Communication Strategies in Experienced vs. Inexperienced Teachers' Talk: A Sign of Transformation in Teacher Cognition

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Rahmani Doqaruni, Vahid

2017-01-01

Due to the fact that research in areas related to "teacher experience" is in short supply, the purpose of the present study is to fill the gap in L2 teacher education through comparing two groups of teachers, namely inexperienced vs. experienced, to see whether differences between them in the course of communication strategies (CSs)…

The nature of workplace bullying experienced by teachers and the ...

African Journals Online (AJOL)

This article reports on the nature of workplace bullying experienced by teachers in South African schools and the biopsychosocial health effects that may arise from such victimisation. Voluntary victimised teachers who wanted to share their experiences were sampled using a lifestyle magazine and online articles.

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

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Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

What Did They Take Away?: Examining Newly Qualified U.S. Teachers' Visions of Learning and Teaching Science in K-8 Classrooms

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Roberts-Harris, Deborah

2014-01-01

This study investigated newly qualified K-8 teachers' visions of science learning and teaching after they had completed preparation in a science teaching methods course I taught. What visions of science learning and teaching were these newly qualified teachers taking away from my course? How did these visions compare with those advocated by reform…

Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year

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Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve

2017-01-01

We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…

Encounters of Newly Qualified Teachers with Micro-Politics in Primary Schools in Zimbabwe

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Magudu, Snodia; Gumbo, Mishack

2017-01-01

This article demonstrates, through the example of Zimbabwe, the complexities of micro-political learning during induction. It reports on the experiences of ten newly qualified teachers with micro-politics or power relations in their schools during induction and locates these experiences within the broader context of their professional development.…

Professional Problems Experienced by Information Technology Teachers and Suggested Solutions: Longitudinal Survey

Directory of Open Access Journals (Sweden)

Hafize Keser

2013-02-01

Full Text Available The study aimed to determine the opinions of teacher candidates in the fourth year of Computer Education & Instructional Technologies department (CEIT on the Problems Experienced by Information Technology (IT Teachers and Suggested Solutions and it has been designed in case study routine taking place within qualitative research tradition and in a longitudinal survey model. The final year IT teacher candidates receiving education in Ankara University Educational Sciences Faculty CEIT department in academic years 2011-2012 and 2012-2013 have formed the study group of the research (N=123. The data obtained in the research by open-end questionnaire have been analysed and interpreted by inductive encoding technique, freuency analysis and descriptive content analysis. At the end of the study carried out, it has been determined that the IT teacher candidates have handled in two sub-dimensions the problems experienced by the IT teachers, these being, problems towards the courses the IT teachers attend and problems regarding the professional lives of IT teachers and suggested solutions in line with these. The leading problems towards the courses the IT teachers attend are that the courses are optional, the courses are grade-free, the course hours are few, the significance of IT not being comprehended very well by the executives, teachers, parents and students, inadequacy of physical means of IT classes and references of the course. And, the main problems regarding professional lives of IT course teachers are the duty, power and responsibility of IT teachers not made clear enough, difficulties in formative teacher practice, course hours which have to be completed by IT teachers not being able to be completed and problem of permanent staff, the courses that must be attended by IT teachers being taugth by teachers from other branches, lack of executives and experts trained from a field to supervise IT and formative teachers. And, the suggested leading

Explaining attrition and decreased effectiveness of experienced teachers: A research synthesis.

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Torenbeek, Marjolein; Peters, Velibor

2017-01-01

Teacher retention and development of the full potential of teachers is important at a national level in order to be able to belong to the top world economies. A number of studies suggests that part of the group of experienced teachers with more than 20 years of experience perform didactically at a lower level than would be expected and are at a greater risk for attrition. The aim of the present study is to find explanations for this by making use of the Job Demands Resources Model. Specific demands of the teaching profession, interpersonal demands related to the developmental stage of experienced teachers, job resources and personal resources in relation to health and motivation are explored by reviewing a vast amount of literature. The proposed conceptual model is an extension of the Job Demands Resources Model with the inclusion of personal demands related to adulthood and personal resources. The resulting model provides us with clues on how attrition and decreased performance could be counteracted.

Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

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Armour, Kathleen M.; Yelling, Martin

2004-01-01

This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

How Pensions Contribute to the Premium Paid to Experienced Public School Teachers

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McGee, Joshua B.; Winters, Marcus A.

2017-01-01

Many argue that public school systems should stop linking teachers' salaries so closely to their years of experience. However, the effect of deferred retirement compensation on the premium paid to experienced teachers has, to date, been underappreciated. To shed more light on this issue, we calculate the total compensation earned by teachers in…

Social Support as a Contributor to Student Teachers' Experienced Well-Being

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Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2017-01-01

The aim of this study is to gain better understanding of the dynamics of the social support system adopted in teacher education and its significance for the student teachers' experienced well-being. The focus was on exploring the extent to which empowering "emotional," "informational" or "instrumental" support is…

Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher

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Yang, Kai-Lin; Hsu, Hui-Yu; Lin, Fou-Lai; Chen, Jian-Cheng; Cheng, Ying-Hao

2015-01-01

This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs--communication, reasoning, and…

A private school leadership perspective on highly qualified middle school science teachers

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Bogaski, Carolyn Siniscalchi

The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders' definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ. A convergent mixed methods survey design (Creswell, 2014) was used, in which qualitative and quantitative data were collected in parallel, analyzed separately, and then merged. Participants in the survey consisted of 119 leaders. A congruency rubric separated responses by religious affiliation and socioeconomic status (SES) level and matched responses with the percentage of congruency with the existing FL, national, and NSTA definitions of HQ. Descriptive statistics, paired samples t-test, and chi-squared test were used to analyze the quantitative and qualitative data. Qualitative data were coded into preliminary and final codes. Final codes were converted into magnitude codes, which allowed the researcher to analyze further the qualitative data statistically. Survey responses received were definitely congruent, except in ranking the importance of a candidate having an out-of-field degree with state certification, and in ranking the importance of a candidate being fully qualified to teach science in their state with a strong knowledge of science content. Segregating the survey responses into registered religious affiliations and SES levels found that the definition of a HQ MS science teacher was mostly congruent among all demographics, with only a couple of exceptions. The study found that these private school leaders' common definition of a HQ MS science teacher is one with adequate science content knowledge, pedagogy including engagement in laboratory activities, ability to relate to

The Nature of Workplace Bullying Experienced by Teachers and the Biopsychosocial Health Effects

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De Vos, J.; Kirsten, G. J. C.

2015-01-01

This article reports on the nature of workplace bullying experienced by teachers in South African schools and the biopsychosocial health effects that may arise from such victimisation. Voluntary victimised teachers who wanted to share their experiences were sampled using a lifestyle magazine and online articles. Twenty-seven teachers participated…

One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

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Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

2002-12-01

Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific

Exploring Novice and Experienced Teachers' Perceptions of Motivational Constructs with Adolescent Students

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Wiesman, Jeff

2016-01-01

The purpose of this study was to compare novice and experienced teachers' perceptions of student motivation at the high school level and to determine if the teachers were likely to incorporate research-based techniques. Survey data were collected on the following motivational constructs: intrinsic and extrinsic motivation; performance, mastery,…

Apparent and Actual Use of Observational Frameworks by Experienced Teachers.

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Satern, Miriam N.

This study investigated observational strategies that were used by six experienced physical education teachers when viewing a videotape of motor skills (standing vertical jump, overarm throw, tennis serve, basketball jump shot and dance sequence). Four observational frameworks were proposed as being representative of subdisciplinary knowledge…

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

Science.gov (United States)

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-01-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic…

Indiana Teachers' Perspectives on Testing Accommodations for Limited English Proficient Students Taking the Graduation Qualifying Exam

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Hetler, Angela Dawn

2010-01-01

This qualitative case study examines teachers' perspectives on testing accommodations for Limited English Proficient (LEP) students taking Indiana's Graduation Qualifying Exam (GQE). The Indiana Department of Education (IDOE) states that the purpose of testing accommodations is to "level the playing field" between LEP students and their…

Preparing Special Educators Highly Qualified in Content: Alternative Route Certification for Unlicensed Teachers in Rural Georgia

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Childre, Amy L.

2014-01-01

The shortage of highly qualified special educators is most pronounced in rural schools serving populations characterized by poverty, low achievement, disability, and cultural diversity. The result is often untrained teachers serving students with the greatest education needs. This article describes efforts by a university in rural middle Georgia…

I Can Hardly Wait to See What I Am Going to Do Today: Lesson Planning Perspectives of Experienced Band Teachers

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Shaw, Ryan D.

2017-01-01

The purpose of this study was to investigate the lesson planning practices of three experienced band teachers at the high school level. For the purposes of this study, experienced teachers were those with 25 or more years of teaching experience. Research questions were: (a) how do experienced high school band teachers plan for teaching, and (b)…

Qualifying online teachers

DEFF Research Database (Denmark)

Levinsen, Karin

2007-01-01

Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual...... environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well...... as pedagogical possibilities and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that technology cannot solve...

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

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Moon, Bob; Villet, Charmaine

2017-01-01

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

Reflective Lesson Planning in Refresher Training Programs for Experienced Physics Teachers.

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Chung, C. M.; And Others

1995-01-01

Reports on a refresher training program that introduces experienced physics teachers to a reflective lesson-planning model and a more constructivist approach to physics teaching. Three instructional strategies developed by participants in the program and the corresponding suggestions made by their peers are presented and analyzed. (29 references)…

The nature of workplace bullying experienced by teachers and the biopsychosocial health effects

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J. De Vos

2015-08-01

Full Text Available This article reports on the nature of workplace bullying experienced by teachers in South African schools and the bio-psychosocial health effects that may arise from such victimisation. Voluntary victimised teachers who wanted to share their experiences were sampled using a lifestyle magazine and online articles. Twenty-seven teachers participated in the study. Data was collected through telephonic semi-structured phenomenological interviews and personal documents. Interpretive Phenomenological Analysis (IPA was further used to analyse and interpret qualitative data. Findings indicated that bullying is mostly perpetrated by principals, who often use colleagues as accomplices, and that the bullying mostly tends to be psychological in nature. Participants reported experiencing various physical, psychological and social health problems after being victimised. It was further recognised that health problems do not occur in isolation, but if contextualised, may form part of a list of psychiatric conditions, such as depression, posttraumatic stress disorder, and in isolated cases, panic attacks. Victimised teachers' health may have a significant impact on the teaching-learning process, acting as a barrier to learning, which may consequently have a negative impact on the organisational culture and the South African emerging economy.

From iTE to NQT: Evaluating Newly Qualified Teachers' Use of Mobile Technology in Their First Two Years of Teaching

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Mac Mahon, Brendan; Ó'Grádaigh, Seán; Ghuidhir, Sinéad Ni

2018-01-01

This article outlines a study to examine if newly qualified teachers (NQTs) who had incorporated iPad within pedagogical practice during initial teacher education, continued to do so in their first two years of teaching, and also to identify the challenges to integration that emerged. Findings show that use of iPad in teaching, learning and…

An Investigation of Experienced and Inexperienced Primary School Teachers' Teaching Process in Science and Technology Classes in Terms of Metacognitive Strategies

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Doganay, Ahmet; Ozturk, Ayse

2011-01-01

This comparative case study aimed to investigate whether experienced elementary school teachers' science and technology teaching processes differed from inexperienced teachers' teaching processes in terms of using metacognitive strategies. 14 elementary school teachers, including 7 experienced and 7 inexperienced, participated in the study. The…

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

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O'Brien, Stephanie

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

Foucault, Confucius and the In-Service Learning of Experienced Teachers in an Era of Managerialism

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Huang, Hua

2018-01-01

By drawing on Foucault's theory of subjectification, this study presents a case study of two experienced teachers' in-service learning in the managerialist climate of Macau. The results indicate that the prevailing policies and administrative strategies on in-service learning served as the apparatus of managerialism working on teachers and…

Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

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Rice, Amber H.; Kitchel, Tracy

2017-01-01

This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

The Decision-Making Processes of Early Childhood Teachers When Working with Children Experiencing Parental Separation and Divorce

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Mahony, L.; Lunn, J.; Petriwskyj, A.; Walsh, K.

2015-01-01

In this study, the pedagogical decision-making processes of 21 Australian early childhood teachers working with children experiencing parental separation and divorce were examined. Transcripts from interviews and a focus group with teachers were analysed using grounded theory methodology. The findings showed that as teachers interacted with young…

Hegemonic Masculinity in Sport Education: Case Studies of Experienced In-Service Teachers with Teaching Orientations

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Chen, YuChun; Curtner-Smith, Matthew

2013-01-01

Research has revealed that while pre-service teachers (PTs) with coaching orientations reinforce sexism and masculine bias, those with teaching orientations combat and reject it. The purpose of this study was to examine four sport education (SE) seasons taught by two experienced in-service teachers for the presence or absence of sexism and…

Experienced bullying and hostile behavior in the workplace and symptoms of burnout in teachers

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Agnieszka Mościcka-Teske

2014-08-01

Full Text Available Background: The aim of the study was to assess the relationship between the exposure to workplace bullying and hostile behavior and occupational burnout in a sample of Polish teachers. Material and Methods: In our research we studied a nationwide random sample of 1214 teachers. The frequency and type of hostile behaviors against employees was measured with the use of MDM Questionnaire, (“Mobbing, dręczenie, molestowanie” – “Bullying, harrasement, maltreatment” by Mościcka, Drabek, Merecz, developed in the Department of Occupational Psychology of the Nofer Institute of Occupational Medicine in Łódź (Poland, and the level of burnout was assessed with Maslach Burnout Inventory – General Survey (MBI-GS. Results: As many as 63% of teachers experienced hostile behavior in their workplace and 7% of them experienced workplace bullying. Employees affected by bullying and hostile behavior reported more symptoms of professional burnout, such as emotional exhaustion, cynicism, and lower level of professional efficacy. Conclusions: The majority of teachers in this study experienced some form of hostile behavior in the workplace. One in ten respondents was the subject of workplace bullying. The experience of hostile behavior and bullying at work was significantly connected with symptoms of professional burnout. Therefore, it is desirable to take care of good interpersonal relationships in educational institutions, strengthen teachers’ abilities to cope with difficult interpersonal situations, and implement procedures to prevent bullying and hostile behavior in the workplace. Med Pr 2014;65(4:535–542

Enhancing students' moral competence in practice: Challenges experienced by Malawian nurse teachers.

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Solum, Eva Merethe; Maluwa, Veronica Mary; Tveit, Bodil; Severinsson, Elisabeth

2016-09-01

Nurses and student nurses in Malawi often encounter challenges in taking a moral course of action. Several studies have demonstrated a need for increased awareness of ethical issues in the nursing education. To explore the challenges experienced by nurse teachers in Malawi in their efforts to enhance students' moral competence in clinical practice. A qualitative hermeneutic approach was employed to interpret the teachers' experiences. Individual interviews (N = 8) and a focus group interview with teachers (N = 9) from different nursing colleges were conducted. Ethical approval was granted and all participants signed their informed consent. Two overall themes emerged: (1) authoritarian learning climate, with three subthemes: (a) fear of making critical comments about clinical practice, (b) fear of disclosing mistakes and lack of knowledge and (c) lack of a culture of critical discussion and reflection that promotes moral competence; and (2) discrepancy between expectations on learning outcome from nursing college and the learning opportunities in practice comprising three subthemes: (a) gap between the theory taught in class and learning opportunities in clinical practice, (b) lack of good role models and (c) lack of resources. Our findings indicated that showing respect was a central objective when the students were assessed in practice. A number of previous studies have enlightened the need for critical reflection in nursing education. Few studies have linked this to challenges experienced by teachers for development of moral competence in practice. This is one of the first such studies done in an African setting. There is a clear relationship between the two themes. A less authoritarian learning climate may enhance critical reflection and discussion between students, teachers and nurses. This can narrow the gap between the theory taught in college and what is demonstrated in clinical practice. Moral competence must be enhanced in order to ensure patients' rights

The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers

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Walker, Jeffrey A.

2009-01-01

This study investigated characteristics and behaviors of middle school principals that enhance the efficacy of new and experienced middle school teachers. Existing research has established a positive relationship between high levels of teacher efficacy and increased student achievement. Prior research has also demonstrated a positive link between…

Jordanian Prospective and Experienced Chemistry Teachers' Beliefs about Teaching and Learning and Their Potential Role for Educational Reform

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Al-Amoush, Siham A.; Markic, Silvija; Abu-Hola, Imfadi; Eilks, Ingo

2011-01-01

This paper presents an exploratory study of Jordanian chemistry student teachers' and experienced teachers' beliefs about teaching and learning. Different instruments were used, focusing on different aspects of teaching and learning. The first instrument is based on teachers' and students' drawings of teaching situations. It includes open…

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

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Pierce, C M; Molloy, G N

1990-02-01

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

Experienced iPad-Using Early Childhood Teachers: Practices in the One-to-One iPad Classroom

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Lu, Ya-Huei; Ottenbreit-Leftwich, Anne T.; Ding, Ai-Chu; Glazewski, Krista

2017-01-01

Although many elementary schools have adopted one-to-one programs, we still lack information on how teachers integrate iPads or other tablets into their daily instruction, especially in early childhood settings. The purpose of this case study was to present how four experienced iPad-using early childhood teachers integrated one-to-one iPads into…

Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about Their Students, Their Colleagues and Their Work

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Cowie, Neil

2011-01-01

This study examines what contribution emotions make to the professional lives of experienced EFL teachers. Interviews with EFL teachers working in Tokyo universities revealed that the teachers had very positive feelings of emotional warmth regarding students, which they expressed through their identity as carers and moral guides. On the other…

Determining the Reasons of Technostress Experienced by Teachers: A Qualitative Study

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Ahmet Çoklar

2016-04-01

Full Text Available In recent years, especially means of information and communication technologies are intensively tried to be integrated into education period in educational fields. In this period, leadership and teachers who shape the ways to use this technology play an important role. Therefore, teachers are expected to use an intensive amount of technology following the technological investments in education fields required by the ministry in recent years. However, this expectation also brings some negative issues into the agenda. One of them is the stress caused by technology, namely; technostress. Technostress is defined as the price of technology use. The purpose of this study is to determine the reasons leading to technostress experienced by teachers, who are the addressee of an intensive use of technology as a result of an integration process to which they are subjected in this study. For this purpose, qualitative data were collected from 64 teachers, who benefit from technology intensively and themes were prepared using 117 different opinions after the content analysis. According to this, there are five main reasons indicating technostress experienced by teachers: individual problems, technical problems, education oriented problems, health problems and time problem. It was also seen in the study that the distribution of reasons leading to technostress experienced by teachers also differs in terms of gender.Keywords: Technostress, ICT, technology integration.Öğretmenlerin Teknostres Nedenlerinin Belirlenmesi: Nitel Bir AraştırmaÖz Son yıllarda eğitime, bilgi ve iletişim teknolojilerinin yoğun bir şekilde entegrasyonu söz konusudur. Bu süreçte liderlik ve kullanım şekline yön veren öğretmenler önemli rol oynamaktadır. Bakanlık tarafından yapılan teknolojik yatırımlar ve eğitim sistemin işleyişinde yoğun teknoloji kullanımı gerekliliği nedeni ile öğretmenlerden yoğun bir teknoloji kullanımı beklenilmektedir. Ancak bu

The Changing Distribution of Teacher Qualifications Across Schools: A Statewide Perspective Post-NCLB

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Karen J. DeAngelis

2010-11-01

Full Text Available A number of recent policy initiatives, including NCLB's highly qualified teacher provisions, have sought to improve the qualifications of teachers and their distribution across schools. Little is known, however, about the impact of these policies. In this study, we use population data on teachers and schools in Illinois to examine changes in the level and distribution of teacher qualifications from 2001 to 2006. We find that schools in Chicago, especially those serving the highest percentages of low-income and minority students, experienced the greatest improvements in teacher qualifications during the period. In addition, high-poverty schools in most other locales in the state registered small to moderate improvements, which narrowed the gap in teacher qualifications between high- and low-poverty schools across Illinois. Improvements in the certification status of experienced teachers and the recruitment of new teachers with stronger academic qualifications both contributed to these gains. The results reveal a tradeoff for disadvantaged schools seeking to improve both teacher qualifications and teacher experience levels, thereby calling into question the near-term feasibility of NCLB provisions that aim to simultaneously eliminate inequities across schools in both.       

A Phenomenological Study of Experienced Teacher Perceptions Regarding Cooperative Learning Training and Cooperative Learning Implementation in the Classroom

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Robinson, Susan Rubino

2012-01-01

This qualitative phenomenological study sought to explore the perceptions of experienced teachers regarding cooperative learning training and its implementation in the classroom. Twelve total participants, nine teachers and three administrators, volunteered for this six-week study at a private, K3-12 school in Broward County, Florida. The study's…

Facilitating Participant Success: Teachers Experiencing Antarctica and the Arctic Program

Science.gov (United States)

Shipp, S. S.; Bruccoli, A.; Porter, M.; Meese, D.

2003-12-01

Through the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program K-12 science teachers participate as members of polar field projects. Objectives of the program include: immersing the science teacher in the experience of research; 2) leveraging the research experience of the teacher to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The polar field experience is an exciting opportunity accompanied by a daunting number of responsibilities. In addition to preparing for field research, TEA teachers bring their experience to colleagues, classrooms, and communities. Before going into the field, they give presentations, help plan how students can connect to the polar regions, and share the expedition with the public. In the field, the TEA teacher is a team member and educational liaison, responding to questions by e-mail, and posting e-journals describing the research experience. Upon return, the TEA again shares the experience broadly with the community. In addition, they work closely with 3 colleagues for 140 hours to bring the experience of research into classrooms. Formative evaluation of the TEA Program underscores the need to support teachers in accomplishing their responsibilities; this support is necessary to achieve program objectives. TEA teachers are responsible for sharing the science content of their research. While many broadcast the excitement of the experience, they may not have the scientific background to convey the content. This is due, in part, to many teachers having to be generalists in their classrooms. Shifting into the role of specialist can be challenging. In the year of preparation before the field experience, TEA teachers attend orientation, meet with their research teams for several days, and are encouraged to learn more about their science topic. Understanding builds through the field experience. It may take two or more years after the field work for the

Accident data study of concrete construction companies' similarities and differences between qualified and non-qualified workers in Spain.

Science.gov (United States)

López-Arquillos, Antonio; Rubio-Romero, Juan Carlos; Gibb, Alistair

2015-01-01

The aim of this paper is to discuss findings from an analysis of accidents in concrete construction companies in Spain and to compare the accident rates of qualified and non-qualified workers. A total of 125,021 accidents between 2003 and 2008 involving both blue-collar and white-collar workers were analysed, comparing the variables of occupation, age, company staff, length of service, location of the accident, together with the severity of the accidents. Results showed that lack of experience in the first month is more significant in non-qualified workers and experienced supervisors and that head injuries are more likely to lead to fatalities. The most remarkable similarity was that fatal accidents to and from the worksite are a problem common to both groups of workers.

A Comparison between Experienced and Novice Teachers in Using Incidental Focus on Form Techniques in EFL Classrooms

Directory of Open Access Journals (Sweden)

Yassamin Pouriran

2012-11-01

Full Text Available This paper reports the findings of an empirical study that explored whether EFL teachers’ use of incidental focus-on-form techniques was influenced by their level of experience. Also, it investigated the distribution of incidental focus on form types at intermediate level and they were coded based on Lyster and Ranta (1997 and Panova and Lyster (2002 models. Incidental focus on form occurs spontaneously, without prior intention during meaning-focused activities and targets a variety of linguistic items. Here specific forms are not intentionally focused on, but are attended to spontaneously by teachers and other learners within meaning-driven contexts. Six teachers (three experienced and three novice participated in this study. The data was drawn from transcripts of oral corrective feedback moves of six intact classes which were audio and video-recorded totaling 9 hours. A descriptive design which employed qualitative and quantitative data collection procedure was adopted. The results revealed that experienced teachers used incidental focus on form techniques more frequently than novice teachers. This study supports the notion that integrative activities which can integrate a focus on form into L2 communicative activities can contribute to learning a foreign language in terms of both accuracy and fluency.

Profitability of Qualified-Labour-Power Production

Science.gov (United States)

Baldino, Roberto Ribeiro; Cabral, Tânia Cristina Baptista

2015-01-01

In Baldino and Cabral (2013) we introduced the concept of qualified labour-power as the commodity produced by the school system. In the present article we outline a quantitative model to evaluate the profit rate of educational programmes. We compare a medical school programme with a teacher education programme at a public university in Brazil,…

An Experienced Chemistry Teacher's Practical Knowledge of Teaching with Practical Work: The PCK Perspective

Science.gov (United States)

Wei, Bing; Liu, Hao

2018-01-01

We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), "Nature, sources, and development of pedagogical content knowledge for science teaching," in Gess-Newsome J. and Lederman…

Qualifying in-service education of Science Teachers (QUEST)

DEFF Research Database (Denmark)

Nielsen, Keld; Nielsen, Birgitte Lund; Pontoppidan, Birgitte

The Danish QUEST-project is a large-scale (450 teachers), long-term (4 years) professional development project for science teachers. The project aims at closing the gap between the present inconsequential practice in in-service education and recent research results documenting conditions for effe......The Danish QUEST-project is a large-scale (450 teachers), long-term (4 years) professional development project for science teachers. The project aims at closing the gap between the present inconsequential practice in in-service education and recent research results documenting conditions...... and peer involvement in collaborative practices in the school science teacher group is specifically addressed and targeted throughout the project. A special way of working (the QUEST-Rhythm) has been developed to increase the degree of teacher collaboration and networking over the 4 years. The accompanying...

