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2011-08-22

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Green Mountain Energy Company; Supplemental Notice That Initial Market-Based... above-referenced proceeding of Green Mountain Energy Company's application for market-based rate...

  20. 78 FR 75560 - Green Current Solutions, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-12-12

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Green Current Solutions, LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding, of Green Current Solutions, LLC's application for market-based rate...

  1. 78 FR 4143 - Energy Storage Holdings, LLC; Supplemental Notice That Initial Market-Based Rate Filing Includes...

    Science.gov (United States)

    2013-01-18

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Energy Storage Holdings, LLC; Supplemental Notice That Initial Market-Based... above-referenced proceeding, of Energy Storage Holdings, LLC's application for market-based rate...

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

    Science.gov (United States)

    Morales, Cesareo; Knezek, Gerald; Christensen, Rhonda

    2008-01-01

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

  3. Reducing Student "Suspension Rates" and Engaging Students in Learning: Principal and Teacher Approaches that Work

    Science.gov (United States)

    Riordan, Geoff

    2006-01-01

    The negative effects of student suspension from school on both the individual and the community are well documented and relate to a wide range of matters, including school completion rates, homelessness and crime. Two recent, extensive reviews of student suspensions in government and non-government schools in N.S.W. (Gonczi and Riordan, 2002;…

  4. Rating of Included Trials on the Efficacy–Effectiveness Spectrum : development of a new tool for systematic reviews

    NARCIS (Netherlands)

    Wieland, L. Susan; Berman, Brian M.; Altman, Douglas G.; Barth, Jürgen; Bouter, Lex M.; D'Adamo, Christopher R.; Linde, Klaus; Moher, David; Mullins, C. Daniel; Treweek, Shaun; Tunis, Sean; van der Windt, Danielle A.; Zwarenstein, Merrick; Witt, Claudia

    2017-01-01

    Background and Objective Randomized trials may be designed to provide evidence more strongly related to efficacy or effectiveness of an intervention. When systematic reviews are used to inform clinical or policy decisions, it is important to know the efficacy–effectiveness nature of the included

  5. Measured Properties of Turbulent Premixed Flames for Model Assessment, Including Burning Velocities, Stretch Rates, and Surface Densities (Postprint)

    Science.gov (United States)

    2006-10-01

    conditions was stabilized on a large two-dimensional slot Bunsen burner . It was found that the turbulent burning velocity of Bunsen flames depends...burning velocity of Bunsen flames are inadequate because they should include two additional parameters: mean velocity Ū and burner width W. These...corru- gated) flame with well-defined boundary conditions was stabilized on a large two-dimensional slot Bunsen burner . It was found that the turbulent

  6. Modeling the Nonlinear, Strain Rate Dependent Deformation of Woven Ceramic Matrix Composites With Hydrostatic Stress Effects Included

    Science.gov (United States)

    Goldberg, Robert K.; Carney, Kelly S.

    2004-01-01

    An analysis method based on a deformation (as opposed to damage) approach has been developed to model the strain rate dependent, nonlinear deformation of woven ceramic matrix composites with a plain weave fiber architecture. In the developed model, the differences in the tension and compression response have also been considered. State variable based viscoplastic equations originally developed for metals have been modified to analyze the ceramic matrix composites. To account for the tension/compression asymmetry in the material, the effective stress and effective inelastic strain definitions have been modified. The equations have also been modified to account for the fact that in an orthotropic composite the in-plane shear stiffness is independent of the stiffness in the normal directions. The developed equations have been implemented into a commercially available transient dynamic finite element code, LS-DYNA, through the use of user defined subroutines (UMATs). The tensile, compressive, and shear deformation of a representative plain weave woven ceramic matrix composite are computed and compared to experimental results. The computed values correlate well to the experimental data, demonstrating the ability of the model to accurately compute the deformation response of woven ceramic matrix composites.

  7. Modeling the Nonlinear, Strain Rate Dependent Deformation of Shuttle Leading Edge Materials with Hydrostatic Stress Effects Included

    Science.gov (United States)

    Goldberg, Robert K.; Carney, Kelly S.

    2004-01-01

    An analysis method based on a deformation (as opposed to damage) approach has been developed to model the strain rate dependent, nonlinear deformation of woven ceramic matrix composites, such as the Reinforced Carbon Carbon (RCC) material used on the leading edges of the Space Shuttle. In the developed model, the differences in the tension and compression deformation behaviors have also been accounted for. State variable viscoplastic equations originally developed for metals have been modified to analyze the ceramic matrix composites. To account for the tension/compression asymmetry in the material, the effective stress and effective inelastic strain definitions have been modified. The equations have also been modified to account for the fact that in an orthotropic composite the in-plane shear response is independent of the stiffness in the normal directions. The developed equations have been implemented into LS-DYNA through the use of user defined subroutines (UMATs). Several sample qualitative calculations have been conducted, which demonstrate the ability of the model to qualitatively capture the features of the deformation response present in woven ceramic matrix composites.

  8. T2 (Teaching & Thinking)-in-Action Skills of Highly Rated Medical Teachers: How Do We Help Faculty Attain That Expertise?

    Science.gov (United States)

    Bing-You, Robert G.; Blondeau, Whitney; Dreher, George K.; Irby, David M.

    2017-01-01

    Prior to developing faculty development programmes to improve reflection-in-action abilities while teaching, we sought to elaborate how T2 (teaching & thinking)-in-action is perceived by teachers using the theoretical framework of metacognition. We interviewed seven highly rated clinical teachers. Qualitative analysis techniques were used to…

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

    Science.gov (United States)

    Akin, Fatma Nur; Uzuntiryaki-Kondakci, Esen

    2018-01-01

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

  10. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

    Science.gov (United States)

    Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

    2015-01-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

  11. Language Ability of Students with Emotional Disturbance: Discrepancies between Teacher Ratings and Direct Assessment

    Science.gov (United States)

    Chow, Jason C.; Hollo, Alexandra

    2018-01-01

    Language impairment often goes unidentified in students with behavioral disorders, perhaps in part because different forms of problem behavior deflect adult attention from more subtle language deficits. Therefore, attention to teachers' perception of students' language and behavioral performance is merited. The present study examines agreement…

  12. Longitudinal Effects of Induction on Teaching Skills and Attrition Rates of Beginning Teachers

    Science.gov (United States)

    Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan

    2016-01-01

    The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction…

  13. Longitudinal effects of induction on teaching skills and attrition rates of beginning teacher

    NARCIS (Netherlands)

    Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan

    The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group.

  14. Psychometric Properties of the Physical Educators' Self-Efficacy Toward Including Students With Disabilities-Autism Among Chinese Preservice Physical Education Teachers.

    Science.gov (United States)

    Li, Chunxiao; Wang, Lijuan; Block, Martin E; Sum, Raymond K W; Wu, Yandan

    2018-03-09

    Teachers' self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators' self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators' Self-Efficacy Toward Including Students with Disabilities-Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.

  15. The role of parenting stress in discrepancies between parent and teacher ratings of behavior problems in young children with autism spectrum disorder.

    Science.gov (United States)

    Reed, Phil; Osborne, Lisa A

    2013-02-01

    The study assessed whether teacher and parent ratings of child behavior problems were similar for children with autism spectrum disorders. Two informants rated child behaviors in the same home environment, and the degree to which parenting stress impacted the similarity of the ratings was assessed. Overall behavior problem ratings did not differ between groups, but there was poor correspondence between the ratings for individual children, stress did not impact markedly on the discrepancies. Parent-teacher discrepancies in behavior ratings cannot be attributed entirely to differences in the assessment-environment, and there was little evidence of widespread impacts of parenting stress on these discrepant ratings. It was suggested that attention is needed in terms of the teacher characteristics when explaining such results.

  16. Preschoolers' psychosocial problems: in the eyes of the beholder? Adding teacher characteristics as determinants of discrepant parent-teacher reports.

    Science.gov (United States)

    Berg-Nielsen, Turid Suzanne; Solheim, Elisabet; Belsky, Jay; Wichstrom, Lars

    2012-06-01

    In this study, we explored informant characteristics as determinants of parent-teacher disagreement on preschoolers' psychosocial problems. Teacher characteristics were included in the analyses, in addition to child and parent factors. Psychosocial problems of 732 4-year olds from a Norwegian community sample were assessed by parents and teachers (CBCL-TRF). Furthermore, teachers reported on their education, experience and relationship to the child. Parental stress and psychopathology were also measured. Teachers rated children considerably lower than their parents did, especially on internalizing problems. When teachers rated more child problems, this was strongly associated with conflict in the teacher-child relationship, which predicted disagreement more than other factors. The highest agreement was on boys' externalizing problems. Girls' behavior was rated much lower by teachers than boys' behavior compared to parents' ratings. Possible teacher perception biases are discussed, such as teacher-child conflict, non-identification of internalizing problems, and same-gender child preference.

  17. First comparative study of primate morphological and molecular evolutionary rates including muscle data: implications for the tempo and mode of primate and human evolution

    Science.gov (United States)

    Diogo, Rui; Peng, Zuogang; Wood, Bernard

    2013-01-01

    Here we provide the first report about the rates of muscle evolution derived from Bayesian and parsimony cladistic analyses of primate higher-level phylogeny, and compare these rates with published rates of molecular evolution. It is commonly accepted that there is a ‘general molecular slow-down of hominoids’, but interestingly the rates of muscle evolution in the nodes leading and within the hominoid clade are higher than those in the vast majority of other primate clades. The rate of muscle evolution at the node leading to Homo (1.77) is higher than that at the nodes leading to Pan (0.89) and particularly to Gorilla (0.28). Notably, the rates of muscle evolution at the major euarchontan and primate nodes are different, but within each major primate clade (Strepsirrhini, Platyrrhini, Cercopithecidae and Hominoidea) the rates at the various nodes, and particularly at the nodes leading to the higher groups (i.e. including more than one genera), are strikingly similar. We explore the implications of these new data for the tempo and mode of primate and human evolution. PMID:23320764

  18. [Effect of Core Muscle Strengthening Exercises (Including Plank and Side Plank) on Injury Rate in Male Adult Soccer Players: A Systematic Review].

    Science.gov (United States)

    Blasimann, Angela; Eberle, Simon; Scuderi, Manuel Markus

    2018-03-01

     Soccer is seen as highly intensive sport with an increased injury rate. Male adults are the players with the highest injury incidence. Accordingly, the importance of core muscle strengthening to prevent injury has increased in the past few years. Up to date, core muscle strengthening plays an important role in different prevention programs, such as the "FIFA 11 +". The aim of this systematic review was to investigate the effect of core muscle strengthening on injury rate in male adult soccer players, including at least the known and easy exercises "plank" and "side plank", on injury rate in male adult soccer players.  The databases PubMed, PEDro, Cochrane Library, SPORTDiscus and Cinahl were searched systematically. Included studies had to comprise exercises for core muscles as an intervention (as a part of a prevention program) for adult male soccer players. The control group had to continue their usual exercise routine. The exercises "plank" and "side plank" were mandatory elements of the training program. The number of injuries and/or the injury rate (per 1000 hours) were defined as outcomes. The quality of the included studies was assessed with the PEDro scale and the Risk of Bias tool.  Seven studies with 2491 participants in total could be included. Two studies found a significant decrease in the injury rate in the intervention group (p  0.05).  The seven included studies differed greatly with respect to the applied methods, the chosen interventions and the obtained results. Furthermore, core muscles were never trained separately but were always part of a program containing other preventive elements. Therefore, it was difficult to compare the studies. However, prevention programs including strengthening exercises for core muscles tend to positively affect the injury rate. Based on the literature found, the research question cannot definitively be answered. In the future, further studies are needed which investigate the effect of isolated core

  19. Exploratory Factor Analysis of SRS-2 Teacher Ratings for Youth with ASD

    Science.gov (United States)

    Nelson, Andrew T.; Lopata, Christopher; Volker, Martin A.; Thomeer, Marcus L.; Toomey, Jennifer A.; Dua, Elissa

    2016-01-01

    This study examined the factor structure and internal consistency of special education teaching staff ratings on the Social Responsiveness Scale-2 (SRS-2; Constantino and Gruber 2012), as well as the percentage of ratings falling above pre-established cut scores, for a sample of lower-functioning youth with autism spectrum disorder (ASD; n = 264).…

  20. Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives

    Science.gov (United States)

    Sahin, Alpaslan; Adiguzel, Tufan

    2014-01-01

    The purpose of this study is to investigate how international teachers, who were from overseas but taught in the United States, rate effective teacher qualities in three domains; personal, professional, and classroom management skills. The study includes 130 international mathematics, science, and computer teachers who taught in a multi-school…

  1. Rating

    OpenAIRE

    Karas, Vladimír

    2006-01-01

    Charakteristika ratingu. Dělení a druhy ratingu (rating emise × rating emitenta; dlouhodobý rating × krátkodobý rating; mezinárodní rating × lokální rating). Obecné požadavky kladené na rating. Proces tvorby ratingu. Vyžádaný rating. Nevyžádaný rating. Ratingový proces na bázi volně přístupných informací. Uplatňované ratingové systémy. Ratingová kriteria. Využití a interpretace ratingové známky. Funkce ratingu. Rating v souvislosti s BASEL II. Rating v souvislosti s hospodářskými krizemi....

  2. Discrepancies in Parent and Teacher Ratings of Social-Behavioral Functioning of Children with Chromosome 22q11.2 Deletion Syndrome: Implications for Assessment

    Science.gov (United States)

    Shashi, Vandana; Wray, Emily; Schoch, Kelly; Curtiss, Kathleen; Hooper, Stephen R.

    2013-01-01

    Children with 22q11.2 deletion syndrome exhibit high rates of social-behavioral problems, particularly in the internalizing domain, indicating an area in need of intervention. The current investigation was designed to obtain information regarding parent and teacher ratings of the social-emotional behavior of children with 22q11DS. Using the Child…

  3. 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)

  4. A Study to Determine the Feasibility of Including the Direct Experiences of Microteaching and Team Teaching, and Interaction Analysis Training in the Pre-Service Training of Foreign Language Teachers.

    Science.gov (United States)

    Wolfe, David Edwin

    This study examines potentially significant factors in the training of foreign language teachers. Remarks on microteaching and interaction analysis precede a review and analysis of related literature. Included in this section are the Stanford University Summer Intern Program, Amidon's model of microteaching and interaction analysis, and…

  5. Rate of Clinical Complete Response for 1 Year or More in Bone-Metastatic Breast Cancer after Comprehensive Treatments including Autologous Formalin-Fixed Tumor Vaccine.

    Science.gov (United States)

    Kuranishi, Fumito; Imaoka, Yuki; Sumi, Yuusuke; Uemae, Yoji; Yasuda-Kurihara, Hiroko; Ishihara, Takeshi; Miyazaki, Tsubasa; Ohno, Tadao

    2018-01-01

    No effective treatment has been developed for bone-metastatic breast cancer. We found 3 cases with clinical complete response (cCR) of the bone metastasis and longer overall survival of the retrospectively examined cohort treated comprehensively including autologous formalin-fixed tumor vaccine (AFTV). AFTV was prepared individually for each patient from their own formalin-fixed and paraffin-embedded breast cancer tissues. Three patients maintained cCR status of the bone metastasis for 17 months or more. Rate of cCR for 1 year or more appeared to be 15% (3/20) after comprehensive treatments including AFTV. The median overall survival time (60.0 months) and the 3- to 8-year survival rates after diagnosis of bone metastasis were greater than those of historical control cohorts in Japan (1988-2002) and in the nationwide population-based cohort study of Denmark (1999-2007). Bone-metastatic breast cancer may be curable after comprehensive treatments including AFTV, although larger scale clinical trial is required.

  6. Rate of Clinical Complete Response for 1 Year or More in Bone-Metastatic Breast Cancer after Comprehensive Treatments including Autologous Formalin-Fixed Tumor Vaccine

    Directory of Open Access Journals (Sweden)

    Fumito Kuranishi

    2018-01-01

    Full Text Available Introduction. No effective treatment has been developed for bone-metastatic breast cancer. We found 3 cases with clinical complete response (cCR of the bone metastasis and longer overall survival of the retrospectively examined cohort treated comprehensively including autologous formalin-fixed tumor vaccine (AFTV. Patients and Methods. AFTV was prepared individually for each patient from their own formalin-fixed and paraffin-embedded breast cancer tissues. Results. Three patients maintained cCR status of the bone metastasis for 17 months or more. Rate of cCR for 1 year or more appeared to be 15% (3/20 after comprehensive treatments including AFTV. The median overall survival time (60.0 months and the 3- to 8-year survival rates after diagnosis of bone metastasis were greater than those of historical control cohorts in Japan (1988–2002 and in the nationwide population-based cohort study of Denmark (1999–2007. Conclusion. Bone-metastatic breast cancer may be curable after comprehensive treatments including AFTV, although larger scale clinical trial is required.

  7. Pragmatic Rating of L2 Refusal: Criteria of Native and Nonnative English Teachers

    Science.gov (United States)

    Alemi, Minoo; Tajeddin, Zia

    2013-01-01

    Many studies have shed light on rater criteria for assessing the performance of language skills (e.g., Eckes, 2005). However, the interface between rater assessment and interlanguage pragmatics (ILP) has remained largely unnoticed. To address this interface, this study explored the ratings native (NES) and nonnative English speaking (NNES)…

  8. Trends in ectopic pregnancy rates following assisted reproductive technologies in the UK: a 12-year nationwide analysis including 160 000 pregnancies.

    Science.gov (United States)

    Santos-Ribeiro, Samuel; Tournaye, Herman; Polyzos, Nikolaos P

    2016-02-01

    Have the advancement of assisted reproductive technologies (ART) and changes in the incidence of specific causes of infertility-altered ectopic pregnancy (EP) rates following ART over time in the UK? EP rates in the UK following IVF/ICSI have progressively decreased, and this appears to be associated with a reduction in the incidence of tubal factor infertility and the increased use of both a lower number of embryos transferred and extended embryo culture. Historically, EP rates following ART are known to have increased over time. However, the impact of progress in ART procedures and changes in both policy and the incidence of specific causes of infertility on the overall EP rate in the UK has yet to be studied. A population-based retrospective analysis was carried out on all pregnancies following ART cycles carried out in the UK between 2000 and 2012 included in the anonymized database of the Human Fertilisation and Embryology Authority. Overall, 161 967 treatment cycles resulting in a pregnancy were included in the analysis. Among them, 8852 pregnancies occurred after intrauterine insemination (IUI) and 153 115 following IVF/ICSI. During this period of 12 years, ∼1.4% (n = 2244) of all pregnancies following ART were an EP. Crude EP rates were significantly higher after IVF/ICSI when compared with following IUI (1.4 versus 1.1%, P = 0.043). The incidence of EP decreased significantly over time for IVF/ICSI cycles [incidence rate ratios (IRR) 0.96 per year, 95% confidence interval (CI) 0.94-0.97], but not after IUI (IRR 0.96 per year, 95% CI 0.91-1.03).Among pregnancies resulting from IVF/ICSI, multivariable logistic regression analysis demonstrated that the major risk factor for EP was the presence of tubal infertility [adjusted odds ratio (aOR) 2.23, 95% CI 1.93-2.58), followed by the increased number of embryos transferred (aOR 1.29 for 2 versus 1 embryo transferred, 95% CI 1.11-1.49; aOR 1.69 for 3 or more versus 1 embryo transferred, 95% CI 1.35-2.11). The

  9. The profession that eats its young: The effect of principal leadership on the survival rate of teachers

    Directory of Open Access Journals (Sweden)

    Carolyn L. Carlson

    2013-06-01

    Full Text Available Each year, 450,000 teachers leave their teaching positions. One of the main factors contributing to this turnover is the lack of support by the administration. Teachers in school environments that fail to foster a sense of support and collaboration are more likely to leave their positions than those teachers in more positive environments. This study sought to examine the impact of the leadership of the principal on teacher retention by analyzing data from the National Center for Education Statistics’ School and Staffing Survey and the Teacher Follow-Up Survey. Results indicate the impact of principal leadership in a teacher’s decision to remain in a teaching position as well as a significant number of teachers who do not feel an overall sense of job satisfaction

  10. Teachers' perceptions of substitute teacher performance and training in Maury County, Tennessee

    Science.gov (United States)

    Smith, Tina Thornton

    This study examined opinions and perceptions of permanent teachers in Maury County, Tennessee, regarding performance and training of substitute teachers. In addition to demographic information and comparisons among group means, the relationships between variables were studied. The results of the study were used to determine if a substitute teacher training program would be beneficial to Maury County Schools. The study sample (N = 165) included full time K-12 teachers. Respondents were divided into three groups: elementary, middle, and high school teachers. Data was gathered using a survey created by the Substitute Teaching Institute at Utah State University in Logan, Utah. Permanent teachers responded to ten items on a Likert scale and three opinion questions. Statistically significant differences between the three responding groups were indicated. Findings were as follows: (1) There was a statistically significant difference in the way teachers rated substitute teacher performance based on grade level. Although none of the three groups had a high mean response, elementary teachers rated substitute teacher performance higher than did middle and high school teachers. (2) There was a statistically significant difference in the degree to which teachers agreed that training would improve the quality and performance of substitute teachers. All three groups agreed that substitute training would be beneficial; however, the highest ranking came from middle school teachers.