A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Science.gov (United States)

Lin, Jing-Wen

2017-01-01

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

Reading Nature- experienced teachers’ reflections on a teaching sequence in ecology: implications for future teacher training

Directory of Open Access Journals (Sweden)

Ola Magntorn

2012-10-01

Full Text Available This article explores experienced primary teachers views on teaching for ‘reading nature’. The concept ‘reading nature’ has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with the natural world that we face outside and the tools we have are our experiences from previous learning situations both in and out-of-doors. The teachers were asked to comment on the content of a CD-ROM with teaching sequences from a primary class studying a river ecosystem. Perceptions that teachers held were found to be supportive but complex and varied regarding the possibilities and advantages of implementing this type of teaching design in the everyday classroom. The paper finishes by identifying some implications for teacher training to support fieldwork and ecological literacy in primary schools in the future.

Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?

Directory of Open Access Journals (Sweden)

Säde-Pirkko Nissilä

2015-06-01

Full Text Available Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N=30. The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, discipline-divided and course-based, especially among older teachers. The obstacles refer to teachers’ self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues.

Inservice Teacher Training: Experiencing German Culture Down Under

Science.gov (United States)

Jansen, Louise; Stracke, Elke

2005-01-01

In collaboration with the Australian Capital Territory (ACT) Department of Education and Training, the Australian National University has been offering a professional development program for language teachers (called LIFT, or Language Inservice for Teachers) for more than ten years. As the program is specially tailored to meet teachers' current…

Challenges Faced by Prospective Teachers in Universities and Solution Proposals

Science.gov (United States)

Kiral, Erkan

2016-01-01

The number of universities in Turkey has reached to 193, among which 72 of them have their own faculties of education. The problem of quantity in teacher training seems to be eliminated; however, training qualified teachers has become a prioritized issue. Many responsibilities fall to universities in training qualified teachers including…

Newly qualified teachers training: analysis of the Italian model in light of scientific literature and international experiences

Directory of Open Access Journals (Sweden)

Giuseppina Rita Mangione

2016-07-01

Full Text Available Induction represents an important phase of a teacher’s professional life corresponding to the transition to the teaching profession for newly qualified teachers. Effective induction programs should provide all new teachers with systematic personal, social and professional support in the early years of the career. The reformed Italian induction program set up by the School Personnel Directorate General of the Ministry of Education and implemented by Indire involved about 120.000 teachers since its introduction in 2014-2015. This paper presents the induction model and discusses its foundational characteristics in light of the national and international literature in the field.Anno di formazione e prova: analisi del modello italiano alla luce della letteratura scientifica e delle esperienze internazionaliL’immissione in ruolo rappresenta una fase importante della vita professionale di un docente. Modelli efficaci di formazione per i neoassunti dovrebbero fornire strumenti di azione e di riflessione, sul piano professionale, organizzativo e sociale, di orientamento per la loro carriera. Il percorso “Neoassunti” realizzato dal Ministero dell’Istruzione, dell’Università e della Ricerca e da Indire ha coinvolto ad oggi più di 120.000 docenti neo immessi in ruolo in un rinnovato modello di induction dalla sua introduzione nel 2014-2015. Il presente articolo ne presenta la struttura portante e gli elementi cardine alla luce della letteratura nazionale ed internazionale in materia di induction, esplicitando e giustificando le scelte fatte.

'Newness-struggle-success' continuum: a qualitative examination of the cultural adaptation process experienced by overseas-qualified dentists in Australia.

Science.gov (United States)

Balasubramanian, Madhan; Brennan, David S; Spencer, A John; Short, Stephanie D

2016-04-01

Objectives Overseas-qualified dentists constitute a significant proportion of the Australian dental workforce (approximately one in four). The aim of the present study was to provide a better understanding of the cultural adaptation process of overseas-qualified dentists in Australia, so as to facilitate their integration into the Australian way of life and improve their contribution to Australian healthcare, economy and society. Methods Life stories of 49 overseas-qualified dentists from 22 countries were analysed for significant themes and patterns. We focused on their settlement experience, which relates to their social and cultural experience in Australia. This analysis was consistent with a hermeneutic phenomenological approach to qualitative social scientific research. Results Many participants noted that encounters with 'the Australian accent' and 'slang' influenced their cultural experience in Australia. Most of the participants expressed 'fascination' with the people and lifestyle in Australia, primarily with regard to the relaxed way of life, cultural diversity and the freedom one usually experiences living in Australia. Few participants expressed 'shock' at not being able to find a community of similar religious faith in Australia, as they are used to in their home countries. These issues were analysed in two themes; (1) language and communication; and (2) people, religion and lifestyle. The cultural adaptation process of overseas-qualified dentists in Australia is described as a continuum or superordinate theme, which we have entitled the 'newness-struggle-success' continuum. This overarching theme supersedes and incorporates all subthemes. Conclusion Family, friends, community and organisational structures (universities and public sector) play a vital role in the cultural learning process, affecting overseas-qualified dentist's ability to progress successfully through the cultural continuum. What is known about the topic? Australia is a popular host

34 CFR 682.216 - Teacher loan forgiveness program.

Science.gov (United States)

2010-07-01

... secondary school as a highly qualified mathematics or science teacher, or at an eligible educational service agency as a highly qualified teacher of mathematics or science to secondary school students; or (ii) At... in reading, writing, mathematics, and other areas of the elementary school curriculum, as certified...

Ethical Conflicts Experienced by Medical Students

Directory of Open Access Journals (Sweden)

Márcia Mendes Menezes

Full Text Available ABSTRACT The current study aimed to identify and analyze the prevalence of ethical conflicts experienced by medical students. This study is a cross-sectional and analytical research that was conducted in a public school in the state of Minas Gerais, Brazil. The instrument used for the data collection was a self-administered questionnaire. The data collected were presented in absolute and percentage values. For the analytical statistical treatment of the data, the level of significance was considered p <0.05. The outcome variables were: Experiences of ethical conflicts in interpersonal relations within the medical course and Ethical conduct in health care. The identification of the prevalence of ethical conflicts in the undergraduate program adopted the perspective of different interpersonal relations (academic-teaching, academic-academic, academic-employee, academic-patient, teacher-teacher, teacher-patient, teacher-employee and employee-patient. (Importance of identifying themselves to the health services user and requesting consent to perform the physical examination, assistance without the supervision of the teacher, issuance of health documents without the signature of the professional responsible and use of social networks to share data Of patient. It was verified the association of the outcome variables with sex, year of graduation and course evaluation. A total of 281 undergraduate students enrolled in all undergraduate courses in Medicine of both sexes, with a predominance of female (52.7%. The students reported having experienced conflicting situations in interpersonal relations with teachers (59.6%, provided assistance without proper supervision of a teacher (62.6%, reported having issued health documents without the accompaniment of teachers (18, 5%. The highest frequency was observed among those enrolled in the most advanced years of the undergraduate program (p <0.05. The use of social networks for the purpose of sharing patient

Novice and experienced teachers’ views on professionalism

NARCIS (Netherlands)

Okas, Anne; van der Schaaf, Marieke; Krull, Edgar

2014-01-01

This article discusses teachers’ practical knowledge and beliefs of their profession based on reflective writings of twenty Estonian teachers.Ten novice and ten experienced teachers participated in the study. They put together their professional portfolios, which among other documents included

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…

Evaluation of Pre-Service Teachers' Opinions about Teaching Methods and Techniques Applied by Instructors

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Aykac, Necdet

2016-01-01

Problem Statement: Training qualified teachers depends on the quality of the trainers. From this point of view, the quality of teacher educators and their instruction in the classroom are important to train qualified teachers. This is because teachers tend to see teacher educators who have trained them as role models, and during their school…

The practical skills of newly qualified nurses.

Science.gov (United States)

Danbjørg, Dorthe Boe; Birkelund, Regner

2011-02-01

This paper reports the findings from a study of newly qualified nurses and which subjects the nurses regarded as the most important in order to be able to live up to the requirements of clinical practice, and how they experience their potential for developing practical and moral skills, after the decrease in practical training. A qualitative approach guided the research process and the analysis of the data. The data was collected by participant observation and qualitative interviews with four nurses as informants. The conclusions made in this study are based on the statements and the observations of the newly qualified nurses. Our findings are discussed in relation to the Aristotelian concept and other relevant literature. The main message is that the newly qualified nurses did not feel equipped when they finished their training. This could be interpreted as a direct consequence of the decrease in practical training. Our study also underlines that the way nursing theory is perceived and taught is problematic. The interviews revealed that the nurses think that nursing theories should be applied directly in practice. This misunderstanding is probably also applicable to the teachers of the theories. Copyright © 2010 Elsevier Ltd. All rights reserved.

Making the transition to middle schooling: A case study of experienced science teachers coping with change

Science.gov (United States)

Strong, Donna Dorough

coping with the stress of these changes. The discussion includes meta-assertions and recommendations concerning the leadership and planning process for movement to a middle school philosophy, the most appropriate building structure for meeting needs of science teachers, teachers as curriculum makers, and the nature of middle level professional development for experienced science teachers.

Addressing second-career teachers' earlier experiences

NARCIS (Netherlands)

Tigchelaar, A.

2012-01-01

Alternative certification programmes (ACPs) for second-career teachers are seen as a solution to teacher shortages because they offer a way to expand a pool of qualified teachers by attracting individuals who might otherwise not have become teachers. The principal virtue of ACPs is that they are

Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe

Science.gov (United States)

Chitiyo, Morgan; Odongo, George; Itimu-Phiri, Ambumulire; Muwana, Florence; Lipemba, Mary

2015-01-01

Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special…

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

Science.gov (United States)

Asikainen, Mervi A.; Hirvonen, Pekka E.

2010-01-01

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

Making Sense of Experienced Teachers’ Interactive Decisions: Implications for Expertise in Teaching

Directory of Open Access Journals (Sweden)

Bahar Gün

2014-01-01

Full Text Available Teachers’ decision making has always been an area of curiosity in many studies related to teachers and teaching. One approach to understanding teachers’ decisions is through the analysis of their reflection-in-action behaviours. This study, based on the premise that one can gain understanding from examining experienced teachers’ classroom performances, focuses on the interactive decisions made by ten experienced language teachers. The study presents the findings of an analysis of similarities in the motivations behind teachers’ interactive decisions, as demonstrated in their verbal reports following the video recorded lesson observations. These findings show that there are both shared pedagogical and affective attributes among participant teachers. These results, and the insight they give into experienced teachers’ decision making are potentially beneficial for all pre-service and practising teachers.

Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

Science.gov (United States)

Cothron, J.

2007-12-01

A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

The UK system of recognising qualified experts

International Nuclear Information System (INIS)

Bines, W.

2002-01-01

EURATOM Basic Safety Standards (BSS) Directives have long included requirements for the involvement of qualified experts, the definition of which has scarcely changed since at least 1976. The Directive requirement, in the definition of qualified expert,, for competent authorities to recognise the capacity to act as a qualified expert has been interpreted by Member States in widely differing ways, ranging from the minimalist or case by case to the highly detailed and prescriptive. In the United Kingdom (UK), the qualified expert for occupational radiation protection is the radiation protection adviser and the competent authority is the Health and Safety Executive (HSE). The Ionising Radiations Regulations 1985, which largely implemented the 1980 BSS Directive, required an employer to appoint one or more radiation protection advisers for the purpose of advising him as to the observance of these Regulations and other health and safety matters in connection with ionising radiation. The Regulations addressed the question of recognition by forbidding an employer to appoint a person as a radiation protection adviser unless: that person was suitably qualified and experienced; the employer had notified the Health and Safety Executive in writing of the intended appointment at least 28 days in advance, giving the name of the person and particulars of his qualifications and experience and the scope of the advice he would be required to give; and the employer had received from HSE an acknowledgement in writing of the notification. This system allowed HSE to follow up and query any apparently unsuitable potential appointments while applying a light overall administrative touch. The Approved Code of Practice supporting the Regulations included advice on the qualifications, experience and qualities that the employer should look for in a suitable radiation protection adviser

Recruiting Experienced Educators: A Model and a Test.

Science.gov (United States)

Winter, Paul A.

1996-01-01

A model was developed for recruiting experienced educators, extending the recruitment-as-marketing theory. To assess the model's utility, 168 experienced female teachers posed as job applicants responding to position advertisements. Participant reactions were more favorable when advertisements contained intrinsic job attributes, a personal tone,…

Experiencing the Implementation of New Inquiry Science Curricula

Science.gov (United States)

Ower, Peter S.

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the prior traditional curriculum, and their experience teaching the new inquiry-based curriculum. The findings are presented as a narrative of each teachers' experience with the new curriculum implementation. Analyzing the data revealed four key themes. 1) The teachers felt trapped by the old curriculum as it did not align with their positive views of teaching science through inquiry. 2) The teachers found a way to fit their beliefs and values into the old and new curriculum. This required changes to the curriculum. 3) The teachers attempted to make the science curriculum as meaningful as possible for their students. 4) The teachers experienced a balancing act between their beliefs and values and the various aspects of the curriculum. The revealed essence of the curriculum transition is one of freedom and reconciliation of their beliefs. The teachers experienced the implementation of the new curriculum as a way to ensure their values and beliefs of science education were embedded therein. They treated the new curriculum as a malleable structure to impart their grander ideas of science education (e.g. providing important skills for future careers, creating a sense of wonder, future problem solving) to the students. Their changes were aligned with the philosophy of the curriculum kits they were implementing. Thus, the fidelity of the curriculum's philosophy was not at risk even though the curriculum kits were not taught as written. This study showed that phenomenological methods are able to reveal the relationship between a teacher's prior experiences, values and beliefs and their current instructional philosophy in science

The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas

Science.gov (United States)

Hauber, Jennifer Alward; Mehta, Smita Shukla; Combes, Bertina H.

2015-01-01

An increase in the prevalence rate of autism is not necessarily matched by a concurrent increase in the rate of highly qualified special education teachers, resulting in chronic teacher shortages in this area. Alternative certification (AC) is used as a mechanism to alleviate the demand for highly qualified special education teachers. However, AC…

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

Science.gov (United States)

Özoglu, Murat

2015-01-01

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

Thinking, Language and Learning in Initial Teacher Education

Science.gov (United States)

Taylor, Nick

2016-01-01

Initial teacher education (ITE) serves as a bridge between prospective teachers exiting the school system to enrol in teacher education faculties, on the one hand and newly qualified teachers (NQTs) who are embarking on a career in schooling on the other. The present paper describes the language and thinking skills student teachers bring to their…

Toward a Comprehensive Strategy for Addressing the Teacher Shortage.

Science.gov (United States)

Hawley, Willis D.

1986-01-01

The likely consequences of different educational policies affecting teacher supply and demand are examined in relation to the predicted teacher shortage. Includes a table describing 23 policies and practices of schools that attract qualified teachers. (MD)

Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

Science.gov (United States)

Crisan, Cosette; Rodd, Melissa

2017-01-01

A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education

Science.gov (United States)

Yuan, Huanshu

2018-01-01

This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum,…

Pre-Service Preschool Teachers' Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia

Science.gov (United States)

Fojkar, Mateja Dagarin; Skubic, Darija

2017-01-01

The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper…

Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany

Science.gov (United States)

Mischo, Christoph; Wahl, Stefan; Strohmer, Janina; Wolf, Carina

2014-01-01

Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for…

17 CFR 240.3b-8 - Definitions of “Qualified OTC Market Maker, Qualified Third Market Maker” and “Qualified Block...

Science.gov (United States)

2010-04-01

... Market Maker, Qualified Third Market Makerâ and âQualified Block Positionerâ. 240.3b-8 Section 240.3b-8... “Qualified Block Positioner”. For the purposes of Regulation U under the Act (12 CFR part 221): (a) The term... inventory turnover in such security. (c) The term Qualified Block Positioner means a dealer who (1) is a...

Relationship Between Teachers\\' Qualification And Students ...

African Journals Online (AJOL)

It has been observed that students\\' performance in technical subjects is very poor. Coupled with this problem is that of lack of qualified technical teachers. This study determines the relationship between teachers\\' qualification and students\\' performance in technical subjects in selected schools in northern Nigeria.

Examining Another Source of Recruitment for Agriculture Education Teachers

OpenAIRE

Smith, Colten

2018-01-01

The school-based agricultural education (SBAE) profession has been suffering with a shortage of qualified agriculture teachers for more than 40 years (Smith, Lawver, & Foster, 2016; Kantrovich, 2010). Each year, agriculture programs across the country are unable to find enough qualified agriculture teachers to meet the demand, and some agriculture programs have shut down as a result. This shortage has led to the inability for programs to grow and expand, which means less opportunities for stu...

Impact of Teacher Supports and Workplace Settings on Retaining Teachers in New Jersey Schools

Science.gov (United States)

Cheasty, Michelle E.

2011-01-01

Teacher turnover in New Jersey public schools continues to grow every year. As a result, schools and school districts are continuously seeking ways to ensure that every position available is staffed with highly qualified teachers. In addition, schools seek to provide familiarity and stability to those involved with the schools. In an effort to…

The Disintegration of Teacher Preparation

Science.gov (United States)

Baines, Lawrence A.

2010-01-01

The disintegration of teacher certification programs in the united States holds an eerie similarity to the recent meltdown of American financial institutions. Similarly, the No Child Left Behind Act of 2001, whose purported purpose was to ensure that all students get highly qualified teachers (HQT), has had an unintentionally devastating effect on…

State Approved Programs of Teacher Preparation Offered by Kentucky Colleges and Universities (as of July 1, 1981). Teacher Education Circular #352.

Science.gov (United States)

Kentucky State Dept. of Education, Frankfort. Div. of Teacher Education and Certification.

Characteristics of 23 Kentucky teacher education programs, at institutions which qualify for consideration under the Interstate Certification Contract for classroom teachers, are provided in this report. The process that culminates in institutional accreditation and teacher certification in Kentucky is outlined and is followed by a listing of the…

Compassion Fatigue among Secondary Special Education Teachers: A Case Study about Job Stress and Burnout

Science.gov (United States)

Davis, Kimberly C.; Palladino, John M.

2011-01-01

In an age with increased teacher preparation requirements, and ever-growing student populations, a great need exists to adequately train and retain highly qualified special education teachers. Special Education is a profession that has long been plagued by shortages of qualified personnel. Many factors contribute to the shortfall of educators in…

Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher-student relationships

NARCIS (Netherlands)

Claessens, Luce|info:eu-repo/dai/nl/357401530; van Tartwijk, Jan|info:eu-repo/dai/nl/112629385; Pennings, Heleen|info:eu-repo/dai/nl/323242588; van der Want, Anna; Verloop, Nico; den Brok, Perry; Wubbels, Theo|info:eu-repo/dai/nl/070651361

2016-01-01

The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these

Refueling the STEM and Special Education Teacher Pipelines

Science.gov (United States)

Goldhaber, Dan; Krieg, John; Theobald, Roddy; Brown, Nate

2016-01-01

Improving the quality of the teacher workforce is high on the nation's education policy agenda, but school systems continue to face difficulties in staffing STEM and special education classrooms with qualified teachers. This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State,…

Teacher Compensation around the Globe

Science.gov (United States)

Sclafani, Susan

2010-01-01

Nations around the world are experimenting with ways to use salary incentives to recruit and retain teachers, fill vacancies in hard-to-staff areas, and improve student learning. These experiments come at a time when qualified teachers are in short supply and when teaching appears to be a less popular professional choice for young people. Programs…

Teacher Perceptions on Stress and Retention

Science.gov (United States)

Ages, Valarie D.

2011-01-01

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

The effectiveness of mentoring in the Distance Teacher Education ...

African Journals Online (AJOL)

In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DTEP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 ...

Experienced teachers' informal workplace learning and perceptions of workplace conditions

NARCIS (Netherlands)

Hoekstra, A.; Korthagen, F.; Brekelmans, M.; Beijaard, D.; Imants, J.

2009-01-01

Purpose: The purpose of this paper is to explore in detail how teachers' perceptions of workplace conditions for learning are related to their informal workplace learning activities and learning outcomes. Design/methodology/approach: From a sample of 32 teachers, a purposeful sampling technique of

Examining Experienced Teachers' Noticing of and Responses to Students' Engineering

Science.gov (United States)

Johnson, Aaron W.; Wendell, Kristen B.; Watkins, Jessica

2017-01-01

Engineering design places unique demands on teachers, as students are coming up with new, unanticipated ideas to problems along often unpredictable trajectories. These demands motivate a responsive approach to teaching, in which teachers attend their students' thinking and flexibly adapt their instructional plans and objectives. A great deal of…

Tracking the Career Paths of Physics Teachers in Texas

Science.gov (United States)

Mount, Jennifer; Marshall, Jill; Fuller, Edward

2013-01-01

In Texas, and some other states, there is a documented shortage of physics teachers, in terms of both number and qualifications. The shortage in Texas is due as much to teachers leaving the field (attrition) as to a lack of teachers entering. There are efforts under way to prepare more and better-qualified physics teachers who will stay in the…

The effect of qualifying language on perceptions of drug appeal, drug experience, and estimates of side-effect incidence in DTC advertising.

Science.gov (United States)

Davis, Joel

2007-01-01

This study examined how the use of qualifying language in direct-to-consumer (DTC) pharmaceutical advertising affects consumers' perceptions of drug appeal, anticipated pleasantness of drug usage, and the expected incidence of side-effect occurrence. A sample of 669 individuals participated in a 2 x 8 complete factorial design. The design manipulated the number of side effects associated with drug use and the type of qualifying language used to describe the side effects. The eight experimental qualifying language cells represented one control condition (no qualifying language), three cells where each of three types of qualifying language were presented individually, and four cells where qualifying language was combined. The results indicate that qualifying language has a profound effect on drug perceptions, especially when used in combination. Drug appeal and the anticipated drug-using experience almost always were more positive in the presence of qualifying language. Qualifying language appears to exert its influence by causing individuals to reduce their estimate of the likelihood of experiencing individual side effects. Policy implications of the research, particularly for evaluation of "fair balance" and the reporting of side effects, are presented.

A case study of an experienced teacher's beliefs and practice during implementation of an inquiry-based approach in her elementary science classroom

Science.gov (United States)

Martin, Anita Marie Benna

The purpose of this study was to examine the relationship between one teacher's beliefs and her practices. This study examined this relationship during the implementation of reform by the teacher in the area of science as recommended by the National Science Education Standards (NRC, 1996). This study was a single case study of one experienced elementary teacher who was implementing the Science Writing Heuristic (SWH) approach in her science classroom. The study's focus was on the relationship between the teacher's beliefs and her practice during this innovation, as well as the factors that influenced that relationship. Data were collected from multiple sources such as routinely scheduled interviews, classroom observations, researcher's fieldnotes, teacher's written reflections, professional development liaison reflections, student responses, video-tape analysis, think-aloud protocol, audio-tapes of student discourse, metaphor analysis, and Reformed Teacher Observation Protocol (RTOP) scores. Data analysis was conducted using two different approaches: constant comparative method and RTOP scores. Results indicate that a central belief of this teacher was her beliefs about how students learn. This belief was entangled with other more peripheral beliefs such as beliefs about the focus of instruction and beliefs about student voice. As the teacher shifted her central belief from a traditional view of learning to one that is more closely aligned with a constructivist' view, these peripheral beliefs also shifted. This study also shows that the teacher's beliefs and her practice were consistent and entwined throughout the study. As her beliefs shifted, so did her practice and it supports Thompson's (1992) notion of a dialectic relationship between teacher beliefs and practice. Additionally, this study provides implications for teacher education and professional development. As teachers implement reform efforts related to inquiry in their science classrooms, professional

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

OpenAIRE

Gallagher, Emma

2011-01-01

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

34 CFR 200.56 - Definition of “highly qualified teacher.”

Science.gov (United States)

2010-07-01

... passed the State teacher licensing examination; and (B) Hold a license to teach in the State. (2) A... teacher teaching in a public charter school in a State must meet the certification and licensure... test), subject knowledge and teaching skills in reading/language arts, writing, mathematics, and other...

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

Science.gov (United States)

Robbins-Lavicka, Michelle M.

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

Crossing the Primary and Secondary School Divide in Teacher Preparation

Science.gov (United States)

Knipe, Sally

2012-01-01

Teacher education courses at universities qualify graduates to teach in age-related contexts of primary/early childhood/secondary that reflect the organisational structure of schools. In terms of teacher employment, for some considerable time, these longstanding organisational divisions have been by-passed whereby a shortage of teachers in…

Negotiating the Boundaries between the Formal and the Informal: An Experienced Teacher's Refective Adaptations of Informal Learning in a Keyboard Class for At-Risk Students

Science.gov (United States)

Costes-Onishi, Pamela

2016-01-01

The objective of this study is to address the important questions raised in literature on the intersections between formal and informal learning. Specifically, this will be discussed within the concept of "productive dissonance" and the pedagogical tensions that arise in the effort of experienced teachers to transition from the formal to…

The Effective Distribution of Teachers into Secondary Schools in ...

African Journals Online (AJOL)

The supply of qualified teachers did not match the demand for them in secondary schools in the State. It was projected that the State government would require additional 3,585 teachers by the year 2016. Based on the findings, it was recommended that the conditions of service of teachers should be reviewed and made ...

Assessing the Relationship of Teacher Self-Efficacy, Job Satisfaction, and Perception of Work-Life Balance of Louisiana Agriculture Teachers

Science.gov (United States)

Blackburn, J. Joey; Bunchm, J. C.; Haynes, J. Chris

2017-01-01

Agricultural education has faced a national shortage of qualified teachers since 1965. Initiatives, such as NAAE's TeachAg Campaign, seek to alleviate this shortage through recruitment of new agriculture teachers. However, turnover in the teaching profession remains a problem, with attrition rates approaching 60% reported in some research studies.…

Teachers of adults as learners

DEFF Research Database (Denmark)

Lund Larsen, Lea

This poster is a part of an on-going qualitative empirical research project: “Teachers of adults as learners. A study on teachers’ experiences in practice”. Adult learners have particular needs and characteristics that their teachers must be able to address. Some of the competencies that teachers...... need can be taught in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/-teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address...... (cf. Knowles, Brookfield, Illeris, Lawler, King, Wahlgreen). If we study adult teachers as learners in practice, we may be able to identify what the teachers’ practice requires, and thereby qualify the efforts of teacher educators....

Ecological Understanding 1: Ways of Experiencing Photosynthesis.

Science.gov (United States)

Carlsson, Britta

2002-01-01

Investigates 10 student teachers' understanding of the different ways in which the function of the ecosystem could be experienced. Explores the functional aspects of the ecosystem using a system approach. Concludes that the idea of transformation is crucial to more complex ways of understanding photosynthesis. (Contains 62 references.) (Author/YDS)

Looking after the Teachers: Exploring the Emotional Labour Experienced by Teachers of Looked After Children

Science.gov (United States)

Edwards, Lisa Nyree

2016-01-01

Whilst outcomes for looked after children (LAC) have been extensively discussed, less attention has been paid to the experiences of teachers of this group of children. It is accepted that Emotional Labour (EL) is commonplace in the teaching profession but no research has investigated how, and to what extent, teachers experience emotional labour…

The Challenges Faced by New Science Teachers in Saudi Arabia

Science.gov (United States)

Alsharari, Salman

2016-01-01

Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions…

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

Teacher Perceptions of Factors That Influence Job Satisfaction and Retention Decisions

Science.gov (United States)

Williams, Jill R.

2012-01-01

Retaining qualified teachers in America's schools is one of the nation's challenges in education. Current research revealed teacher turnover had risen to 16.9% nationally, which equates to 2.7 million teachers, including 2.1 million who left the profession before retirement. In order to make a positive change in teacher retention,…

A Detailed Rubric for Assessing the Quality of Teacher Resource Apps

Directory of Open Access Journals (Sweden)

Todd Sloan Chener

2016-06-01

Full Text Available Since the advent of the iPhone and rise of mobile technologies, educational apps represent one of the fastest growing markets, and both the mobile technology and educational app markets are predicted to continue experiencing growth into the foreseeable future. The irony, however, is that even with a booming market for educational apps, very little research regarding the quality of them has been conducted. Though some instruments have been developed to evaluate apps geared towards student learning, no such instrument has been created for teacher resource apps, which are designed to assist teachers in completing common tasks (e.g., taking attendance, communicating with parents, monitoring student learning and behavior, etc.. Moreover, when teachers visit the App Store or Google Play to learn about apps, the only ratings provided to them are generic, five-point evaluations, which do not provide qualifiers that explain why an app earned three, two, or five points. To address that gap, previously conducted research related to designing instructional technologies coupled with best practices for supporting teachers were first identified. That information was then used to construct a comprehensive rubric for assessing teacher re-source apps. In this article, a discussion that explains the need for such a rubric is offered before describing the process used to create it. The article then presents the rubric and discusses its different components and potential limitations and concludes with suggestions for future research based on the rubric.

Effects of Self-Perceptions on Self-Learning among Teacher Education Students

Science.gov (United States)

Liu, Shih-Hsiung

2015-01-01

This study evaluates the multivariate hypothesized model that predicts the significance of, and relationships among, various self-perception factors for being a qualified teacher and their direct and mediated effects on self-learning activities among teacher education students. A total of 248 teacher education students enrolled at an education…

Deconstructing Teacher Certification

Science.gov (United States)

Baines, Lawrence A.

2006-01-01

In this article, the author takes a close look at alternative certification programs and is convinced that, because they vary so extremely in their requirements, all of them cannot possibly be producing highly qualified teachers. Here, he talks about Non-University Certification Programs (NUCPs). These are alternative certification programs that…

Common Problems Experienced by First Year Alternatively Certified Teachers: A Qualitative Study

Science.gov (United States)

Hung, Li-Ching; Smith, Cary Stacy

2012-01-01

The teacher shortage throughout the United States, especially in areas considered "at-risk," has reached an alarming level. Novice teachers often decide not to return after one year of service, with the number of teachers not returning doubling at five years. One possible means of overcoming these two problems is alternative…

Opening Pandora's Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education

Science.gov (United States)

Brown, Linda Lou

Federal educational policy, No Child Left Behind Act of 2001, focused attention on America's education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students' learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey(c) and the Texas Elementary Campus Administrator Survey(c) with results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly's Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students' achievement and teachers' PD learning science content. Some constructs included the use of data

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

New Evidence on Teacher Labor Supply. NBER Working Paper No. 16802

Science.gov (United States)

Engel, Mimi; Jacob, Brian A.

2011-01-01

Recent evidence on the large variance in teacher effectiveness has spurred renewed interest in teacher labor market policies. A substantial body of prior research documents that more highly qualified teachers tend to work in more advantaged schools, although this literature cannot determine the relative importance of supply versus demand factors…

Teachers on the Move: International Migration of School Teachers from India

Science.gov (United States)

Sharma, Rashmi

2013-01-01

Emigration of qualified teachers from developing countries is a double loss for the source countries, not only leading to emigration of high-skill labour but also affecting their future developmental base when these countries are already struggling to meet the millennium development goals (MDGs) in education. This article discusses emigration of…

Know How? Show How: Experienced Teachers Share Best Practices through Ontario Program

Science.gov (United States)

Amato, Lindy; Anthony, Paul; Strachan, Jim

2014-01-01

Launched in 2007, the Teacher Learning and Leadership Program, out of Ontario, Canada, operates on the belief that classroom teachers know their learning needs and the needs of their students best. Additionally, the program assumes teachers have the greatest knowledge of how to build and foster multiple learning networks in order to share their…

Expert clinician to clinical teacher: developing a faculty academy and mentoring initiative.

Science.gov (United States)

Reid, Tina P; Hinderer, Katherine A; Jarosinski, Judith M; Mister, Brenda J; Seldomridge, Lisa A

2013-07-01

The lack of sufficient numbers of qualified nursing faculty to prepare nursing students for entry into the field of nursing is of national and international concern. Recruiting expert clinicians and preparing them as clinical teachers is one approach to addressing the faculty shortage. Adequate training for the new role is paramount to promote job satisfaction and reduce attrition. Various models for orienting and preparing expert nurse clinicians as clinical educators are reported in the literature with little consensus or research to support a single approach. This paper describes a collaborative effort to prepare experienced registered nurse clinicians for new roles as part-time clinical faculty. Using a blend of learning strategies (face-to-face, online, simulation, and group mentoring sessions), this training experience was designed to cover content while promoting discussion of issues and challenges and providing much-needed mentorship. Outcomes include 12 new clinical faculty, 25% from groups underrepresented in nursing, with nine newly employed as part-time clinical teachers. Copyright © 2013 Elsevier Ltd. All rights reserved.

Difficulties and challenges for newly qualified ELE (Spanish as a Foreign Language teachers

Directory of Open Access Journals (Sweden)

Ligia Ochoa Sierra

2014-05-01

Full Text Available The research presented here shows the results obtained from a series of interviews conducted with teachers who work as teachers of Spanish as a foreign language about the most important difficulties and challenges which such teachers face at the beginning of their career

Confronting Challenges at the Intersection of Rurality, Place, and Teacher Preparation: Improving Efforts in Teacher Education to Staff Rural Schools

Science.gov (United States)

Azano, Amy Price; Stewart, Trevor Thomas

2016-01-01

Recruiting and retaining highly qualified teachers in rural schools is a persistent struggle in many countries, including the U.S. Salient challenges related to poverty, geographic isolation, low teacher salaries, and a lack of community amenities seem to trump perks of living in rural communities. Recognizing this issue as a complex and hard to…

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

Science.gov (United States)

Norman, Patricia J.

2011-01-01

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

Teacher of primary English

CERN Multimedia

2003-01-01

Part-time teacher of primary English needed for September 2003 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 see http://enpferney.org/staff_vacancies.htm English National Programme, Lycée International, Ferney-Voltaire (http://enpferney.org/)

The Causes and Effects of English Teachers' Turnover: A Case from Afghanistan

Science.gov (United States)

Khawary, Omidullah; Ali, Sajid

2015-01-01

One of the challenging issues that educational organizations in developing countries face in staffing classrooms with qualified teachers is the high rate of teachers' turnover. It creates problems for schools, which eventually leads to substandard instruction and low student achievement. This research explores the causes of English teachers'…

Teacher qualification and teaching techniques in nursery schools in ...

African Journals Online (AJOL)

The scarcity of qualified teachers in Early Childhood Education in Rwanda in general, and in Kicukiro District in particular, raised interest and curiosity to conduct this study. Its main purpose was to examine the relationship between the qualification of teachers and their teaching techniques in preschools in Kicukiro District.

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

Science.gov (United States)

Finster, Matthew

2015-01-01

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

The Effectiveness of "Teach for America" and Other Under-certified Teachers

OpenAIRE

Ildiko Laczko-Kerr; David C. Berliner

2002-01-01

The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers.  This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers.  One subset of these under-certified teachers was from the national program "Teach For America (TFA)."  Recent college graduates are placed by TF...

Addressing the Inequitable Distribution of Teachers: What It Will Take to Get Qualified, Effective Teachers in All Communities. Research Brief

Science.gov (United States)

Adamson, Frank; Darling-Hammond, Linda

2011-01-01

Students of color in low-income schools are 3 to 10 times more likely to have unqualified teachers than students in predominantly White schools. These disparities in teacher distribution matter greatly: Research consistently shows that teacher quality is one of the most important variables for student success and that teachers with stronger…

Pensions under Pressure: Charter Innovation in Teacher Retirement Benefits

Science.gov (United States)

Podgursky, Michael; Aud Pendergrass, Susan; Hesla, Kevin

2018-01-01

Public school districts are facing twin challenges: maintaining a labor supply of qualified teachers while shoring up the deteriorating system that compensates them. Keeping public-school teachers' pensions plans flush is expensive, and it accounts for a growing share of education spending. In some states, public charter schools provide an…

Establishing Respectful Educative Relationships: A Study of Newly Qualified Teachers in Ireland

Science.gov (United States)

O'Grady, Emmanuel

2015-01-01

Interpersonal respect is a fundamental aspect of relating to others. This is especially true for teachers, as cultivating relationships is implicit in effective teaching. This three-year qualitative study examines a developing understanding of respect for pre-service teachers that progresses on to their first year's teaching to examine the…

Teacher Education in Sub-Saharan Africa: Closer Perspectives

Science.gov (United States)

Griffin, Rosarii, Ed.

2012-01-01

In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor…

Highly qualified does not equal high quality: A study of urban stakeholders' perceptions of quality in science teaching

Science.gov (United States)

Miranda, Rommel Joseph

By employing qualitative methods, this study sought to determine the perceptions that urban stakeholders hold about what characteristics should distinguish a high school science teacher whom they would consider to demonstrate high quality in science teaching. A maximum variation sample of six science teachers, three school administrators, six parents and six students from a large urban public school district were interviewed using semi-structured, in-depth interview techniques. From these data, a list of observable characteristics which urban stakeholders hold as evidence of high quality in science teaching was generated. Observational techniques were utilized to determine the extent to which six urban high school science teachers, who meet the NCLB Act criteria for being "highly qualified", actually possessed the characteristics which these stakeholders hold as evidence of high quality in science teaching. Constant comparative analysis was used to analyze the data set. The findings suggest that urban stakeholders perceive that a high school science teacher who demonstrates high quality in science teaching should be knowledgeable about their subject matter, their student population, and should be resourceful; should possess an academic background in science and professional experience in science teaching; should exhibit professionalism, a passion for science and teaching, and a dedication to teaching and student learning; should be skillful in planning and preparing science lessons and in organizing the classroom, in presenting the subject matter to students, in conducting a variety of hands-on activities, and in managing a classroom; and should assess whether students complete class goals and objectives, and provide feedback about grades for students promptly. The findings further reveal that some of the urban high school science teachers who were deemed to be "highly qualified", as defined by the NCLB Act, engaged in practices that threatened quality in science

The Influence of a Reform-Based Mathematics Methods Course on Preservice Teachers' Beliefs

Science.gov (United States)

Evans, Brian R.; Leonard, Jacqueline; Krier, Kathleen; Ryan, Steve

2013-01-01

Beliefs about teaching mathematics and urban students' ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers' beliefs about teaching mathematics to urban students…

Review of "Assessing the Compensation of Public-School Teachers"

Science.gov (United States)

Keefe, Jeffrey H.

2012-01-01

This report compares the pay, pension costs and retiree health benefits of teachers with those of similarly qualified private-sector workers. The study concludes that teachers receive total compensation 52% greater than fair market levels, which translates into a $120 billion annual "overcharge" to taxpayers. Built on a series of faulty analyses,…

Teacher Agency within the Context of Formative Teacher Assessment: An In-Depth Analysis

Science.gov (United States)

Verberg, Christel P. M.; Tigelaar, Dineke E. H.; van Veen, Klaas; Verloop, Nico

2016-01-01

Teachers' agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure developed a sense of agency. We investigated not only whether teachers participating in a such an assessment procedure experienced agency and thus felt in…

Using neutrosophic graph cut segmentation algorithm for qualified rendering image selection in thyroid elastography video.

Science.gov (United States)

Guo, Yanhui; Jiang, Shuang-Quan; Sun, Baiqing; Siuly, Siuly; Şengür, Abdulkadir; Tian, Jia-Wei

2017-12-01

Recently, elastography has become very popular in clinical investigation for thyroid cancer detection and diagnosis. In elastogram, the stress results of the thyroid are displayed using pseudo colors. Due to variation of the rendering results in different frames, it is difficult for radiologists to manually select the qualified frame image quickly and efficiently. The purpose of this study is to find the qualified rendering result in the thyroid elastogram. This paper employs an efficient thyroid ultrasound image segmentation algorithm based on neutrosophic graph cut to find the qualified rendering images. Firstly, a thyroid ultrasound image is mapped into neutrosophic set, and an indeterminacy filter is constructed to reduce the indeterminacy of the spatial and intensity information in the image. A graph is defined on the image and the weight for each pixel is represented using the value after indeterminacy filtering. The segmentation results are obtained using a maximum-flow algorithm on the graph. Then the anatomic structure is identified in thyroid ultrasound image. Finally the rendering colors on these anatomic regions are extracted and validated to find the frames which satisfy the selection criteria. To test the performance of the proposed method, a thyroid elastogram dataset is built and totally 33 cases were collected. An experienced radiologist manually evaluates the selection results of the proposed method. Experimental results demonstrate that the proposed method finds the qualified rendering frame with 100% accuracy. The proposed scheme assists the radiologists to diagnose the thyroid diseases using the qualified rendering images.

Why and How Teachers Transform Their Instruction

Science.gov (United States)

Light, Barbara J.

In his 2011 book The highly qualified teacher: What is teacher quality and how do we measure it? Strong argues that as a profession, education has struggled to measure teacher quality and therefore cannot provide a proven system to consistently develop high-quality teachers. In order to move toward an operational definition of teacher quality, Kennedy, in her 2008 journal article entitled "Contributions of qualitative research to research on teacher qualifications" suggests that the causal mechanisms of the development of teachers who are identified as high-quality teachers must be researched, documented, and then used in teacher preparation and development. Instructional ability is a key component of teacher effectiveness. This case study examines instructional transformations made by four teachers to explore why and how teachers make transformations in their teaching. The overarching conclusion of the study is the importance of student-centeredness as a component of teacher effectiveness.

Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience?

Science.gov (United States)

Kissau, Scott P.; King, Elena Tosky

2015-01-01

Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The…

TEACHER OF ENGLISH NEEDED

CERN Multimedia

2002-01-01

Part-time teacher of primary English needed for September 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 8 July. English National Programme, Lycée International, Ferney-Voltaire.

Common difficulties experienced by grade 12 students in learning ...

African Journals Online (AJOL)

The objective of this study was to examine the nature and causes of common difficulties experienced by grade twelve students in learning chemistry in Ebinat preparatory school. A qualitative method was employed to investigate the questions, which used interviews and questionnaires with students and teachers. The key ...

Alternative Certified Teachers Who Became Administrators: Perceptions of Successes and Challenges in the Field

Science.gov (United States)

Gracia, Lidamar M.

2015-01-01

Hiring alternative certified teachers has been a plausible solution to meeting the growing needs for highly qualified teachers in the classroom. Not only is there a need for teachers, there is also a need for strong leadership in education. Newly hired teachers must not only be prepared to tackle the everyday issues and responsibilities of the…

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

Science.gov (United States)

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

2015-06-01

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

Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions

Science.gov (United States)

Adamson, Frank; Darling-Hammond, Linda

2012-01-01

The inequitable distribution of well-qualified teachers to students in the United States is a longstanding issue. Despite federal mandates under the No Child Left Behind Act and the use of a range of incentives to attract teachers to high-need schools, the problem remains acute in many states. This study examines how and why teacher quality is…

26 CFR 1.936-10 - Qualified investments.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 10 2010-04-01 2010-04-01 false Qualified investments. 1.936-10 Section 1.936... (CONTINUED) INCOME TAXES Possessions of the United States § 1.936-10 Qualified investments. (a) In general. [Reserved] (b) Qualified investments in Puerto Rico. [Reserved] (c) Qualified investment in certain...

Need for Danish science teachers' continual professional development after pre-service training

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2010-01-01

about their own subject matter knowledge may, for a large subgroup in the cohort, affect how the teachers‘ approach the physics content when teaching primary Science & Technology (grade 1-6 in the Danish schools). Beside this the cohort can be divided into subgroups with great variation in strengths......Results from a survey of a local cohort of newly qualified Danish science teachers before they began their first jobs in primary and lower secondary schools (n=110) show a need for continual Professional Development (PD). The results highlight two main areas of concern based on the newly qualified...... teachers´ reflections on scenarios of science teaching, their considerations about themselves as future science teachers etc. These include a tendency for the teachers to limit Inquiry Based Science Teaching to activity driven science, which suggests there is a need both in in-service PD and pre...

Mid- and Late-Career Teachers Struggle with Paltry Incomes

Science.gov (United States)

Boser, Ulrich; Straus, Chelsea

2014-01-01

Low teacher pay is not news. Over the years, all sorts of observers have argued that skimpy teacher salaries keep highly qualified individuals out of the profession. One recent study found that a major difference between the education system in the United States and those in other nations with high-performing students is that the United States…

Uncle Sam Wants You: Looking for a Few Good Teachers.

Science.gov (United States)

Della-Piana, Connie Kubo; Blake, Sally; Lopez, Jorge; Hurley, Sandra

This paper discusses the need for qualified teachers in specific areas, examining factors that motivate students to choose to teach (e.g., desire to work with people, value to society, and family influence). The Partnership for Excellence in Teacher Education promotes reform in science and mathematics teaching and learning in regard to preparing…

7 CFR 4290.110 - Qualified management.

Science.gov (United States)

2010-01-01

... 7 Agriculture 15 2010-01-01 2010-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and has...

Breaking from Traditionalism: Strategies for the Recruitment of Physical Education Teachers

Science.gov (United States)

O'Neil, Kason; Richards, K. Andrew R.

2018-01-01

Teacher education programs across the country are being asked to systematically and deliberately recruit teacher candidates who are not only highly qualified, but represent diverse backgrounds. Coupled with dwindling enrollments, these programs may want to reevaluate the types of students recruited into a career in physical education. This article…

Science Teachers' Conceptual Growth within Vygotsky's Zone of Proximal Development.

Science.gov (United States)

Jones, M. Gail; Rua, Melissa J.; Carter, Glenda

1998-01-01

Examines how science teachers' (n=14) knowledge of science and science pedagogy changed after participation in a constructivist-based methods course. More-experienced teachers were paired with less-experienced teachers, and pre- and post-instructional concept maps, journals, portfolios, and transcripts revealed that, within the zone of proximal…

Experiencing the "Growing Edge": Transformative Teacher Education to Foster Social Justice Perspectives

Science.gov (United States)

Baily, Supriya; Stribling, Stacia M.; McGowan, Chandra L.

2014-01-01

This article explores how teachers' perceptions of social justice issues are developed through experiential learning opportunities and maps their transformations in thinking onto the three levels of responsibility identified by Berger's "growing edge." The study looked at where teachers were on the growing edge and examples of how they…

Continuing education of teachers in the early years: "Good Practices Seminar" as a proposal for teacher education and integration

Directory of Open Access Journals (Sweden)

Mariana Vaitiekunas Pizarro

2017-12-01

Full Text Available There are many studies that show challenges, demands and needs in the search for improvement of teacher education. Seeking to break with the teacher's view that "always plays the same practices", the present study aimed to evaluate the placement of teachers on a proposal for training in school through socialization of pedagogical practices considered successful by teachers called "Good Seminar Practices" and to assess the extent of this situation as a proposal for continuing education. The research, qualitative, made use of semi-structured questionnaires to map the perceptions of teachers regarding this formative proposal. The results highlight the importance of qualifying the teacher do to not summarize a make devoid of purpose and criticism, valuing teachers' ideas in order to legitimize the faculty knowledge and refine their practices surpassing the understanding of teacher as mere executor of tasks.

Constructing the Academic Category of Teacher Educator in Universities' Recruitment Processes in Aotearoa, New Zealand

Science.gov (United States)

Gunn, Alexandra C.; Berg, David; Hill, Mary F.; Haigh, Mavis

2015-01-01

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic.…

The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership

Science.gov (United States)

Winstead, Robert A.

2013-01-01

Over the past few decades thousands of special education teachers have been teaching students with disabilities on emergency or temporary certificates (Barnes, Crow, & Schaefer, 2007). The majority of these teachers entered the field of education with little to no preparation. Most of these under qualified teachers were hired in rural areas.…

Following the Path of the Teacher´s Development: Joint Reflection

Czech Academy of Sciences Publication Activity Database

Hošpesová, A.; Tichá, Marie

2009-01-01

Roč. 17, č. 1 (2009), s. 212-232 ISSN 1732-6729 R&D Projects: GA ČR(CZ) GA406/08/0710 Institutional research plan: CEZ:AV0Z10190503 Keywords : primary school teachers * teachers´competences * qualified joint reflection Subject RIV: AM - Education Impact factor: 0.064, year: 2009

The Conflation of Adult ESL and Literacy: The Views of Experienced Teachers

Science.gov (United States)

Fleming, Douglas; René, Carène Pierre; Bangou, Francis; Sarwar, Gul Shahzad

2015-01-01

This article explores the links between English as a second language (ESL) instruction and literacy instruction through an examination of viewpoints from eight teachers in two Canadian provinces. Four of these teachers worked in government--funded adult ESL and literacy education programs for a large urban school district in the province of…

Utilizing Professional Vision in Supporting Preservice Teachers' Learning About Contextualized Scientific Practices. Collaborative Discourse Practices Between Teachers and Scientists

Science.gov (United States)

Sezen-Barrie, Asli

2018-03-01

Drawn from the cultural-historical theories of knowing and doing science, this article uses the concept of professional vision to explore what scientists and experienced teachers see and articulate as important aspects of climate science practices. The study takes an abductive reasoning approach to analyze scientists' videotaped lectures to recognize what scientists pay attention to in their explanations of climate science practices. It then analyzes how ideas scientists attended align with experienced teachers' sense-making of scientific practices to teach climate change. The findings show that experienced teachers' and scientists' explanations showed alignment in the focus on scientific practices, but indicated variations in the temporal and spatial reasoning of climate data. Furthermore, the interdisciplinarity of climate science was emphasized in climate scientists' lectures, but was not apparent once scientists and teachers shared the same culture in meetings to provide feedback to preservice teachers. Given the importance of teaching through scientific practices in classrooms, this study provides suggestions to capture the epistemic diversity of scientific disciplines.