  11. Reflected Self-Appraisals: Strength and Structure of the Relation of Teacher, Peer, and Parent Ratings to Children's Self-Perceived Competencies.

    Science.gov (United States)

    Cole, David A.; And Others

    1997-01-01

    Teacher, parent, peer, and self-ratings of social acceptance, academic and athletic competence, physical appearance, and conduct were obtained for 463 third graders and 434 sixth graders. The complexity of the relationships revealed among these variables has implications for the reflected self-appraisal process and for programs to enhance…

  12. The Effect of Active Learning Techniques on Class Teacher Candidates' Success Rates and Attitudes toward Their Museum Theory and Application Unit in Their Visual Arts Course

    Science.gov (United States)

    Dilmac, Oguz

    2016-01-01

    The purpose of this study is to examine the effect that using active learning techniques during museum and gallery visits has on teacher candidates' academic success rates in and attitudes toward their Visual Arts Course. In this study, the importance and requirement of education to take place in museums and art galleries is emphasized. The…

  13. Children's Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children's Expressive Language Growth

    Science.gov (United States)

    Logan, Jessica A. R.; Piasta, Shayne B.; Justice, Laura M.; Schatschneider, Christopher; Petrill, Stephen

    2011-01-01

    The present research examines whether children's daily attendance rates would be predictive of gains in expressive language within the context of high-quality preschool classrooms. The quality of preschool classrooms was assessed by measuring the quality of the teacher's interactions with the children in his or her classroom. Hierarchical linear…

  14. Real-world cure rates for hepatitis C virus treatments that include simeprevir and/or sofosbuvir are comparable to clinical trial results.

    Science.gov (United States)

    Bichoupan, Kian; Tandon, Neeta; Crismale, James F; Hartman, Joshua; Del Bello, David; Patel, Neal; Chekuri, Sweta; Harty, Alyson; Ng, Michel; Sigel, Keith M; Bansal, Meena B; Grewal, Priya; Chang, Charissa Y; Leong, Jennifer; Im, Gene Y; Liu, Lawrence U; Odin, Joseph A; Bach, Nancy; Friedman, Scott L; Schiano, Thomas D; Perumalswami, Ponni V; Dieterich, Douglas T; Branch, Andrea D

    2017-11-12

    To assess the real-world effectiveness and cost of simeprevir (SMV), and/or sofosbuvir (SOF)-based therapy for chronic hepatitis C virus (HCV) infection. The real-world performance of patients treated with SMV/SOF ± ribavirin (RBV), SOF/RBV, and SOF/RBV with pegylated-interferon (PEG) were analyzed in a consecutive series of 508 patients with chronic HCV infection treated at a single academic medical center. Patients with genotypes 1 through 4 were included. Rates of sustained virological response - the absence of a detectable serum HCV RNA 12 wk after the end of treatment [sustained virological response (SVR) 12] - were calculated on an intention-to-treat basis. Costs were calculated from the payer's perspective using Medicare/Medicaid fees and Redbook Wholesale Acquisition Costs. Patient-related factors associated with SVR12 were identified using multivariable logistic regression. SVR12 rates were as follows: 86% (95%CI: 80%-91%) among 178 patients on SMV/SOF ± RBV; 62% (95%CI: 55%-68%) among 234 patients on SOF/RBV; and 78% (95%CI: 68%-86%) among 96 patients on SOF/PEG/RBV. Mean costs-per-SVR12 were $174442 (standard deviation: ± $18588) for SMV/SOF ± RBV; $223003 (± $77946) for SOF/RBV; and $126496 (± $31052) for SOF/PEG/RBV. Among patients on SMV/SOF ± RBV, SVR12 was less likely in patients previously treated with a protease inhibitor [odds ratio (OR): 0.20, 95%CI: 0.06-0.56]. Higher bilirubin (OR: 0.47, 95%CI: 0.30-0.69) reduced the likelihood of SVR12 among patients on SOF/RBV, while FIB-4 score ≥ 3.25 reduced the likelihood of SVR12 (OR: 0.18, 95%CI: 0.05-0.59) among those on SOF/PEG/RBV. SVR12 rates for SMV and/or SOF-based regimens in a diverse real-world population are comparable to those in clinical trials. Treatment failure accounts for 27% of costs.

  15. Sex Education in Connecticut High Schools: Teachers' Reports of Content and Importance Ratings According to the SIECUS Guidelines

    Science.gov (United States)

    Obloj, Wallace; Lynn, Donna

    2010-01-01

    The purpose of this study was to examine Connecticut teachers' reports of the sex education content taught to high school students as well as teachers' reports of the degree of importance for Connecticut high school students to understand according to the SIECUS Guidelines. The data revealed that participants (N=125) reported teaching 72% of the…

  16. Psychometric Evaluation of a Brief Parent- and Teacher-Rated Screen for Children at Risk of Conduct Disorder

    Science.gov (United States)

    Duncombe, Melissa E.; Havighurst, Sophie S.; Holland, Kerry A.; Frankling, Emma J.

    2012-01-01

    This study examined the psychometric properties of the Conduct Problems Risk Screen (CPRS), a seven-item screen derived from DSM-IV-TR criteria that can be completed by parents or teachers. The sample consisted of 4,752 Australian five- to nine-year-old primary school children. The results showed the parent and teacher screens had very good…

  17. Rate Your Course! Student Teachers' Perceptions of a Primary Pre-Service Mathematics Education Programme

    Science.gov (United States)

    Hourigan, Mairead; Leavy, Aisling M.

    2017-01-01

    Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers' knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change…

  18. Transition rates from schizotypal disorder to psychotic disorder for first-contact patients included in the OPUS trial. A randomized clinical trial of integrated treatment and standard treatment

    DEFF Research Database (Denmark)

    Nordentoft, Merete; Thorup, Anne; Petersen, Lone

    2006-01-01

    Only a few randomized clinical trials have tested the effect on transition rates of intervention programs for patients with sub-threshold psychosis-like symptoms.......Only a few randomized clinical trials have tested the effect on transition rates of intervention programs for patients with sub-threshold psychosis-like symptoms....

  19. 20 CFR 229.42 - When a child can no longer be included in computing an annuity rate under the overall minimum.

    Science.gov (United States)

    2010-04-01

    ... annuity rate under the overall minimum. A child's inclusion in the computation of the overall minimum rate..., unless the child is disabled or a full-time student, as shown in part 216 of this chapter; or (d) The... secondary school, and not disabled; or (f) The month before the month the child becomes entitled to an...

  20. Temperature effect on bacterial growth rate: quantitative microbiology approach including cardinal values and variability estimates to perform growth simulation on/in food

    NARCIS (Netherlands)

    Membré, J.M.; Leporq, B.; Vialette, M.; Mettler, E.; Perrier, L.; Thuault, D.; Zwietering, M.H.

    2005-01-01

    Temperature effect on growth rates of Listeria monocytogenes, Salmonella, Escherichia coli, Clostridium perfringens and Bacillus cereus, was studied. Growth rates were obtained in laboratory medium by using a binary dilutions method in which 15 optical density curves were generated to determine one

  1. Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems.

    Science.gov (United States)

    Youngstrom, E; Loeber, R; Stouthamer-Loeber, M

    2000-12-01

    The authors examined how well 394 triads of male youths, caregivers, and teachers agreed about youth problems reported on the Achenbach checklists. Dyadic agreement was measured through difference scores (subtracting the raw score of youth self-report from the caregiver's or teacher's score for shared items), q correlations between pairs of raters across items, and D2 (generalized distance between item profiles) for both externalizing and internalizing items. Teachers reported fewer internalizing and externalizing problems than did caregivers or youths. Teacher-youth disagreement was higher for African American than European American males about externalizing criteria. Caregiver depression and stress (but not paternal antisocial behavior or maternal substance abuse) correlated with higher disagreement with other informants about all criteria. These factors appear to increase disagreement about the level of problems but not about specific symptom patterns.

  2. The Development of Gender Achievement Gaps in Mathematics and Reading during Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings

    Science.gov (United States)

    Robinson, Joseph Paul; Lubienski, Sarah Theule

    2011-01-01

    Using K-8 national longitudinal data, the authors investigate males' and females' achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers' assessments of males and females are…

  3. Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities.

    Science.gov (United States)

    Morin, Alexandre J S; Arens, A Katrin; Maïano, Christophe; Ciarrochi, Joseph; Tracey, Danielle; Parker, Philip D; Craven, Rhonda G

    2017-04-01

    Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8-10) in matched samples of 138 adolescents (34.78 % girls) with low levels of cognitive abilities and 556 adolescents (44.88 % girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within

  4. Standard and routine metabolic rates of juvenile sandbar sharks (Carcharhinus plumbeus), including the effects of body mass and acute temperature change

    OpenAIRE

    Dowd, William Wesley; Brill, R W; Bushnell, P G; Musick, J A

    2006-01-01

    Standard and routine metabolic rates (SMRs and RMRs, respectively) of juvenile sandbar sharks (Carcharhinus plumbeus) were measured over a range of body sizes (n=34) and temperatures normally associated with western Atlantic coastal nursery areas. The mean SMR Q(10) (increase in metabolic rate with temperature) was 2.9 +/- 0.2. Heart rate decreased with increasing body mass but increased with temperature at a Q(10) of 1.8-2.2. Self-paired measures of SMR and RMR were obtained for 15 individua...

  5. 20 CFR 229.41 - When a spouse can no longer be included in computing an annuity rate under the overall minimum.

    Science.gov (United States)

    2010-04-01

    ... annuity rate under the overall minimum. A spouse's inclusion in the computation of the overall minimum... spouse's care, attains age 16 and is not disabled, or, if disabled, recovers from being disabled; or (d...

  6. Including climate variability in determination of the optimum rate of N fertilizer application using a crop model: A case study for rainfed corn in eastern Canada

    Science.gov (United States)

    Mesbah, M.; Pattey, E.; Jégo, G.; Geng, X.; Tremblay, N.; Didier, A.

    2017-12-01

    Identifying optimum nitrogen (N) application rate is essential for increasing agricultural production while limiting potential environmental contaminations caused by release of reactive N, especially for high demand N crops such as corn. The central question of N management is then how the optimum N rate is affected by climate variability for given soil. The experimental determination of optimum N rates involve the analyses of variance on the mean value of crop yield response to various N application rates used by factorial plot based experiments for a few years in several regions. This traditional approach has limitations to capture 1) the non-linear response of yield to N application rates due to large incremental N rates (often more than 40 kg N ha-1) and 2) the ecophysiological response of the crop to climate variability because of limited numbers of growing seasons considered. Modeling on the other hand, does not have such limitations and hence we use a crop model and propose a model-based methodology called Finding NEMO (N Ecophysiologically Modelled Optimum) to identify the optimum N rates for variable agro-climatic conditions and given soil properties. The performance of the methodology is illustrated using the STICS crop model adapted for rainfed corn in the Mixedwood Plains ecozone of eastern Canada (42.3oN 83oW-46.8oN 71oW) where more than 90% of Canadian corn is produced. The simulations were performed using small increment of preplant N application rate (10 kg N ha -1), long time series of daily climatic data (48 to 61 years) for 5 regions along the ecozone, and three contrasting soils per region. The results show that N recommendations should be region and soil specific. Soils with lower available water capacity required more N compared to soil with higher available water capacity. When N rates were at their ecophysiologically optimum level, 10 to 17 kg increase in dry yield could be achieved by adding 1 kg N. Expected yield also affected the optimum

  7. A Year in the Life: Annual Patterns of CO2 and CH4 from a Northern Finland Peatland, Including Anaerobic Methane Oxidation and Summer Ebullition Rates

    Science.gov (United States)

    Miller, K.; Lipson, D.; Biasi, C.; Dorodnikov, M.; Männistö, M.; Lai, C. T.

    2014-12-01

    The major ecological controls on methane (CH4) and carbon dioxide (CO2) fluxes in northern wetland systems are well known, yet estimates of source/sink magnitudes are often incongruous with measured rates. This mismatch persists because holistic flux datasets are rare, preventing 'whole picture' determinations of flux controls. To combat this, we measured net CO2 and CH4 fluxes from September 2012-2013 within a peatland in northern Lapland, Finland. In addition, we performed in situ manipulations and in vitro soil incubations to quantify anaerobic methane oxidation and methanogenic rates as they related to alternative electron acceptor availability. Average annual fluxes varied substantially between different depressions within the wetland, a pattern that persisted through all seasons. Season was a strong predictor of both CO2 and CH4 flux rates, yet CH4 rates were not related to melt-season 10cm or 30cm soil temperatures, and only poorly predicted with air temperatures. We found evidence for both autumnal and spring thaw CH4 bursts, collectively accounting for 26% of annual CH4 flux, although the autumnal burst was more than 5 fold larger than the spring burst. CH4 ebullition measured throughout the growing season augmented the CH4 source load by a factor of 1.5, and was linked with fine-scale spatial heterogeneity within the wetland. Surprisingly, CH4 flux rates were insensitive to Fe(III) and humic acid soil amendments, both of which amplified CO2 fluxes. Using in vitro incubations, we determined anaerobic methane oxidation and methanogenesis rates. Measured anaerobic oxidation rates showed potential consumption of between 6-39% of the methane produced, contributing approximately 1% of total carbon dioxide flux. Treatments of nitrate, sulfate and ferric iron showed that nitrate suppressed methanogenesis, but were not associated with anaerobic oxidation rates.

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

    Science.gov (United States)

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

    2016-01-01

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

  9. Cut points on 0-10 numeric rating scales for symptoms included in the edmonton symptom assessment scale in cancer patients: A systematic review

    NARCIS (Netherlands)

    W.H. Oldenmenger (Wendy); P.J. de Raaf (Pleun); C. de Klerk (Cora); C.C.D. van der Rijt (Carin)

    2013-01-01

    textabstractContext: To improve the management of cancer-related symptoms, systematic screening is necessary, often performed by using 0-10 numeric rating scales. Cut points are used to determine if scores represent clinically relevant burden. Objectives: The aim of this systematic review was to

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Margarita eStolarova

    2014-06-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  13. Associative Flow Rule Used to Include Hydrostatic Stress Effects in Analysis of Strain-Rate-Dependent Deformation of Polymer Matrix Composites

    Science.gov (United States)

    Goldberg, Robert K.; Roberts, Gary D.

    2004-01-01

    designing reliable composite engine cases that are lighter than the metal cases in current use. The types of polymer matrix composites that are likely to be used in such an application have a deformation response that is nonlinear and that varies with strain rate. The nonlinearity and the strain-rate dependence of the composite response are due primarily to the matrix constituent. Therefore, in developing material models to be used in the design of impact-resistant composite engine cases, the deformation of the polymer matrix must be correctly analyzed. However, unlike in metals, the nonlinear response of polymers depends on the hydrostatic stresses, which must be accounted for within an analytical model. By applying micromechanics techniques along with given fiber properties, one can also determine the effects of the hydrostatic stresses in the polymer on the overall composite deformation response. First efforts to account for the hydrostatic stress effects in the composite deformation applied purely empirical methods that relied on composite-level data. In later efforts, to allow polymer properties to be characterized solely on the basis of polymer data, researchers at the NASA Glenn Research Center developed equations to model the polymers that were based on a non-associative flow rule, and efforts to use these equations to simulate the deformation of representative polymer materials were reasonably successful. However, these equations were found to have difficulty in correctly analyzing the multiaxial stress states found in the polymer matrix constituent of a composite material. To correct these difficulties, and to allow for the accurate simulation of the nonlinear strain-rate-dependent deformation analysis of polymer matrix composites, in the efforts reported here Glenn researchers reformulated the polymer constitutive equations from basic principles using the concept of an associative flow rule. These revised equations were characterized and validated in an

  14. Teachers' Understanding of Students' Attitudes and Values toward Physical Activity in Physical Education Dropout Rates and Adolescent Obesity

    Science.gov (United States)

    Landolfi, Emilio

    2014-01-01

    Structured interviews were used to explore 10th grade teachers' understanding of students' attitudes and values toward physical education and physical activity as a variable in students' probability of dropping physical education and adolescent obesity. When asked how school-based physical education could help combat the problem of students…

  15. Multirater Congruence on the Social Skills Assessment of Children with Asperger Syndrome: Self, Mother, Father, and Teacher Ratings

    Science.gov (United States)

    Kalyva, Efrosini

    2010-01-01

    Children with Asperger Syndrome (AS) who attend mainstream settings face social skills deficits that have not been adequately explored. This study aims to examine social skills through self-reports of children with AS (N = 21) and a matched group of typically developing peers, as well as reports from their mothers, fathers, and teachers. Results…

  16. Real-world premorbid functioning in schizophrenia and affective disorders during the early teenage years: a population-based study of school grades and teacher ratings.

    Science.gov (United States)

    Ullman, Vardit Zerem; Levine, Stephen Z; Reichenberg, Abraham; Rabinowitz, Jonathan

    2012-04-01

    Population-based studies of cognitive and behavioral premorbid functioning in psychotic disorders generally focus on late adolescence in schizophrenia and most are based on IQ test scores. To examine differences in school grades at the ages of 13-14 between persons hospitalized during adulthood for schizophrenia or affective disorders and their peers. Ten years of school report data were ascertained on 8th grade children (n=21,448) in the city of Jerusalem (1978-1988). During adulthood cases with schizophrenia (n=194, 0.9%) or an affective disorder (n=41, 0.19%) were identified based on psychiatric hospitalizations in the National Psychiatric Hospitalization Case Registry of the State of Israel. School assessments of academic performance, nonacademic topics, and teacher ratings of classroom behavior were compared between peers without illness and cases, and their association with illness was examined. Children subsequently hospitalized with schizophrenia had significantly lower nonacademic performance (ES=.20, p=.007) and teacher ratings on behavior (ES=.18, p=.02) than controls and numerically lower teacher behavior ratings than people subsequently hospitalized for an affective disorder (ES=.25, p=.19). Cox regression modeling showed that poorer nonacademic and lower behavioral ratings were significantly associated with earlier age of onset of schizophrenia. Premorbid behavior and nonacademic deficits are evident in early adolescence among persons subsequently hospitalized with schizophrenia and different from those hospitalized with affective disorders. This suggests that these ratings may have diagnostic specificity between schizophrenia and affective disorders. Copyright © 2012 Elsevier B.V. All rights reserved.

  17. Teacher expertise

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    reform of 2007. The study included four teacher training colleges at two university colleges and about 100 students. In the reform and in the study focus was on professional development. Each of the colleges implemented a number of actions in order to see whether they had potential for bridging the gap......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...

  18. Subjective and objective measurement of the intelligibility of synthesized speech impaired by the very low bit rate STANAG 4591 codec including packet loss

    NARCIS (Netherlands)

    Počta, P.; Beerends, J.G.

    2017-01-01

    This paper deals with the intelligibility of speech coded by the STANAG 4591 standard codec, including packet loss, using synthesized speech input. Both subjective and objective assessments are used. It is shown that this codec significantly degrades intelligibility when compared to a standard

  19. Detection of high ability children by teachers and parents: Psychometric quality of new rating checklists for the assessment of intellectual, creative and social ability

    Directory of Open Access Journals (Sweden)

    ULRIKE SOMMER

    2008-06-01

    Full Text Available In the present study we devised scales for teachers’ and parents’ estimation of intellectual, creative and social abilities of fourth grade elementary school pupils. Their scores were related to psychometrically determined ability scores. Ninety-three school pupils in the age range between 9.3 and 11.2 years, as well as their parents and teachers took part. The new rating checklists proved as sufficiently reliable (particularly the teachers’ version. Analyses of validity showed a high correspondence in parents’ and teachers’ estimations of cognitive intelligence, but much lower correspondence for creativity and social ability. Correlating teachers’ and parents’ estimates with the respective psychometric tests shows that teachers and parents were better at identifying intellectual (highability than detecting creative and social abilities. With the exception of social (highability, where girls were usually regarded as highly socially gifted by their parents, there were no differences in parents’ and teachers’ estimations of boys and girls.

  20. Development of a kinetic model, including rate constant estimations, on iodine and caesium behaviour in the primary circuit of LWR's under accident conditions

    International Nuclear Information System (INIS)

    Alonso, A.; Buron, J.M.; Fernandez, S.

    1991-07-01

    In this report, a kinetic model has been developed with the aim to try to reproduce the chemical phenomena that take place in a flowing system containing steam, hydrogen and iodine and caesium vapours. The work is divided into two different parts. The first part consists in the estimation, through the Activited Complex Theory, of the reaction rate constants, for the chosen reactions, and the development of the kinetic model based on the concept of ideal tubular chemical reactor. The second part deals with the application of such model to several cases, which were taken from the Phase B 'Scoping Calculations' of the Phebus-FP Project (sequence AB) and the SFD-ST and SFD1.1 experiments. The main conclusion obtained from this work is that the assumption of instantaneous equilibrium could be inacurrate in order to estimate the iodine and caesium species distribution under severe accidents conditions

  1. Marijuana Use from Middle to High School: Co-occurring Problem Behaviors, Teacher-Rated Academic Skills and Sixth-Grade Predictors.