Utilizing Professional Vision in Supporting Preservice Teachers' Learning About Contextualized Scientific Practices - Collaborative Discourse Practices Between Teachers and Scientists

Science.gov (United States)

Sezen-Barrie, Asli

2018-03-01

Drawn from the cultural-historical theories of knowing and doing science, this article uses the concept of professional vision to explore what scientists and experienced teachers see and articulate as important aspects of climate science practices. The study takes an abductive reasoning approach to analyze scientists' videotaped lectures to recognize what scientists pay attention to in their explanations of climate science practices. It then analyzes how ideas scientists attended align with experienced teachers' sense-making of scientific practices to teach climate change. The findings show that experienced teachers' and scientists' explanations showed alignment in the focus on scientific practices, but indicated variations in the temporal and spatial reasoning of climate data. Furthermore, the interdisciplinarity of climate science was emphasized in climate scientists' lectures, but was not apparent once scientists and teachers shared the same culture in meetings to provide feedback to preservice teachers. Given the importance of teaching through scientific practices in classrooms, this study provides suggestions to capture the epistemic diversity of scientific disciplines.

One Quarter of California’s Teachers for English Learners Not Fully Certified

OpenAIRE

Rumberger, Russell W.

2003-01-01

Although the passage of Proposition 227 reduced the demand for bilingual teachers, an acute shortage of teachers qualified to deliver needed instructional services to English learners remains. In 1998, prior to the passage of 227, 43 percent of the teachers providing instructional services to English learners were not fully certified to provide those services—33 percent of teachers were in training to provide English language development (ELD) or Specially Designed Academic Instruction in Eng...

The Principle-Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks

Science.gov (United States)

Gunckel, Kristin L.; Wood, Marcy B.

2016-01-01

A major challenge in preparing elementary teachers to teach inquiry-based science is finding qualified mentor teachers who use research-based approaches to teach science in their classrooms. This situation means preservice teachers often see few connections between the research-based principles for teaching science they learn in university-based…

Preparedness of newly qualified midwives to deliver clinical care: an evaluation of pre-registration midwifery education through an analysis of key events.

Science.gov (United States)

Skirton, Heather; Stephen, Nicole; Doris, Faye; Cooper, Maggie; Avis, Mark; Fraser, Diane M

2012-10-01

this study was part of a larger project commissioned to ascertain whether midwife teachers bring a unique contribution to the preparation of midwives for practice. The aim of this phase was to determine whether the student midwives' educational programme had equipped them to practise competently after entry to the professional register. this was a prospective, longitudinal qualitative study, using participant diaries to collect data. data were collected from newly qualified midwives during the initial six months after they commenced their first post as a qualified midwife. the potential participants were all student midwives who were completing their education at one of six Universities (three in England, one in Scotland, one in Wales and one in Northern Ireland). Diary data were submitted by 35 newly qualified midwives; 28 were graduates of the three year programme and seven of the shortened programme. diary entries were analysed using thematic analysis (Braun and Clarke, 2006), with a focus on identification of key events in the working lives of the newly qualified midwives. A total of 263 key events were identified, under three main themes: (1) impact of the event on confidence, (2) gaps in knowledge or experience and (3) articulated frustration, conflict or distress. essentially, pre-registration education, delivered largely by midwife teachers and supported by clinical mentors, has been shown to equip newly qualified midwives to work effectively as autonomous practitioners caring for mothers and babies. While newly qualified midwives are able to cope with a range of challenging clinical situations in a safe manner, they lack confidence in key areas. Positive reinforcement by supportive colleagues plays a significant role in enabling them to develop as practitioners. whilst acknowledging the importance of normality in childbearing there is a need within the curriculum to enable midwives to recognise and respond to complex care situations by providing theory

Highly qualified in the Czech Republic

Directory of Open Access Journals (Sweden)

Renata Čuhlová

2017-05-01

Full Text Available The paper aims to analyse the current situation of the highly qualified in the Czech Republic applying the ISCO qualification. Previous studies suggest that educational attainment has an important impact on labour market performance and national competitiveness. Data analyses approved that highly qualified workforce positively influences economic situation of the EU–15 Member States they work in. However, this hypothesis was disapproved for the EU–10+3 Member States joining the EU after 2004. The difference can be explained by the various stage in convergence process since some New Member States are still in transformation period. We positively appraise the significant growth of fraction of the highly qualified in the Czech Republic since 2004, especially in the major group Professionals involving the most qualified workforce. The same trend happened also for the highly qualified foreigners in the Czech Republic, however their attracting still remains a challenge.

Causes of Teacher Attrition of First, Second, and Third Year Teachers in Rural Middle Schools

Science.gov (United States)

Thompson, Arkeco Lashay Lewis

2012-01-01

Early attrition from teaching bears enormous costs. High attrition means that schools must take funds urgently needed for school improvements and spend them instead in a manner that produces little long-term payoff for student learning (Kain & Singleton, 1996). Keeping highly qualified teachers should always be at the top of the priority list…

Teaching judging and judging teaching in teacher education

DEFF Research Database (Denmark)

Lund, Birthe; Lindhart, Lars

education may influence the professional judgment and influence the concrete practice. Since educating professional judgment is value-laden, and there are disagreements about the role of the school and the understanding of the ideal teacher, values and moral issues deserves serious attention. However......The concept of professional judgment and how to develop this within teacher education is the core focus in this paper. The aim of teacher education in Denmark is to qualify the students for a specific profession as teachers in the Folkeskole (the primary and lower secondary school). The teacher...... education is often criticized by students and politicians that theory and professional practice are not linked successfully and, consequently, the teacher education is often changed, recently brought about by competence-based curricula. It is therefore relevant to gain new knowledge about how teacher...

DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER?

Directory of Open Access Journals (Sweden)

T. A. Strokova

2016-01-01

Full Text Available The purpose of the publication is to draw attention of educatorsof all levels to the need of improving quality of teacher training in research field.Methods. Based on the results of observations, interviews and surveys of teachers aged between 23 and 30 years with teaching experience of 1 to 5–6 years, and analysis of teacher practice, the assessment of the current state of innovation processes in public school and quality of university training of pre-service teachers in research field is given.Results. Insufficient training of young teachers for independent research has been revealed. It was established that the research experience acquired by them while writing the final qualifying work is non-demanded in modern educational work, where innovation is pushed out due to mismatch of educational policy and the actual educational practice. The reasons of reluctance of young professionals to combine educational activities and research are the following: lack of innovation environment, academic overload, household and personal problems, and, most importantly, unwillingness and inability to carry out independent scientific and pedagogical search. Also, the problems of final qualifying works supervision and management of pedagogical practice of students have been found out.Scientific novelty. Self-assessment of young teachers, concerning their research activities, has been conducted; it included a cluster of research activities that constitute its subject matter. The point for the need to abandon the narrow,  focused specialization in high school training of pre-service teachers and enhance their methodological preparation has been developed. Practical significance. Different ways of organizing work with in-service teachers concerning combination of subject specific and research specific aspects of their professional activities have been presented.

Second-Language Teachers' Moral Knowledge Base: A Comparison between Experienced and Less Experienced, Male and Female Practitioners

Science.gov (United States)

Akbari, Ramin; Tajik, Leila

2012-01-01

The second-language teacher education community has become increasingly interested in the moral dimensions of teaching. Herein ELT practitioners' "moral knowledge base", as a window into their mental lives, has not received the attention it deserves. The present study was conducted to document likely differences between the frequencies of…

Differentiation: Lessons from Master Teachers

Science.gov (United States)

Carolan, Jennifer; Guinn, Abigail

2007-01-01

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

Teachers in School Sports: Between the Fields of Education and Sport?

Science.gov (United States)

Ferry, Magnus

2016-01-01

According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this is normally indicated by a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available, which is the case for the subject of…

26 CFR 1.30-1 - Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle.

Science.gov (United States)

2010-04-01

... qualified electric vehicle. A qualified electric vehicle is a motor vehicle that meets the requirements of section 30(c). Accordingly, a qualified electric vehicle does not include any motor vehicle that has ever been used (for either personal or business use) as a non-electric vehicle. (b) Recapture of credit for...

Beginning teachers' self-efficacy and stress and the supposed effects of induction arrangements

NARCIS (Netherlands)

Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther. T.

2012-01-01

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher,

Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

Science.gov (United States)

Maderick, Joseph Andrew

2013-01-01

Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

11 CFR 9002.11 - Qualified campaign expense.

Science.gov (United States)

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Qualified campaign expense. 9002.11 Section 9002.11 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: GENERAL ELECTION FINANCING DEFINITIONS § 9002.11 Qualified campaign expense. (a) Qualified campaign expense means...

11 CFR 9032.9 - Qualified campaign expense.

Science.gov (United States)

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Qualified campaign expense. 9032.9 Section 9032.9 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: PRESIDENTIAL PRIMARY MATCHING FUND DEFINITIONS § 9032.9 Qualified campaign expense. (a) Qualified campaign expense...

The nature of workplace bullying experienced by teachers and the ...

African Journals Online (AJOL)

Hennie

2015-08-21

Aug 21, 2015 ... Phenomenological Analysis (IPA) was further used to analyse and interpret ... posttraumatic stress disorder (PTSD); principals, schools; teachers; ... Research on workplace bullying has further focused on specific ... personality disorder) among bullying education managers (Kirsten ... In an exploratory study.

A Phenomenological View of Teacher Efficacy as Experienced by Secondary Teachers Engaged in the Process of Instructional Coaching

Science.gov (United States)

Snipes, Shaftina Fiesta

2017-01-01

The purpose of this hermeneutic phenomenological was to describe teacher efficacy in the lived experiences of secondary teachers actively engaged in the instructional coaching process. The theoretical framework guiding this study was Albert Bandura's (1992) social cognitive theory as it expounds upon the role efficacy plays in human agency as it…

The Fabrication of Qualified Citizens

DEFF Research Database (Denmark)

Andrade-Molina, Melissa

2017-01-01

a rhizomatic analytical move, a historization of the present is deployed to map the fabrication of the desired qualified citizen in Chile. The analysis evidences the (re)production of dominant narratives about the “qualified citizen” are and have been entangled with the functioning of school geometry...

Virtual Mentoring of Preservice Teachers

Science.gov (United States)

Reese, Jill

2016-01-01

The purpose of the study was to describe music teachers' perceptions of the benefits and challenges they experienced as virtual mentors of preservice music teachers. Each mentor was assigned a cohort of preservice teachers who were enrolled in an elementary general music methods course. Cohorts observed their mentor's teaching via Skype. Mentors…

Early Childhood Teachers in Contexts of Power: Empowerment and a Voice

Science.gov (United States)

Overton, Jenny

2009-01-01

This article reports on findings from a qualitative research project (Overton, 2006) that highlighted a lack of empowerment experienced by, with and for eight early childhood teachers working in Tasmanian schools. The study investigated how change affects teachers, and focused on the theme of power as experienced by these teachers. The study noted…

Engaging Second-Stage Teachers in Their Work: The Role of Professional Culture in Schools

Science.gov (United States)

Kirkpatrick, Cheryl Lynne

2009-01-01

Educational researchers acknowledge that teachers make a difference in the educational outcomes of youth (Boyd, Lankford, Loeb, Rockoff, & Wyckoff, 2008; Darling-Hammond, 2000; Hanushek, 1992; Hanushek & Rivkin, 2007; Johnson, 2006; Sanders & Rivers, 1996; Sanders & Horn, 1998). However, staffing schools with qualified teachers has proven…

Pre-Service Teachers' Knowledge, Misconceptions and Gaps about Autism Spectrum Disorder

Science.gov (United States)

Sanz-Cervera, Pilar; Fernández-Andrés, María-Inmaculada; Pastor-Cerezuela, Gemma; Tárraga-Mínguez, Raúl

2017-01-01

The inclusive education framework and the increase in autism diagnoses have led to an overwhelming challenge for pre-service teachers who need to be qualified to teach all children. To test the quality of their training, the main purpose of this study was to compare 866 pre-service teachers' knowledge, misconceptions, and gaps about autism in…

Examining educators of the deaf as "highly qualified" teachers: roles and responsibilities under IDEA and NCLB.

Science.gov (United States)

Luft, Pamela

2008-01-01

Educators of the deaf were long considered "highly qualified" if they obtained state licensure from approved deaf education programs. But the No Child Left Behind Act (2001) redefined qualifications based on core academic content areas, without recognizing disability-specific expertise. NCLB's reauthorization will provide opportunities for examining definitions of "highly qualified" and ensuring that both general and special educators are appropriately prepared. Under the Individuals With Disabilities Education Act, educators of the deaf are primarily responsible for supporting implementation of each assigned student's individualized education program. When done skillfully and knowledgeably, IEP execution maximizes learning outcomes, and therefore would support NCLB mandates for improved student achievement. Instead of academic attainment alone, the primary "qualification" of educators of the deaf should be training and expertise in providing communication, learning, and assistive technology supports that allow access to academic content and, ultimately, address deaf students' historical underachievement.

Using Blackboard and Skype for Mentoring Beginning Teachers

Science.gov (United States)

Suk Hwang, Young; Vrongistinos, Konstantinos

2012-01-01

The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…

Teacher development programme and worklife practice in interplay: An inquiry into the transition from experienced to established teacher

DEFF Research Database (Denmark)

Rump, Camilla Østerberg; Kobayashi, Sofie; Christiansen, Frederik V

Impacts of teacher development programmes on participants’ development are often measured using questionnaires that gauge approaches to teaching and self-efficacy beliefs. While important in gaining a sense of the efficacy of such programmes, they tell only of a development that has occurred...... in parallel with TDP participation. They do not tell how this development came about. In this study we use time-line interviews to inquire into how TDP participants match their development as teachers with meaningful engagement in other important work-life practices. We find that they do so by constituting...... of TDP contents and activities and also suggest new avenues for exploring how quality student learning relates to teacher development....

A Study of the Right of Learners and Teachers to Quality Public ...

African Journals Online (AJOL)

Every day, everywhere in the world, the right of learners and teachers to quality public education is violated (Dorsi, 2014). The quality of education is undermined by a deficit of appropriately qualified teachers more particularly in the rural areas. It has been observed that there has been moral decadence in contemporary ...

Implementing Measures of Teacher Effectiveness

Science.gov (United States)

Stecher, Brian; Garet, Mike; Holtzman, Deborah; Hamilton, Laura

2012-01-01

An initial look at work being done in a reform project sponsored by the Bill & Melinda Gates Foundation finds that evaluations of teacher performance aren't as unpopular with teachers who have experienced the new system as some would have us believe. Leaders acknowledge that the new approach to teacher evaluation takes more time than…

The teacher is a facilitator: Reflecting on ESL teacher beliefs through metaphor analysis

Directory of Open Access Journals (Sweden)

Thomas S. C. Farrell

2016-01-01

Full Text Available Metaphors offer a lens through which language teachers express their understanding of their work. Metaphor analysis can be a powerful reflective tool for expressing meanings that underpin ways of thinking about teaching and learning English as a second/foreign language. Through reflecting on their personal teaching metaphors, teachers become more aware of the beliefs that underpin their work. This paper reports the reflections on the prior beliefs of three experienced ESL teachers in Canada through the use of metaphor analysis. The paper attempts to explore the prior beliefs of the three experienced ESL teachers in Canada through metaphor analysis by using the Oxford et al. (1998 framework as a theoretical lens in which to gain understanding of the use and meaning of these metaphors. Results indicated that all three teachers used a total of 94 metaphors throughout the period of the group discussions and interviews, and that the metaphors used most were those related to learner-centered growth, followed by social order, then social reform.

Engagement with a Teaching Career--How a Group of Finnish University Teachers Experience Teacher Identity and Professional Growth

Science.gov (United States)

Korhonen, Vesa; Törmä, Sirpa

2016-01-01

The aim of this qualitative study was to identify teachers' ways of experiencing their identity and development challenges as teachers in the social and professional context of university. Identity and development as a teacher were examined based on interviews and drawings of career paths collected from a group of university teachers representing…

Strategies for Estimating Teacher Supply and Demand Using Student and Teacher Data. REL 2017-197

Science.gov (United States)

Lindsay, Jim; Wan, Yinmei; Berg-Jacobson, Alexander; Walston, Jill; Redford, Jeremy

2016-01-01

Every year the U.S. Department of Education reports for each state in the country the grade levels, subject areas, and geographic areas that have experienced teacher shortages (U.S. Department of Education, Office of Postsecondary Education, 2015). A teacher shortage occurs when the number of teachers available in a specific grade, subject matter…

21 CFR 516.141 - Qualified expert panels.

Science.gov (United States)

2010-04-01

... choose members for the qualified expert panel in accordance with selection criteria listed in paragraph... whether the proposed qualified expert panel meets the selection criteria prior to the panel beginning its... Committee Act, as amended, 5 U.S.C. App. (b) Criteria for the selection of a qualified expert panel. (1) A...

An Investigation of Factors Related to Teachers' Organizational Commitment in Rural High Schools

Science.gov (United States)

Walker, Victoria LaShawn

2013-01-01

Relevant literature indicates that teachers who are not committed to their organization do not perform, do not provide a quality education for their students, and do not remain members of the organization; thus, making staffing, retaining, and maintaining highly qualified teachers problematic for rural schools. Limited research has been conducted…

Teacher Evaluation Reform: Focus, Feedback, and Fear

Science.gov (United States)

Donaldson, Morgaen L.

2016-01-01

How are teachers experiencing the more rigorous teacher evaluation systems that many states have mandated in recent years? Donaldson, who has studied teacher evaluation reform over the past eight years, shares insights from a study of 14 Connecticut districts that have implemented the state's 2012 teacher evaluation reforms. In surveys and…

Teachers' Health.

Science.gov (United States)

Scheuch, Klaus; Haufe, Eva; Seibt, Reingard

2015-05-15

Almost 800,000 teachers were working in Germany in the 2012-13 school year. A determination of the most common medical problems in this large occupational group serves as the basis for measures that help maintain teachers' health and their ability to work in their profession. We present our own research findings, a selective review of the literature, and data derived from the German statutory health insurance scheme concerning medical disability, long-term illness, and inability to work among teachers. Compared to the general population, teachers have a more healthful lifestyle and a lower frequency of cardiovascular risk factors (except hypertension). Like non-teachers, they commonly suffer from musculoskeletal and cardiovascular diseases. Mental and psychosomatic diseases are more common in teachers than in non-teachers, as are nonspecific complaints such as exhaustion, fatigue, headache, and tension. It is commonly said that 3-5% of teachers suffer from "burnout," but reliable data on this topic are lacking, among other reasons because the term has no standard definition. The percentage of teachers on sick leave is generally lower than the overall percentage among statutory insurees; it is higher in the former East Germany than in the former West Germany. The number of teachers taking early retirement because of illness has steadily declined from over 60% in 2001 and currently stands at 19%, with an average age of 58 years, among tenured teachers taking early retirement. The main reasons for early retirement are mental and psychosomatic illnesses, which together account for 32-50% of cases. Although German law mandates the medical care of persons in the teaching professions by occupational physicians, this requirement is implemented to varying extents in the different German federal states. Teachers need qualified, interdisciplinary occupational health care with the involvement of their treating physicians.

Pedagogical Content Knowledge of Experienced Teachers in Physical Education: Functional Analysis of Adaptations

Science.gov (United States)

Ayvazo, Shiri; Ward, Phillip

2011-01-01

Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of…

Measuring Teacher Effectiveness When Comparing Alternatively and Traditionally Licensed High School Technology Education Teachers in North Carolina

Science.gov (United States)

Bowen, Bradley

2013-01-01

According to No Child Left Behind (NCLB), the definition of a highly qualified teacher includes three components: obtaining a bachelor's degree; having full licensure as defined by the state; and demonstrating competency, as defined by the state, in each subject taught (U.S. Department of Education, 2004). However, NCLB does not specifically…

Where Have All the Teachers Gone?

Directory of Open Access Journals (Sweden)

Mark Fetler

1997-01-01

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

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Science.gov (United States)

2010-07-01

... familiar with the implementation of the vessel response plan; and (4) Be trained in the responsibilities of... vessel may designate an organization to fulfill the role of the qualified individual and alternate...

Implementing Geographical Key Concepts: Design of a Symbiotic Teacher Training Course Based on Empirical and Theoretical Evidence

Science.gov (United States)

Fögele, Janis; Mehren, Rainer

2015-01-01

A central desideratum for the professionalization of qualified teachers is an improved practice of further teacher education. The present work constitutes a course of in-service training, which is built upon both a review of empirical findings concerning the efficacy of in-service training courses for teachers and theoretical assumptions about the…

Construction of the Entrepreneurship Education Teachers Based on the Characteristics of Business Education Level

Science.gov (United States)

Wei, Yaping; Guo, Wenting

2010-01-01

College entrepreneurship education relatively lags behind in China at present. The main reason is that the lack of qualified teachers. For the construction of teachers' team training, firstly analysis the characteristics of the entrepreneurship education level, and then divide into two relatively independent levels which are basic entrepreneurship…

Prospective Chemistry Teachers' Misconceptions about Colligative Properties: Boiling Point Elevation and Freezing Point Depression

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Pinarbasi, Tacettin; Sozbilir, Mustafa; Canpolat, Nurtac

2009-01-01

This study aimed at identifying prospective chemistry teachers' misconceptions of colligative properties. In order to fulfill this aim, a diagnostic test composed of four open-ended questions was used. The test was administered to seventy-eight prospective chemistry teachers just before qualifying to teaching in secondary schools. Nine different…

Beginning Teachers' Self-Efficacy and Stress and the Supposed Effects of Induction Arrangements

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Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther T.

2012-01-01

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This…

Supply Inventory Management: Evaluation of the Defense Supply Center Columbus Qualified Products List and Qualified Manufacturers List Program

National Research Council Canada - National Science Library

2002-01-01

... was transitioned from the Military Departments. The Defense Supply Center Columbus currently has management responsibility for over 300 Qualified Products Lists and 4 Qualified Manufacturers Lists...

Reflections on the newly qualified social worker's journey : From university training to qualified practice

OpenAIRE

Walker, Clare

2014-01-01

This qualitative research study explores the experience of graduating social workers making the transition from university training into work as qualified social work practitioners. Most studies in this area look at the practice readiness of the newly qualified professional. This study looks at the participants’ experience in the work place. How do participants experience this journey of transition? What skills, particularly reflective practice and supervision, learned in training, are import...

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Science.gov (United States)

2010-07-01

... alternate must: (1) Be located in the United States; (2) Speak fluent English; (3) Be familiar with the... facility may designate an organization to fulfill the role of the qualified individual and the alternate...

"I experienced freedom within the frame of my own narrative": The contribution of psychodrama techniques to experiential learning in teacher training

Science.gov (United States)

ter Avest, Ina

2017-02-01

To prepare Dutch students in education for critical situations in their professional life as a teacher, part of their training is to ask them to reflect upon their own experiences in their life as a child, a pupil and a student - experiences of crucial moments or with significant others which are still of the utmost importance to them. This article underlines the significance of so-called "experiential learning" in student career counselling. In this context, experiential learning is understood as an extension of in- depth reflection on critical incidents and critical persons in the biography of pre-service teachers. This reflection - customary and effective in Dutch teacher training - is a verbal process. However, this technique does not seem to be adequate for many students from other cultural backgrounds (e.g. second-generation descendants of migrant workers). By consequence, some of these students are not able to take newly offered information on board, but remain imprisoned in their own culture-related narrative, their own ethnic society of mind. Research has shown that for these students, psychodrama techniques, focusing on non-verbal and playful aspects of reflection, seem to be more suitable. The author of this article presents a sample case from a pilot study which used one of the psychodrama techniques called the empty chair. The findings of the pilot study are promising in the sense that experiencing different I- positions does seem to help students from other cultural backgrounds to develop agency in responding to hitherto unfamiliar and confusing situations.