    Science.gov (United States)

    Ehrenreich, Heidi; Nahapetyan, Lusine; Orpinas, Pamela; Song, Xiao

    2015-10-01

    Rising marijuana use and its lowered perceived risk among adolescents highlight the importance of examining patterns of marijuana use over time. This study identified trajectories of marijuana use among adolescents followed from middle through high school, characterized these by co-occurring problem behaviors and teacher-rated academic skills (study skills, attention problems, and learning problems), and tested sixth-grade predictors of trajectory membership. The sample consisted of a randomly-selected cohort of 619 students assessed annually from sixth to twelfth grade. Using group-based modeling, we identified four trajectories of marijuana use: Abstainer (65.6%), Sporadic (13.9%), Experimental (11.5%), and Increasing (9.0%). Compared to Abstainers, students in the Sporadic, Experimental and Increasing trajectories reported significantly more co-occurring problem behaviors of alcohol use, cigarette smoking, and physical aggression. Sporadic and Experimental users reported significantly less smoking and physical aggression, but not alcohol use, than Increasing users. Teachers consistently rated Abstainers as having better study skills and less attention and learning problems than the three marijuana use groups. Compared to Abstainers, the odds of dropping out of high school was at least 2.7 times higher for students in the marijuana use trajectories. Dropout rates did not vary significantly between marijuana use groups. In sixth grade, being male, cigarette smoking, physical aggression and attention problems increased the odds of being in the marijuana use trajectories. Multiple indicators--student self-reports, teacher ratings and high school dropout records--showed that marijuana was not an isolated or benign event in the life of adolescents but part of an overall problem behavior syndrome.

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

    Science.gov (United States)

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

    2008-10-01

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

  3. The Role of Stress Management in the Relationship between Purpose in Life and Self-Rated Health in Teachers: A Mediation Analysis.

    Science.gov (United States)

    Li, Fei; Chen, Jieyu; Yu, Lin; Jing, Yuan; Jiang, Pingping; Fu, Xiuqiong; Wu, Shengwei; Sun, Xiaomin; Luo, Ren; Kwan, Hiuyee; Zhao, Xiaoshan; Liu, Yanyan

    2016-07-16

    To examine whether stress management mediates the relationship between purpose in life and self-rated health status (SRH). A cross-sectional survey was conducted among 6840 teachers in 2013 in Guangzhou, China. Purpose in life was assessed through the Purpose in Life Subscale of the Psychological Well-being Scale. Stress management was assessed using the eight-item questionnaire adapted from the Health-promoting Lifestyle Profile II. SRH was assessed by the Suboptimal Health Measurement Scale Version 1.0. The mediation hypothesis was tested by the structural equation model for path analysis. It was found that purpose in life had direct and indirect effects on SRH. The path analysis showed the total effect (β = 0.563) of purpose in life on SRH was comprised of a direct effect (β = 0.319) and an indirect effect (β = 0.244), which was mediated by stress management. By supporting the mediation hypothesis, our results indicate that stress management mediated the effect of purpose in life on SRH. Enhancement of teachers' purpose in life and improvement of training skills of stress management should be incorporated in the strategy of improving teachers' health.

  4. The effectiveness of extracorporeal shockwave therapy in common lower limb conditions: a systematic review including quantification of patient-rated pain reduction.

    Science.gov (United States)

    Korakakis, Vasileios; Whiteley, Rodney; Tzavara, Alexander; Malliaropoulos, Nikolaos

    2018-03-01

    To evaluate extracorporeal shockwave therapy (ESWT) in treating Achilles tendinopathy (AT), greater trochanteric pain syndrome (GTPS), medial tibial stress syndrome (MTSS), patellar tendinopathy (PT) and proximal hamstring tendinopathy (PHT). Systematic review. Randomised and non-randomised studies assessing ESWT in patients with AT, GTPS, MTSS, PT and PHT were included. Risk of bias and quality of studies were evaluated. Moderate-level evidence suggests (1) no difference between focused ESWT and placebo ESWT at short and mid-term in PT and (2) radial ESWT is superior to conservative treatment at short, mid and long term in PHT. Low-level evidence suggests that ESWT (1) is comparable to eccentric training, but superior to wait-and-see policy at 4 months in mid-portion AT; (2) is superior to eccentric training at 4 months in insertional AT; (3) less effective than corticosteroid injection at short term, but ESWT produced superior results at mid and long term in GTPS; (4) produced comparable results to control treatment at long term in GTPS; and (5) is superior to control conservative treatment at long term in PT. Regarding the rest of the results, there was only very low or no level of evidence. 13 studies showed high risk of bias largely due to methodology, blinding and reporting. Low level of evidence suggests that ESWT may be effective for some lower limb conditions in all phases of the rehabilitation. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  5. Factors affecting dropout rates for teacher training courses in the first third of the twentieth in the Cordoba teacher training schools’

    Directory of Open Access Journals (Sweden)

    Antonia RAMÍREZ GARCÍA

    2013-02-01

    Full Text Available The aim of this paper is to determine which variables affected the dropout rate for the academic curricula applied in 1903, 1914 and 1931. The application of the quantitative methodology to the History of the Education is limited, but it opens new options of investigation. The tool used to compile information was a questionnaire applied to a stratified sample of 618 subjects. Statistical inference was used to prove or disprove the hypotheses. The results revolved around the conditioning factors that affected the students, for example gender (52% and 48% for male and female students, respectively, 51.6% of the students followed an official curriculum, and the dropout rate was 45%. The findings indicate that the dropout rate was influenced by the gender, the curriculum studied and the mode of teaching chosen.

  6. Discrepancies in the Ideal Perceptions and the Current Experiences of Special Education Teachers

    Science.gov (United States)

    Andrews, Amanda; Brown, Jennifer L.

    2015-01-01

    The field of special education continues to have lower teacher retention rates compared to general education. As a result, concerns over the quality of special education teachers' professional experiences have risen. Both general and special education teachers have their ideal views of the profession, including ample classroom facilities,…

  7. Human Rights Education Standards for Teachers and Teacher Education

    Science.gov (United States)

    Jennings, Todd

    2006-01-01

    This article proposes a set of human rights education standards for classroom teachers and, by implication, outcomes for teacher preparation programs. The discussion includes a brief description of human rights education and concludes with recommendations for teacher preparation programs.

  8. In-service teachers' perspectives of pre-service teachers' knowledge domains in science

    Directory of Open Access Journals (Sweden)

    M L Botha

    2011-01-01

    Full Text Available The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher's lived experience. Pedagogical content knowledge (PCK is described as a transformation of teacher knowledge from a variety of domains of knowledge, which includes subject matter knowledge, pedagogical knowledge, and knowledge about content. This exploratory study reports on in-service natural science teachers' inferences regarding pre-service teachers' performance in natural science teaching, as observed during a practice teaching period. Perspectives of in-service teachers of the different knowledge domains of pre-service teachers during their final year were investigated. Semi-structured interviews, incorporating a specific set of open-ended questions, were conducted with in-service teachers following a practice teaching period of four weeks. The findings indicate that the in-service teachers rated the pre-service teachers positively in some knowledge domains but less positively in other knowledge domains. This has prompted some rethinking on the structure and presentation of the curriculum, in our undergraduate teacher education programme, to include and accommodate approaches that would enable better uptake of various knowledge domains and improve PCK development.

  9. Placing Teachers? Try a Teacher Draft.

    Science.gov (United States)

    Ybarra, Frank; Harmison, Susan Day

    1991-01-01

    When forced to close 6 schools because of declining enrollment, Topeka (Kansas) Public Schools had to transfer thousands of students and reassign 385 teachers. The district had great success with a newly designed teacher assignment process borrowing from the National Football League draft but including special features benefiting teachers and…

  10. Development of the Self-Esteem Rating Scale for Children (Revised).

    Science.gov (United States)

    Chiu, Lian-Hwang

    1987-01-01

    Developed a teacher's rating scale of self-esteem for children. Participants were 231 school children in grades K-7. Used sociometric measures, popularity ranking by teachers, and the Coopersmith Self-Esteem Inventory to estimate validity. The Self-Esteem Rating Scale for Children (SERSC) included 12 behavioral characteristics rated most…

  11. Modeling Rater Disagreement for ADHD: Are Parents or Teachers Biased?

    Science.gov (United States)

    Hartman, Christie A.; Rhee, Soo H.; Willcutt, Erik G.; Pennington, Bruce F

    2007-01-01

    The present study is the first to utilize twin modeling to examine whether parent-teacher disagreement for ADHD ratings is due to parent or teacher bias, or due to raters observing different but valid ADHD behaviors. A joint analysis was conducted with 106 twin pairs, including twins selected for ADHD and control twin pairs. Total ADHD scores were…

  12. A Beginning Teacher's First Steps to "Fitting in Where You Are Getting In": Identifying Top Rated Collegial and Non-Collegial Dispositional Behaviors

    Science.gov (United States)

    Scaglione, Jacquelyn; Johnston, Pattie C.; Bentz, Lauren; Draper, Elsa; Feldman, Hailey; Kehl, Jessica; Tucker, Meagan; Wilcox, Rotunda; Joenson, Trevor; Wilson, Adrienne

    2016-01-01

    Beginning teachers have to figure out how to "fit in" once they "get in" their new work environments. New teachers do know they need to perform all aspects of their formal contracts. New teachers may not know there are also extra-role expectations that exist beyond those in the formal contract. The extra-role behaviors teachers…

  13. Differences in Parent and Teacher Ratings of Preschool Problem Behavior in a National Sample: The Significance of Gender and SES

    Science.gov (United States)

    Graves, Scott L., Jr.; Blake, Jamilia; Kim, Eun Sook

    2012-01-01

    Previous research has demonstrated that informant disagreement is common with the use of rating scales to assess problem behavior in school-age populations. However, much less is known about this phenomenon in preschool populations. This is important because the accurate assessment of problem behavior in preschool is complex due to the rapid…

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

    Science.gov (United States)

    Tu, Kelly M; Erath, Stephen A

    2013-04-01

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

  15. 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.

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

    Science.gov (United States)

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

    2013-09-17

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

  17. Chronic Teacher Turnover in Urban Elementary Schools

    Directory of Open Access Journals (Sweden)

    Kacey Guin

    2004-08-01

    Full Text Available This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

  18. Get in the Teacher Zone: A Perception Study of Preservice Teachers and Their Teacher Identity

    Science.gov (United States)

    Dassa, Lori; Derose, Diego S.

    2017-01-01

    Teacher attrition has been a global concern for many decades, with teachers leaving the profession at a higher rate than those entering. The largest group effected by this attrition issue is the beginning teacher. (Hong, 2010). In fact, in the United States, 30-50% of new teachers leave the field within the first five years. Many studies have been…

  19. Effective Teachers

    Directory of Open Access Journals (Sweden)

    Beverly A. King Miller

    2015-09-01

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

  20. Parental External Locus of Control in Pregnancy Is Associated with Subsequent Teacher Ratings of Negative Behavior in Primary School: Findings from a British Birth Cohort

    Directory of Open Access Journals (Sweden)

    Stephen Nowicki

    2018-02-01

    Full Text Available The purpose of the present study was to examine whether parents’ locus of control (LOC obtained before the birth of their child predicts the child’s behavior at school in School Years 3 (ages 7–8 and 6 (ages 10–11. A modified version of the adult Nowicki–Strickland internal–external locus of control scale was completed by mothers and fathers in their own home during pregnancy. Externality was defined as a score greater than the median and internality as equal to, or less than, the median. Outcomes were the five individual subscales and the total difficulties of Goodman’s strengths and difficulties’ questionnaire completed by the children’s class teachers at the end of School Years 3 and 6. As predicted, it was found that the greater the presence of externality in the parents, the greater the increased risk of the child’s adverse behavior as rated by teachers. The risk was generally greatest if both parents were external and lowest if both were internal. There was a consistent relationship at both Year 3 and Year 6 between maternal externality in pregnancy and children’s emotional difficulties. However, for other behaviors, the pattern of associations varied depending on whether the mother or father was external, the type of adverse behavior, and the School Year in which children were assessed. Prenatal parental externality appears to be significantly associated with a variety of children’s negative behaviors. Of note was the finding that fathers’ as well as mothers’ LOC was important in determining children’s outcomes. Implications of the complexity of the results for the role parents may play in children’s personality and adjustment are discussed.

  1. The Acceptability of Psychosocial Support Interventions for Children Orphaned by HIV/AIDS: An Evaluation of Teacher Ratings

    Science.gov (United States)

    Chitiyo, Morgan; Changara, Darlington; Chitiyo, George

    2010-01-01

    The AIDS epidemic has created many orphans around the globe. A majority of these orphans live in sub-Saharan Africa. Children orphaned by HIV/AIDS face many daunting challenges in their struggle to cope with life. The issues they face due to the loss of their parent(s) include poverty, the stigma associated with HIV/AIDS and stress. This study…

  2. Career Oriented Mathematics, Teacher's Manual. [Includes Mastering Computational Skill: A Use-Based Program; Owning an Automobile and Driving as a Career; Retail Sales; Measurement; and Area-Perimeter.

    Science.gov (United States)

    Mahaffey, Michael L.; McKillip, William D.

    This manual is designed for teachers using the Career Oriented Mathematics units on owning an automobile and driving as a career, retail sales, measurement, and area-perimeter. The volume begins with a discussion of the philosophy and scheduling of the program which is designed to improve students' attitudes and ability in computation by…

  3. Reform of teacher education and teacher educator competences

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    an established fact that the implementation of teacher education reforms to a large extent stands and falls with the competences of the teacher educators. Not least it is of importance that teacher educators possess the kind of competences that are needed to meet the intentions of a reform. Failing teacher...... will be presented. The study provides information about the teacher educators’ competences and just as important the teacher educators’ personal experience of their needs for capacity building in order to being able to implement the reform as it is intended. The study included all teacher educators employed...... at the seven university colleges in Denmark providing teacher education....

  4. Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities

    Directory of Open Access Journals (Sweden)

    Greta Gorsuch

    2001-03-01

    Full Text Available In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs into Japanese secondary classrooms for the purpose of team teaching with Japanese teachers. Data resulting from a survey project of 876 Japanese high school English teachers was used to provide empirical evidence of teachers' levels of approval of communicative, audiolingual and traditional (yakudoku activities. Teachers were also asked to rate the strengths of a variety of influences on their instruction, including university entrance exams, and pre- and in-service teacher education programs. Teachers' perceptions of both activities and instructional influences were examined in light of teachers' length of career, type of school (private versus public, academic versus vocational, and level of contact with an ALT. The data revealed the complexities of imposing broad, national educational policies on a diverse group of teachers, and in an educational culture which likely precludes teachers' use of communicative activities.

  5. 29 CFR 516.3 - Bona fide executive, administrative, and professional employees (including academic...

    Science.gov (United States)

    2010-07-01

    ... employees (including academic administrative personnel and teachers in elementary or secondary schools), and... professional employees (including academic administrative personnel and teachers in elementary or secondary... employed in the capacity of academic administrative personnel or teachers in elementary or secondary...

  6. Physics Teachers' Views on Their Initial Teacher Education

    Science.gov (United States)

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

    This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

  7. Voice disorders in teachers. A review.

    Science.gov (United States)

    Martins, Regina Helena Garcia; Pereira, Eny Regina Bóia Neves; Hidalgo, Caio Bosque; Tavares, Elaine Lara Mendes

    2014-11-01

    Voice disorders are very prevalent among teachers and consequences are serious. Although the literature is extensive, there are differences in the concepts and methodology related to voice problems; most studies are restricted to analyzing the responses of teachers to questionnaires and only a few studies include vocal assessments and videolaryngoscopic examinations to obtain a definitive diagnosis. To review demographic studies related to vocal disorders in teachers to analyze the diverse methodologies, the prevalence rates pointed out by the authors, the main risk factors, the most prevalent laryngeal lesions, and the repercussions of dysphonias on professional activities. The available literature (from 1997 to 2013) was narratively reviewed based on Medline, PubMed, Lilacs, SciELO, and Cochrane library databases. Excluded were articles that specifically analyzed treatment modalities and those that did not make their abstracts available in those databases. The keywords included were teacher, dysphonia, voice disorders, professional voice. Copyright © 2014 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  8. Teacher Investment in Learner Identity

    Science.gov (United States)

    Reeves, Jenelle

    2009-01-01

    From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings…

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

    Science.gov (United States)

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

    2009-10-16

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

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

    Science.gov (United States)

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

    2011-12-01

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

  11. Teacher Quality and Teacher Mobility

    Science.gov (United States)

    Feng, Li; Sass, Tim R.

    2017-01-01

    There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities…

  12. Secondary school teachers' attitudes towards and beliefs about ability grouping.

    Science.gov (United States)

    Hallam, Susan; Ireson, Judith

    2003-09-01

    Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK. This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualifications. The sample comprised over 1,500 teachers from 45 schools divided into three groups based on their ability grouping practices in years 7-9 (the students were aged 11-14). The sample included all the lower school teachers of mathematics, science and English and a random sample of teachers from other subjects in each school. Teachers responded to a questionnaire which explored their attitudes towards ability grouping through the use of rating scales and open-ended questions. The findings showed that the teachers' beliefs broadly reflected research findings on the actual effects of ability grouping, although there were significant differences relating to the type of school they taught in and the subject that they taught. Separate analysis of school types showed that length of time teaching, individual school differences and teacher qualifications were also significant predictors of attitudes. Teachers' beliefs about ability grouping are influenced by the type of groupings adopted in the school where they work, the subject that they teach, their experience and qualifications. As pedagogical practices are known to be influenced by beliefs these findings have important implications for teacher training.

  13. High-voltage switchgear and controlgear part 200 : AC metal-enclosed switchgear and controlgear for rated voltages above 1 kV and up to and including 52 kV

    CERN Document Server

    International Electrotechnical Commission. Geneva

    2003-01-01

    Specifies requirements for factory-assembled metal-enclosed switchgear and controlgear for alternating current of rated voltages above 1 kV and up to and including 52 kV for indoor and outdoor installation, and for service frequencies up to and including 60 Hz. Enclosures may include fixed and removable components and may be filled with fluid (liquid or gas) to provide insulation. This standard defines several types of metal enclosed switchgear and controlgear which differ due to - the consequences on network service continuity in case of maintenance on the switchgear and controlgear; - the need and convenience of maintenance of the equipment. For metal-enclosed switchgear and controlgear containing gas-filled compartments, the design pressure is limited to a maximum of 300 kPa (relative pressure). Metal-enclosed switchgear and controlgear for special use, for example, in flammable atmospheres, in mines or on board ships, may be subject to additional requirements. Components contained in metal-enclosed switch...

  14. High-voltage switchgear and controlgear part 200 : AC metal-enclosed switchgear and controlgear for rated voltages above 1 kV and up to and including 52 kV

    CERN Document Server

    International Electrotechnical Commission. Geneva

    2011-01-01

    Specifies requirements for factory-assembled metal-enclosed switchgear and controlgear for alternating current of rated voltages above 1 kV and up to and including 52 kV for indoor and outdoor installation, and for service frequencies up to and including 60 Hz. Enclosures may include fixed and removable components and may be filled with fluid (liquid or gas) to provide insulation. This standard defines several types of metal enclosed switchgear and controlgear which differ due to - the consequences on network service continuity in case of maintenance on the switchgear and controlgear; - the need and convenience of maintenance of the equipment. For metal-enclosed switchgear and controlgear containing gas-filled compartments, the design pressure is limited to a maximum of 300 kPa (relative pressure). Metal-enclosed switchgear and controlgear for special use, for example, in flammable atmospheres, in mines or on board ships, may be subject to additional requirements. Components contained in metal-enclosed switch...

  15. Structures of Community and Democratic Practices in Graduate Teacher Education, Teacher Change, and Linkages Facilitating Change.

    Science.gov (United States)

    Rainer, Julie A.; Guyton, Edith M.

    2001-01-01

    Examined practices in a constructivist graduate teacher education program, documenting changes in teachers and their practice and analyzing connections between program practices and teacher change. Data from field notes, teacher and faculty interviews, classroom observations, faculty ratings of teachers, and artifacts helped develop a model for…

  16. Cognitive Science Concepts and Technology Teacher Education.

    Science.gov (United States)

    Brown, Dan

    2001-01-01

    Responses from 31 of 65 technology teacher education programs identified the extent to which they include the following cognitive theories: metacognition, schema theory, chunking, visualization/concept mapping, reflection, situated learning, and cognitive apprenticeship. Although a majority rated the top five essential, only 38-48% said the…

  17. Improving Teacher Education: A Conscious Choice.

    Science.gov (United States)

    Mills, Johnnie R.; And Others

    This book recounts the successful 8-year effort on the part of Grambling State Univesity, a historically black college in Louisiana, to raise the success rate of its students in passing the National Teacher Examination. The chapters in the book include: (1) "Excellence: In Search of Meaning" (Johnnie R. Mills); (2) "Literacy in…

  18. The relationship between attendance at birth and maternal mortality rates: an exploration of United Nations' data sets including the ratios of physicians and nurses to population, GNP per capita and female literacy.

    Science.gov (United States)

    Robinson, J J; Wharrad, H

    2001-05-01

    The relationship between attendance at birth and maternal mortality rates: an exploration of United Nations' data sets including the ratios of physicians and nurses to population, GNP per capita and female literacy. This is the third and final paper drawing on data taken from United Nations (UN) data sets. The first paper examined the global distribution of health professionals (as measured by ratios of physicians and nurses to population), and its relationship to gross national product per capita (GNP) (Wharrad & Robinson 1999). The second paper explored the relationships between the global distribution of physicians and nurses, GNP, female literacy and the health outcome indicators of infant and under five mortality rates (IMR and u5MR) (Robinson & Wharrad 2000). In the present paper, the global distribution of health professionals is explored in relation to maternal mortality rates (MMRs). The proportion of births attended by medical and nonmedical staff defined as "attendance at birth by trained personnel" (physicians, nurses, midwives or primary health care workers trained in midwifery skills), is included as an additional independent variable in the regression analyses, together with the ratio of physicians and nurses to population, female literacy and GNP. To extend our earlier analyses by considering the relationships between the global distribution of health professionals (ratios of physicians and nurses to population, and the proportion of births attended by trained health personnel), GNP, female literacy and MMR. births attended by trained health personnel, GNP per capita and female literacy as independent variables and MMRs as the dependent variable. Linear regression analyses show positive associations for MMRs and the ratios of physicians to population (73%, n=136), ratios of nurses to population (56%, n=137), and the proportion of births attended by trained health personnel (83%, n=118). Multiple regression analyses reveal a more complex picture

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

    Science.gov (United States)

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

    2018-04-09

    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).

  20. Teacher Race and School Discipline

    Science.gov (United States)

    Lindsay, Constance A.; Hart, Cassandra M. D.

    2017-01-01

    Does having a teacher of the same race make it more or less likely that students are subject to exclusionary school discipline? In this study, the authors analyze a unique set of student and teacher demographic and discipline data from North Carolina elementary schools to examine whether being matched to a same-race teacher affects the rate at…

  1. Sickness absence among Finnish special and general education teachers.

    Science.gov (United States)

    Ervasti, J; Kivimäki, M; Pentti, J; Suominen, S; Vahtera, J; Virtanen, M

    2011-10-01

    Although teaching is considered a high-stress profession, research on stress-related outcomes among teachers, such as absence from work due to illness (i.e. sickness absence), remains scarce. It is possible that teachers are not a homogeneous group but include subgroups with particularly high risk of sickness absence, such as special education teachers. To examine differences in sickness absence rates between special and general education teachers in a large cohort of 2291 Finnish lower secondary school teachers. Register data on teachers' job titles, sociodemographic characteristics and sickness absence were obtained from 10 municipal employers' registers. Indices of sickness absence included rates of short-term (1-3 days) and long-term (>3 days) absence spells during 2003-05. With multi-level models adjusted for individual- and school-level covariates, we found that although the absolute level of sickness absence was higher among women than among men, male special education teachers were at a 1.36-fold (95% CI: 1.15-1.61) increased risk of short-term and a 1.33-fold (95% CI: 1.01-1.76) increased risk of long-term sickness absence compared with male teachers in general education. Among women, there were no differences in sickness absence between special and general education teachers. Compared to male teachers in general education, male teachers in special education appear to have an excess risk of absence from work due to illness. Future studies should examine the causes for this excess risk and determine the need for preventive interventions.

  2. Italian Teachers' Knowledge and Perception of Attention Deficit Hyperactivity Disorder (ADHD)

    Science.gov (United States)

    Frigerio, Alessandra; Montali, Lorenzo; Marzocchi, Gian Marco

    2014-01-01

    Teachers' perceptions of attention deficit hyperactivity disorder (ADHD) can influence the diagnostic rates of the disorder and the management of children in schools. This study investigated the knowledge and perceptions of ADHD in a sample of 589 Italian primary school teachers using a self-report questionnaire that included the ADHD perceptions…

  3. The Role of Race and Severity of Abuse in Teachers' Recognition or Reporting of Child Abuse

    Science.gov (United States)

    Egu, Chizoma Linda; Weiss, David J.

    2003-01-01

    In the United States, reported child abuse rates vary dramatically with race. We employed a scenario methodology to examine whether teachers, whose professional obligations include reporting suspected instances of abuse, exhibit bias in evaluating a possibly abused child. Each teacher (180 White, 180 Black, and 180 Hispanic) read one of six…

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

    Science.gov (United States)

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

    2016-01-01

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

  5. Organic-Carbon Sequestration in Soil/Sediment of the Mississippi River Deltaic Plain - Data; Landscape Distribution, Storage, and Inventory; Accumulation Rates; and Recent Loss, Including a Post-Katrina Preliminary Analysis (Chapter B)

    Science.gov (United States)

    Markewich, Helaine W.; Buell, Gary R.; Britsch, Louis D.; McGeehin, John P.; Robbins, John A.; Wrenn, John H.; Dillon, Douglas L.; Fries, Terry L.; Morehead, Nancy R.

    2007-01-01

    Soil/sediment of the Mississippi River deltaic plain (MRDP) in southeastern Louisiana is rich in organic carbon (OC). The MRDP contains about 2 percent of all OC in the surface meter of soil/sediment in the Mississippi River Basin (MRB). Environments within the MRDP differ in soil/sediment organic carbon (SOC) accumulation rate, storage, and inventory. The focus of this study was twofold: (1) develop a database for OC and bulk density for MRDP soil/sediment; and (2) estimate SOC storage, inventory, and accumulation rates for the dominant environments (brackish, intermediate, and fresh marsh; natural levee; distributary; backswamp; and swamp) in the MRDP. Comparative studies were conducted to determine which field and laboratory methods result in the most accurate and reproducible bulk-density values for each marsh environment. Sampling methods included push-core, vibracore, peat borer, and Hargis1 sampler. Bulk-density data for cores taken by the 'short push-core method' proved to be more internally consistent than data for samples collected by other methods. Laboratory methods to estimate OC concentration and inorganic-constituent concentration included mass spectrometry, coulometry, and loss-on-ignition. For the sampled MRDP environments, these methods were comparable. SOC storage was calculated for each core with adequate OC and bulk-density data. SOC inventory was calculated using core-specific data from this study and available published and unpublished pedon data linked to SSURGO2 map units. Sample age was estimated using isotopic cesium (137Cs), lead (210Pb), and carbon (14C), elemental Pb, palynomorphs, other stratigraphic markers, and written history. SOC accumulation rates were estimated for each core with adequate age data. Cesium-137 profiles for marsh soil/sediment are the least ambiguous. Levee and distributary 137Cs profiles show the effects of intermittent allochthonous input and/or sediment resuspension. Cesium-137 and 210Pb data gave the most

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

    Science.gov (United States)

    Longing, Jeffrey Lucian

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

  7. Teacher Ratings of Children's Behavior Problems and Functional Impairment Across Gender and Ethnicity : Construct Equivalence of the Strengths and Difficulties Questionnaire

    NARCIS (Netherlands)

    Zwirs, Barbara; Burger, Huibert; Schulpen, Tom; Vermulst, A. A.; HiraSing, R. A.; Buitelaar, Jan

    The present study examined construct equivalence of the teacher Strengths and Difficulties Questionnaire and compared mean scores in an ethnically diverse sample of children living in the Netherlands. Elementary schoolteachers completed the Strengths and Difficulties Questionnaire for 2,185 children

  8. The Teacher Trainer: A Practical Journal Mainly for Modern Language Teacher Trainers, 1995.

    Science.gov (United States)

    Woodward, Tessa, Ed.

    1995-01-01

    This document consists of the three issues of "The Teacher Trainer" published during 1995. This journal of modern language teacher education contains articles by teacher trainees and teacher trainers, including: "The Use of Lesson Transcripts in Teacher Development" (Richard Cullen); "Pair and Group Work--Confessions of Ignorance" (Tessa…

  9. Pre-Service Mathematics Teacher Efficacy: Its Nature and Relationship to Teacher Concerns and Orientation

    Science.gov (United States)

    Pyper, Jamie Scott

    2014-01-01

    In a mixed method study, teacher efficacy and contributing theoretical constructs of teacher concerns and teacher orientation with Intermediate/Senior mathematics preservice teachers from two Ontario Faculties of Education are examined. Data sources include a web-based questionnaire containing two teacher efficacy scales and short answer…

  10. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-06-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  11. Aquaculture. Teacher Edition.

    Science.gov (United States)

    Walker, Susan S.

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

  12. Evolution. Teacher's Guide.

    Science.gov (United States)

    Bershad, Carol

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

  13. Grooming Great Urban Teachers

    Science.gov (United States)

    Foster, Michele; Lewis, Jeffrey; Onafowora, Laura

    2005-01-01

    Master teachers working in real urban classrooms have shared their exemplary teaching practices in an After-School Pedagogical Laboratory (L-TAPL), a program for elementary students that aims to improve the achievement of urban students and the competence of their teachers. The L-TAPL enrichment program curriculum includes language arts, math,…

  14. Teacher-Training Projects

    Science.gov (United States)

    Greer, Leslie

    1977-01-01

    The Sociedade Brasileira de Cultura Inglesa of Sao Paolo, Brazil, is an English teaching center which also runs an introductory course to train teachers of English. This article describes some of the projects completed by prospective teachers; they include language games, pictures, cartoons, role-playing and writing creative dialogue. (CHK)

  15. Native and Non-native Teachers’ Pragmatic Criteria for Rating Request Speech Act: The Case of American and Iranian EFL Teachers

    Directory of Open Access Journals (Sweden)

    Minoo Alemi

    2017-04-01

    Full Text Available Abstract: Over the last few decades, several aspects of pragmatic knowledge and its effects on teaching  and  learning  a  second  language  (L2  have  been  explored  in  many  studies.  However, among  various  studies,  the  area  of  interlanguage  pragmatic  (ILP  assessment  is  quite  novel issue and many features of it have remained unnoticed. As ILP assessment has received more attention recently, the necessity of investigation on the EFL teachers‟ rating criteria for rating various  speech  acts  has  become  important.  In  this  respect,  the  present  study  aimed  to investigate  the  native  and  non-native EFL teachers‟ rating scores and criteria  regarding  the speech  act  of  request.  To  this  end,  50  American  ESL  teachers  and  50  Iranian  EFL  teachers participated to rate the EFL learners‟ responses to video-prompted Discourse Completion Tests (DCTs  regarding  the  speech  act  of  request.  Raters  were  supposed to rate the EFL learners‟ responses and mention their criteria for assessment. The results of the content analysis of raters‟ comments revealed nine criteria that they considered in their assessment. Moreover, the result of  the  t-test  and  chi-square analyses of raters‟ rating scores and criteria proved that there are significant differences between native and non-native EFL teachers‟ rating pattern. The results of this study also shed light on importance of sociopragmatic and pragmalinguistic features in native  and  non-native teachers‟ pragmatic rating, which can have several implications for L2 teachers, learners, and material developers. معیارهای معلمان زبان بومی و غیربومی در نمره دهی کنش کلامی درخواست : مورد معلمان انگلیسی زبان آمریکایی و ایرانی چکیده: طی چند دهه اخیر،  جنبه های 

  16. 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.

  17. Do the language errors of ESL teachers affect their learners?

    Directory of Open Access Journals (Sweden)

    Nel, Norma

    2010-12-01

    Full Text Available At the University of South Africa (Unisa, a large, open and distance education university in South Africa, the majority of the practising teachers who enrolled as students (henceforth referred to as teacher students for the practical component of the Advanced Certificate in Education (ACE: Inclusive Education (Learning Difficulties for the year 2008 lacked English proficiency. Because these students’ primary language is not English, they found it difficult to master this course, as reflected by the low throughput rate of 44 per cent in 2008. The question arose: Does poor proficiency in English of English second-language (ESL teacher students influence ESL learners’ progress during learner support lessons taught by teacher students as part of their teaching practice for the ACE: Inclusive Education (Learning Difficulties? In an attempt to answer this question, we report on typical errors made by the learners and the teacher students and similarities between teacher errors and learner errors, against the background of a literature overview which includes the relationship between input and output and prominent theories of second-language acquisition. Departing from a phenomenological/interpretive paradigm, a qualitative analysis of the teacher students’ portfolios was undertaken (Hussey & Hussey, 1997:54. The document analysis was done by means of error analysis of the teacher-student portfolios (which included ESL learner support lessons and ESL learner evidence that were submitted by the teacher students to Unisa by 1 September 2008. The results of this study are significant because it alerts academia to the fact that qualified practising ESL teachers are not necessarily proficient in English and that this may have an effect on the ESL learner’s ability to acquire English proficiency. However, it was pointed out that several other contributing factors may exist and that further in-depth research is required. Nevertheless, a re

  18. Associations of self-esteem and temperament traits to self- and teacher-reported social status among classmates.

    Science.gov (United States)

    Hintsanen, Mirka; Alatupa, Saija; Pullmann, Helle; Hirstiö-Snellman, Paula; Keltikangas-Järvinen, Liisa

    2010-12-01

    The present study examined the validity of self- and teacher-reported social status and its relations to self-esteem and temperament in a geographically representative cohort of Finnish adolescents (N = 3941, mean age 15.1 years). High agreement was found between self- and teacher-rated social status (r = 0.42). Different aspects of self-esteem were differently related to social status. When other temperament and self-esteem variables were included in the analyses, strongest predictor for self-rated social status in both genders was social self-esteem (p teacher-rated social status general self-esteem (p teacher-rated) and higher impulsivity (p teacher-rated) in boys. The present findings are consistent with the view that social functioning and peer relations are associated with individual differences in self-concept and temperament dimensions. © 2010 The Authors. Scandinavian Journal of Psychology © 2010 The Scandinavian Psychological Associations.

  19. Teacher agency

    DEFF Research Database (Denmark)

    Priestley, M.; Biesta, G.; Robinson, Sarah

    2015-01-01

    ]turn to the centrality of the teacher in school-based curriculum development. In many cases, this renewed emphasis on teachers is explicitly tied to change agendas, with teachers described as agents of change. And yet such change agentry (Fullan, 2003) and teacher agency more broadly are often circumscribed by features...

  20. Teacher Salaries and Teacher Unions: A Spatial Econometric Approach

    OpenAIRE

    John V. Winters

    2011-01-01

    The author uses a spatial econometric framework to examine the determinants of teacher salaries in the United States, including union activity in the teachers' own and in neighboring districts, teacher salaries in nearby districts, and other school district characteristics such as size and student-teacher ratios. Using the 1999-2000 Schools and Staffing Survey as well as the School District Demographic System and Bureau of Labor Statistics data sets, he finds that union activity increases sal...

  1. Diversity, Neoliberalism and Teacher Education

    Science.gov (United States)

    Rodriguez, Arturo; Magill, Kevin Russell

    2016-01-01

    In this essay, we conduct a brief analytical review of teacher preparation programs, which claim to prepare lifelong culturally responsive teachers. Initial evaluation revealed factors limiting program success, they include: deeply embedded dominant ideological assumptions, use of traditional methods to train teachers, inability to understand or…

  2. Teacher competencies

    OpenAIRE

    Svatošová, Kateřina

    2012-01-01

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

  3. Teacher Costs

    OpenAIRE

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

    2015-01-01

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

  4. Teacher Pay and Teacher Aptitude

    Science.gov (United States)

    Leigh, Andrew

    2012-01-01

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

  5. Understanding beginning teacher induction: A contextualized examination of best practice

    OpenAIRE

    Sean Kearney

    2014-01-01

    The problems that teachers face early in their careers are a major factor in growing rates of attrition among neophyte teachers. According to the Organisation for Economic Co-operation and Development, high rates of attrition, coupled with and aging teacher population in many countries in the developed world, may cause a teacher shortage crisis in coming years. Beginning teacher induction is an imperative process in acculturating teachers to their new careers and helping them overcome the har...

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

    Science.gov (United States)

    Allen, Rebecca; Burgess, Simon; Mayo, Jennifer

    2018-01-01

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

  7. Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

    Science.gov (United States)

    Canipe, Martha Murray

    stories and enactments in order to determine which storytellers were significant narrators for the preservice teachers' identities. The findings from this study show that significant narrators vary among the preservice teachers and include artifacts such as curriculum materials and instructional models in addition to people who are expected to be significant narrators. Furthermore, differences between preservice teachers' actual and designated identities influence opportunities to learn about what it means to be a teacher of science and students. This took different forms with each preservice teacher. In one case the preservice teacher worked to enact aspects of her designated identity and reflected about how she was not quite able to be the teacher of science she wanted to be as a novice teacher. Another case showed how the gap between actual and designated identities could limit opportunities to learn when the preservice teacher's strong actual identity as a novice led her to consider certain aspects of her designated identity as things which could not even be tried at this point. Finally, in the third case the preservice teacher's strong actual identity limited opportunities to develop a designated identity because she did not see herself as being a different kind of teacher of science in the future than she was right now as a student teacher. These findings suggest that supporting preservice elementary teacher identity development as teachers of science is an important part of preparing them to teach science in ways that engage students in scientific practices. Additionally, it is essential to examine identity stories and enactments in concert with each other in order to gain deeper understandings of how identities are developed and put into practice in classrooms.

  8. Teacher Inequality

    Directory of Open Access Journals (Sweden)

    Andrew J. Wayne

    2002-06-01

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

  9. Why Combatting Teachers' Stress Is Everyone's Job

    Science.gov (United States)

    Clement, Mary

    2017-01-01

    Teacher stressors and the effects of stressors on teachers' decisions to remain in the profession are reviewed in this article. A discussion of what teachers can do to combat their stress and perform their duties for longevity in the classroom includes practical and researched strategies. Teachers cannot be expected to resolve all the issues of…

  10. Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors.

    Science.gov (United States)

    Bates, Littisha A; Glick, Jennifer E

    2013-09-01

    Black youth often lag behind their non-Hispanic white peers in educational outcomes, including teacher-evaluated school performance. Using data from four waves of the Early Childhood Longitudinal Study-Kindergarten Cohort, the analyses presented here identify the extent to which children receive different evaluations from their teachers depending on the racial/ethnic match of teachers and students. This study is distinct from previous work because we examine the assessment of an individual child by multiple teachers. The results indicate that Black children receive worse assessments of their externalizing behaviors (e.g. arguing in class and disrupting instruction) when they have a non-Hispanic white teacher than when they have a Black teacher. Further, these results exist net of school context and the teacher's own ratings of the behavior of the class overall. Copyright © 2013 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    2014-01-01

    Background 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. Methods 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. Results 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 teachers (p = 0.05). Conclusions 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. PMID:24400838

  12. 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...

  13. Spanish language teacher program

    CERN Multimedia

    Caraban Gonzalez, Noemi

    2017-01-01

    These one-week programmes are held in one of the national languages of CERN Member States. National teacher programmes are also open for teachers from other countries speaking the same language. To follow up after each teacher programme, the lecture material and video recordings of selected lectures are archived to act as unique resources for all physics teachers when introducing particle physics into the classroom. CERN provides all scientific, administrative and technical support for the programme free of charge. This includes the scientific content and provision of national language facilitators, lecturers, and guides. However, costs for travel, accommodation and meals have to be covered individually by the teachers or by official sources, e.g. educational foundations or national authorities.

  14. Are teachers' judgements of pupils' ability influenced by body shape?

    Science.gov (United States)

    Shackleton, N L; Campbell, T

    2014-04-01

    Evidence indicates that teachers can judge pupils on the basis of their physical appearance, including their body shape. Teacher bias towards obese pupils has been suggested as a potential pathway through which obese children attain relatively lower academic levels. The aim of this study was to investigate whether teachers' judgements of pupils' ability are influenced by the body shape of the child. The sample includes English, singleton children in state schools from the Millennium Cohort Study. The data were taken from the fourth wave of data collection, when the children were approximately 7 years old. In all, 5086/5072 children had teacher ability ratings of reading and maths. Logistic regression analyses were used to test whether teachers' perceptions of the child's reading and mathematics ability were influenced by the pupil's waist circumference, conditional upon cognitive test scores of reading and maths ability. After adjustment for cognitive test scores, no significant overall relationship was found between the pupil's waist circumference and the teacher's judgements of ability. No statistically significant differences were observed in the probability of being judged as above average after further adjustments were made for potential confounders. There is little evidence that teachers' judgements of pupils' ability are influenced by obesity.

  15. Teacher Satisfaction.

    Science.gov (United States)

    Albert, David; Levine, Daniel U.