Teacher Nostalgia and the Sustainability of Reform: The Generation and Degeneration of Teachers Missions, Memory, and Meaning

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Goodson, Ivor; Moore, Shawn; Hargreaves, Andy

2006-01-01

Purpose: This article focuses on the sustainability of reform through the lens of teachers' nostalgia--the major form of memory among a demographically dominant cohort of experienced older teachers. Unwanted change evokes senses of nostalgia for these lost missions that take two forms: social and political. As teachers age, their responses to…

Perfectly Reasonable in a Practical World: Understanding Chemistry Teacher Responses to a Change Proposal

Science.gov (United States)

Westbroek, Hanna; Janssen, Fred; Doyle, Walter

2017-12-01

Curriculum ideals often get compromised as a curriculum moves through its various levels of representation. Across the different science reforms, this process of slippage is clearly present. Research shows that teacher subject matter knowledge, PCK, beliefs and context factors all influence implementation. Professional development arrangements focus on fixing deficiencies in teachers' knowledge, beliefs or work context. This approach has not solved the problem of slippage, as we still do not understand what mechanisms operate when teachers make decisions about change proposals. In this study, we unpacked the decision mechanisms of three highly qualified chemistry teachers who subsequently adapted an innovative context-based chemistry unit. In spite of a state of the art professional development arrangement and the teachers being highly qualified, slippage occurred. The teachers' goal systems were used to interpret their reasoning. A goal system is a context-dependent, within-person mental construct that consists of a hierarchy of a person's goals and means in pursuit of a task. We showed that all three teachers adopted or redesigned elements of the change proposals to meet their core goals, i.e., goals that had multiple connections with other goals. This indicated that the adaptations teachers made were perfectly reasonable ways to serve their professional goals. For change to happen, we contend that one should begin with ways to connect teachers' core goals with the lesson or unit goal demands of a proposed innovation. Change emerges from the adaptions teachers make in the service of their core goals.

The Implications of Demographic Variables as Related to Burnout among a Sample of Special Education Teachers

Science.gov (United States)

Williams, Joy; Dikes, Catherine

2015-01-01

The attrition rate of highly qualified special education teachers is a pervasive problem in the United States. This study investigated the association between the burnout subscales of emotional exhaustion, depersonalization, and personal accomplishment relative to 10 demographic variables. Sixty-five special education teachers constituted the…

Summer Institute in Biomedical Engineering for College Teachers

Science.gov (United States)

Cleaver, T. G.; And Others

1973-01-01

Discusses the objectives, curricula, and accomplishments of an interdisciplinary summer institute designed to prepare college teachers qualified in both the life sciences and engineering. Indicates that joint educational programs between engineering, science, and medical faculties are completely feasible if each group is interested in the other…

Transforming Future Teachers' Ideas about Writing Instruction.

Science.gov (United States)

Florio-Ruane, Susan; Lensmire, Timothy J.

1990-01-01

Contends that prospective teachers' knowledge of what writing is and how it is taught is formed by their experiences as students. Describes a course that allows teachers transform their student experiences into appropriate teaching methods. Assesses how this curriculum was experienced by the teacher candidates. (DB)

Motivation for choosing teaching as a career - the perspective of pre-service teachers, novices and experienced subject teachers

Directory of Open Access Journals (Sweden)

Simić Nataša

2015-01-01

Full Text Available Since motivation for choosing the teaching profession figures as one of the most important determinants of the successfulness of teachers and even their students, this paper is aimed at investigating the factors of choosing teaching as a career. For that purpose, semi-structured interviews were conducted with the students of “teacher training” faculties, novices and subject teachers with more than five years of work experience (N=76. Thematic analysis was used to identify nine categories of motivational factors: Working with young people (the desire to have a dynamic and creative job in the surroundings of young people, Influence on students (the motivation to exert influence on students’ socio-emotional development, values and education, Dealing with the subject (the motivation for dealing with the science that the person studied, Class teacher/Teacher/Parents as a role model (the motivation stemming from the influence of significant others, Lecturing (the desire to “transfer knowledge”, Lifelong learning (the desire for permanent learning in different fields, Working hours and holidays (the motivation due to working hours and holidays, Fit with the abilities (the desire to realise the “naturally given” abilities and Reputation (the desire to be appreciated in the society. In keeping with the results of other studies, it has been found that altruistic motivation for the choice of teaching as a career is dominant, while extrinsic motivation is least present. The findings are interpreted in the light of the current models of motivation for choosing teaching as a career and the characteristics of teachers’ education and status in Serbia. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije

Mentor preparation: A qualitative study of STEM master teacher professional development

Science.gov (United States)

Click-Cuellar, Heather Lynn

The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in trying to maintain highly qualified status, but also to the continuity and effective education of students. Mentoring has been identified by many researchers as a plausible solution to reducing attrition rates for beginning teachers. In this dissertation, I conducted qualitative research to explore and understand the perceptions of STEM (science, technology, engineering, and mathematics) Master Teachers' mentoring professional development in the context of the Master Teacher Academies program situated at Desert State University (pseudonym), a large institution located on the Texas-Mexico border. Additionally, I examined the reported teaching self-efficacy of STEM Master Teachers (mentors), as well as that of their novice teachers (mentees). Another purpose of the study was to investigate the forms and elements of interactions between these mentors and their mentees. Participants of this study were Texas certified Master Mathematics or Master Science Teachers, and their novice mathematics or science teacher mentees; all of whom teach in a high need U.S. Mexico border city school district serving a student population that is over 93% Hispanic. A grounded theory approach was used in examining and analyzing mentor and mentee perceptions and experiences through case studies. A constructivist framework was utilized to derive findings from interviews and the review of documents and contribute a diverse context and population to the literature. The study reveals conclusions and recommendations that will benefit educators, universities, school districts, and policy makers in regard to teacher mentor preparation.

Teacher Candidates in Context: Investigating Inquiry Learning, Self-Efficacy and Stress within Teacher Education

OpenAIRE

Coppersmith, Sarah A.

2017-01-01

Global changes since the 2008 economic collapse continue to impact teacher candidates worldwide who are facing unparalleled challenges as they prepare for service in educational systems experiencing reform. Research exists on college student stress, yet absent is data showing teacher candidates in relation to stress and self-efficacy as they engage in socio-constructivist inquiry learning. Teacher candidates hold employment while taking classes and serving in schools, yet research shows that ...

An Ecological Analysis of Mathematics Teachers' Noticing

Science.gov (United States)

Jazby, Dan

2016-01-01

Most studies which investigate mathematics teacher noticing cast perception into a passive role. This study develops an ecological analysis of mathematics teachers' noticing in order to investigate how teachers actively look for information in classroom environments. This method of analysis is applied to data collected as an experienced primary…

Quality or Quantity: A Statement for Teacher Training in Turkey

Directory of Open Access Journals (Sweden)

Ali AZAR

2011-01-01

Full Text Available Developed countries are initiating and implementing effective and appropriate technics in the field of teacher training. In Turkey, much research has been done in order to determine the qualification of teachers and, by this way, to train qualified teachers. Ministry of Education, Turkish Council of Higher Education, Faculties of Education and Faculties of Sciences have cooperated some certification systems, however, the research which is not supported by preliminary studies but exposured to political coercions lowered the quality of education. Besides, quantity is increased by pedagogical formation programs. In this study, Turkish teacher training system is analyzed with respect to quantity and quality.

The role of human-at-work systems in business sustainability: perspectives based on expert and qualified production workers in a manufacturing enterprise.

Science.gov (United States)

Genaidy, Ash M; Rinder, Maria M; Sequeira, Reynold; A-Rehim, Amal

2010-04-01

A community of highly qualified employees is desirable for the workforce to become a competitive business advantage, improving and sustaining corporate health. Currently, the scientific literature is limited on information comparing the assessment of expert and qualified workers for the employee-work environment interface. Such information would be valuable for industrial managers to obtain and act on the different perspectives of its workers for business improvement and survivability. A primary objective of this study is to explore the perspectives of expert and qualified workers on the quality of the employee-work environment interface in a manufacturing enterprise. This investigation was performed in a production department in a small manufacturing enterprise. Two expert workers participated in the study, with each being in the company for 30 years and having performed all jobs in the production department as well as supervisory and line management responsibilities. A total of 13 qualified workers from day and night shifts were used in the study, with the great majority of workers possessing 10 or more years of on-the-job experience but not acquiring the same specialised knowledge required for operating the technological resources in the department. The work compatibility methodology was used to assess the quality of employee-work environment interface for both expert and qualified workers. Both expert and qualified workers provided similar trends in terms of their compatibility assessment of experienced and acting work domains. In general, the compatibility levels for the day shift were poorer than those obtained for the night shift for acting work domains. The similarities in assessment between the expert and qualified workers were much closer for factors impacting job performance at the task and immediate surrounding levels (i.e. physical and mental task content, physical environment). There were greater differences at the macro level, that is, at the process

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

Science.gov (United States)

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

2018-04-01

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

Experiencing, Using, and Teaching History: Two History Teachers' Relations to History and Educational Media

Science.gov (United States)

Thorp, Robert

2017-01-01

How do two Swedish secondary school teachers relate to and make sense of history via their experiences and educational media? This article seeks to gain knowledge about history education by analyzing two teachers' narratives of their personal experiences of the Cold War and classroom observations of the teachers in practice. The article finds that…

11 CFR 9004.4 - Use of payments; examples of qualified campaign expenses and non-qualified campaign expenses.

Science.gov (United States)

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Use of payments; examples of qualified campaign expenses and non-qualified campaign expenses. 9004.4 Section 9004.4 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: GENERAL ELECTION FINANCING ENTITLEMENT OF ELIGIBLE CANDIDATES...

Teachers' Professional Development from the Perspective of Teaching Reflection Levels

Science.gov (United States)

Zhao, Mingren

2012-01-01

This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

The Standard for Chartered Teacher in Scotland: A New Context for the Assessment and Professional Development of Teachers

Science.gov (United States)

Christie, Donald

2006-01-01

As part of a major review of teachers' professional conditions of service in Scotland the "Chartered Teacher Programme" has been introduced offering experienced teachers the option of a substantial salary enhancement, not by promotion to a school management role, but by staying in the classroom and engaging in a programme of professional…

"I'm Tentatively Teaching": Crossing the Border from Student of Teaching to Teacher of Students

Science.gov (United States)

Pietsch, Marilyn; Williamson, John

2009-01-01

The majority of newly qualified teachers in New South Wales, Australia, begin their careers as casual teachers in fragmented employment contexts which make it difficult to build on the knowledge base gained at university through continuous, and continuously evaluated, practice in a classroom. This study explored the experiences of early career…

Nominal Group as Qualifier to "Someone"

Science.gov (United States)

Sujatna, Eva Tuckyta Sari; Wahyuni, Sri

2017-01-01

The paper titled "Nominal Group as Qualifier to 'Someone'" investigated types of qualifiers which are embedded to the head "someone" in a nominal group. This research was conducted in the light of Systemic Functional Linguistics analysis. The data was analyzed, classified then described using descriptive qualitative method.…

A Delphi Approach to the Preparation of Early-Career Agricultural Educators in the Curriculum Area of Agricultural Mechanics: Fully Qualified and Highly Motivated or Status Quo?

Science.gov (United States)

Saucier, P. Ryan; McKim, Billy R.; Tummons, John D.

2012-01-01

According to the National Research Agenda for Agricultural Education and Communication, preservice agriculture teacher education programs should "prepare and provide an abundance of fully qualified and highly motivated agricultural educators at all levels" (Osborne, 2007, 8). The lack of preparation of entry career agricultural educators…

Becoming an English Language Teacher: Linguistic Knowledge, Anxieties and the Shifting Sense of Identity

Science.gov (United States)

Giovanelli, Marcello

2015-01-01

English language is a fast-growing and popular subject at A level, but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers who discuss the strategies they used when taking on the responsibility of A-level English language…

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Qualified hoisting engineer; qualifications. 75... Persons § 75.155 Qualified hoisting engineer; qualifications. (a)(1) A person is a qualified hoisting engineer within the provisions of subpart O of this part, for the purpose of operating a steam-driven hoist...

The Effectiveness of "Teach for America" and Other Under-certified Teachers

Directory of Open Access Journals (Sweden)

Ildiko Laczko-Kerr

2002-09-01

Full Text Available The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers.  This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers.  One subset of these under-certified teachers was from the national program "Teach For America (TFA."  Recent college graduates are placed by TFA where other under-qualified under-certified teachers are often called upon to work, namely, low-income urban and rural school districts. Certified teachers in this study were from accredited universities and all met state requirements for receiving the regular initial certificate to teach.  Recently hired under-certified and certified teachers (N=293 from five low-income school districts were matched on a number of variables, resulting in 109 pairs of teachers whose students all took the mandated state achievement test. Results indicate 1 that students of TFA teachers did not perform significantly different from students of other under-certified teachers, and 2 that students of certified teachers out-performed students of teachers who were under-certified.  This was true on all three subtests of the SAT 9—reading, mathematics and language arts.  Effect sizes favoring the students of certified teachers were substantial.  In reading, mathematics, and language, the students of certified teachers outperformed students of under-certified teachers, including the students of the TFA teachers, by about 2 months on a grade equivalent scale.  Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification.  Traditional programs of teacher preparation apparently result in positive effects on the academic achievement of low-income primary school children.  Present

Qualified Census Tracts

Data.gov (United States)

Department of Housing and Urban Development — A Qualified Census Tract (QCT) is any census tract (or equivalent geographic area defined by the Census Bureau) in which at least 50% of households have an income...

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

Science.gov (United States)

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

2009-01-01

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

26 CFR 1.132-9 - Qualified transportation fringes.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Qualified transportation fringes. 1.132-9... Qualified transportation fringes. (a) Table of contents. This section contains a list of the questions and answers in § 1.132-9. (1) General rules. Q-1. What is a qualified transportation fringe? Q-2. What is...

Teacher Education: A Nontraditional Response.

Science.gov (United States)

Simbol, Mary Ann

1989-01-01

Discusses sex bias and stereotyping in society, focusing on one university professor's decision to educate her children at home after experiencing sexism in the schools. Her experiences illuminate needed changes in society. Teacher education must address teachers' ability to change existing attitudes and make children aware of sex bias. (SM)

The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland

Directory of Open Access Journals (Sweden)

Judith Harford

2016-09-01

Full Text Available Over the last decade, teacher education in Ireland has experienced radical reconceptualization and restructuring at both initial teacher education [ITE] and induction levels, with reform of continuous professional development now in the planning phase. The establishment of the Teaching Council (2006 as a statutory, regulatory body, with a role in the review and accreditation of teacher education, increased the visibility of and policy focus on teacher education. Significant reform of initial teacher education was announced in 2011 that included both an extension of the duration of programmes and, most notably, the period the student teachers were to be engaged in school-based professional development. This increased period has been accompanied by a shift in the understanding of what is involved in practicum and implies a redefinition of the respective roles of the university and the school, and the development of a new form of partnership between both agencies. The period of induction and probation has also become an area of reform with an emphasis on school-based coaching and the evaluation of newly qualified teachers, which devolves decisions on teachers’ full recognition and membership of the profession, to principals and colleagues. This shift, which changes the established approach to induction for primary level teachers, has resulted in the withdrawal of cooperation with this policy by the main teacher union and to the implementation process being stymied. Both policy developments bring the concept of partnership within Irish education into sharp focus: a partnership between schools and universities in ITE, but also partnership in policy development and implementation in the case of induction.

EFL Teachers' Perceptions of Strategy Deficiency Syndrome: A Grounded Theory Study

Science.gov (United States)

Ostovar-Namaghi, Seyyed Ali; Ahmadabadi-Tak, Bahareh

2017-01-01

Strategy-deficient language learners struggle to develop their language proficiency through limiting and inappropriate strategies. This study aims at exploring experienced teachers' perceptions of strategy deficiency syndrome among EFL learners. To this end, the perspectives of a purposive sample of experienced teachers teaching in private…

Resistance to Classroom Observation in the Context of Teacher Evaluation: Teachers' and Department Heads' Experiences and Perspectives

Science.gov (United States)

de Lima, Jorge Ávila; Silva, Maria João Tavares

2018-01-01

This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for…

A museum-based urban teacher residency program's approach to strengthening the STEM pipeline: Channeling highly qualified Earth Science teachers into high needs schools

Science.gov (United States)

Ustunisik, G. K.; Zirakparvar, N. A.

2015-12-01

Channeling better prepared Earth Science teachers into secondary schools with low achievement rates in STEM subjects is essential to ensuring that the students attending these schools are ultimately afforded the opportunity to take advantage of projected growth in the global geoscience workforce. Here, a museum-based urban teacher residency (UTR) program's approach to building subject specific content knowledge and research experience in Earth Science teacher candidates is described. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty. Because these courses and research experiences are designed specifically for the teacher candidates, they are different than many science courses and research experiences available to pre-service teachers in a university setting. At the same time, the museum-based program is the only UTR to incorporate such a rigorous science curriculum, and some possible advantages and disadvantages of the program's approach are also considered here. While the impact of the program's approach on student achievement rates has yet to be evaluated, there is promise in the well documented links between a teacher's own experience with the practice of science and that teacher's ability to leverage effective pedagogical content knowledge in the teaching of science. Because the museum-based program's science curriculum is balanced against the educational coursework and teaching residencies that necessarily form the program's backbone, the museum's approach to strengthening the teacher candidate's science background may also inform the faculty and administration of other UTRs in cases where one of their program goals is to further expand their teacher candidate's content knowledge and practical subject matter experience.

Qualified Empathy - Project Report 2015-16

DEFF Research Database (Denmark)

Austring, Bennye Düranc; Sørensen, Merete Cornet

2016-01-01

UCSJ-delen af den afsluttende rapport fra Nordplus-projektet "Qualified Empathy", der blev gennemført sammen med Metropolia, Helsinki, og NTNU, Trondheim, i 2015 og 15.......UCSJ-delen af den afsluttende rapport fra Nordplus-projektet "Qualified Empathy", der blev gennemført sammen med Metropolia, Helsinki, og NTNU, Trondheim, i 2015 og 15....

Free Teacher Education Policy Implementation in China

Science.gov (United States)

Hagin, Dean A.

2012-01-01

In 2007 the Chinese central government implemented the Free Teacher Education Policy (FTEP), which offered qualifying students admission to prestigious national universities, four years of free tuition, room and board, and a stipend in exchange for a commitment to teach in their home province for ten years; the first two of those years in a rural…

Relationships between Teacher Efficacy and Job Satisfaction among Novice and Experienced Secondary Agricultural Educators

Science.gov (United States)

Epps, Rebekah B.; Foor, Ryan M.

2015-01-01

The teacher shortage in the United States is a continuous problem for the American education system. Maintaining a high level of job satisfaction of teachers is an important goal for administrators, superintendents, and school systems. Employees who are more satisfied are generally more productive and committed to the profession. Beliefs in…

A cohort of novice Danish science teachers

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2011-01-01

A survey on science background and argumentation about science teaching was conducted on a local cohort of newly qualified Danish science teachers. The survey was administered before the novice teachers began their first jobs in primary and lower secondary schools and focused on their reflections...... on specific scenarios of science teaching and themselves as teachers in various science fields. Three areas of concern were identified:There was evidence of reflection upon and argumentation for the practice of science teaching being student centered, but many respondents showed a tendency to focus...... on students' activities as a goal in themselves, few considered what the students learned through the activities. Results furthermore suggest that the teachers' own assessment of their subject matter knowledge in the physics field may, for a large subgroup in the cohort, affect their approach to teaching...

VIOLENCE AGAINST TEACHERS- RULE OR EXCEPTION?

OpenAIRE

Siniša Opić; Maja Lokmić; Vesna Bilić

2013-01-01

Abstract- The objective of this study is to examine the prevalence of violence against teachers by students. The study included 175 teachers, five primary and five secondary schools. The age of respondents (teachers) ranges from 20 to 65, with average age being 44,33 years. The used  instrument has assessed violence against teachers and has consisted of  data about the characteristics of respondents, frequency and type of violence experienced from students.The results suggest that violence ag...

Teachers' Teaching Experience and Students' Learning Outcomes ...

African Journals Online (AJOL)

cce

Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

Competence of primary school teachers to teach students with dislexia

OpenAIRE

Kogovšek, Darja

2012-01-01

The teacher is an expert in the provision of educational work, that should be qualified to teach also students with dyslexia. Teacher's knowledge of the causes and forms of dyslexia and ways of educating students with dyslexia is important to effectively adapt teaching methods. Therefore a major part of this thesis work is devoted to those aspects. There are also other factors exposed (family, school environment, collaboration with parents), which significantly contribute to providing the bes...

Emotional Experiences as Predictors of Teachers' Mental Health

Directory of Open Access Journals (Sweden)

Ivana Macuka

2017-07-01

Full Text Available Teaching profession is considered emotionally demanding since teachers experience a variety of positive and negative emotions of significant intensity at work. Emotions they experience in relation to their professional activities can affect their professional and personal development. Frequent experiences of teachers' negative emotions in relation to students, parents, colleagues or educational system in general as well as feelings of emotional exhaustion (as an important aspect of burnout, can have a negative impact on teachers' psychological well-being and increase the occurrence of psychopathological symptoms. The aim of this study was to examine the role of emotions (experienced in relation to students, parents, and educational system and emotional exhaustion in explaining symptoms of anxiety, depression, and somatization among teachers. The study was conducted on a sample of 1149 subject-specific elementary school teachers from different regions in Croatia. A total of 210 male and 939 female teachers, aged between 24 and 65, participated in the study. Considering the expected gender differences in the prevalence of psychopathological symptoms, hierarchical regression analyses were conducted separately on the subsamples of male and female teachers. Results showed that, after controlling for working experience (which explains the somatization symptoms, certain emotions (exhaustion, love, anger, and hopelessness experienced in relation to students; anxiety experienced in relation to parents; and disappointment with educational system and emotional exhaustion significantly explain the symptoms of anxiety, depression, and somatization among teachers. The obtained results emphasise the importance of emotional exhaustion, which results from daily stressors and pressures at work, in explaining psychopathological outcomes in the teaching profession.

Teachers' Perceptions and Practices of STEAM Education in South Korea

Science.gov (United States)

Park, HyunJu; Byun, Soo-yong; Sim, Jaeho; Han, Hyesook; Baek, Yoon Su

2016-01-01

This study examined teachers' perceptions and practices of science, technology, engineering, arts, and mathematics (STEAM) education in South Korea, drawing on a survey of teachers in STEAM model schools. Results showed that the majority of Korean teachers, especially experienced teachers and male teachers, had a positive view on the role of STEAM…

Differences between Social Science Teachers and Physics Teachers about Beliefs of Competences Model in Mexico

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Ramirez Díaz, Mario H.; Garcia Trujillo, Luís Antonio; Chávez-Campos, David A.

2016-01-01

This paper shows the results of a diagnostic research that evaluates the perception of teaching competencies by physics teachers, in universities and high schools that have experienced curricular change of the mode of competences-based education (EBC). The research was conducted in both physics teachers in high school and college level nationally…

Sharing the Wealth:National Board Certified Teachers and the Students Who Need Them Most

OpenAIRE

Daniel C. Humphrey; Julia E. Koppich; Heather J. Hough

2005-01-01

It is a commonly understood problem in education that many highly qualified teachers tend to gravitate toward higher performing schools, including schools with lower minority enrollments and lower incidence of poverty. This article explores the distribution of a subset of teachers, namely, those who are National Board Certified. To what extent do these teachers' assignment choices mirror the pattern of their non-Board Certified colleagues and to what extent are they different? Part of a large...

IRANIAN EFL TEACHERS AND STUDENTS’ DEVELOPMENT THROUGH OBSERVATION

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Khalil Motallebzadeh

2013-12-01

Full Text Available This paper describes the processes used to examine on one hand the effect of less experienced teachers’ participation in experienced teachers’ classes on their own skills and teaching methodologies. It also describes the role of teachers’ training through observation in their students’ achievements. This quasi-experimental design study was conducted In KISH Language School in Bojnurd, Iran. Twenty one EFL teachers were selected as experienced and less experienced ones and involved 169 male and female students (aged 15 - 45 years as participants. In order to compare students’ English proficiency before and after the treatment, a Key English Test (KET and a Preliminary English Test (PET were employed. Also, a Peer Observation of Teaching Questionnaire, a sample of TOEFL test and an interview were used to find out the results of teachers’ development. This study also revealed that less-experienced teachers’ participation in experienced teachers’ classes had a significant effect on EFL teachers’ skills and strategies used in their classroom and almost all teachers were satisfied with their participation in experienced teachers’ classes.

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Buildings qualifying for carryover allocations. 1... INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a) Carryover... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

Study abroad as professional development for FSL teachers

Directory of Open Access Journals (Sweden)

Mike Wernicke

2010-02-01

Full Text Available In July 2009, a group of over 80 FSL teachers from British Columbia (BC participated in a two-week sojourn at the Centre d’Approches vivantes des Langues et des Médias (CAVILAM in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades of study abroad (SA research, the literature offers little insight into teachers’ professional development abroad. The following article attempts to situate the recent sojourn of the BC teachers within the field by presenting an overview of some of the major research trends of SA research as well as summarizing how teachers have been acknowledged in the literature to date. A description of the program at CAVILAM and the current research study is presented to highlight some of the emerging opportunities for future research on teacher education within a SA context.