    1988-01-01

    Most teachers are satisfied with most aspects of their jobs. Results from a number of national surveys on teacher satisfaction are presented. Specific aspects of job satisfaction discussed are salaries, status, working conditions, and employment outlook. (IAH)

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

    Science.gov (United States)

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

    2009-01-01

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

  17. THE RATE OF LIBRARY USE BY PRE-SERVICE TURKISH LANGUAGE TEACHERS TÜRKÇE ÖĞRETMENİ ADAYLARININ KÜTÜPHANELERİ KULLANMA DURUMLARI

    Directory of Open Access Journals (Sweden)

    Abdullah ŞAHİN

    2010-10-01

    Full Text Available The aim of this study is to evaluate the extent and the use of libraries by pre-service Turkish language teachers according to some variables (gender, classroom, parents’ occupation, level of achievement.The universe of the study consists of 120 pre-service teachers whose 61 are male and 59 female studying in different classes at Turkish Teaching departments, Kazım Karabekir School of Education, Atatürk University in 2009-2010 school term.The research has been done by descriptive scanning model. In the study, to be able to determine the extent of use of libraries by pre-service Turkish language teachers, Using Library Sources Questionnaire (ULSQ has been invented by looking through the relevant literature. The data collected from ULSQ have been analyzed by frequency, percentage and Anova in SPSS 11.5 program.As a result of the study, it is found out that the pre-service teachers give importance to libraries and their use of libraries varies in terms of gender, classroom, parents’ occupation and the level of achievement. Bu çalışmada Türkçe öğretmeni adaylarının kütüphaneleri kullanma durumlarının tespit edilmesi ve çeşitli değişkenlere (Cinsiyet, Sınıf, Anne-Baba Mesleği, Başarı Durumu göre değerlendirilmesi amaçlanmıştır. Araştırmanın örneklemini, 2009–2010 akademik yılında, Atatürk Üniversitesi Kâzım Karabekir Eğitim Fakültesi Türkçe Eğitimi Bölümünde öğrenim gören 61’i erkek, 59’u kız olmak üzere 120 öğretmen adayı oluşturmuştur. Bu araştırma, betimsel tarama modelinde yapılmıştır. Çalışmada adayların kütüphaneleri kullanma durumlarını belirlemek amacıyla ilgili literatür taranarak “Kütüphaneleri Kullanma Anketi (KKA” geliştirilmiştir. Veriler, SPSS 11.5 paket programı aracılığıyla frekans, yüzde ve Anova istatistik teknikleri kullanılarak analiz edilmiştir.Araştırma sonucunda, adayların kütüphanelere önem verdikleri ve k

  18. Physician Rating Websites: What Aspects Are Important to Identify a Good Doctor, and Are Patients Capable of Assessing Them? A Mixed-Methods Approach Including Physicians' and Health Care Consumers' Perspectives.

    Science.gov (United States)

    Rothenfluh, Fabia; Schulz, Peter J

    2017-05-01

    Physician rating websites (PRWs) offer health care consumers the opportunity to evaluate their doctor anonymously. However, physicians' professional training and experience create a vast knowledge gap in medical matters between physicians and patients. This raises ethical concerns about the relevance and significance of health care consumers' evaluation of physicians' performance. To identify the aspects physician rating websites should offer for evaluation, this study investigated the aspects of physicians and their practice relevant for identifying a good doctor, and whether health care consumers are capable of evaluating these aspects. In a first step, a Delphi study with physicians from 4 specializations was conducted, testing various indicators to identify a good physician. These indicators were theoretically derived from Donabedian, who classifies quality in health care into pillars of structure, process, and outcome. In a second step, a cross-sectional survey with health care consumers in Switzerland (N=211) was launched based on the indicators developed in the Delphi study. Participants were asked to rate the importance of these indicators to identify a good physician and whether they would feel capable to evaluate those aspects after the first visit to a physician. All indicators were ordered into a 4×4 grid based on evaluation and importance, as judged by the physicians and health care consumers. Agreement between the physicians and health care consumers was calculated applying Holsti's method. In the majority of aspects, physicians and health care consumers agreed on what facets of care were important and not important to identify a good physician and whether patients were able to evaluate them, yielding a level of agreement of 74.3%. The two parties agreed that the infrastructure, staff, organization, and interpersonal skills are both important for a good physician and can be evaluated by health care consumers. Technical skills of a doctor and outcomes

  19. Status on Texas Secondary Science Teachers

    Science.gov (United States)

    Mount, Jennifer; Fuller, Ed

    2009-10-01

    One of the most important challenges today facing public schools is the recruitment and retention of highly qualified science teachers. Policy makers in Texas adopted the 4x4 requirements for graduation, which will create an increase in the supply of science teachers. Dr. Fuller analyzed the topics concerning the shortage of secondary math and science teachers. Dr. Fuller's study clearly shows an acute shortage of well-qualified and adequately prepared secondary math and science teachers in Texas schools. The study also explains that schools serving large percentages of poor, minority, and/or low-achieving students have the least qualified teachers and the greatest shortages compared to other non-minority students. Recently, there has been a shift in teacher preparation programs. Most future teachers are being prepared by alternative certification programs and certification by exam. The attrition rates vary depending on teachers' route of certification. There is a shortage of math and science teachers in Texas, but is part of this shortage due to teacher migration? My research will expand on Dr. Fuller's study by looking at the attrition and migration rates on the subgroups of chemistry and physics teachers. Migration is typically overlooked in analytical studies because it does not change the overall supply of teachers. My study will investigate if science teachers are migrating to wealthier districts and/or higher achieving school. This presentation will summarize results found by Dr. Fuller's study as well as look at further research in science teacher attrition and migration rates.

  20. Teacher Cooperatives

    Science.gov (United States)

    Hawkins, Beth

    2009-01-01

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

  1. Pump apparatus including deconsolidator

    Energy Technology Data Exchange (ETDEWEB)

    Sonwane, Chandrashekhar; Saunders, Timothy; Fitzsimmons, Mark Andrew

    2014-10-07

    A pump apparatus includes a particulate pump that defines a passage that extends from an inlet to an outlet. A duct is in flow communication with the outlet. The duct includes a deconsolidator configured to fragment particle agglomerates received from the passage.

  2. Challenges to nordic teacher education programmes

    DEFF Research Database (Denmark)

    Rasmussen, Jens; Dorf, Hans

    2010-01-01

    and subjects in the Finnish teacher education program (pedagogical studies, quality of practice teaching, research base) and its strong focus on training future teachers for the teacher profession and a professional community play an important role in respect to recruitment and low drop-out rates....... teacher education programs it tries to find explanations for the fact that only the Finnish teacher education does not suffer from a decreasing number of applicants, from high drop-out rates, and from low retention rates. It is claimed that the strong emphasis on specific professional elements...

  3. Identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress.

    Science.gov (United States)

    Jin, Putai; Yeung, Alexander S; Tang, Tak-On; Low, Renae

    2008-10-01

    The present study attempts to examine the relationships between certain common psychosomatic symptoms and sources of stress in Hong Kong teachers. A total of 261 teachers (134 males and 127 females) from 13 high schools in different regions of Hong Kong responded to the Teacher Stress Inventory (TSI) with a return rate of 52.2%. Retired and in-service teachers were involved in the development of TSI, which included items related to sources of stress in the context of Hong Kong education system, psychosomatic symptoms in the form of stress arousal, and global stress. Confirmatory factor analysis identified six distinct teacher stress sources: students, others, curriculum, nonteaching duties, teaching workload, and recognition. These stress sources were positively correlated with a global teacher stress measure, supporting their construct validity. Structural equation models showed that each stress source was positively related to teachers' psychosomatic symptoms, to which the path coefficient from teaching workload was the highest (beta=.47, Pteachers that is directly related to the daily teaching routine tends to be the most detrimental to their health conditions. Measures such as reducing teacher-student ratio by adopting smaller class sizes, increasing teacher numbers, and reframing teaching practice should be given due consideration in Hong Kong. There is a need for the inclusion of stress management programs for both trainees and in-service teachers.

  4. Optical modulator including grapene

    Science.gov (United States)

    Liu, Ming; Yin, Xiaobo; Zhang, Xiang

    2016-06-07

    The present invention provides for a one or more layer graphene optical modulator. In a first exemplary embodiment the optical modulator includes an optical waveguide, a nanoscale oxide spacer adjacent to a working region of the waveguide, and a monolayer graphene sheet adjacent to the spacer. In a second exemplary embodiment, the optical modulator includes at least one pair of active media, where the pair includes an oxide spacer, a first monolayer graphene sheet adjacent to a first side of the spacer, and a second monolayer graphene sheet adjacent to a second side of the spacer, and at least one optical waveguide adjacent to the pair.

  5. Including whey protein and whey permeate in ready-to-use supplementary food improves recovery rates in children with moderate acute malnutrition: a randomized, double-blind clinical trial.

    Science.gov (United States)

    Stobaugh, Heather C; Ryan, Kelsey N; Kennedy, Julie A; Grise, Jennifer B; Crocker, Audrey H; Thakwalakwa, Chrissie; Litkowski, Patricia E; Maleta, Kenneth M; Manary, Mark J; Trehan, Indi

    2016-03-01

    The utility of dairy ingredients in the supplementary foods used in the treatment of childhood moderate acute malnutrition (MAM) remains unsettled. We evaluated the effectiveness of a peanut-based ready-to-use supplementary food (RUSF) with soy protein compared with a novel RUSF containing dairy ingredients in the form of whey permeate and whey protein concentrate in the treatment of children with MAM. We conducted a randomized, double-blind clinical effectiveness trial involving rural Malawian and Mozambican children 6-59 mo of age with MAM treated with either soy RUSF or a novel whey RUSF treatment of ~75 kcal · kg(-1) · d(-1) for up to 12 wk. The proportion of children that recovered from MAM was significantly higher in the group that received whey RUSF (960 of 1144; 83.9%) than in the group that received soy RUSF (874 of 1086; 80.5%; P whey RUSF also demonstrated better growth markers, with a higher mean midupper arm circumference (MUAC) at the time of discharge (P protein in the treatment of MAM, because the use of a novel whey RUSF resulted in higher recovery rates and improved growth than did soy RUSF, although the whey RUSF supplement provided less total protein and energy than the soy RUSF. This study was registered at clinicaltrials.gov as NCT01790048. © 2016 American Society for Nutrition.

  6. teachers' perception of the utilization of instructional materials

    African Journals Online (AJOL)

    Global Journal

    including mean, standard deviation and simple percentages. The analysis indicated that social ... (2005) defined teaching as a series of interactions between someone in the role of .... Table 1 Mean rating and standard deviation of perception of teachers' on the utilization of instructional materials in teaching social studies in ...

  7. How Teaching Conditions Predict Teacher Turnover in California Schools

    Science.gov (United States)

    Loeb, Susanna; Darling-Hammond, Linda; Luczak, John

    2005-01-01

    A number of studies have found that teachers are prone to leave schools serving high proportions of low-achieving, low-income, and minority students for more economically and educationally advantaged schools. In schools with very high turnover rates, this can pose a number of challenges, including lack of continuity in instruction, lack of…

  8. Deep sequencing of HIV-1 near full-length proviral genomes identifies high rates of BF1 recombinants including two novel circulating recombinant forms (CRF) 70_BF1 and a disseminating 71_BF1 among blood donors in Pernambuco, Brazil.

    Science.gov (United States)

    Pessôa, Rodrigo; Watanabe, Jaqueline Tomoko; Calabria, Paula; Felix, Alvina Clara; Loureiro, Paula; Sabino, Ester C; Busch, Michael P; Sanabani, Sabri S

    2014-01-01

    The findings of frequent circulation of HIV-1 subclade F1 viruses and the scarcity of BF1 recombinant viruses based on pol subgenomic fragment sequencing among blood donors in Pernambuco (PE), Northeast of Brazil, were reported recently. Here, we aimed to determine whether the classification of these strains (n = 26) extends to the whole genome sequences. Five overlapping amplicons spanning the HIV near full-length genomes (NFLGs) were PCR amplified from peripheral blood mononuclear cells (PBMCs) of 26 blood donors. The amplicons were molecularly bar-coded, pooled, and sequenced by Illumina paired-end protocol. The prevalence of viral variants containing drug resistant mutations (DRMs) was compared between plasma and PBMCs. Of the 26 samples studied, 20 NFLGs and 4 partial fragments were de novo assembled into contiguous sequences and successfully subtyped. Two distinct BF1 recombinant profiles designated CRF70_BF1 and CRF71_BF1, with 4 samples in profile I and 11 in profile II were detected and thus constitute two novel recombinant forms circulating in PE. Evidence of dual infections was detected in four patients co-infected with distinct HIV-1 subtypes. According to our estimate, the new CRF71_BF1 accounts for 10% of the HIV-1 circulating strains among blood donors in PE. Discordant data between the plasma and PBMCs-virus were found in 15 of 24 donors. Six of these strains displayed major DRMs only in PBMCs and four of which had detectable DRMs changes at prevalence between 1-20% of the sequenced population. The high percentage of the new RF71_BF1 and other BF1 recombinants found among blood donors in Pernambuco, coupled with high rates of transmitted DRMs and dual infections confirm the need for effective surveillance to monitor the prevalence and distribution of HIV variants in a variety of settings in Brazil.

  9. Relatively high rates of G:C → A:T transitions at CpG sites were observed in certain epithelial tissues including pancreas and submaxillary gland of adult big blue® mice.

    Science.gov (United States)

    Prtenjaca, Anita; Tarnowski, Heather E; Marr, Alison M; Heney, Melanie A; Creamer, Laura; Sathiamoorthy, Sarmitha; Hill, Kathleen A

    2014-01-01

    With few exceptions, spontaneous mutation frequency and pattern are similar across tissue types and relatively constant in young to middle adulthood in wild type mice. Underrepresented in surveys of spontaneous mutations across murine tissues is the diversity of epithelial tissues. For the first time, spontaneous mutations were detected in pancreas and submaxillary gland and compared with kidney, lung, and male germ cells from five adult male Big Blue® mice. Mutation load was assessed quantitatively through measurement of mutant and mutation frequency and qualitatively through identification of mutations and characterization of recurrent mutations, multiple mutations, mutation pattern, and mutation spectrum. A total of 9.6 million plaque forming units were screened, 226 mutants were collected, and 196 independent mutations were identified. Four novel mutations were discovered. Spontaneous mutation frequency was low in pancreas and high in the submaxillary gland. The submaxillary gland had multiple recurrent mutations in each of the mice and one mutant had two independent mutations. Mutation patterns for epithelial tissues differed from that observed in male germ cells with a striking bias for G:C to A:T transitions at CpG sites. A comprehensive review of lacI spontaneous mutation patterns in young adult mice and rats identified additional examples of this mutational bias. An overarching observation about spontaneous mutation frequency in adult tissues of the mouse remains one of stability. A repeated observation in certain epithelial tissues is a higher rate of G:C to A:T transitions at CpG sites and the underlying mechanisms for this bias are not known. Copyright © 2013 Wiley Periodicals, Inc.

  10. [Relationship between assertiveness including consideration for others and adjustment in children].

    Science.gov (United States)

    Eguchi, Megumi; Hamaguchi, Yoshikazu

    2012-06-01

    The relationship between assertiveness and internal and external adjustment was investigated. Elementary school children in grades four to six (n=207) and their classroom teachers (n=8) participated in the study. Internal and external adjustments were measured by using self-ratings, and self- and other- ratings respectively. The children responded to a questionnaires inquiring about assertiveness that included two components of assessment: "self expression" and "consideration for others". Then, the children were divided into 4 groups according to their scores on these two components of assertiveness. The results indicated that children scoring high on both components of assertiveness had higher self-rating scores than those scoring low on both components. Moreover, children that scored high on "consideration for others" tended to have high external adjustment. Also, boys that scored low on "self expression" had lower external adjustment as indicated by the negative ratings of teachers. Furthermore, girls that scored high on "consideration for others" had high external adjustment as indicated by positive ratings of teachers and same-sexed classmates.

  11. The Correlation between Teacher Self-Efficacy among Seminaries and Institutes Seminary Teachers and Student Outcomes

    Science.gov (United States)

    Mangum, James Irvin, III

    2012-01-01

    This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries and Institutes seminary teachers using Tschannen-Moran and Hoy's Teachers Sense of Efficacy Scale (2001). Student outcomes included academic grades, conduct…

  12. Turkish Primary Science Teachers' Perceptions of an Ideal Teacher Education System

    Science.gov (United States)

    Korkmaz, Hunkar; Altindag, Ahmet

    2017-01-01

    The goals of this descriptive study were to determine Turkish pre-service science teachers' perceptions of an ideal teacher education system. The sample consisted of 137 pre-service teachers, including 74 females and 63 males. The questionnaire was based on open-ended questions and was developed to investigate ideal teacher education system…

  13. Secondary Preservice Teachers' Perspectives on Teacher Self-Disclosure as Citizenship Curriculum

    Science.gov (United States)

    Zhang, Shaoan

    2010-01-01

    This article explores secondary preservice teachers' attitudes toward the use of teacher self-disclosure as a tool for citizenship education. Based on the notion that teacher self-disclosure may function as citizenship curriculum, this study addressed critical issues of teachers' sharing their knowledge about religions (including their own) and…

  14. Smoking habits and attitudes among secondary school teachers.

    Science.gov (United States)

    bin Yaacob, I; bin Harun, M H

    1994-03-01

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

  15. Supporting Pupils' Mental Health through Everyday Practices: A Qualitative Study of Teachers and Head Teachers

    Science.gov (United States)

    Maelan, Ellen Nesset; Tjomsland, Hege Eikeland; Baklien, Børge; Samdal, Oddrun; Thurston, Miranda

    2018-01-01

    This study aimed to explore teachers' and head teachers' understandings of how they work to support pupils' mental health through their everyday practices. A qualitative study, including individual interviews with head teachers and focus groups with teachers, was conducted in lower secondary schools in Norway. Rich descriptions of teachers' and…

  16. Predictors of Instrumental Music Teacher Job Satisfaction

    Science.gov (United States)

    Bryant, Robert Louis, III

    2012-01-01

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

  17. Concordância entre relato de pais e professores para sintomas de TDAH: resultados de uma amostra clínica brasileira Agreement rates between parents' and teachers' reports on ADHD symptomatology: findings from a Brazilian clinical sample

    Directory of Open Access Journals (Sweden)

    Gabriel Coutinho

    2009-01-01

    Full Text Available CONTEXTO: O diagnóstico de TDAH em crianças e adolescentes, segundo os critérios do DSM-IV, requer que os sintomas estejam presentes em, ao menos, dois ambientes distintos (principalmente escola e casa. Apesar da importância do relato de pais e professores, esse tema tem sido pouco investigado no Brasil. OBJETIVO: Investigar a concordância entre os relatos de pais e professores de uma amostra clínica de crianças e adolescentes com diagnóstico de TDAH. MÉTODOS: A amostra era composta por 44 crianças e adolescentes com idades variando entre 6 e 16 anos (40 meninos e 4 meninas, com diagnóstico clínico de TDAH. Foram comparadas as respostas de pais e professores no questionário SNAP-IV, visando a calcular taxas de concordância entre diferentes fontes de informação para sintomas de TDAH. RESULTADOS: Concordância para o diagnóstico de TDAH ocorreu em aproximadamente metade dos casos; pais relataram mais sintomas de TDAH que professores. CONCLUSÃO: Os achados aqui apresentados podem mostrar que informações acerca da sintomatologia de TDAH não são bem divulgadas para professores brasileiros, indicando a necessidade de se investir em sessões educacionais sobre o transtorno, tendo em vista a importância do relato de profissionais de educação para o diagnóstico de TDAH.BACKGROUND: ADHD diagnosis in children and adolescents according to DSM-IV criteria demands symptoms to be present in at least two different settings (mainly school and home. Despite the importance in obtaining parents' and teachers' reports, this issue is seldom investigated in Brazil. OBJECTIVE: We set to evaluate agreement rates between parents' and teachers' reports from a Brazilian clinical sample of children and adolescents with ADHD. METHODS: The sample comprised 44 children and adolescents with age range between 6 and 16 years old (boys: 40; girls: 4 with a clinical diagnosis of ADHD. We compared parents' and teachers' responses in SNAP-IV questionnaire in

  18. Teacher Absenteeism in Urban Schools

    Directory of Open Access Journals (Sweden)

    James E. Bruno

    2002-07-01

    Full Text Available School reform efforts aimed at promoting equity and excellence at urban school settings are heavily dependent upon the quality of teaching personnel that are used to deliver the instructional program. Social Justice and other public policy issues related to equity and excellence at urban schools have begun to examine the impact that teacher absenteeism, and by extension the reliance on substitute teachers to deliver instructional might have on educational attainment. This study combines school district data gathering mechanisms on teacher absence rates at school sites with Geographical Information Systems (G.I.S. to map the association between a school's geographical environmental space and the propensity for teacher absence. The disparity between teaching resources as delivered by the school district vs. teacher resources as actually received by students in the classroom via teacher absenteeism is examined in the context of schools located in positive (high income and negative (low income geographical space. The study concludes that there is a strong association between the geographical quality of the school site setting, teacher absenteeism, and the reliance on substitute teachers to deliver instructional programs. Disparity in teacher absenteeism rates across large urban geographical areas threatens the promotion of equity and excellence in the schools by attenuating or lessening the effect of school resources to support instruction and amplifying the risk factors of students in the classroom.

  19. Robot Teachers

    DEFF Research Database (Denmark)

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

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

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

    Science.gov (United States)

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

    2012-03-01

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

  1. Physics Teacher Quality

    Science.gov (United States)

    Wallace, Andrew; Bixler, David

    2010-03-01

    Physics Teacher Quality at Angelo State University (ASU) and Education Service Center Region XV is funded through a US Department of Education grant. In this program secondary science teachers from local and rural districts within Region XV learn and practice physics and principles of technology concepts emphasized in the Texas Essential Knowledge and Skills (TEKS), improve practice of 5E model of guided inquiry, and complete activity-based laboratories and field investigations. Investigations include field and laboratory safety, environmental responsibility, ethical practices, application of scientific methods to open-ended problems encountered in the physical sciences, and critical thinking and problem solving. Teachers are assessed through pre- and post- testing, lab practicum, and classroom observation over a two-year cycle. Assessment data from 2004 through 2008 indicates Physics Teacher Quality is changing teaching behavior in the secondary classroom.