Recruiting and Retaining Highly Qualified Special Education Teachers for High-Poverty Districts and Schools: Recommendations for Educational Leaders

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Fall, Anna-Maria

2010-01-01

Teacher turnover disproportionately impacts high poverty districts, where teachers hold fewer professional credentials and working conditions are more challenging. The disparities in teacher quality and working conditions likely contribute to teacher turnover and workplace instability as well as limit students' opportunities to learn.…

Mentoring Preservice Teachers: Identifying Tensions and Possible Resolutions

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Hudson, Peter; Hudson, Sue

2018-01-01

Tensions can occur in the mentor-mentee relationship during school-based professional experiences that require problem solving. What are the tensions for mentor teachers in preservice teacher education and how might these tensions be resolved? This qualitative study collected data from 31 high school mentor teachers about tensions experienced with…

Experiencing Research Practice in Pure Mathematics in a Teacher Training Context

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Knoll, Eva; Ernest, Paul; Morgan, Simon

2004-01-01

This paper presents the early results of an experiment involving a class of elementary student teachers within the context of their mathematics preparation. The motivation of the exercise centered on giving them an experience with mathematical research at their own level and ascertaining its impact on their attitudes and beliefs. The students…

Continuing Professional Development for Experienced Physical Education Teachers: Towards Effective Provision

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Armour, Kathleen M.; Yelling, Martin R.

2004-01-01

Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be 'developed' in a logical and structured way from the moment they enter the profession until retirement. As a result…

The involvement of student teachers in the development of language learning tasks. Lessons from the ETALAGE project

NARCIS (Netherlands)

Koet, T.; Žogla, I.; Rutka, L.

2012-01-01

In this paper I report a small experiment about the involvement of student teachers as well as experienced professionals in the development of language learning tasks. I argue that involving student teachers as well as experienced professionals may yield better results than involving experienced

On the unacknowledged Significance of Teachers´ Habitus and Dispositions

DEFF Research Database (Denmark)

Steensen, Jette Johanne

2009-01-01

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

26 CFR 1.43-4 - Qualified enhanced oil recovery costs.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Qualified enhanced oil recovery costs. 1.43-4... TAXES Credits Against Tax § 1.43-4 Qualified enhanced oil recovery costs. (a) Qualifying costs—(1) In... “qualified enhanced oil recovery costs” if the amounts are paid or incurred with respect to an asset which is...

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

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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

Factors Influencing Stress, Burnout, and Retention of Secondary Teachers

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Fisher, Molly H.

2011-01-01

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

12 CFR 621.4 - Audit by qualified public accountant.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Audit by qualified public accountant. 621.4... REQUIREMENTS General Rules § 621.4 Audit by qualified public accountant. (a) Each institution shall, at least annually, have its financial statements audited by a qualified public accountant in accordance with...

Tracking the Career Paths of Physics Teachers in Texas

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Mount, Jennifer; Marshall, Jill; Fuller, Edward

2013-10-01

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

Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers

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Watters, James J.; Diezmann, Carmel M.

2015-03-01

Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a 1-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both preservice and professional in-service programs and the role that administrators play in supporting career-change teachers.

On the unacknowledged Significance of Teachers´ Habitus and Dispositions

DEFF Research Database (Denmark)

Steensen, Jette Johanne

2009-01-01

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

Distortion or Clarification: Defining Highly Qualified Teachers and the Relationship between Certification and Achievement

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Jacob M Marszalek

2010-11-01

Full Text Available Recent studies of the relationship between teacher preparation pathways and student achievement have resulted in similar statistics but contradictory conclusions. These studies as a group have several limits: they sometimes focus on student-level indicators when many policy decisions are made with indicators at the school-level or above, are limited to specific urban locations or grade levels, or neglect the potential influence of building type, as defined as the grade-levels serviced. Using statewide data from the 2004-2005 school year, we examined the relationships between school-level indicators of student achievement on nationally-normed tests and proportions of alternatively certified teachers, while controlling for building type and other relevant covariates. Our findings indicate that the relationship between teacher preparation and student achievement at the school level depends on whether the building mixes multiple grade levels (e.g., elementary and middle. The implications of Missouri's policy change for research and school improvement are discussed with respect to the current high-stakes testing environment.

26 CFR 1.7704-3 - Qualifying income.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 13 2010-04-01 2010-04-01 false Qualifying income. 1.7704-3 Section 1.7704-3 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES General Actuarial Valuations § 1.7704-3 Qualifying income. (a) Certain investment income—(1...

Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

Science.gov (United States)

Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

2018-01-01

Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

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Linda Darling-Hammond

2005-10-01

Full Text Available Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

The Implementation of Graduate Education to Professional Performance: Teachers' Perspectives

Science.gov (United States)

Berkant, Hasan Güner; Baysal, Seda

2017-01-01

One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has…

Patterns in Teacher Learning in Different Phases of the Professional Career

Science.gov (United States)

Vermunt, Jan D.; Endedijk, Maaike D.

2011-01-01

This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about…

Study abroad as professional development for FSL teachers

Directory of Open Access Journals (Sweden)

Meike Wernicke

2010-06-01

Full Text Available Abstract In July 2009, a group of over 80 FSL teachers from British Columbia (BC participated in a two-week sojourn at the Centre d’Approches vivantes des Langues et des Médias (CAVILAM in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades of study abroad (SA research, the literature offers little insight into teachers’ professional development abroad. The following article attempts to situate the recent sojourn of the BC teachers within the field by presenting an overview of some of the major research trends of SA research as well as summarizing how teachers have been acknowledged in the literature to date. A description of the program at CAVILAM and the current research study is presented to highlight some of the emerging opportunities for future research on teacher education within a SA context.

Problems Faced By Elementary School Second Grade English Subject Matter Teachers

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Belgin Bal Incebacak

2017-11-01

Full Text Available The objective of thisstudy isto determine the problems experienced by subject matter teachers while instructing English lessons in the second grade of elementary school. What are the problemsfaced by English subject matter teachers when they instruct in 2nd grade lessons? In this research the descriptive modeling, which is one of the qualitative research methods, was employed. In accordance with this objective, we worked with 8 subject matter teachers from 5 different schoolsinAtakum and Ilkadim districtslocated in downtown Samsun, through easily accessible case sampling. The semi-structured “English Course Interview Form’’was applied to the teachers. In the study, descriptive survey model was employed, since it was aimed to reveal the current status of qualitative research methods.According to the results obtained from the research, the content was configured and presented under 5 themes. They were categorized as: 1. the problems experienced in classroom management, 2. the problems in physical and cognitive readiness, 3. the problems experienced in the learning and teacher process, 4. the problems seen in counseling, 5. the problems experienced in assessment and evaluation. In conclusion, the teachers stated that they had problems with managing the classroom, especially with the second grade students, whom are younger than others. It is observed that the change for teaching English at a younger age has been appropriate. Our teachersstated that they required in-service training so as to adapt to this aforementioned change.

Emotional and behavioural barriers to learning and development in the inclusive education classrooms in South Africa: Developing a training programme for teachers.

Science.gov (United States)

Potgieter-Groot, Lucia; Visser, Maretha; Lubbe-de Beer, Carien

2012-07-01

The interaction between teachers, classroom strategies and learners experiencing emotional and behavioural barriers to learning and development in a system of inclusive education results in multiple dynamics on different levels. Many teachers in mainstream education lack training to deal with learners experiencing emotional and behavioural barriers. Resistance towards inclusive education is therefore evident. This paper describes the process of developing an in-service training programme for teachers who deal with learners with emotional and behavioural barriers in their classrooms. A process of action research was used to allow the researcher, in collaboration with 47 teachers from 2 primary schools, to develop a training programme to address the specific needs of teachers in dealing with learners experiencing emotional and behavioural barriers in their classes. Qualitative feedback from teachers and observations by the researcher and external observers were used to evaluate the appropriateness of the training. Teachers experienced that appropriate classroom management strategies made a significant difference in the behaviour of learners experiencing emotional and behavioural barriers. The training affected teachers' attitudes, teacher-learner interaction, learner behaviour and school organisation. In-service training for teachers can affect the effective implementation of inclusive education. This programme can be adapted to address the needs of teachers in other areas.

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

Science.gov (United States)

DeVore-Wedding, Beverly R.

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

Exploring Differences in the Distribution of Teacher Qualifications across Mexico and South Korea: Evidence from the Teaching and Learning International Survey

Science.gov (United States)

Luschei, Thomas F.; Chudgar, Amita; Rew, W. Joshua

2013-01-01

Background/Context: Although substantial evidence from the United States indicates that more qualified teachers are disproportionately concentrated among academically and economically advantaged children, little cross-national research has examined the distribution of teacher qualifications across schools and students. As a result, we know little…

26 CFR 52.4682-2 - Qualifying sales.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 17 2010-04-01 2010-04-01 false Qualifying sales. 52.4682-2 Section 52.4682-2... TAXES (CONTINUED) ENVIRONMENTAL TAXES § 52.4682-2 Qualifying sales. (a) In general—(1) Special rules applicable to certain sales. Special rules apply to sales of ODCs in the following cases: (i) Under section...

Perceptions of masculinity and fatherhood among men experiencing homelessness.

Science.gov (United States)

Rice, Alexander; Kim, Ji Youn Cindy; Nguyen, Christopher; Liu, William Ming; Fall, Kevin; Galligan, Patrick

2017-05-01

This study explored the perceptions of fatherhood held by 11 men living in a homeless shelter. Using consensual qualitative research methodology (CQR; Hill, 2012), we investigated perceptions of masculinity and fatherhood among fathers experiencing homelessness. Participants described (a) their perceptions of masculinity and fatherhood and changes resulting from homelessness, (b) physical and psychological challenges of being a father experiencing homelessness, and (c) expectations of homeless fathers. The fathers generally expressed feelings of low self-esteem related to their perceived difficulty fulfilling the role of providers for their family; however, they also adapted their view of fatherhood to include roles suited to their situation, such as that of guide, teacher, and role model. Suggestions are made for clinicians in helping fathers navigate and develop these roles, and limitations and directions for future research are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Influence of Classroom Management, Administrative Support, Parental Involvement, and Economic Factors on the Retention of Novice Teachers

Science.gov (United States)

Dwyer, Katrina Moody

2013-01-01

The purpose of this study was to examine the impact of selected factors upon the intent of novice teachers to remain in the classroom. Teachers are leaving the profession in numbers that have prompted significant concern among policymakers and administrators. Many qualified college students are not considering the field of education as a potential…

Pedagogical Practice of Training Teachers in Elementary School and Social Impact

Directory of Open Access Journals (Sweden)

Miraida Josefina-Linares

2016-01-01

Full Text Available In educational practice of training teachers of elementary school, in Venezuela, it emphasizes meaningful interactions in teaching learning process; which they do not always answer to the demands of reflexive educational practice to make teachers redefine their role, functions and learn training to their students. The objective of this research consists of assessing socio-educative contradictions of pedagogical practice of the training teachers in elementary school and its social impact. As a result of it, the training teachers achieved sensitization for its educative practical ; an organized and qualified plan of Learning Projects; going through three levels of training: low, middle and high, as well as, discreet transformations in way of thinking, feeling, and acting, corresponding with contexts.

The skilled mentor : mentor teachers' use and acquisition of supervisory skills

NARCIS (Netherlands)

Crasborn, F.J.A.J.; Hennissen, P.P.M.

2010-01-01

In schools all over the world experienced teachers are involved in the mentoring of student and beginning teachers. Most of these mentor teachers do this work alongside their main task as a teacher of pupils. There is no single approach to mentoring that will work in the same way for every student

Teacher Training through the Regression Model in Foreign Language Education

Science.gov (United States)

Garcia Laborda, Jesus

2011-01-01

In the last few years, Spain has seen dramatic changes in its educational system. Many of them have been rejected by most teachers after their implementation (LOGSE) while others have found potential drawbacks even before starting operating (LOCE, LOE). To face these changes, schools need well qualified instructors. Given this need, and also…

Special Education Teacher Resilience: A Phenomenological Study of Factors Associated with Retention and Resilience of Highly Resilient Special Educators

Science.gov (United States)

Downing, Brienne

2017-01-01

Special education teachers are in high demand and greatly needed to meet the needs of the growing population of students qualified for special education services under the Individual with Disabilities Education Act (IDEA) of 2004. The increasing attrition rates of special education teachers are a social justice issue that needs attention. The…

Teachers' Emotional Expression in Interaction with Students of Different Ages

Science.gov (United States)

Prosen, Simona; Vitulic, Helena Smrtnik; Škraban, Olga Poljšak

2011-01-01

Emotions are an integral part of "classroom life" and are experienced in teacher-student interactions quite often (Hosotani & Imai-Matsumura, 2011). The present study focuses on teachers' emotions in classrooms. Its purpose is to establish which emotions are expressed by teachers in their interactions with students, the triggering…

Indonesian Teacher Engagement Index (ITEI): An Emerging Concept of Teacher Engagement in Indonesia

Science.gov (United States)

Sasmoko; Doringin, F.; Indrianti, Y.; Goni, A. M.; Ruliana, P.

2018-02-01

This paper presents a new concept of teacher engagement in Indonesia. The various studies in this paper examine various perspectives and even criticize the initial research on teacher engagement, so as to build the concept of different teacher engagement and in accordance with the Indonesian context so that it can be implemented and has direct impact as a guideline on improving the quality of teachers and education personnel in Indonesia. The method used in this paper is the Neuroresearch research method focused on exploratory research. The conclusion of this research is the development of Indonesian Teacher Engagement Index concept (ITEI) as a concept that describes the condition of teachers who experienced various psychological conditions positively, actively participate in building positive education, able to show good performance, have supportive competence, have national character as Characteristic of Indonesia and able to show the nationalism leadership engagement.

6 CFR 25.4 - Designation of qualified anti-terrorism technologies.

Science.gov (United States)

2010-01-01

... 6 Domestic Security 1 2010-01-01 2010-01-01 false Designation of qualified anti-terrorism... REGULATIONS TO SUPPORT ANTI-TERRORISM BY FOSTERING EFFECTIVE TECHNOLOGIES § 25.4 Designation of qualified anti-terrorism technologies. (a) General. The Under Secretary may Designate as a Qualified Anti-Terrorism...

Maths4Stats: Educating teachers

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Renette J. Blignaut

2013-02-01

Full Text Available The inadequate nature of the education infrastructure in South Africa has led to poor academic performance at public schools. Problems within schools such as under-qualified teachers and poor teacher performance arise due to the poorly constructed education system in our country. The implementation in 2012 of the Curriculum and Assessment Policy Statement (CAPS at public schools in South Africa saw the further crippling of some teachers, as they were unfamiliar with parts of the CAPS subject content. The Statistics and Population Studies department at the University of the Western Cape was asked to join the Maths4Stats project in 2012. This project was launched by Statistics South Africa in an effort to assist in training the teachers in statistical content within the CAPS Mathematics curricula. The University of the Western Cape’s team would like to share their experience of being part of the Maths4Stats training in the Western Cape. This article focuses on how the training sessions were planned and what the outcomes were. With the knowledge gained from our first Maths4Stats experience, it is recommended that future interventions are still needed to ensure that mathematics teachers become well-informed and confident to teach topics such as data handling, probability and regression analysis.

Influence of Teachers' Teaching Experience on Students' Learning ...

African Journals Online (AJOL)

cce

Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.

The Zemstvo’s Activities to Guide the Primary School Teacher Resources Formation and Support

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Timur A. Magsumov

2016-09-01

Full Text Available The purpose of the article is to study the activities of the zemstvo in the Volga-Ural region of the second half of XIX – early XX century aimed at forming and supporting primary school teacher resources. The study of the complex process required the use of a large number of information sources, including extractions from the regional documentation archives, reference books and periodicals to carry out a systemic and panoramic analysis of the zemstvo’s activities in terms of teacher resources formation and support. The focus of the study was on the issues of the zemstvo’s participation in the development of teacher training and scholarship support for students, advanced training of teachers through courses, congresses, teachers’ self-organization, as well as financial and material situation of zemsky teachers and the activities carried out by the teachers’ mutual aid societies. The authors make a conclusion that, despite the complicated conditions, the zemstvo was able to create a network of schools and provide them with teachers, including women teachers. To achieve this, the zemstvo had set up their own educational institutions as well as funded the state-run institutions or issued scholarships to future teachers. The zemstvo tried to make up for the apparent insufficiency of qualified teachers by starting a system of professional retraining and advanced training through specially organized short-term and long-term courses and congresses for teachers, as well as by providing more books for teachers’ libraries. The zemstvo tried to do their best to improve the financial and material position of zemsky teachers that was aggravated by complicated working conditions. Despite particular counterproductive activities of the state, the zemstvo was able to create a certain stratum of zemsky teachers that consisted of qualified teachers with professional education, who had been taught primary education methodology and enjoyed respect in the

12 CFR 619.9270 - Qualified Public Accountant or External Auditor.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Qualified Public Accountant or External Auditor... § 619.9270 Qualified Public Accountant or External Auditor. A qualified public accountant or external... constituted State authority, identifying such person as a certified public accountant; (b) Is licensed to...

Power Play? Teacher Characteristics and Class Assignments. Working Paper 59

Science.gov (United States)

Kalogrides, Demetra; Loeb, Susanna; Beteille, Tara

2011-01-01

While prior research has documented differences in the distribution of teacher characteristics across schools serving different student populations, few studies have examined how teacher sorting occurs within schools. Comparing teachers who teach in the same grade and school in a given year, the authors find less experienced, minority, and female…

Practicum Training for Teachers of Struggling Readers

Science.gov (United States)

Morris, Darrell

2011-01-01

Teachers who work with struggling beginning readers need a supervised training experience that leads them to understand both how reading ability develops and how to adapt instruction to meet the needs of individual children. The practicum, in which a teacher works with one struggling reader under the supervision of an experienced and expert…

DOING OTHER PEOPLE’S TRAINING PRESENTATIONS - a guide for teachers in implementing a scheme

OpenAIRE

Neal, Ian

2008-01-01

Often, experienced teachers in schools and colleges are asked to present training packs written by others. The assumption is that since they are experienced teachers, making training presentations to their colleagues will be easy. They often find that it is not. Usually, the material has been designed to be delivered using a model where one person within a school or college will make themselves responsible for familiarising themselves with Trainer's Notes, the Teachers' Guide and the rest of ...

Relevance of student and contextual school variables in explaining a student’s severity of violence experienced

NARCIS (Netherlands)

Mooij, Ton

2015-01-01

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating

The Impacts of Burnout, Absenteeism and Commitment on Intention to Leave

Science.gov (United States)

Khan, Irfanullah; Nawaz, Allah; Qureshi, Qamar Afaq; Khan, Zakeer Ahmed

2016-01-01

It is an accredited fact that only the education can provide a solid foundation for the social and economic development. In the same line, the Higher Educational Institutions (HEIs) can play a very prominent role in the uplift of the educational standards. The number of highly qualified and experienced teachers is not proportional to the needs of…

One University's Experience with Foreign-trained Teachers

Directory of Open Access Journals (Sweden)

Belinda Bustos Flores

2001-05-01

Full Text Available Texas like many states is facing a teacher shortage. The author suggests that the teacher shortage should be considered in light of the diverse school population. Across states there is a need for well-prepared teachers to work with linguistically and culturally diverse school populations. Thus, areas such as bilingual education continue to be critical shortage areas. While different attempts are currently underway to increase the number of preservice bilingual educators, another way districts have addressed this issue is to employ foreign-trained teachers as paraprofessionals or as teachers. Recently, Texas passed a regulation that would allow legally residing foreign-trained teachers to become certified Texas teachers upon passing the appropriate teacher competency exams and demonstrating English proficiency. The passing of this "fast-track" regulation appears to demonstrate that the state board is thinking out of the box by tapping into a community's resources and acknowledging that immigrants can offer the community services beyond menial tasks. However, the researcher cautions that such actions may not increase the number of teachers and may not assure teacher quality. To support this notion, the researcher offers an analysis of a university's experience with the integration of legally residing foreign-trained Mexican teachers in their bilingual education teacher preparation program. The researcher posits that increasing the number of qualified teachers does require for entities to think out of the box, such as tapping into a community's natural resources; nevertheless, any plan of action should be critically examined and deliberated.

In-Service English Teacher’s Perceptions of Reflective Teacher Diary to Promote Professional Development

OpenAIRE

Umu Arifatul Azizah; - Tosriadi

2018-01-01

To be a professional, teacher as a learner must continuously increase the experiences and knowledge with aiming at earning or maintaining the academic quality. Automatically, a teacher needs to apply particular technique or strategy and utilize a certain tool to meet the standards of excellence in teaching. Thus, reflection is considerable as one of the indispensable strategies that can be applied to lead teacher’s practice becomes more qualified. Reflection in teaching essentially refers the...

Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania

Science.gov (United States)

Msangya, Benedicto William; Mkoma, Stelyus L.; Yihuan, Wang

2016-01-01

Education is the key to development; however, it is impossible to think the quality of education without having academically qualified and professional responsible teachers. The main objective of this study was to examine the perspectives of undergraduate student teachers toward teaching practice experience as a tool of learning to teach. A…

Kata practice and concepts according to highly experienced judo teachers and referees

Directory of Open Access Journals (Sweden)

Mario Luiz Miranda

2012-07-01

Full Text Available The objective of the present study was to characterize the kata practice among judo teachers, responsible by São Paulo State Federation’s kata competition and grade examinations. A closed questionnaire was applied to 20 teachers (male = 18; female = 2. The sample was 46 ± 10 years-old, with judo practice time of 34 ± 9 years, and graduation 5 ± 1 dan. Practice often varied from 2 (50% to 4 (30% sessions per month. Nage no kata was identified as the most performed (78% and preferred (31% kata, followed by katame no kata (25%, ju no kata (21% and kime no kata (12%. Initiation of kata study usually started at the teacher’s dojo (79% and through courses offered by state federation (21%. Practice is directed to techniques improvement (46%, complementation for judo training (29%, spiritualized/mental practice (14% and for competition preparation (11%. The following attributes are the most important meanings given for kata: foundation (45%, essence (25%, origin (15%, form (10% and principle (5%.

Teaching planetary sciences to elementary school teachers: Programs that work

Science.gov (United States)

Lebofsky, Larry A.; Lebofsky, Nancy R.

1993-01-01

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are

47 CFR 59.4 - Definition of “qualifying carrier”.

Science.gov (United States)

2010-10-01

... (CONTINUED) INFRASTRUCTURE SHARING § 59.4 Definition of “qualifying carrier”. For purposes of this part, the term “qualifying carrier” means a telecommunications carrier that: (a) Lacks economies of scale or...

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

Science.gov (United States)

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

2014-01-01

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

The technical qualified expert on radiation protection in Spain

International Nuclear Information System (INIS)

Marco Arboli, M.; Rodriguez Suarez, M.

2002-01-01

Education and training is considered an important tool for promoting safety culture and improving the level of competence of workers. In the different disciplines involved in Radiation Protection (PR), training programmes are being revised to ensure effective protection of individuals. In the European Union framework, the new normative and its adaptation in the Member States, as well as the past actions in each country, make the community to conclude that harmonization of educational programmes and European recognition of the qualification must be reached. An important point of these actions is the definition of the European Qualified Expert. Article 38 of the EURATOM Basic Safety Standards imposes requirements on training and education of the qualified experts and their exchange within the European Union. Since then, there has been many initiatives to seek to harmonization of the qualified expert requirements. In the Spanish education system, there has been a standard training and competent authority recognition of the high level qualified experts on radiation protection since 1986, whose programme is continuously being updating and improving. Taking into account the European actions to define the qualified expert training requirements, it has been designed an educational course for the Technical Qualified Expert on Radiation Protection. This pilot course has being carried out during May, 2002. The results of this project is shown in this paper. (Author)

Part-time post for qualified teacher of secondary Mathematics in English

CERN Multimedia

2011-01-01

The English National Programme, which is part of the Lycee International de Ferney-Voltaire, is looking for an English mother-tongue teacher of secondary Mathematics, able to teach up to GCSE Statistics and Mathematics. This is a part-time post (4-6 contact hours per week) from September 2011. Please note that a relevant secondary Mathematics teaching qualification is required. For full details and information on how to apply, refer to the Programme's website. The page is: http://www.enpferney.org/enpv2/index.php?option=com_content&view=article&id=169:secondary-maths-posts&catid=21:staff-vacancies&Itemid=41 Enquiries to: Peter Woodburn, Head of Programme / hop@enpferney.org

26 CFR 1.860F-1 - Qualified liquidations.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 9 2010-04-01 2010-04-01 false Qualified liquidations. 1.860F-1 Section 1.860F-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Real Estate Investment Trusts § 1.860F-1 Qualified liquidations. A plan of...

49 CFR 604.7 - Qualified human service organizations.

Science.gov (United States)

2010-10-01

... 49 Transportation 7 2010-10-01 2010-10-01 false Qualified human service organizations. 604.7... organizations. (a) A recipient may provide charter service to a qualified human service organization (QHSO) for... disabilities; or (3) With low income. (b) If an organization serving persons described in paragraph (a) of this...