  2. Including risk in the balanced scorecard: Adoption rate and ...

    African Journals Online (AJOL)

    This finding is interesting because it would indicate that the previously reported and conceptualised problem of complexity does not seem to have such a great impact as previously thought. Key words: balanced scorecard, risk management, enterprise risk management, performance management, risk scorecard, risk ...

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

    Science.gov (United States)

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

    2011-07-01

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

  4. Principals' instructional management skills and middle school science teacher job satisfaction

    Science.gov (United States)

    Gibbs-Harper, Nzinga A.

    The purpose of this research study was to determine if a relationship exists between teachers' perceptions of principals' instructional leadership behaviors and middle school teacher job satisfaction. Additionally, this study sought to assess whether principal's instructional leadership skills were predictors of middle school teachers' satisfaction with work itself. This study drew from 13 middle schools in an urban Mississippi school district. Participants included teachers who taught science. Each teacher was given the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 2011) and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987) to answer the research questions. The study was guided by two research questions: (a) Is there a relationship between the independent variables Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program and the dependent variable Work Itself?; (b) Are Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program predictors of Work Itself? The Pearson's correlation and multiple regression analysis were utilized to examine the relationship between the three dimensions of principals' instructional leadership and teacher satisfaction with work itself. The data revealed that there was a strong, positive correlation between all three dimensions of principals' instructional leadership and teacher satisfaction with work itself. However, the multiple regression analysis determined that teachers' perceptions of principals' instructional management skills is a slight predictor of Defining the School's Mission only.

  5. LSP university teaching: Cooperation between LSP teacher and subject teachers

    Directory of Open Access Journals (Sweden)

    Mirić Milica

    2015-01-01

    Full Text Available Language for specific purposes (LSP is a special variety of general language which has substantial influence on the scientific field to which it belongs. If a LSP course is to be purposeful and closely linked to subjects of the discipline it is necessary to design, perform and evaluate it through the cooperation between the language teacher and subject teachers. The aim of our research was to determine whether, to what extent, and in which forms there is cooperation between subject teachers and foreign language teachers, whether and in which forms subject teachers perceive usefulness of such cooperation for their subjects. The research was conducted by surveying selected subject teachers at the University in Belgrade. The data were gathered by the use of a questionnaire construed for this research. The results show that cooperation is infrequent and informal, and that few subject teachers see any benefit of including LSP teachers in their subject courses. Possible and optimal forms of cooperation are seen to be out-of-course activities (proofreading, editing, translating which indicates underdeveloped awareness of subject teachers of academic LSP courses and the role of LSP teachers. The obtained results show that in our community the importance of cooperation which would significantly enhance the educational process and equip students with skills for professional functioning is not fully recognized as yet.

  6. Faculty development for clinical teachers in dental education.

    Science.gov (United States)

    Møystad, A; Lycke, K H; Barkvoll, T A; Lauvås, P

    2015-08-01

    Dental education has been reviewed, and suggestions for further enhancement include the implementation of faculty development activities to enhance teaching and learning environments. The aim of this study was to gain insight into the participants' perceptions of outcomes of faculty development for clinical teachers and clinical learning environments as well as into the sustainability of such outcomes. The program was organized in the form of (i) a 2-day seminar; (ii) collegial supervision and development projects; and (iii) a 1-day follow-up seminar. The participants' perceptions from the five-first programs were studied. A Web-based questionnaire was sent to all participants, that is 3-27 months after completion of the program (follow-up survey). The outcomes of the program (response rate 70%) indicate a strong impact of the program on the clinical teachers' competence and on the clinical learning environments. The teachers report that they think more about what their students really learn, have become more conscious about how they supervise and have been stimulated to become better teachers. The learning environment as well as collaboration, and calibration between teachers have improved. The novice teachers report greater benefits than do the experienced teachers. The participants initiated a variety of development projects during the program. The majority of the participants continued the development activities. The faculty development program presented confirms that faculty development activities for clinical teachers based on theories of learning and experiences documented in the literature can be implemented with positive outcomes for individual teachers and for the learning environments. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  7. Behavioral Dysphonia and Depression in Elementary School Teachers.

    Science.gov (United States)

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

    2015-11-01

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

  8. Teachers' Self-Esteem and Self-Efficacy

    Science.gov (United States)

    Aðalsteinsson, Ragnar Ingi; Frímannsdóttir, Ingibjörg B.; Konráðsson, Sigurður

    2014-01-01

    A web-based questionnaire was sent to all elementary and middle school teachers in Iceland. The population list, with e-mail addresses, was obtained from the teaching union. The teachers were asked to indicate their major, as well as their experience in teaching Icelandic as classroom teachers or subject teachers. They then rated their competence…

  9. Quality of Work Life: Perceptions of Jordanian Special Education Teachers

    Science.gov (United States)

    Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

    2015-01-01

    The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

  10. Teacher's Guide for Earthworms.

    Science.gov (United States)

    Bruno, Merle S.; And Others

    This teacher's guide on earthworms includes four major sections: (1) introduction, (2) caring for earthworms in the classroom, (3) classroom activities, and (4) the appendix. The introduction includes information concerning grade level, scheduling, materials, obtaining earthworms, field study, classroom clean-up, and records. Caring for earthworms…

  11. teachers beliefs

    African Journals Online (AJOL)

    User

    There exists high correlation between teachers' confessed beliefs and their actual classroom practices in applying problem-solving teaching method. It is found out that teachers are employing traditional teaching methods in teaching mathematics at grade nine and ten. The responses from open ended questions indicated.

  12. Factors influencing exemplary science teachers' levels of computer use

    Science.gov (United States)

    Hakverdi, Meral

    This study examines exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their students' use of computer applications/tools in or for their science class. After a relevant review of the literature certain variables were selected for analysis. These variables included personal self-efficacy in teaching with computers, outcome expectancy, pupil-control ideology, level of computer use, age, gender, teaching experience, personal computer use, professional computer use and science teachers' level of knowledge/skills in using specific computer applications for science instruction. The sample for this study includes middle and high school science teachers who received the Presidential Award for Excellence in Science Teaching Award (sponsored by the White House and the National Science Foundation) between the years 1997 and 2003 from all 50 states and U.S. territories. Award-winning science teachers were contacted about the survey via e-mail or letter with an enclosed return envelope. Of the 334 award-winning science teachers, usable responses were received from 92 science teachers, which made a response rate of 27.5%. Analysis of the survey responses indicated that exemplary science teachers have a variety of knowledge/skills in using computer related applications/tools. The most commonly used computer applications/tools are information retrieval via the Internet, presentation tools, online communication, digital cameras, and data collection probes. Results of the study revealed that students' use of technology in their science classroom is highly correlated with the frequency of their science teachers' use of computer applications/tools. The results of the multiple regression analysis revealed that personal self-efficacy related to

  13. Six Beginning Music Teachers' Music Teacher Role Identities

    Science.gov (United States)

    Paise, Michele Paynter

    2010-01-01

    In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers…

  14. Effects of CW-FIT on Teachers' Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders

    Science.gov (United States)

    Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard; Kamps, Debra; Wehby, Joseph H.

    2018-01-01

    Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management…

  15. Agreement between parents and teachers on preschool children's behavior in a clinical sample with externalizing behavioral problems.

    Science.gov (United States)

    Korsch, Franziska; Petermann, Franz

    2014-10-01

    An accurate interpretation of information obtained from multiple assessors is indispensible when complex diagnoses of behavioral problems in children need to be confirmed. The present study examined the similarity of parents and kindergarten teachers ratings on children's behavior in a sample of 160 preschool children (a clinical group including 80 children with externalizing behavioral problems and a matched control group including 80 children). Behavioral problems were assessed using the SDQ, and the DISYPS-II questionnaires for ADHD and conduct disorders. The results revealed low levels of parent-teacher agreement for their ratings on the children's behavior in both groups with the highest correlations in the non-clinical sample. Parent-teacher agreement did not differ significantly across the samples. Parent and teacher ratings correlated with the prevalence of externalizing disorders and were found to be almost independent of each other. The results highlight the importance of multiple informants and their independent influence within the diagnostic process.

  16. Distributed but Undefined: New Teacher Leader Roles to Change Schools

    Science.gov (United States)

    Margolis, Jason; Huggins, Kristin Shawn

    2012-01-01

    This article examines teacher leader role development and definition by looking at one emergent model of distributed leadership: the hybrid teacher leader (HTL). HTLs are teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity. Participants included six HTLs across four school districts over 2…

  17. The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom

    Science.gov (United States)

    Firestone, Jonah B.

    An understanding of the Nature of Science (NOS) remains a fundamental goal of science education in the Unites States. A developed understanding of NOS provides a framework in which to situate science knowledge. Secondary science teachers play a critical role in providing students with an introduction to understanding NOS. Unfortunately, due to the high turnover rates of secondary science teachers in the United States, this critical role is often filled by relatively novice teachers. These beginning secondary science teachers make instructional decisions regarding science that are drawn from their emerging knowledge base, including a tentative understanding of NOS. This tentative knowledge can be affected by environment and culture of the classroom, school, and district in which beginning teachers find themselves. When examining NOS among preservice and beginning teachers the background and demographics of the teachers are often ignored. These teachers are treated as a homogenous block in terms of their initial understanding of NOS. This oversight potentially ignores interactions that may happen over time as teachers cross the border from college students, preservice teachers, and scientists into the classroom environment. Through Symbolic Interactionism we can explain how teachers change in order to adapt to their new surroundings and how this adaptation may be detrimental to their understanding of NOS and ultimately to their practice. 63 teachers drawn from a larger National Science Foundation (NSF) funded study were interviewed about their understanding of NOS over three years. Several demographic factors including college major, preservice program, number of History and Philosophy of Science classes, and highest academic degree achieve were shown to have an affect on the understanding of NOS over time. In addition, over time, the teachers tended to 'converge' in their understanding of NOS regardless of preservice experiences or induction support. Both the affect

  18. Teachers of high ability pupils

    Directory of Open Access Journals (Sweden)

    Cándido Genovard

    2010-04-01

    Full Text Available In this article we analyze the characteristics of gifted and talented students’ expert teachers. The subject background and the specific proprieties of the instructional process to meet gifted students’ educational needs are analyzed. The value of teacher-student interactions and of teaching and learning styles are highlighted. Also, we include different action guidelines and instructional resources to use in the classroom to teach these students. There is not an ideal teacher for high ability students. However, teachers must know what the teaching-learning processes are and how these work, and the diverse psychological, content and contextual variables involved in such processes.

  19. Rethinking and Redesigning Teacher Education

    DEFF Research Database (Denmark)

    Baltzersen, Johnny

    are important to reflect thoroughly upon when entering discourses on the future education and training of teachers. Theme one will discuss the relationship between policy, change and teacher education. The second will address what we could call the loss of philosophical and epistemological certainty......Teacher education and teachers are in most countries round the world under heavy criticism for not delivering what governments, many politicians and policy analysts and many sections of public life feel they should be delivering. And teacher education is at large on the defensive when confronted...... with this increasing criticism. In this presentation I will try to analyse this phenomenon and also try to sketch a preliminary strategy to cope with the criticism and introduce some basic principles that could be included in our search for rethinking and redesigning teacher education in the 21st century. I would like...

  20. The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice

    Science.gov (United States)

    Bloomquist, Debra L.

    This embedded-mixed methods study examined if the use of a reflective framework with guiding prompts could support early childhood science teachers in improving their reflective practice and subsequently changing their pedagogy. It further investigated whether type of cognitive coaching group, individual or collaborative, impacted teacher depth of reflection and change in practice. Data included teacher reflections that were rated using the Level of Reflection-On-Action Assessment, reflective codes and inductive themes, as well as videos of participants lessons coded using the SCIIENCE instrument. Findings demonstrated that through guided reflection, teachers developed reflective thinking skills, and through this reflection became more critical and began to improve their pedagogical practice. Further findings supported that collaborative cognitive coaching may not be the most effective professional development for all teachers; as some teachers in the study were found to have difficulty improving their reflectivity and thus their teaching practice. Based on these findings it is recommended that coaches and designers of professional development continue to use reflective frameworks with guiding prompts to support teachers in the reflective process, but take into consideration that coaching may need to be differentiated for the various reflective levels demonstrated by teachers. Future studies will be needed to establish why some teachers have difficulty with the reflective process and how coaches or designers of professional development can further assist these teachers in becoming more critical reflectors.

  1. Agriculture & the Environment. Teacher's Guide.

    Science.gov (United States)

    McMurry, Linda Maston

    This teacher's guide offers background information that teachers can use to incorporate topics related to agriculture and the environment into the curriculum. Classroom activities to bring these topics alive for students in grades 6-9 are suggested. Chapters include: (1) Pesticides and Integrated Pest Management; (2) Food Safety; (3) Water…

  2. Challenges to Vocational Teacher Education.

    Science.gov (United States)

    Erickson, Richard C.

    1985-01-01

    Challenges to vocational teacher education include technological change that is sending large numbers of adults back to school; increasing numbers of women, minorities, and handicapped individuals who are seeking employment in nontraditional occupations; vocational preparation for jobs in the information economy; teacher recruitment; and creative…

  3. Interior Design: Teacher's Instructional Guide.

    Science.gov (United States)

    Hays, Tricia

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

  4. The Training of Montessori Teachers.

    Science.gov (United States)

    Wheatley, Helen

    1994-01-01

    Explains the philosophy of the Montessori educational system and the training of Montessori teachers. Describes teacher training courses as seeking to produce a new kind of personality, which suppresses unhelpful qualities, such as impatience and loudness of voice. Explains how the theories of Montessori are practiced, including policies of…

  5. Characteristics of Independent Music Teachers

    Science.gov (United States)

    Upitis, Rena; Abrami, Philip C.; Brook, Julia; Boese, Karen; King, Matthew

    2017-01-01

    The purpose of the present study was to learn about the characteristics of independent music teachers, their beliefs about music teaching, and their studio practices. A self-report survey included questions about the teachers' (a) background experiences, (b) pedagogical approaches, (c) use of digital technologies, and (d) professional development…

  6. A Phenomenological Study of Mentoring Policies and Practices on Special Education Teachers

    Science.gov (United States)

    Smith-Washington, Vannessa A.

    2017-01-01

    High teacher attrition rates adversely affect beginning special education teachers remaining on the job many of whom lack teaching experience. With high rates, replacements are needed, especially in the field of special education where new teachers leave at higher rates than general education teachers. The general problem is that limited…

  7. An evaluation of the 1997 JPL Summer Teacher Enhancement Program

    Energy Technology Data Exchange (ETDEWEB)

    Slovacek, Simeon P.; Doyle-Nichols, Adelaide R.

    1997-10-20

    There were two major components in the Jet Propulsion Laboratory (JPL) Summer Teacher Enhancement Project (STEP). First, the Summer Institute was structured as a four-week, 4-credit-unit University course for middle school science teachers, and consisted of workshops, lectures, labs, and tours as activities. The second component consists of follow-up activities related to the summer institute's contents, and again is structured as a University credit-bearing course for participants to reinforce their summer training. Considerable information from the comments and course ratings as given by the participants is included.

  8. Professional Commitment and Professional Marginalism in Teachers

    Directory of Open Access Journals (Sweden)

    Kalashnikov A.I.

    2017-11-01

    Full Text Available The article reviews teachers' attitudes towards the teaching profession which can be expressed both in professional commitment and in professional marginalism. The dominance of professional marginalism could affect destructively the students as well as the teacher’s personality, hence the issues related to the content of personal position of a marginal and the rate of marginalism among teachers. It was suggested that marginalism could be revealed in the study of professional commitment. The study involved 81 teachers of Sverdlovsk secondary schools aged 21—60 years with work experience ranging from 1 month to 39 years. The Professional Commitment Questionnaire was used as the study technique. The results showed that negative emotional attitude towards the profession and reluctance to leave the profession were grouped as a separate factor. The dispersion factor was 12,5%. The factor loadings ranged from 0.42 to 0.84. The study proved that professional marginalism in teachers includes dissatisfaction with work, feelings of resentment against profession and an unwillingness to leave the profession.

  9. Measuring the Multicultural Dispositions of Preservice Teachers

    Science.gov (United States)

    Jensen, Bryant; Whiting, Erin Feinauer; Chapman, Sara

    2018-01-01

    Claims abound in the research literature regarding multicultural teacher dispositions, including how to foster them in teacher preparation programs. However, measures of multicultural dispositions of teachers that (a) capture the range of conceptually rich constructs and (b) demonstrate strong psychometric properties are not represented in the…

  10. Teacher Professional Development through Digital Content Evaluation

    Science.gov (United States)

    Xie, Kui; Kim, Min Kyu; Cheng, Sheng-Lun; Luthy, Nicole C.

    2017-01-01

    In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central…

  11. Qualities of Effective Teachers. 2nd Edition

    Science.gov (United States)

    Stronge, James H.

    2007-01-01

    Thousands of educators who are involved with teacher professional development--from training to hiring, mentoring to supervising--rely on this authoritative book to focus on cultivating teacher qualities that are most apt to raise student achievement. Now, this new edition extends this results-based approach to include teachers who work with…

  12. 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…

  13. Preservice Teachers Connecting Mathematics and Drumming

    Science.gov (United States)

    Marshall, Anne Marie

    2014-01-01

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

  14. The Teacher: A Man for All Seasons

    Science.gov (United States)

    Ribotta, Fr. Michael

    1973-01-01

    This article details a brief historical description of teachers from colonial days to the early 1900's. Included are discussions fo the development of the role and of public opinions of the teacher, types of early American teachers, and the introduction of women into teaching. (JA)

  15. The Failure of Certification Program to Unify Indonesian Teachers' Perception on Teacher Professionalism: The Case of Bengkulu Junior and Senior High-School Teachers

    Science.gov (United States)

    Safnil Arsyad, Imrannudin

    2016-01-01

    Teacher professionalism has become a very important topic for teachers in Indonesia including in Bengkulu since all teachers have been and will be certificated to be competent and professional teachers; however, they may still have various different perception on the topic. The purpose of this study is to know the perception of certificated…

  16. Effects of Teacher Expectancies: Myth or Reality?

    Science.gov (United States)

    Aron, Robert; And Others

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

  17. Vocal nodules in a colombian teachers group with dysphonia

    Directory of Open Access Journals (Sweden)

    Andrés Felipe Alvarado Díaz

    2013-12-01

    Full Text Available Objectives: This study determined the prevalence of vocal nodules associated with dysphonia in teachers aged from 35 to 65 years, taking into consideration both individual and occupational variables. Methodology: Descriptive study that included the information contained in 262 medical records of teachers diagnosed with dysphonia in occupational health consultations at the institutions that provide health services in Bogotá, Colombia from March 2009 to March 2012. The presence of laryngeal nodules was based on the findings of a nasofibrolaryngoscopy procedure. Results: Nodules were found in 67 teachers, which corresponded to a rate of 25.5%, being apparently (highest observed rates associated primarily with the following variables: females, ages from 45 to 54 years, bilateral nodules, and teaching position (preschool and physical education. Of the teachers with nodules, 76.1% had fewer than five doctor's appointments, and 75% had more than 90 days of sick leave. Conclusion: A high percentage of teachers have vocal nodules associated with dysphonia. This may be apparently related to different variables such as sex, type of nodule, area and teaching position. Was observed only a statistically significant association among presence of nodules and age (p=0.018. In addition this disorder generates a large number of incapacities and employee absenteeism.

  18. Links between teacher assessment and child self-assessment of mental health and behavior among children affected by HIV/AIDS.

    Science.gov (United States)

    Du, Hongfei; Li, Xiaoming; Weinstein, Traci L; Chi, Peilian; Zhao, Junfeng; Zhao, Guoxiang

    2015-01-01

    Teachers are considered to be one of the most important influences in the lives of students. Teachers' assessments of students may be a primary source of information on children's mental and behavioral health; however, this topic has received little attention in research. We examined this issue through linking teachers' ratings of students and mental and behavioral outcomes of children affected by HIV. The hypothesis is that teacher ratings will be predictive of specific child mental and behavioral health outcomes. A quantitative cross-sectional design with self-administered paper-and-pencil instruments was used. The sample included 1221 children (aged 6-18, grades 1-11) affected by HIV including 755 orphans who lost one or both parents to AIDS and 466 vulnerable children living with HIV-infected parents in a central province of China. The corresponding teacher sample included 185 participants. Each child completed an assessment inventory of demographic information and mental and behavioral health measures. Teachers completed a questionnaire about children's school performance. SEM analyses revealed a good model fit according to all fit indices: comparative fit index = 0.93, root mean square error of approximation = 0.07, and standardized root mean square residual = 0.04. Structural equation modeling revealed that problem ratings by teachers were positively associated with child loneliness and behavioral problems, social competence ratings by teachers were negatively related to child depression, and personal growth and social interaction ratings by teachers were negatively related to child loneliness, depression, and trauma. The current study represents a unique contribution to the field in that it recognizes that teachers can be a valuable source of information on children's psychological health. Results from this study have implications for health prevention and intervention for children and families suffering from HIV/AIDS.