26 CFR 25.2701-4 - Accumulated qualified payments.

Science.gov (United States)

2010-04-01

... compound interest from the due date of the payment at a rate not less than the appropriate discount rate is... retained interest conferring a distribution right that was previously valued as a qualified payment right (a “qualified payment interest”), the taxable estate or taxable gifts of the individual holding the...

Relevance of Student and Contextual School Variables in Explaining a Student's Severity of Violence Experienced

Science.gov (United States)

Mooij, Ton

2015-01-01

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating the role of different types of contextual school…

The Evaluation of CEIT Teacher Candidates in Terms of Computer Games, Educational Use of Computer Games and Game Design Qualifications

Directory of Open Access Journals (Sweden)

Hakkı BAĞCI

2014-04-01

Full Text Available Computer games have an important usage potential in the education of today’s digital student profile. Also computer teachers known as technology leaders in schools are the main stakeholders of this potential. In this study, opinions of the computer teachers about computer games are examined from different perspectives. 119 computer teacher candidates participated in this study, and the data were collected by a questionnaire. As a result of this study, computer teacher candidates have a positive thinking about the usage of computer games in education and they see themselves qualified for the analysis and design of educational games. But they partially have negative attitudes about some risks like addiction and lose of time. Also the candidates who attended the educational game courses and play games from their mobile phones have more positive opinions, and they see themselves more qualified than others. Males have more positive opinions about computer games than females, but in terms of educational games and the analysis and design of the computer games, there is no significant difference between males and females.

26 CFR 48.4041-19 - Exemption for qualified methanol and ethanol fuel.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 16 2010-04-01 2010-04-01 true Exemption for qualified methanol and ethanol....4041-19 Exemption for qualified methanol and ethanol fuel. (a) In general. Under section 4041(b)(2... or use of qualified methanol or ethanol fuel. (b) Qualified methanol or ethanol fuel defined. For...

Qualified Health Plan (QHP) Landscape

Data.gov (United States)

U.S. Department of Health & Human Services — QHP Landscape Files present basic information about certified Qualified Health Plans and Stand-alone Dental Plans for individuals-families and small businesses...

How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

Directory of Open Access Journals (Sweden)

Safnil Safnil

2003-01-01

Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

Experiencing mathematics what do we do, when we do mathematics?

CERN Document Server

Hersh, Reuben

2014-01-01

The question "What am I doing?" haunts many creative people, researchers, and teachers. Mathematics, poetry, and philosophy can look from the outside sometimes as ballet en pointe, and at other times as the flight of the bumblebee. Reuben Hersh looks at mathematics from the inside; he collects his papers written over several decades, their edited versions, and new chapters in his book Experiencing Mathematics, which is practical, philosophical, and in some places as intensely personal as Swann's madeleine. -Yuri Manin, Max Planck Institute, Bonn, Germany What happens when mid-career a mathemat

Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

Science.gov (United States)

Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

2017-10-01

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

Aging techniques and qualified life for safety system components

International Nuclear Information System (INIS)

Weaver, W.W.

1980-01-01

Presently, the qualified life objective for Class IE safety system components in nuclear power plants is somewhat of a subjective engineering judgment. When the desired qualified life is ascertained, there are other choices that must be made (which may be influenced by the desired qualified life) such as selecting the aging procedure to use in the qualification process. Adding complexity to the situation is the fact that there are some limitations in aging techniques at the present time. This article presents (1) a discussion of the limitations in aging procedures, (2) the general philosophy of qualification, and (3) a proposed method for specifying a desired qualified life, which uses a probabilistic approach. The probabilistic approach proposed in item 3 can be applied to natural aging programs and eventually to accelerated aging once the present technical difficulties are overcome

The Netherlands: Quality of work and employment of low-qualified workers

NARCIS (Netherlands)

Gouw, P.

2013-01-01

Based on the Netherlands Working Condition Survey (NEA, TNO) and the available literature, it seems that low-qualified workers experience more labour market problems than middle- or high-qualified workers. The trend in the 2000-2007 period is that the relative number of low qualified workers has

De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas

Science.gov (United States)

Berg, Alissa; Mensah, Felicia Moore

2014-01-01

This study identifies and explores the dilemmas experienced by three first-grade teachers in teaching elementary school science. The impact of coaching and teachers' career stages on how teachers reconcile their dilemmas was examined. Results of this comparative case study indicate teachers perceived tensions between focusing instructional…

Support for New Physics Teachers

Science.gov (United States)

Adrian, Brian W.; Zollman, D.; Stevens, S.

2006-12-01

Teachers of physics can often lack the type of support they desperately need. The Physics Teaching Web Advisory (Pathway) is a dynamic digital library for physics teaching that is designed to offer such support. Carnegie Mellon University’s synthetic interview technology provides the foundation for a system that allows physics teachers to ask questions of a virtual mentor and get video responses. A log of the questions asked of our system provides a rich database of information about just what types of support teachers are requesting. This talk will present a summary of the common types of questions teachers ask. Such information is valuable as we design support systems for physics teachers, both new and experienced. In addition, recent progress and developments will be discussed. Supported by NSF grant numbers DUE-0226157, DUE-0226219, ESI-0455772 & ESI-0455813

30 CFR 203.43 - To which production do I apply the RSV earned from qualified deep wells or qualified phase 1...

Science.gov (United States)

2010-07-01

... in water between 200 and 400 meters deep, you begin drilling an original deep well with a perforated... 200 meters deep; (ii) May 18, 2007, for an RSV earned by a qualified deep well on a lease that is located entirely in water more than 200 meters deep; or (iii) The date that the first qualified well that...

10 CFR 451.4 - What is a qualified renewable energy facility.

Science.gov (United States)

2010-01-01

... 10 Energy 3 2010-01-01 2010-01-01 false What is a qualified renewable energy facility. 451.4 Section 451.4 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION RENEWABLE ENERGY PRODUCTION INCENTIVES § 451.4 What is a qualified renewable energy facility. In order to qualify for an incentive payment under...

Working with Teachers to Develop Healthy Relationships with Students

Science.gov (United States)

Bernstein-Yamashiro, Beth; Noam, Gil G.

2013-01-01

This article describes activities that can be used with multiple audiences of teachers, administrators, or other caregivers regarding setting boundaries in personal relationships with students. First, participants must think about and discuss relationships that they experienced with their own teachers in the past and determine what aspects of…

Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training

Science.gov (United States)

Pence, Sacha T.; St. Peter, Claire C.; Giles, Aimee F.

2014-01-01

Pyramidal training involves an experienced professional training a subset of individuals who, in turn, train additional individuals. Pyramidal training is effective for training a variety of behavior-analytic skills with direct-care staff, parents, and teachers. As teachers' roles in behavioral assessment increase, pyramidal training may be…

Shifting the Abject: Examining Abjected Adolescence in Teacher Thinking

Science.gov (United States)

Sarigianides, Sophia Tatiana

2016-01-01

Teachers' efforts to re-consider adolescence as a historically-situated social category exposes how dominant biological and psychological discourses of adolescence position youth who do not fit "proper" expectations of adolescence as abject. In this seven-month study with experienced White and Black teachers working with poor youth of…

Supporting and Constraining Factors in the Development of University Teaching Experienced by Teachers

Science.gov (United States)

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

2017-01-01

Higher education calls for reform, but deeper knowledge about the prerequisites for teaching development and pedagogical change is missing. In this study, 51 university teachers' experiences of supportive or constraining factors in teaching development were investigated in the context of Finland's multidisciplinary network. The findings reveal…

Confidence in leadership among the newly qualified.

Science.gov (United States)

Bayliss-Pratt, Lisa; Morley, Mary; Bagley, Liz; Alderson, Steven

2013-10-23

The Francis report highlighted the importance of strong leadership from health professionals but it is unclear how prepared those who are newly qualified feel to take on a leadership role. We aimed to assess the confidence of newly qualified health professionals working in the West Midlands in the different competencies of the NHS Leadership Framework. Most respondents felt confident in their abilities to demonstrate personal qualities and work with others, but less so at managing or improving services or setting direction.

49 CFR 192.285 - Plastic pipe: Qualifying persons to make joints.

Science.gov (United States)

2010-10-01

... 49 Transportation 3 2010-10-01 2010-10-01 false Plastic pipe: Qualifying persons to make joints... Materials Other Than by Welding § 192.285 Plastic pipe: Qualifying persons to make joints. (a) No person may make a plastic pipe joint unless that person has been qualified under the applicable joining procedure...

Content, Language and Method Integrated Teacher Training (CLMITT in Training Teachers of English as a Foreign Language (EFL and Beyond

Directory of Open Access Journals (Sweden)

Agnes Orosz

2018-05-01

Full Text Available Content, Language and Method Integrated Teacher Training (CLMITT is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language. Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning about a teaching model or strategy but also experiencing it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.

Confronting Challenges at the Intersection of Rurality, Place, and Teacher Preparation: Improving Efforts in Teacher Education to Staff Rural Schools

Directory of Open Access Journals (Sweden)

Amy Price Azano

2016-02-01

Full Text Available Recruiting and retaining highly qualified teachers in rural schools is a persistent struggle in many countries, including the U.S. Salient challenges related to poverty, geographic isolation, low teacher salaries, and a lack of community amenities seem to trump perks of living in rural communities. Recognizing this issue as a complex and hard to solve fixture in the composition of rural communities, we sought to understand how teacher preparation programs might better prepare preservice teachers for successful student teaching placements and, ideally, eventual careers in rural schools. In this study, we explore teacher candidates’ perceptions of rurality while examining how specific theory, pedagogy, and practice influence their feelings of preparedness for working in a rural school. Using pre- and post- questionnaire data, classroom observations, and reflections, we assess the effectiveness of deliberate efforts in our teacher preparation program to increase readiness for rural teaching. In our analysis and discussion, we draw on critical and sociocultural theories to understand the experiences of a cohort of teacher candidates as they explore personal histories, the importance of place, expectations, and teaching strategies for rural contexts. While rural education researchers have long lamented the struggle to recruit and retain teachers, there is relatively little known about intentional efforts to prepare teachers specifically for rural classrooms. We conclude our article with recommendations for enhancing teacher preparation programs in ways that might result in significant progress toward the goal of staffing rural schools with the highly skilled teachers all students deserve.

Solar array qualification through qualified analysis

Science.gov (United States)

Zijdemans, J.; Cruijssen, H. J.; Wijker, J. J.

1991-04-01

To achieve qualification is in general a very expensive exercise. For solar arrays this is done by a dedicated test program through which final qualification is achieved. Due to severe competition on the solar array market, cheaper means are looked for to achieve a qualified product for the customers. One of the methods is to drastically limit the environmental test program and to qualify the solar-array structure against its environmental loads by analysis. Qualification by analysis is possible. The benefits are that a significant amount of development effort can be saved in case such a powerful tool is available. Extensive testing can be avoided thus saving time and money.

Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector

Directory of Open Access Journals (Sweden)

Noel, Penny

2009-01-01

Full Text Available Analysis of initial teacher training (ITT student data relating to the University of Huddersfield part-time in-service Cert Ed/PGCE over a three-year period has revealed significant change in the make-up of trainee cohorts. There has been an increase in younger trainees and in trainees very new to teaching, although more experienced and older trainees do continue to enrol. There has also been a considerable shift in the balance of trainees away from further education (FE college staff. These changes have implications for those who manage and deliver teacher education for the sector. It remains of key importance that the curriculum is not experienced as overly ‘FE-college centric’ and that mentoring arrangements acknowledge the needs of trainees from diverse contexts. It is clear that in the delivery of ITT for the lifelong learning sector, increasingly, one size will not comfortably fit all. Within teacher education much emphasis is placed upon the role of differentiation in regard to trainee practice. The changing trainee profile identified requires that teacher education itself unambiguously models a differentiated approach – and, in relation to teacher education for the lifelong learning sector, differentiation must address workplace context.

"Regressed Experts" as a New State in Teachers' Professional Development: Lessons from Computer Science Teachers' Adjustments to Substantial Changes in the Curriculum

Science.gov (United States)

Liberman, Neomi; Kolikant, Yifat Ben-David; Beeri, Catriel

2012-01-01

Due to a program reform in Israel, experienced CS high-school teachers faced the need to master and teach a new programming paradigm. This situation served as an opportunity to explore the relationship between teachers' content knowledge (CK) and their pedagogical content knowledge (PCK). This article focuses on three case studies, with emphasis…

Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View

Science.gov (United States)

Iancu-Haddad, Debbie; Oplatka, Izhar

2009-01-01

The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a…

Preparing new Earth Science teachers via a collaborative program between Research Scientists and Educators

Science.gov (United States)

Grcevich, Jana; Pagnotta, Ashley; Mac Low, Mordecai-Mark; Shara, Michael; Flores, Kennet; Nadeau, Patricia A.; Sessa, Jocelyn; Ustunisik, Gokce; Zirakparvar, Nasser; Ebel, Denton; Harlow, George; Webster, James D.; Kinzler, Rosamond; MacDonald, Maritza B.; Contino, Julie; Cooke-Nieves, Natasha; Howes, Elaine; Zachowski, Marion

2015-01-01

The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a innovative program designed to prepare participants to be world-class Earth Science teachers. New York State is experiencing a lack of qualified Earth Science teachers, leading in the short term to a reduction in students who successfully complete the Earth Science Regents examination, and in the long term potential reductions in the number of students who go on to pursue college degrees in Earth Science related disciplines. The MAT program addresses this problem via a collaboration between practicing research scientists and education faculty. The faculty consists of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level education experts. During the 15-month, full-time program, students participate in a residency program at local urban classrooms as well as taking courses and completing field work in astrophysics, geology, earth science, and paleontology. The program targets high-needs schools with diverse populations. We seek to encourage, stimulate interest, and inform the students impacted by our program, most of whom are from traditionally underrepresented backgrounds, about the rich possibilities for careers in Earth Science related disciplines and the intrinsic value of the subject. We report on the experience of the first and second cohorts, all of whom are now employed in full time teaching positions, and the majority in high needs schools in New York State.

Authoring Teacher Development in a Graduate Seminar in Vietnam

Science.gov (United States)

Baurain, Bradley

2013-01-01

The purpose of this narrative inquiry is to explore stories of teacher development experienced by English as a Foreign Language (EFL) teachers in a graduate seminar in Vietnam. The author was the instructor for the course, entitled "Literature and Language Teaching." Three types of data were collected: course documents, a professional…

Teacher labor markets in developing countries.

Science.gov (United States)

Vegas, Emiliana

2007-01-01

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

20 CFR 404.1018b - Medicare qualified government employment.

Science.gov (United States)

2010-04-01

... AND DISABILITY INSURANCE (1950- ) Employment, Wages, Self-Employment, and Self-Employment Income Work Excluded from Employment § 404.1018b Medicare qualified government employment. (a) General. The work of a... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Medicare qualified government employment. 404...

Low-Income Housing Tax Credit (LIHTC) Qualified Census Tract (QCT)

Data.gov (United States)

Department of Housing and Urban Development — It allows to generate tables for Low-Income Housing Tax Credit (LIHTC) Qualified Census Tracts (QCT) and for Difficult Development Areas (DDA). LIHTC Qualified...

Experiencing a Mobile Game and Its Impact on Teachers' Attitudes towards Mobile Learning

Science.gov (United States)

Meishar-Tal, Hagit; Ronen, Miky

2016-01-01

This paper describes a workshop held as part of preparations for a large scale implementation of a mobile game designed to support learning of the topic "my hometown". The study reveals teachers' attitudes towards the incorporation of smartphones in teaching and learning in school and whether these attitudes changed after experiencing…

"Butterfly under a Pin": An Emergent Teacher Image amid Mandated Curriculum Reform

Science.gov (United States)

Craig, Cheryl J.

2012-01-01

The author examines 1 experienced teacher's image of teaching and how it was purposely changed--through external intervention and against the individual's will--from the view of teacher as curriculum maker to the view of teacher as curriculum implementer. Laura's account of the "butterfly under a pin" image, a version of the…

49 CFR 192.283 - Plastic pipe: Qualifying joining procedures.

Science.gov (United States)

2010-10-01

... 49 Transportation 3 2010-10-01 2010-10-01 false Plastic pipe: Qualifying joining procedures. 192... Materials Other Than by Welding § 192.283 Plastic pipe: Qualifying joining procedures. (a) Heat fusion... for making plastic pipe joints by a heat fusion, solvent cement, or adhesive method, the procedure...

17 CFR 210.12-09 - Valuation and qualifying accounts.

Science.gov (United States)

2010-04-01

... period Column C—Additions (1)—Charged to costs and expenses (2)—Charged to other accounts—describe Column... qualifying accounts and reserves by descriptive title. Group (a) those valuation and qualifying accounts... accounts. 210.12-09 Section 210.12-09 Commodity and Securities Exchanges SECURITIES AND EXCHANGE COMMISSION...

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

Science.gov (United States)

Tolbert, Sara E.

2011-12-01

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

Designing ICT Training Material for Chinese Language Arts Teachers.

Science.gov (United States)

Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Chen, Hsiu-Yen

The purpose of this research is to tailor the design of information and communications technology (ICT) training material to the needs of Chinese language arts teachers such that the training they receive will be conducive to effective integration of ICT into instruction. Eighteen experienced teachers participated in a Delphi-like survey that…

A Chinese EFL Teacher's Classroom Assessment Practices

Science.gov (United States)

Wang, Xiaoying

2017-01-01

This article reports on a case study of how an experienced EFL teacher assessed her students in her oral English course at a university in China. Data were collected over one semester through document analysis, classroom observation and recording, interviews, and student journals. Analysis revealed that the teacher assessed her students through…

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

Globalisation and Transnational Teachers: South African Teacher Migration to the UK

Directory of Open Access Journals (Sweden)

Sadhana Manik

2006-06-01

Full Text Available The globalisation of the world markets has paved the way for the movement of people with scarce skills such as teachers across national boundaries with relative ease. This paper focuses on the migration of teachers from South Africa to the UK using a qualitative, ethnographic approach. It argues that there are socio-cultural complexities in the transnational migration of SA teachers. It begins by identifying the reasons for teachers exiting the SA teaching fraternity to work in schools in London in the UK. Teachers’ experiences in the UK schools are then explored. The study revealed that teachers leaving SA had multiple reasons for going abroad. The migration of teachers from SA to the UK was influenced by the declining economic status of teaching as a profession in SA, and global labour market conditions. The majority of the migrant teachers who were interviewed had an existing social network in the UK, either friends or relatives. However, the gravity of teaching in a foreign country without next of kin took its toll and teachers spoke at length of the loneliness of being apart from immediate family. An overwhelming majority of migrant teachers experienced a culture shock in UK classrooms, especially discipline problems. Migrant teachers felt powerless, as UK policies tend to protect children, even if they misbehaved in the classroom. The paper concludes by highlighting the commodification of teachers; those who are able to trade their skills in a global market in return for socio-economic and career gains. The arrival of this breed of teacher is also facilitated by what D. Harvey terms the “time-space compression” of global society.

Professional Parity Between Co-Teachers in Secondary Science and Math As Influenced By Administrative Support

Science.gov (United States)

Nordh, Camilla S.

2011-12-01

School improvement plans, budget constraints, and compliance mandates targeting academic progress for all students indicate a need for maximal professional efficacy at every level in the educational system, including parity between co-teachers in the co-teaching service delivery model. However, research shows that the special education co-teacher frequently assumes an assistive role while the general education co-teacher adopts a leading role in the classroom. When the participants in a co-teaching partnership fail to equitably share the professional responsibilities for which both teachers are qualified to perform, overall efficacy is compromised in that the special education teacher is not exercising his or her qualified expertise. Administrative support can be a primary influencing factor in increasing parity between the co-teachers. A qualitative study using a phenomenological design was conducted to explore the influences of co-teacher attitudes and administrative support on professional parity in co-taught secondary science and math classrooms. Content analysis was used to interpret data from interviews with five special education and 15 general education co-teachers at eight secondary schools in a suburban school district in a mid-Atlantic state. Five themes emerged from the data: content mastery by the special education co-teacher, joint planning time for co-teachers, continuity within co-teaching dyads, compatible personalities between co-teachers, and clear administrative expectations about co-teaching. Results indicate that administrative support to consider the content mastery of the special education co-teacher is the most influential factor to parity, followed by the co-teaching partners having joint planning time and that both can be implemented through scheduling and assignment considerations rather than training initiatives. The results provide an examination of each theme as it pertains to the issue of professional efficacy in co-teaching and

Workplace Experiences of Australian Lesbian and Gay Teachers: Findings from a National Survey

Science.gov (United States)

Ferfolja, Tania; Stavrou, Efty

2015-01-01

Historically, lesbian and gay teachers working in schools have experienced silencing, invisibility, and discrimination. This paper reports on research that examined the experiences of self-identified lesbian and gay teachers working in a variety of school types and school systems across Australia. Specifically, it explores these teachers'…

An Examination of Teachers' Perceptions and Practice when Teaching Large and Reduced-Size Classes: Do Teachers Really Teach Them in the Same Way?

Science.gov (United States)

Harfitt, Gary James

2012-01-01

Class size research suggests that teachers do not vary their teaching strategies when moving from large to smaller classes. This study draws on interviews and classroom observations of three experienced English language teachers working with large and reduced-size classes in Hong Kong secondary schools. Findings from the study point to subtle…

Learning from dilemmas: teacher professional development through collaborative action and reflection

NARCIS (Netherlands)

Pareja Roblin, N.N.; Margalef, L.

2013-01-01

This article aims at describing and analysing the interpersonal and intrapersonal dilemmas experienced by a group of five university teachers as they engaged in collaborative inquiry, including the ways in which teachers managed these dilemmas and how this contributed to their professional

Effective task communication : the role of task information and the interpersonal teacher-student relationship.

NARCIS (Netherlands)

Broekkamp, H.; Dijk, van E.; Brekelmans, J.M.G.; Mainhard, T.; Brok, den P.J.

2009-01-01

Students who perceive assigned academic tasks as more clear perform better on these tasks. Moreover, it has been shown that "task clarity" (as experienced by students) varies across teachers. Apparently, some teachers are more effective than other teachers in communicating tasks. There is, however,

46 CFR 391.6 - Tax treatment of qualified withdrawals.

Science.gov (United States)

2010-10-01

... accounting whereby (1) payments shall reduce the basis of the property on the day such payments are actually... 46 Shipping 8 2010-10-01 2010-10-01 false Tax treatment of qualified withdrawals. 391.6 Section...-469 FEDERAL INCOME TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.6 Tax treatment of qualified...

Attachment Theory, Teacher Motivation & Pastoral Care: A Challenge for Teachers and Academics

Science.gov (United States)

Riley, Philip

2013-01-01

The hypothesis that an unconscious need for a corrective emotional experience (CEE) drives the choice to care for others was investigated via attachment style and feelings of anger at students and staff. Data were obtained from 750 pre-service and experienced teachers, including 179 principals, who completed one of two versions of the Experiences…

Challenges of the English Teacher in the Engineering Faculty

Science.gov (United States)

Astrid, Ramirez Valencia; Isabel, Borja-Alarcón; Alfonso, López-Vega

2018-01-01

Changes experienced in recent times focus their attention on new and multiple challenges that must be assumed by the English teacher, in the engineering context, which becomes a challenge against the demands by the current world from the English teacher in Colombia. This situation needs to be analyzed and studied. This article addresses the…

Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

Science.gov (United States)

Unal, Zafer; Unal, Aslihan

2009-01-01

The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…

Student Teachers' Knowledge about Children with ADHD and Depression and Its Relations to Emotions

Science.gov (United States)

Kikas, Eve; Timoštšuk, Inge

2016-01-01

Student teachers' knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers' general knowledge and confidence in knowledge varied a lot.…

Formation of Future Teachers' Professional Competence on the Basis of Polylingual Approach: The State Analysis

Science.gov (United States)

Zhorabekova, Ainur N.

2015-01-01

Nowadays the institutions of higher education are facing new challenges, the which aim is to provide highly qualified specialists who have mastered not only professional knowledge, but also ready for intercultural multilingual communication, solving problems independently, teaching subjects in two or more languages. For teacher training, we need a…

Science Professional Learning Communities: Beyond a singular view of teacher professional development

Science.gov (United States)

Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

2013-07-01

Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

Exploring Teacher Beliefs in Teaching EAP at Low Proficiency Levels

Science.gov (United States)

Alexander, Olwyn

2012-01-01

Teaching English for Academic Purposes (EAP) requires teachers experienced in Communicative Language Teaching (CLT) to acquire additional skills, abilities and approaches. Beliefs about CLT teaching may not be appropriate for teaching EAP, especially to low level learners. Making teachers aware of their beliefs is the first step in helping them to…

42 CFR 436.128 - Coverage for certain qualified aliens.

Science.gov (United States)

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Coverage for certain qualified aliens. 436.128... Mandatory Coverage of the Categorically Needy § 436.128 Coverage for certain qualified aliens. The agency... § 440.255(c) of this chapter to those aliens described in § 436.406(c) of this subpart. [55 FR 36820...