  19. Kindergarten teachers' experience with reporting child abuse in Taiwan.

    Science.gov (United States)

    Feng, Jui-Ying; Huang, Tzu-Yi; Wang, Chi-Jen

    2010-02-01

    The objectives were to examine factors associated with reporting child abuse among kindergarten teachers in Taiwan based on the Theory of Planned Behavior (TPB). A stratified quota sampling technique was used to randomly select kindergarten teachers in Taiwan. The Child Abuse Intention Report Scale, which includes demographics, attitudes about child discipline, punishment for perpetrators, and professional responsibility for reporting, subjective norms regarding support for reporting from the general and specific important persons, perceived behavioral control, and vignettes of child abuse, was used to collect data. A total of 598 kindergarten teachers (return rate 47%) provided data. While 97% of teachers reported having no experience with reporting a child abuse case, 11% indicated they had failed to report a suspected case of child abuse. Multiple regression revealed that, except for social norms, attitudes toward child discipline, punishments for perpetrators, and professional responsibility as well as perceived behavioral control explained 22.4% of variance of kindergarten teachers' intention to report child abuse. With the exception of the subjective norms, the findings of this study supported the TPB that kindergarten teachers' intention to report child abuse is associated with attitudes toward child discipline, punishment for perpetrators, professional responsibility, and perceived behavioral controls over reporting. This study revealed the problem of underreporting child abuse among kindergarten teachers in Taiwan, and highlighted the discrepancy between child abuse training and expected reporting outcomes suggesting an insufficiency in the current training programs on child abuse. There is a need to scrutinize the current training in child abuse and develop standardized training and clear reporting guidelines that will increase kindergarten teachers' confidence when confronted with suspected victims and perpetrators of child abuse in Taiwan. Copyright (c

  20. Assessing Teacher Technology Skills.

    Science.gov (United States)

    Anderson, Mary Alice

    2000-01-01

    Advocates the assessment of teachers' technology skills by school media and technology specialists who are involved in staff training. Discusses what should be assessed, including level of curricular integration and attitudes; assessment objectives; informal assessments; formal assessments; assessment tools; and administrators as role models for…

  1. Teachers' Perceptions of Stutterers.

    Science.gov (United States)

    Lass, Norman J.; And Others

    1992-01-01

    A questionnaire asking respondents to list adjectives describing 4 hypothetical stutterers (2 8 year olds and 2 adults) was completed by 103 elementary and secondary teachers. The majority of reported adjectives were negative stereotypical personality traits, indicating perceptions of stutterers similar to other groups including speech-language…

  2. Psychology: Teacher Supplement.

    Science.gov (United States)

    Stark, Rebecca

    This supplement provides teachers with tests, quizzes, answers to questions in the text, and general teaching information for using the student text, "Psychology," by Rebecca Stark. Quizzes included are on the topics of human development; the nervous system; the brain; cognitive development; sensation and perception; conditioning; learning;…

  3. Kids, Divorce, and Teachers.

    Science.gov (United States)

    Butler, Judy D.

    This paper investigates the influence of divorce on middle level students (grades 5 through 8) and how it relates to the students' performance (both academically and emotionally) in school. Also important to the discussion is what teachers should know about working with the children of divorce. The paper includes a review of the literature on…

  4. 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)

  5. Teacher as Prophetic Trickster

    Science.gov (United States)

    Garrison, Jim

    2009-01-01

    There are a multitude of powerful cultural archetypes and images of the school teacher. These include nurturing caregiver, guardian of morality, champion of the global economy, self-sacrificing do-gooder, cultural worker, intellectual, tyrant, and many more metaphors. Jim Garrison's essay introduces another figure, a mythological persona, to the…

  6. The Battered Teacher

    Science.gov (United States)

    Bloch, Alfred M.

    1977-01-01

    Methods for the prevention and control of stress and trauma in physically assaulted teachers include preparedness training, formation of crisis intervention teams, and morale-improving techniques such as staff support, rotation of teaching assignments, and direct access to schoolboards for grievance reports. (MJB)

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  8. Impact of Teachers' Dogmatism and Pessimistic Stereotype on the Effect of EMR-Class Label on Teachers' Judgments in Finland.

    Science.gov (United States)

    Moberg, Sakari

    1995-01-01

    Finnish special-education teachers (n=135) rated five sentences written by an 11-year-old student either labeled or not labeled as being in a special class for educable mentally retarded (EMR) students. Results indicated that the EMR label diminished teachers' ratings and that teacher dogmatism and pessimistic stereotype correlated negatively with…

  9. Restructuring Teachers' Work

    Directory of Open Access Journals (Sweden)

    Lisa Kirtman

    2002-05-01

    Full Text Available Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural, but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders, parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside

  10. Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

    Science.gov (United States)

    Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

    2014-01-01

    The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

  11. Transformation and Framework of Teacher Professional Development in Taiwan

    Science.gov (United States)

    Huang, Bo-Ruey

    2016-01-01

    This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

  12. Teacher Efficacy in an Early Childhood Professional Development School

    Science.gov (United States)

    Epstein, Ann; Willhite, Gary L.

    2015-01-01

    Teacher efficacy is the belief teachers have in their ability to impact student learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in an Early Childhood Professional Development School (PDS). The PDS experience provides an opportunity for mentor…

  13. Developing Teacher Leadership in Singapore: Multiple Pathways for Differentiated Journeys

    Science.gov (United States)

    Goodwin, A. Lin; Low, Ee Ling; Ng, Pak Tee

    2015-01-01

    In this article, we examine quality teachers through teacher leadership development. Using Singapore as an illustrative case, we describe the redefinition of the teaching profession to include deliberate structures and multiple pathways designed to nurture teacher leaders, and the role of teacher leaders in supporting education reform. We go on to…

  14. Male and Female Secondary School EFL Teachers' Code ...

    African Journals Online (AJOL)

    Male teachers claimed that they frequented inter-sentential codeswitching while female teachers did intra-sentential type. Teachers' reasons for codeswitching include their poor English competence, students' poor English comprehension, and teachers' interest to communicate with students and students' anxiety reduction.

  15. Teachers Voices Interpreting Standards

    Directory of Open Access Journals (Sweden)

    Leo C. Rigsby

    2003-11-01

    Full Text Available The State of Virginia has adopted state-mandated testing that aims to raise the standards of performance for children in our schools in a manner that assigns accountability to schools and to teachers. In this paper we argue that the conditions under which the standards were created and the testing implemented undermine the professionalism of teachers. We believe this result has the further consequence of compromising the critical thinking and learning processes of children. We argue this has happened because teachers’ views and experiences have driven neither the setting of standards nor the assessment of their achievement. We use data from essays by teachers in an innovative masters program to compare teachers’ experiences involving the Virginia Standards of Learning with ideal standards for professional development adopted by the National Board for Professional Teaching Standards. We argue that there are serious negative consequences of the failure to include dialogue with K-12 teachers in setting standards and especially in the creation of assessments to measure performances relative to the standards. We believe the most successful, honest, and morally defensible processes must be built on the experience and wisdom of classroom teachers.

  16. A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

    Science.gov (United States)

    Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

    2017-01-01

    A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions. PMID:28469587

  17. Reflective Practices for Teacher Education

    Directory of Open Access Journals (Sweden)

    Paulus Kuswandono

    2017-01-01

    Full Text Available Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.   DOI: https://doi.org/10.24071/llt.2012.150102

  18. Teacher attunement to peer-nominated aggressors.

    Science.gov (United States)

    Dawes, Molly; Chen, Chin-Chih; Zumbrunn, Sharon K; Mehtaji, Meera; Farmer, Thomas W; Hamm, Jill V

    2017-05-01

    This study examined the associations between teacher attunement to aggressive students and students' characteristics in a sample (n = 278) of youth in 5th-grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers' attunement to aggressive students. Teacher attunement was measured as the agreement between teacher- and peer-nominations for students who start fights. Teachers rated their students on the following characteristics: academic competence, affiliation, popularity, internalizing behavior, and Olympian qualities. Higher affiliation, popularity, and internalizing behavior were associated with decreased odds for teacher attunement to aggressive youth. Higher Olympian qualities were associated with increased odds for teacher attunement to aggressive youth. Implications for interventions are discussed. Aggr. Behav. 43:263-272, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

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

    Science.gov (United States)

    Katz, Daniel S.

    2016-01-01

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

  20. The Examination of Teacher Stress among Turkish Early Childhood Education Teachers

    Science.gov (United States)

    Erdiller, Z. B.; Dogan, Ö.

    2015-01-01

    The purpose of this study is to examine the level of teacher stress experienced by Turkish early childhood education teachers working in public and private preschools serving children from three to six years of age. The participants of the study include 1119 early childhood education teachers gathered through simple random sampling. The data are…

  1. Teacher's Myers-Briggs Personality Profiles: Identifying Effective Teacher Personality Traits

    Science.gov (United States)

    Rushton, Stephen; Morgan, Jackson; Richard, Michael

    2007-01-01

    The Myers-Briggs Type Inventory (MBTI) and Beiderman Risk Taking (BRT) scale were administered to 58 teachers living in the state of Florida, USA. These teachers are considered part of prestigious group of educators who were nominated into the Florida League of Teachers by their superintendents/directors. Descriptive data includes frequency and…

  2. Behavior and Classroom Management: Are Teacher Preparation Programs Really Preparing Our Teachers?

    Science.gov (United States)

    Flower, Andrea; McKenna, John William; Haring, Christa D.

    2017-01-01

    Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers.…

  3. The Art of Teaching Reading: A Study of Teachers' Perceptions of Their Teacher Education Reading Course

    Science.gov (United States)

    Lebsock, Rene Mendel

    2016-01-01

    This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of…

  4. Adult teachers

    DEFF Research Database (Denmark)

    Larsen, Lea Lund

    2011-01-01

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

  5. TEACHER NEEDED

    CERN Multimedia

    2002-01-01

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

  6. Theory and practice in teacher education

    DEFF Research Database (Denmark)

    Knudsen, Lars Emmerik Damgaard

    framework of Aristotle, Thomas Højrup and Maurice Merleau-Ponty I develop an analytical model called the topos and logos model designing a qualitative case and methodological design. In a six months period of fieldwork two students including their teachers and supervisors are observed, interviewed......Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession...

  7. Distance education for teacher education in Ghana: an investigation into untrained teachers' experiences

    OpenAIRE

    Akoto, Philip Victor

    2015-01-01

    Ghana, like many developing countries, has fewer trained, qualified teachers than the number the country needs to realise the Education For All goals of quality education by 2015. The failure of Ghana’s teacher education sector to turn out sufficient numbers of qualified trained teachers is as a result of numerous factors including existing Colleges of Education (CoEs) not having enough facilities to train the high number of untrained teachers (UTs) through the traditional campus-based model ...

  8. Teacher labor markets in developed countries.

    Science.gov (United States)

    Ladd, Helen F

    2007-01-01

    Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those in other industrialized countries. Teacher shortages also appear to stem from policies that make salaries uniform across academic subject areas and across geographic regions. Shortages are especially common in math and science, in large cities, and in rural areas. Among the policy strategies proposed to deal with such shortages is to pay teachers different salaries according to their subject area. Many countries are also experimenting with financial incentive packages, including bonuses and loans, for teachers in specific subjects or geographic areas. Ladd notes that many developed countries are trying to attract teachers by providing alternative routes into teaching, often through special programs in traditional teacher training institutions and through adult education or distance learning programs. To reduce attrition among new teachers, many developed countries have also been using formal induction or mentoring programs as a way to improve new teachers' chances of success. Ladd highlights the need to look beyond a single policy, such as higher salaries, in favor of broad packages that address teacher preparation and certification

  9. Mongolian Teachers

    DEFF Research Database (Denmark)

    Madsen, Ulla Ambrosius

    2002-01-01

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

  10. Teacher's PAT?

    DEFF Research Database (Denmark)

    Vanhuysse, Pieter; Sulitzeanu-Kenan, Raanan

    2009-01-01

    asymmetries ought no longer to be regarded as the sole foundation of bureaucrat power. According to Moe, current theories largely overlook the direct electoral power of agents and their unions (EPA) in voting for their own bureaucratic principals. Therefore, they are biased systematically towards under...... implications for our understanding of the political power of public school teachers and bureaucrats more generally....

  11. Teacher's PAT?

    DEFF Research Database (Denmark)

    Vanhuysse, Pieter; Sulitzeanu-Kenan, Raanan

    2009-01-01

    This article aims to contribute to current theoretical debates about political power and agency relationships in education and other public sector settings. In a recent clarion call for a major redirection of political principal-agent theories (PAT), Terry Moe has argued that standard information...... implications for our understanding of the political power of public school teachers and bureaucrats more generally....

  12. language teachers

    CERN Multimedia

    2007-01-01

    The Le Rosey Institute at Rolle (autumn and spring) and Gstaad (winter) is looking for part-time language teachers of 
Bulgarian, Farsi, Hindi, Korean and Romanian for the start of the autumn term in September 2007. For further details, please contact : www.rosey.ch Please send applications with CVs to job@rosey.ch

  13. Information Literacy and Teacher Education

    Directory of Open Access Journals (Sweden)

    Fatma Baysen

    2017-03-01

    Full Text Available Teachers play a key role in raising individuals equipped with literacy skills that societies need in the 21st century. Therefore, teacher candidates should be equipped with such skills first. Thus those programs that aim to help teacher candidates gain these skills should be included in the curriculums of education faculties. Based on this framework, the aim of the study is to both reveal if the information literacy program is considered in both national policies, in laws and in teacher qualification and also determine the existence of information literacy program in departments of educations’ teacher training curriculum. For this purpose, qualitative research approaches have been utilized in the study for determining the existing situation. The data is collected from documents of laws, national policies and action plans, national education council decisions, teacher competencies which were produced by Ministry of Education of both Turkey and Turkish Republic of Northern Cyprus (TRNC and other related institutions and ministries and missions and programs of primary sources of governmental and foundation universities including education faculties in Ankara-Turkey and TRNC. Content analysis method was used to analyze the data. The analysis showed that information literacy education is not addressed sufficiently both in Turkey and TRNC in teacher education programs, there is a lack of awareness on information literacy education program in the education faculties. At the end of this study, evaluation of the obtained data was made and suggestions were made for future researches.

  14. Voices in a Preservice Teacher Discussion Group

    OpenAIRE

    Sheila Fram-Kulik

    2011-01-01

    This discourse analysis study focuses on the dominant voices in a preservice teacher discussion group in a language variation course included in a teacher education program. The voices in the discussion group have what Bakhtin (1981) considers heteroglossic characteristics and what Kristeva (1986) calls intertextuality and what Fairclough (1992) considers interdiscursivity. The analysis of the voices shows textualized voices, that include appropriated voices from mentors or previous teachers ...

  15. Teachers' perceptions and use of a large-scale science education reform initiative for middle schools

    Science.gov (United States)

    Pistorius, Carolyn Sue

    Reform efforts in science education have been increasing over the past decade. This quantitative design study explored middle school teachers' perceptions and attitudes about one such reform effort. Quantitative and qualitative data were gathered from teachers and their classrooms. The population consisted of all of the middle school science teachers who had completed at least one two-week session of professional development in the University of Alabama in Huntsville in-service region. The teachers were all involved in the Alabama Math, Science, and Technology Initiative (AMSTI). This initiative provided professional development and complete science modules, including materials for all K-8 teachers of science to use. Middle school teachers' (grades 6-8) perceptions, attitudes, and information about classroom decisions in teaching science using the AMSTI were obtained through the uses of the AMSTI Science Questionnaire, teacher interviews and classroom observations using the Reformed Teaching Observation Protocol (RTOP). Quantitative data were analyzed using ANOVA, chi-square, Tukey HSD statistical analyses. Qualitative data involved transcribing, coding, and determination of emerging themes. The AMSTI Science Questionnaire was found to have evidence of reliability and validity for the determination of the impact of professional development on teachers' perceptions and attitudes towards teaching science in their classrooms. Results of this study demonstrated that the more professional development experienced by the teachers was related to the number of lessons that the teachers used from the AMSTI modules. The amount of professional development was also related to the amount of time spent teaching and quality of the teaching as rated using the Reformed Teacher Observation Protocol. The more professional development the teachers received, the higher they self-reported their level of expertise in teaching the AMSTI science modules. Some of the strengths of the

  16. How to help teachers' voices.

    Science.gov (United States)

    Saatweber, Margarete

    2008-01-01

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

  17. Secondary School Teachers’ Perception of “Teacher Professional Development”: A Case Study of Teachers from Five Districts of Uganda.

    Directory of Open Access Journals (Sweden)

    Alice Merab Kagoda

    2014-12-01

    Full Text Available Teacher professional development (TPD is important in keeping teachers abreast with changes that characterise the 21st century schools. However, TPD will only be valuable if teachers perceive it as important. Moreover the varying perceptions of teacher professional development by teachers are likely to affect their view of TPD. Using data collected from secondary school teachers, this study explored teachers’ understanding of the concept “teacher professional development, TPD approaches used by teachers and barriers/constraints they face. Results show that teachers have narrow understanding of the concept, and that to many TPD meant subject content upgrading by going back to teacher training college, while others view it as attending workshops and seminars. Barriers mentioned included shortage of time, lack of funds, lack of motivation and support by head teachers and government as a whole. Researchers recommend that teacher education should incorporate a component of professional teacher development in the initial teacher training. The head teachers and Ministry of Education and Sports should support in-service teachers in their endeavour to develop professionally. Teachers with low selfesteem should be motivated through attendance of conferences, workshops and group activities at local level.

  18. TEACHER PERCEPTIONS OF SUPERVISOR-TEACHER INTERACTION.

    Science.gov (United States)

    AMIDON, EDMUND; BLUMBERG, ARTHUR

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

  19. Mother-Teacher Agreement on Preschoolers' Symptoms of ODD and CD: Does Context Matter?

    Science.gov (United States)

    Strickland, Jennifer; Hopkins, Joyce; Keenan, Kate

    2012-01-01

    The aims of this study were to examine mother-teacher agreement on oppositional defiant disorder (ODD) and conduct disorder (CD) symptoms and diagnoses in preschool children; to determine if context is a source of disagreement; and to explore if sex, referral status, and age moderated agreement rates. Participants included 158 male and 139 female…

  20. Writing Practices in Swedish Teacher Education and the Inclusion/Exclusion of Subjectivities

    Science.gov (United States)

    Taguchi, Hillevi Lenz

    2009-01-01

    Against the background of an increasing drop-out rate of students with ethnic minority and working-class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A "conventional academic writing practice" will be compared to a…

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

    Directory of Open Access Journals (Sweden)

    Ali Eryılmaz

    2017-01-01

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

  2. Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

    Science.gov (United States)

    Irajzad, Fatemeh; Shahriari, Hesamoddin

    2017-01-01

    Supportive teacher-student relationships play a significant role in the trajectory of students' academic life. Teachers may use various strategies to improve this relationship, one of which is teacher stroke (teacher encouragement). The stroking behavior of teachers might be influenced by several factors, including the socioeconomic status (SES)…

  3. Assess the Impact of an Online Tobacco Prevention Training Program on Teachers and Their Students

    Science.gov (United States)

    Chen, W. William; Sheu, Jiunn-Jye; Weng, Chung-Bang

    2013-01-01

    School-based tobacco prevention programs have been proven effective in reducing tobacco use. This evaluation aimed to assess the impact of an online tobacco prevention teacher training program on teachers and their students in Florida schools. A total of 344 teachers, including 72 K-3 grade teachers, 44 4th-5th grade teachers, and 228 6th-12th…

  4. Job Design for Special Education Teachers

    Science.gov (United States)

    Major, Amanda E.

    2012-01-01

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

  5. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

  6. Teacher Perceptions and Student Reading Motivation.

    Science.gov (United States)

    Sweet, Anne P.; Guthrie, John T.; Ng, Mary M.

    1998-01-01

    Elementary school teachers (n=68) rated 374 students on aspects of motivation for reading. Qualitative and quantitative results show that teachers perceive higher achievers to be relatively higher in intrinsic reading motivation (individual and topical) than in extrinsic reading motivation (activity-based and autonomy-supported), with lower…

  7. Elementary teachers' knowledge and practices in teaching science to English language learners

    Science.gov (United States)

    Santau, Alexandra O.

    Efforts to improve education---more concretely science education---by creating fundamental shifts in standards for students and teachers have been launched by educators and policy makers in recent years. The new standards for science instruction address improvements in student learning, program development, assessment, and professional development for teachers, with the goal to prepare US students for the academic demands of the 21st century. The study examined teachers' knowledge and practices in science instruction with English language learning (ELL) students. It also examined relationships among key domains of science instruction with ELL students, as well as profiles of teaching practices. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger 5-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. The study involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses, classroom observation ratings, and post-observation interviews, results indicated that (1) teachers' knowledge and practices were within the bounds of the intervention, but short of reform-oriented practices and (2) relationships among the four domains existed, especially at grade 5. These findings can provide insights for professional development and future research, along with accountability policies.

  8. The job self-efficacy and job involvement of clinical nursing teachers.

    Science.gov (United States)

    Yang, Hui-Ling; Kao, Yu-Hsiu; Huang, Yi-Ching

    2006-09-01

    This paper explored the present status of self-efficacy and job involvement of clinical nursing teachers and investigated the predictive power of teachers' personal background variables on such, as well as the relationship between self-efficacy and job involvement. A total of 419 participants in the survey sample were chosen among clinical nursing teachers at 19 public and private institutes of technology and junior colleges in Taiwan in 2004. The self-developed structural questionnaire was categorized into three sections, including personal background data, job self-efficacy related to the clinical teaching inventory and job involvement related to clinical teaching inventory. Of the total 419 questionnaires distributed for this cross-sectional survey, 266 valid copies were registered, at a recovery rate of 63%. Findings indicated that both the job self-efficacy and job involvement of clinical nursing teachers are at a medium to high level and that significant differences exist in job self-efficacy and job involvement based on differences in age, marital status, teaching seniority, teacher qualifications, and job satisfaction. Second, samples have significantly different performance in self-efficacy due to differences in education level attained and the medical institution to which nursing teachers had been assigned. Self-efficacy and job involvement are significantly positively correlated. These results can serve as a reference for the cultivation of nursing teachers and reform of clinical nursing education in the future.

  9. The efficacy of teachers' responses to incidents of bullying and victimization: The mediational role of moral disengagement for bullying.

    Science.gov (United States)

    Campaert, Kristel; Nocentini, Annalaura; Menesini, Ersilia

    2017-09-01

    Teachers respond differently to bullying and victimization. Socio-cognitive and moral domain theory suggest that students process teachers' behavior cognitively and that teachers' responses to incidents of bullying and victimization could affect students' level of moral disengagement. We examined the mediating effect of students' moral disengagement between types of teachers' responses to situations of bullying and victimization and individual bullying using multilevel mediation modelling. Participants were 609 students (50% boys, age M = 11.47, SD = 1.14) of central Italy, nested in 34 classes. Students rated the frequency of self-reported bullying and of teachers' responses to incidents of bullying and victimization on a 5-point Likert scale. Teachers' responses to bullying included non-intervention, mediation, group discussion, and sanctions. Teachers' responses to victimization included non-intervention, mediation, group discussion, and victim support. Results indicated that in the teachers' responses to incidents of bullying model, a significant indirect effect of non-intervention (β = .03; 95%CI [.01, .05]) and of sanctions (β = -.02; 95%CI [-.04, -.01]) on bullying through moral disengagement was found at the individual level. Similarly, in the model on teachers' responses toward victims there was a significant indirect effect through moral disengagement of non-intervention (β = .03; 95%CI [.02, .04]) and victim support (β = -.01; 95%CI [-.02, -.001]). At the class level there were no significant indirect effects. In sum, results indicated that moral disengagement is an important mediator at the individual level and suggest including teachers in anti-bullying interventions with a specific focus on their role for moral development. © 2017 Wiley Periodicals, Inc.

  10. Concerns of the Novice Physical Education Teacher

    Science.gov (United States)

    Gordon, Evelyn J.

    2016-01-01

    The purpose of this case study was to examine novice physical education teachers in the first and second year of teaching. Participants included two novice physical education teachers, John in Year 1 and Mark in Year 2. Methodology included observations, semistructured interviews, and documents. Data were analyzed using open coding and constant…

  11. Patterns of Teacher Absence in Public Primary Schools in Indonesia

    Science.gov (United States)

    Usman, Syaikhu; Akhmadi; Suryadarma, Daniel

    2007-01-01

    This paper uses the first nationally representative survey of teacher absence collected through direct observation to determine the patterns of absence among full-time teachers in public primary schools in Indonesia. Based on the survey data, the authors found a national teacher absence rate of 19%, with almost half of the absences due to…

  12. Teacher Performance Trajectories in High- and Lower-Poverty Schools

    Science.gov (United States)

    Xu, Zeyu; Özek, Umut; Hansen, Michael

    2015-01-01

    This study explores whether teacher performance trajectory over time differs by school-poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high- (=60% free/reduced-price lunch [FRPL])…

  13. Imaging Teachers: In Fact and in the Mass Media.

    Science.gov (United States)

    Reyes, Xae Alicia; Rios, Diana I.

    2003-01-01

    The impact of mass media on public images of teachers and students is considered in a dialogue between two educational and mass media researchers. Stereotypes in films, such as teacher-savior and student-failure, and abundant reports about Latino dropout rates and low academic achievement impact teachers and the public, who accept negative images…

  14. Using Job Embeddedness to Explain New Teacher Retention

    Science.gov (United States)

    Watson, Jennifer Moradian; Olson-Buchanan, Julie

    2016-01-01

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

  15. Multimedia Teacher Research

    Science.gov (United States)

    Leaman, Heather; DiLucchio, Connie

    2015-01-01

    In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers' use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized…

  16. Students' and teachers' cognitions about good teachers.

    Science.gov (United States)

    Beishuizen, J J; Hof, E; van Putten, C M; Bouwmeester, S; Asscher, J J

    2001-06-01

    Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers' practices and opinions than to students' views. The study reported here attempted to deepen our understanding of what students think about good teachers. Students of four age groups (7, 10, 13, and 16 years of age) and teachers from primary and secondary schools were asked to write an essay on the good teacher. The correspondence between conceptual items in the essays was investigated by determining the extent to which they were used in the same essays to describe good teachers. Correspondence analysis revealed two dimensions. The first dimension reflected the preference of students and teachers for describing the good teacher in terms of either personality or ability characteristics. The second dimension was interpreted as an orientation in the essays towards either attachment to, detachment from or commitment to school and teachers. Students and teachers were compared to establish the amount of (dis)agreement about what makes a good teacher. Primary school students described good teachers primarily as competent instructors, focusing on transfer of knowledge and skills, whereas secondary school students emphasised relational aspects of good teachers. Teachers, however, considered good teachers in the first place a matter of establishing personal relationships with their students. Consequently, primary school students and teachers disagreed about the characteristics of good teachers. In secondary education, disagreements between teachers and students were relatively small. The research method of collecting free essays and utilising correspondence analysis to represent conceptual items and groups of participants seems promising as long as a theoretical framework is available to interpret the

  17. Competencies of Thai expertise teacher and PCK

    Science.gov (United States)

    Chantaranima, Tarntip; Yuenyong, Chokchai

    2018-01-01

    Pedagogical Content Knowledge (PCK) was accepted by worldwide Educators that it is a ubiquitous word in the preparation of teachers in the past decade. This study uses Pedagogical Content Knowledge (PCK) framework as a lens for classifying the guidelines and expectations for categorizing expertise teachers. Therefore, the paper tries to clarify the relationship between competencies of Thai expertise teacher and PCK elements. To promote skillful Thai teachers by offering them academic titles, the Office of the Teacher Civil Service and Education Personal Commission were developed to provide guidelines and expectations for categorizing expertise teachers (OTEPC, 2009). This article focuses on the guideline criteria which are three areas of consideration. The first area of consideration is teacher's disciplines including virtues and professional conducts. The second area of consideration is teacher's knowledge and teaching ability. The last area of consider is teacher's performance. It seemed that the OTEPC guideline pay too much attention on the first area. However, there are some issues of PCK appearing on the OTEPC teacher competency. The paper will discuss some suggestions of fill up PCK in the OTEPC guideline. The paper may have implication for Thailand teacher education.

  18. Teaching teachers

    OpenAIRE

    Jašinskaitė, Eglutė; Valaitytė, Vilija

    2005-01-01

    The article present the survey of scientific pedagogical and psychological literature analyzing the essence of teaching/learning of adults, ideas of humanistic psychology, constructivist conception of learning, and the viewpoint of various scientific theories towards adult teaching/learning. On the basis of the data of the questionnaire given, reasons for learning of schools teachers, their expectations about their future profession, some psychological moments of their relationship with the t...

  19. Teachers and Non-Teachers Perceptions of a Chinese Learner’s Oral Performances

    Directory of Open Access Journals (Sweden)

    Guangyan Chen

    2014-08-01

    Full Text Available This study explores whether teachers differ from non-teachers (naïve native speakers in their perceptions of a learner’s oral performances. The oral language performances of an American university student in a fourth-year Chinese class were videotaped. Descriptive items were generated for use in evaluating the learner’s performances. Then 343 Chinese teachers and non-teachers used these items to evaluate the performances. The data were analyzed by means of exploratory factor analysis and analysis of variance. No significant differences were found between teachers and non-teachers in their rating criterion patterns. This result suggests that experience as a teacher does not necessarily out weight culturally-influenced perceptions. The implication is that experts in language assessment should make studying the underlying perceptual judgments of native speakers in the assessment of oral performance a top priority.

  20. TEACHERS NEEDED

    CERN Multimedia

    2001-01-01

    The English Language Programme of the Lycée International de Ferney-Voltaire has two teaching posts available for la rentrée 2001. 1. Part-time teacher of Primary-level English Candidates for the post need to be mother-tongue English speakers. They should have a relevant degree and teaching qualification. The post involves teaching the English curriculum to pupils who are within the French educational system. Classes take place on Tuesday afternoons at the Lycée. Team spirit necessary as teachers work as a team. Induction & training are offered. 2. Part-time teacher of Secondary-level history-geography Candididates for the post need to be mother-tongue English speakers. They should have a relevant degree in history or geography and also a strong interest in the other subject. They should have a relevant teaching qualification and be confident classroom practioners. For more information on either of these posts please contact the school office on 04.50.40.82...

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

    Directory of Open Access Journals (Sweden)

    Sandra P Meuer

    2015-01-01

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

  2. Elementary General Education Teachers' Knowledge of and Experience Teaching Students with Disabilities in Science and Social Studies

    Science.gov (United States)

    Rice, Diane

    In Grades 3 to 5 at a suburban southeastern elementary school, the percentage of students with disabilities (SWDs) who do not meet state standards in science and social studies is greater than that of their nondisabled peers. To address this disparity, district administrators required that proficiency ratings increase for SWDs without providing general education (GE) teachers with training. A qualitative bounded case study was used to understand how GE teachers constructed their knowledge of and met SWDs instructional needs and to understand GE teachers' needs as they worked toward meeting the district goals. Piaget's constructivist learning theory served as the conceptual framework for this study. A purposeful sample of 6 GE teachers, 2 each from Grades 3-5 whose classrooms included SWDs, volunteered to participate in open-ended interviews. Qualitative data were analyzed using provisional coding and pattern coding. A primary finding was that the participants identified teacher collaboration and professional development necessary to accommodate SWDs in the GE setting. This finding led to a recommendation that school leaders provide ongoing professional development for GE teachers as well as ongoing opportunities for collaboration between GE and special education teachers. These endeavors may contribute to positive social change by providing GE teachers instructional strategies and accommodations for meeting the learning needs of SWDs to increase the number and percentage of SWDs who meet the state standards and district goals in science and social studies.

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

    Science.gov (United States)

    Ficarra, Laura; Quinn, Kevin

    2014-01-01

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

  4. The linguistically aware teacher and the teacher-aware linguist.

    Science.gov (United States)

    McCartney, Elspeth; Ellis, Sue

    2013-07-01

    This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney [(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press], a state-of-the-art text deriving from a British Association of Applied Linguistics/Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.

  5. Roster of Classics Teachers in the United States.

    Science.gov (United States)

    Latimer, John F., Ed.

    This partial list of classics teachers is based on responses to an American Classical League biographical information form. Classics teachers at all levels are included and listed alphabetically within each state, with states grouped according to region. Each entry includes the highest academic degree attained, the resident address of the teacher,…

  6. Composite Pressure Vessel Including Crack Arresting Barrier

    Science.gov (United States)

    DeLay, Thomas K. (Inventor)

    2013-01-01

    A pressure vessel includes a ported fitting having an annular flange formed on an end thereof and a tank that envelopes the annular flange. A crack arresting barrier is bonded to and forming a lining of the tank within the outer surface thereof. The crack arresting barrier includes a cured resin having a post-curing ductility rating of at least approximately 60% through the cured resin, and further includes randomly-oriented fibers positioned in and throughout the cured resin.

  7. Dysfunctional Consequences of Conflict on Teachers' Productivity: A ...

    African Journals Online (AJOL)

    ' productivity. To achieve the objectives of the study, discussions were woven around six thematic areas which include: the conceptualization of conflict, the issue of teachers' productivity, the factors influencing teachers' productivity, the ...

  8. Research and Rhetoric on Teacher Certification

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2002-09-01

    Full Text Available In October, 2001, the Baltimore-based Abell Foundation issued a report purporting to prove that there is "no credible research that supports the use of teacher certification as a regulatory barrier to teaching" and urging the discontinuation of certification in Maryland. The report argued that large inequities in access to certified teachers for poor and minority students are not a problem because research linking teacher education to student achievement is flawed. In July, 2002, the U.S. Secretary of Education cited the Abell Foundation paper in his Annual Report on Teacher Quality as the sole source for concluding that teacher education does not contribute to teacher effectiveness. The Secretary's report then recommended that requirements for education coursework be eliminated from certification standards, and attendance at schools of education and student teaching be made optional. This article documents the many inaccuracies in the Abell Foundation paper and describes the actual findings of many of the studies it purports to review, as well as the findings of other studies it ignores. It details misrepresentations of a number of studies, including inaccurate statements about their methods and findings, false claims about their authors' views, and distortions of their data and conclusions. The article addresses methodological issues regarding the validity and interpretation of research. Finally, the article presents data challenging the Abell Foundation's unfounded claims that uncertified teachers are as effective as certified teachers, that teacher education makes no difference to teacher effectiveness, that verbal ability is the most important determinant of teaching effectiveness, that private schools staffed by uncertified teachers are more effective than public schools, and that untrained teachers are more qualified than prepared teachers. It concludes with a discussion of the policy issues that need to be addressed if all students are

  9. Teachers come to learn at CERN!

    CERN Multimedia

    Patrice Loïez

    2003-01-01

    PhysicsTeachers@CERN is an annual three-day meeting at CERN for teachers from all over Europe. The programme includes seminars, visits and educational activities. It is designed to give physics teachers new insights into contemporary particle physics. The fifty participants in the 2003 meeting, which took place from 21 to 23 February, are pictured in the garden adjoining Microcosm, CERN's on-site science centre.

  10. Understanding beginning teacher induction: A contextualized examination of best practice

    Directory of Open Access Journals (Sweden)

    Sean Kearney

    2014-12-01

    Full Text Available The problems that teachers face early in their careers are a major factor in growing rates of attrition among neophyte teachers. According to the Organisation for Economic Co-operation and Development, high rates of attrition, coupled with and aging teacher population in many countries in the developed world, may cause a teacher shortage crisis in coming years. Beginning teacher induction is an imperative process in acculturating teachers to their new careers and helping them overcome the hardships of teaching and the accreditation process. While induction practices have become more common in recent years, there are still no mandated structures for inducting teachers into the profession throughout Australia. This article reviews a number of international induction programs, which have been successful in supporting beginning teachers and curbing attrition rates, to emphasize why many programs are inadequate at meeting the needs of beginning teachers. The review proposes a definition for induction to better understand common misconceptions and highlights best practice induction as a way to retain quality teachers in the profession and help ameliorate conditions for beginning teachers. Finally, recommendations are made, specifically in the Australian context, which could help to improve induction practices to better acculturate neophyte teachers to their profession.

  11. The Teacher's Paradox

    Science.gov (United States)

    Lilyquist, J. Gary

    1998-06-01

    New findings suggest that the way in which schools conduct their business is blocking our educational system from improving at a rate required to meet society's needs. A ground theory developed by exploring six organizational dimensions: external and internal environment cultures, leadership, strategy, structure, and results, verified the existence of the teacher's paradox. Implications suggest educational reformers must rethink approaches to school improvement by work within cultural boundaries. The forth coming book, "Are schools really like this?" presents "The Balance Alignment Model and Theory" to improve our schools using system thinking.

  12. How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

    Science.gov (United States)

    Holzberger, Doris; Philipp, Anja; Kunter, Mareike

    2013-01-01

    This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation,…

  13. Special Education Teacher Perception of Administrative Supports That Encourage, Decrease Burnout, and Reduce Attrition

    Science.gov (United States)

    Beebe, Jay

    2017-01-01

    The field of special education is facing a shortage of teachers. A shortage of special education teachers is an example of a pressing issue within education. The problem is that teacher attrition rates are among the highest within special education. Many special education teachers are leaving the profession after a few years of teaching for varied…

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

    Science.gov (United States)

    Trace, Natalie Elizabeth Lytle

    2016-01-01

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

  15. Teacher Autonomy vs. Curricular Anarchy.

    Science.gov (United States)

    Glatthorn, Allan A.

    1987-01-01

    Discusses the negative and positive aspects of teacher autonomy in relation to curriculum development and control. Outlines a process for solving the problem that includes conducting staff development through dialog, delineating mastery curriculum, mapping ideal curriculum, and developing curriculum-based tests. Includes references and a figure.…

  16. How Portuguese and American teachers plan for literacy instruction.

    Science.gov (United States)

    Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

    2016-04-01

    This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning.

  17. Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy

    Science.gov (United States)

    Wagler, Ronald Robert

    Scope and method of study. The purpose of this study was to investigate the impact of vicarious experiences (preservice teacher field experiences) on perceived preservice science teacher efficacy and perceived preservice teacher efficacy. The participants for the study were 46 preservice elementary education students who were enrolled in CIED 3430 (Early Lab and Clinical Experience in Elementary Education II) at a large Midwestern state university and 20 classroom inservice teachers. A pretest was administered early in the spring 2007 semester, before the preservice teachers did their field experience and consisted of demographic questions and the STEBI-B. A posttest was administered at the end of the spring 2007 semester, after the preservice teachers had completed their field experiences, and consisted of demographic questions, a rating of the teachers they observed during their educational field experience, the STEBI-B and the TES. The field experience classroom inservice teachers provided personal, professional, and classroom data in the middle of the spring 2007 semester. All data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Findings and conclusions. Factors of gender, ethnicity, socioeconomic status and preservice teacher program placement were found to be significant predictors of preservice teachers' efficacy scores. Even though, in some cases, these factors negatively impacted preservice teacher efficacy, preservice teachers should be placed in these environments when support is most available. The Teacher Efficacy Scale (Gibson & Dembo, 1984) is invalid. Even the construct of a general teacher efficacy is questionable.

  18. US Urban Elementary Teachers' Knowledge and Practices in Teaching Science to English Language Learners: Results from the first year of a professional development intervention

    Science.gov (United States)

    Santau, Alexandra O.; Secada, Walter; Maerten-Rivera, Jaime; Cone, Neporcha; Lee, Okhee

    2010-10-01

    The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five-year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first-year implementation of the intervention. Based on teachers' questionnaire responses and classroom observation ratings, results indicated that (1) teachers' knowledge and practices were within the bounds of acceptability but short of reform-oriented practices and (2) grade-level differences existed, especially between Grades 3 and 5.

  19. Effect of transporting an evidence-based, violence prevention intervention to Jamaican preschools on teacher and class-wide child behaviour: a cluster randomised trial.

    Science.gov (United States)

    Baker-Henningham, H; Walker, S

    2018-01-01

    Based on extensive piloting work, we adapted the Incredible Years (IY) teacher-training programme to the Jamaican preschool setting and evaluated this adapted version through a cluster-randomised trial. Twenty-four community preschools in Kingston, Jamaica were randomly assigned to intervention (12 schools, 37 teachers) or control (12 schools, 36 teachers). The intervention involved training teachers in classroom management through eight full-day training workshops and four individual 1-h in-class support sessions. Outcome measurements included direct observation of teachers' positive and negative behaviours to the whole class and to high-risk children and four observer ratings: two measures of class-wide child behaviour and two measures of classroom atmosphere. Measures were repeated at a six-month follow-up. Significant benefits of intervention were found for teachers' positive [effect size (ES) = 3.35] and negative (ES = 1.29) behaviours to the whole class and to high-risk children (positive: ES = 0.83; negative: ES = 0.50) and for observer ratings of class-wide child behaviour (ES = 0.73), child interest and enthusiasm (ES = 0.98), teacher warmth (ES = 2.03) and opportunities provided to share and help (ES = 5.72). At 6-month follow-up, significant benefits of intervention were sustained: positive behaviours (ES = 2.70), negative behaviours (ES = 0.98), child behaviour (ES = 0.50), child interest and enthusiasm (ES = 0.78), teacher warmth (ES = 0.91), opportunities to share and help (ES = 1.42). The adapted IY teacher-training programme produced large benefits to teacher's behaviour and to class-wide measures of children's behaviour, which were sustained at 6-month follow-up. Benefits were of a similar magnitude to those found in a pilot study of the minimally adapted version that required significantly more in-class support for teachers.

  20. Students' and teachers' cognitions about good teachers

    NARCIS (Netherlands)

    Beishuizen, J.J.; Hof, E.; van Putten, C.M.; Bouwmeester, S.; Asscher, J.J.

    2001-01-01

    Examined what students think about good teachers. 198 students of 4 age groups (7, 10, 13, and 16 yrs old) and teachers from primary and secondary schools were asked to write an essay on the good teacher. The correspondence between conceptual items in the essays was investigated. The analysis