26 CFR 1.1092(c)-1 - Qualified covered calls.

Science.gov (United States)

2010-04-01

... lowest qualified benchmark is determined using the adjusted applicable stock price, as defined in § 1... (CONTINUED) INCOME TAXES Wash Sales of Stock Or Securities § 1.1092(c)-1 Qualified covered calls. (a) In.... Under section 1092(d)(3)(B)(i)(I), stock is personal property if the stock is part of a straddle that...

26 CFR 1.405-1 - Qualified bond purchase plans.

Science.gov (United States)

2010-04-01

... purchase plan must conform to the definition of a pension plan in paragraph (b)(1)(i) of § 1.401-1, or the.... Accordingly, even though a qualified bond purchase plan is designed as a pension plan, it need not provide... apply in a nondiscriminatory manner. (ii) A qualified bond purchase plan which is designed as a pension...

Novice-Service Language Teacher Development: Bridging the Gap between Preservice and In-Service Education and Development

Science.gov (United States)

Farrell, Thomas S. C.

2012-01-01

One reason for teacher attrition is that a gap exists between pre-service teacher preparation and in-service teacher development, in that most novice teachers suddenly have no further contact with their teacher educators, and from the very first day on the job, must face the same challenges as their more experienced colleagues, often without much…

Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers' Cognitions about Principles of Curriculum Design and Their Own Roles

Science.gov (United States)

Rahimi, Muhammad; Zhang, Lawrence Jun; Esfahani, Nasim Nasr

2016-01-01

This study investigated the differences between novice and experienced non-native English-speaking English-as-a-foreign-language (EFL) teachers' cognitions about EFL curriculum design principles and their own roles in designing an EFL curriculum. The challenge these teachers faced in their roles and the support system they needed were also…

Science teachers in deaf education: A national survey of K-8 teachers

Science.gov (United States)

Shaw, Cynthia

A survey was conducted with 67 science teachers who taught deaf children at the elementary school level. Teacher background variables, information about teacher preparation and certification, preferred teaching methods, communication methodologies, curriculum, and the use of technology were gathered. A purposeful, convenience sampling technique was employed. Utilizing a non-experimental, basic research design and survey methodology, the researcher reviewed both quantitative and qualitative data. The majority of science teachers in this survey at the elementary school level are female and hearing. More than half have deaf education masters degrees. Few have science degrees. The majority of teachers had less than 10 years teaching experience with deaf students. Sixty percent were highly qualified in science; only forty percent were certified in science. They were equally employed at either a state residential school or a public day school. Two-way chi-square analyses were carried out. Hearing teachers preferred to observe other teachers teaching science compared to deaf teachers chi2 (1, N = 67) = 5.39, p translanguaging than hearing teachers (chi2 (1, N = 67) = 4.54, p < .05). Hearing teachers used the computer more often in the classroom than deaf teachers (chi 2 (1, N = 67) = 4.65, p < .01). Hearing teachers had their students use the computer more regularly than deaf teachers (chi2 (1, N = 67) = 11.49, p < .01). Teachers who worked in residential schools compared to working in public schools attended more state department of education science workshops chi2 (1, N = 67) = 6.83, p < .01, attended national or state science meetings chi2 (1, N = 67) = 7.96, p < .01, were familiar with the Star Schools program chi2 (1, N=67) = 13.23, p < .01, and participated more in Star Schools programs chi 2 (1, N = 67) = 15.96, p < .01. Compared to hearing teachers, the deaf teachers used web-based science materials (chi2 (1, N = 67) = 4.65, p < .01), used codeswitching chi2 (1, N

Exploring the Impact of Reform Mathematics on Entry-Level Pre-Service Primary Teachers Attitudes towards Mathematics

Science.gov (United States)

Leavy, Aisling; Hourigan, Mairead; Carroll, Claire

2017-01-01

This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school…

CLIL teachers in Finland : The role of emotions in professional identity negotiation

OpenAIRE

Pappa, Sotiria; Moate, Josephine; Ruohotie-Lyhty, Maria; Eteläpelto, Anneli

2017-01-01

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on ...

Teacher Leaders in Research Based Science Education

Science.gov (United States)

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

2001-12-01

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

Educating teachers focusing on the development of reflective and relational competences

DEFF Research Database (Denmark)

Skibsted, Else Bengaard; Jensen, Elsebeth Solveig; Christensen, Mette Vedsgaard

2015-01-01

A comprehensive research review carried out on behalf of the Norwegian Ministry of Education in 2008 concluded that the competence to establish and maintain good teacher–student relations is a central and important one for a teacher in today’s schools. Together with teaching competence and classr......A comprehensive research review carried out on behalf of the Norwegian Ministry of Education in 2008 concluded that the competence to establish and maintain good teacher–student relations is a central and important one for a teacher in today’s schools. Together with teaching competence...... with the results from other meta-studies, and hence, research quite unanimously concludes that relations matter. However, a closer definition and breakdown into concrete skills is impeded not only at theoretical and definitional levels, but also at a practical level. How can relational competence be described...... and practice. The project is organised and carried out in cooperation between student teachers, teacher educators, qualified teachers and researchers, and this conceptual paper explains the theoretical ideas, implications and perspectives as well as the overall aims and the structure of the project. After...

Teacher Knowledge and Learning "In-situ": A Case Study of the Long Division Algorithm

Science.gov (United States)

Takker, Shikha; Subramaniam, K.

2018-01-01

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers' knowledge of students'thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this…

The Forming of Prospective Music Teacher's Readiness to Professional Activity in a Multicultural Society

Science.gov (United States)

Salpykova, Indira M.; Politaeva, Tatyana I.

2016-01-01

The relevance of the researched problem is caused by the fact, that in modern social circumstances the special attention is given to the formation of a modern highly qualified music teacher, who should be prepared to implement his professional activity in a multicultural society, be able to treat the representatives of various social groups, their…

What Is "Good" Teaching? Teacher Beliefs and Practices about Their Teaching

Science.gov (United States)

Devine, Dympna; Fahie, Declan; McGillicuddy, Deirdre

2013-01-01

There has been increasing attention on teacher "quality" and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools,…

Social presence – connecting pre-service teachers as learners using a blended learning model

Directory of Open Access Journals (Sweden)

Rosemarie Garner

2016-03-01

Full Text Available The national reform agenda for early childhood education and care across Australia has led to an increased demand for qualified early childhood teachers. In response, universities have developed innovative approaches in delivering early childhood teacher education courses designed to support existing diploma qualified educators to gain their teaching qualifications. One such course at a major Australian University incorporated a flexible multi-modal option of study which included community-based, on line e-learning and face-to-face intensive tutorials. This paper reports on a study examining the outcomes for students undertaking their studies using this course delivery mode. The study sought to examine the students’ perceptions of the efficacy of the teaching and learning approach in meeting their learning needs, and the factors that were most influential in informing these perceptions. The findings indicated that it was the inclusion of contact and a social presence in the online learning environment which was most influential. Normal 0 false false false EN-AU ZH-CN AR-SA Neo-Liberalism in British Columbia Education and Teachers' Union Resistance

Science.gov (United States)

Poole, Wendy

2007-01-01

Since the election of the Campbell government in 2001, teachers have experienced heightened conflict with the provincial government. An analysis of the discourse and power relations between the BC Teachers' Federation (BCTF) and government reveals a neo-liberal agenda on the part of government and anti-neo-liberalism on the part of the BCTF.…

Results from Consultancy Meeting on Qualified Technical Centres

International Nuclear Information System (INIS)

Novakovic, Mladen

2017-01-01

Qualified Technical Centres (QTC) - Current Situation: •Many Member States (MS) need help dealing with DSRS; •Most seek assistance, which can include funding, through the IAEA; •Technical assistance is provided by various governmental organization and private companies (service providers = SP). QTC - Method of Delivery Numerous MS requests are pressing the IAEA’s capacity to assist: •Use qualified internal and external experts/contractors; •Limited pool for DSRS and need to expand; •Dedicated and specialized equipment; •Mobile hot cell; •Mobile tool kit; •Field operations; •Coordinated approach with Nuclear Security and Safety. Qualified Technical Centres for the Management of DSRS: •The challenge is to scale up the support for safe and secure management of DSRS; •Strengthen existing capacity of some MS to support others and make support more sustainable; •Expands the support that can be readily provided and meet the many needs of MS

Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

Science.gov (United States)

Berg, Juliette K; Cornell, Dewey

2016-03-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

Does thinking and doing the same thing amount to involved participation? Empirical explorations for finding a measure of intensity for a third ICF-CY qualifier.

Science.gov (United States)

Maxwell, Gregor; Augustine, Lilly; Granlund, Mats

2012-01-01

Participation as involvement in a situation includes two dimensions; doing the activity and the experience of involvement. The ICF-CY only measures doing using the capacity and performance qualifiers, a dimension measuring the experience is needed; a third qualifier. The experienced involvement of pupils in school activities is higher when thinking and doing coincided. By comparing self-reported experiences of involvement of children, data about what children were thinking and doing during activities were gathered from 21 children with and 19 without disabilities in inclusive classrooms. A relationship exists between an index of the subjective experience of involvement and whether children were thinking and doing the same things. This index can be constructed using measures of concentration, control, involvement, and motivation. Choice is influential, as knowledge about why an activity is undertaken affects involvement. Additionally, increased subjective experience of involvement gives better psychological health and well-being.

48 CFR 225.872-7 - Industrial security for qualifying countries.

Science.gov (United States)

2010-10-01

... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Industrial security for... Agreements and Coordination 225.872-7 Industrial security for qualifying countries. The required procedures... qualifying country sources are in the DoD Industrial Security Regulation DoD 5220.22-R (implemented for the...

Looking at Life. Teacher's Guide. Unit A2. ZIM-SCI, Zimbabwe Secondary School Science Project.

Science.gov (United States)

Hosking, Bunty

The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

The Impact of Standards-Based Reform on Teachers: The Case of "No Child Left Behind"

Science.gov (United States)

Smith, Jason M.; Kovacs, Philip E.

2011-01-01

Standards-based reform is a trend affecting the educational systems of nations around the world, driven by desires to create educational systems suited to increasing economic productivity. In the USA, The No Child Left Behind (NCLB) Act of 2001 includes goals of reducing achievement gaps and getting "highly qualified" teachers in all…

Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout

Science.gov (United States)

Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2018-01-01

The study aims to gain a better understanding of the interrelation and the development of student teachers' proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether,…

Relationship of Teachers' Perceptions of Organizational Health and Work-Place Bullying

Science.gov (United States)

Cabrera, Cesar M.

2012-01-01

The present study investigated the relationship between teachers' ratings of the organizational health of the school and the level of workplace bullying experienced. The relationship between organizational health, bullying, and the staff level factors of gender and age were analyzed. The study examined the survey ratings of 52 teachers from a…

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

Directory of Open Access Journals (Sweden)

Isabel Cristina de Almeida Mantovani

2016-01-01

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

The Learning Intentions of Low-Qualified Employees: A Multilevel Approach

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Kyndt, Eva; Dochy, Filip; Onghena, Patrick; Baert, Herman

2013-01-01

In the continuously changing society and knowledge-intensive economy, the demand for the recurrent updating of competencies is coming to the fore for all employees, including low-qualified employees. Employees are considered low qualified when they do not have a starter qualification for higher education. Although many educational studies have…

Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study.

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Keller, Melanie M; Chang, Mei-Lin; Becker, Eva S; Goetz, Thomas; Frenzel, Anne C

2014-01-01

Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, anger) and momentary EL (suppression, faking). Teachers reported that in 99 and 39% of all lessons, they experienced enjoyment and anger, respectively, whereas they experienced anxiety less frequently. Teachers reported suppressing or faking their emotions during roughly a third of all lessons. Furthermore, EE was reflected in teachers' decreased experiences of enjoyment and increased experiences of anger. On an intra-individual level, all three emotions predict EL, whereas on an inter-individual level, only anger evokes EL. Explained variances in EL (within: 39%, between: 67%) stress the relevance of emotions in teaching and within the context of teacher burnout. Beyond implying the importance of reducing anger, our findings suggest the potential of enjoyment lessening EL and thereby reducing teacher burnout.

Urban Teacher Academy Project Toolkit: A Guide to Developing High School Teaching Career Academies.

Science.gov (United States)

Berrigan, Anne; Schwartz, Shirley

There is an urgent need not only to attract more people into the teaching profession but also to build a more diverse, highly qualified, and culturally sensitive teaching force that can meet the needs of a rapidly changing school-age population. This Toolkit takes best practices from high school teacher academies around the United States and…

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

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

2014-11-01

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

The Impact of Experiencing a Mobile Game on Teachers' Attitudes towards Mobile Learning

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Meishar-Tal, Hagit; Ronen, Miky

2017-01-01

This paper describes a workshop held as part of preparations for a large scale implementation of a mobile game designed to support learning of the topic "my hometown." The study reveals teachers' attitudes towards the incorporation of smartphones in teaching and learning in school and whether these attitudes changed after experiencing…

Observing Some Life Cycles. Teacher's Guide. Unit E3. ZIM-SCI, Zimbabwe Secondary School Science Project.

Science.gov (United States)

Chitepo, Thoko; And Others

The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide contains instructional…

The Factors that Affect Science Teachers' Participation in Professional Development

Science.gov (United States)

Roux, Judi Ann

Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities

A professional experience learning community for secondary mathematics: developing pre-service teachers' reflective practice

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Cavanagh, Michael; McMaster, Heather

2015-12-01

This paper reports on the reflective practice of a group of nine secondary mathematics pre-service teachers. The pre-service teachers participated in a year-long, school-based professional experience program which focussed on observing, co-teaching and reflecting on a series of problem-solving lessons in two junior secondary school mathematics classrooms. The study used a mixed methods approach to consider the impact of shared pedagogical conversations on pre-service teachers' written reflections. It also examined whether there were differences in the focus of reflections depending on whether the lesson was taught by an experienced mathematics teacher, or taught by a pair of their peers, or co-taught by themselves with a peer. Results suggest that after participants have observed lessons taught by an experienced teacher and reflected collaboratively on those lessons, they continue to reflect on lessons taught by their peers and on their own lessons when co-teaching, rather than just describe or evaluate them. However, their written reflections across all contexts continued to focus primarily on teacher actions and classroom management rather than on student learning.

Conflicting Views of School Community: The Dichotomy Between Administrators and Teachers

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John Barnett

2007-01-01

Full Text Available This project was the second phase of a two-phase study of teachers’ knowledge of community in an urban, private boys’ day school in Canada. The first phase examined a teacher’s perception of her classroom community, and this phase asked teachers and administrators in the same school about their perceptions of school community. We found that the school created and implemented an organizational structure designed to foster and sustain a professional community. However, administrators and teachers conceptualized, understood, and experienced community in different ways. Administrators saw community as a management tool to generate support for the school’s objectives. Teachers experienced community as social support that served as a remedy for professional isolation. Neither group based its view on community as a capacity-building, reflective process leading to a generative professional community.

School Competition and Teacher Labor Markets: Evidence from Charter School Entry in North Carolina

OpenAIRE

C. Kirabo Jackson

2011-01-01

I analyze changes in teacher turnover, hiring, effectiveness, and salaries at traditional public schools after the opening of a nearby charter school. While I find small effects on turnover overall, difficult to staff schools (low-income, high-minority share) hired fewer new teachers and experienced small declines in teacher quality. I also find evidence of a demand side response where schools increased teacher compensation to better retain quality teachers. The results are robust across a va...

Mobile Technology in Second Language Classrooms: Insights into Its Uses, Pedagogical Implications, and Teacher Beliefs

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Van Praag, Benjamin; Sanchez, Hugo Santiago

2015-01-01

Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers' rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage,…

Student Teachers' Emotional Teaching Experiences in Relation to Different Teaching Methods

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Timoštšuk, I.; Kikas, E.; Normak, M.

2016-01-01

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We…

Professional Development for Secondary School Mathematics Teachers: A Peer Mentoring Model

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Kensington-Miller, Barbara

2012-01-01

Professional development is important for all teachers, and in low socio-economic schools where the challenges of teaching are greater this need is crucial. A model involving a combination of one-on-one peer mentoring integrated with group peer mentoring was piloted with experienced mathematics teachers of senior students in low socio-economic…

Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?

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Lichtinger, Einat; Leichtentritt, Judith

2016-01-01

This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…

Pathways of professional learning for elementary science teachers using computer learning environments

Science.gov (United States)

Williams, Latonya Michelle

This dissertation reports on a three year study designed to investigate the trajectories of two urban elementary school teachers---a novice and an experienced teacher---learning to teach a science curriculum unit using an inquiry approach supported by the Web-based Inquiry Science Environment (WISE). This research investigated teachers' development in knowledge and practice. Through analyses of video records of classroom instruction and professional development meetings, repeated interviews, and student assessments, I have produced case studies of teachers' journeys as they implement the technological inquiry-based instructional model. This study captures the interplay between the teachers' pedagogical content knowledge, enacted practice, and insights into students' thinking about complex science ideas. I trace the factors that encouraged and supported the teachers' development, in addition to the kinds of struggles they faced and overcame. I discuss the social supports I provided for the teachers, including scaffolding them in reflecting on their practice, assisting them with curriculum customizations, and supporting their learning such as arranging online interactions with scientists. I analyze spontaneous activities such as teachers' own reflections. The results suggest that the novice and experienced teacher's classroom practices became more inquiry oriented across time. For both teachers, use of technology accompanied an increase in science dialogue with small groups in years two and three. The novice teacher began asking inquiry questions in her second year of classroom experience, after a great deal of professional support. Both teachers improved in their pedagogical content knowledge from years one through three as a result of the varied professional development supports. The results suggest that teachers' improvement in instructional strategies and pedagogical content knowledge accompanied students' improvement in understanding of the science content.

29 CFR 779.386 - Restaurants may qualify as exempt 13(a)(2) establishments.

Science.gov (United States)

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Restaurants may qualify as exempt 13(a)(2) establishments... Service Establishments Restaurants and Establishments Providing Food and Beverage Service § 779.386 Restaurants may qualify as exempt 13(a)(2) establishments. (a) A restaurant may qualify as an exempt retail or...

INVESTIGATION OF PRIMARY SCHOOL TEACHERS INDIVIDUAL INNOVATIVENESS

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Zeynep YILMAZ ÖZTÜRK

2014-07-01

Full Text Available The rapid changes in the global sense of individual adaptation to the new situation quickly necessitates individuals to show an innovative style in order to wriggle out similars. Being innovative becomes prerequisites of bringing qualified person fort he provision of skilled labor in the 21st century. Many of our teachers’ sincere behaviours are example for students following them. It is thought that an innovative structure of our teachers causes students to develop in this directi on. The aim of our research in this context is to propound individual innovativeness ,categories and the levels of the teachers in primary schools who shapes the future of our country . This study is a descriptive research conducted quantitative approach. Universe of the study consists of 190 primary schools in the townships constitutes of şehitkamil Sahinbey city in Gaziantep. The sample was selected randomly. They belong to the category of teachers and determine their level of innovation data f or the Hurt et al. (1997 developed by the "Individual Innovativeness" scale Kılıçer and Odabaşı (2010 made by the Turkish cultural adaptation, validity and reliability studies were collected by state.individual Innovation level of teachers and categorie s are determined.

Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

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G.M. Steyn

2008-07-01

Full Text Available To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT, as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger’s social learning systems conflict with effective professional development (PD programmes and CPDT.

Female protagonism and emotional relationships experienced during recess in Elementary School: discussing teachers’ discourses

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Rodrigo Saballa de Carvalho

2015-08-01

Full Text Available The article aims at discussing issues of gender and sexuality present in discourses of Elementary School teachers about the personal relationships experienced by girls from a public school in a ghetto with classmates of more advanced classes during recess. The survey was conducted through focus group methodology with the participation of twelve teachers. The teachers, through their discourses (produced by a network of institutions and cultural artifacts, constitute truth regimes that operate in the governmentality of students’ behavior. From the analyses, it is possible to highlight that the teachers’ discourses aim at regulating the students’ modes of being, acting and living together. To do so, these discourses show a vocabulary that distinguishes the expected behavior of girls and boys, hoping that the former experience their femininity in a heteronormative standard. Therefore, it is concluded that the heteronormative discourses in the school context should be discussed, so that schools can contribute to overcoming inequalities, introducing in the curriculum and in everyday practice the questioning of all and any forms of gender discrimination.

Forces. 'O' Level Teacher's Guide. Unit 1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 3.

Science.gov (United States)

Udwin, Martin

The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the third year of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

Qualified-agent virtue ethics | van Zyl | South African Journal of ...

African Journals Online (AJOL)

Qualified-agent virtue ethics provides an account of right action in terms of the virtuous agent. It has become one of the most popular, but also most frequently criticized versions of virtue ethics. Many of the objections rest on the mistaken assumption that proponents of qualified-agent virtue ethics share the same view when it ...

Didactics, Dance and Teacher Knowing in an Upper Secondary School Context

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Styrke, Britt-Marie

2015-01-01

This article deals with didactics, dance and teacher knowing in an upper secondary school context in Sweden. Dance is referred to as a western theatrical art form as well as to a subject mainly defined through its curriculum. A qualitative interview study with experienced dance teachers constitutes the base on which two overarching theoretical…

Transformations in Kenyan Science Teachers' Locus of Control: The Influence of Contextualized Science and Emancipated Student Learning

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Anderson, D.; Nashon, S.; Namazzi, E.; Okemwa, P.; Ombogo, P.; Ooko, S.; Beru, F.

2015-01-01

This study investigated Kenyan science teachers' pedagogical transformations, which manifested as they enacted and experienced a reformed contextualized science curriculum in which students' learning experiences were critical catalysts of teacher change. Twelve high school teachers voluntarily participated in the study and were interviewed about…

Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics

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Adedeji TELLA

2008-10-01

Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self – efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.

The MINT project--an evaluation of the impact of midwife teachers on the outcomes of pre-registration midwifery education in the UK.

Science.gov (United States)

Fraser, Diane M; Avis, Mark; Mallik, Maggie

2013-01-01

to explore the contribution of midwife teachers in preparing student midwives for competent practice. a three phase design using qualitative and quantitative approaches. Phase one involved UK wide on-line questionnaire surveys, phase two was a case study method in six UK approved education institutions and phase three was a diary study with newly qualified midwives. phase one included all UK Lead Midwives for Education (LMEs), midwife teachers and Local Supervising Authority Midwifery Officers; phase two participants were three year and shortened programme student midwives, midwife teachers, LMEs and programme leads from each of the four countries; and phase three included a sample of newly qualified midwives graduating from the case study sites and their preceptors and supervisors of midwives. midwife teachers were valued for their unique and crucial role in supporting the application of knowledge to midwifery practice. Visibility and credibility were two key concepts that can explain the unique contribution of midwife teachers. These concepts included being able to support skills acquisition, understanding of contemporary midwifery practice, having a role in practice contexts and able to offer personal support. Visibility of teachers in practice was vital for students and mentors to assist students put their learning into practice and monitor learning and assessment decisions. given the complexity of midwifery education a team approach is essential in ensuring the effectiveness of these programmes. This requires a sufficient differentiation of midwife teacher roles to deliver the pre-registration curriculum. A set of resource quality indicators is proposed to support midwife teacher teams achieving sufficient clinical and academic expertise to deliver effective education programmes. Copyright © 2011 Elsevier Ltd. All rights reserved.

Effective Practices for Training and Inspiring High School Physics Teachers

Science.gov (United States)

Magee-Sauer, Karen

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

Nursing Students' Experiences of the Empathy of Their Teachers: A Qualitative Study

Science.gov (United States)

Mikkonen, Kristina; Kyngäs, Helvi; Kääriäinen, Maria

2015-01-01

The purpose of this study was to describe nursing students' experiences of empathy of nursing teachers with the emphasis on how experiencing empathy from their teachers influences students, their learning and professional development. This research was a qualitative descriptive study conducted through face-to-face interviews with nursing students.…

76 FR 2029 - Small Business Investment Companies-Energy Saving Qualified Investments

Science.gov (United States)

2011-01-12

... 3245-AF86 Small Business Investment Companies--Energy Saving Qualified Investments AGENCY: U.S. Small... Administration (SBA) is setting forth the new defined terms, ``Energy Saving Qualified Investment'' and ``Energy Saving Activities'', for the Small Business Investment Company (SBIC) Program. The new definitions are...

The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

Science.gov (United States)

Unal, Zafer; Unal, Aslihan

2012-01-01

This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

14 CFR 1214.1104 - Evaluation and ranking of highly qualified candidates.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Evaluation and ranking of highly qualified candidates. 1214.1104 Section 1214.1104 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION... ranking of highly qualified candidates. (a) A selection board consisting of discipline experts, and such...

8 CFR 214.14 - Alien victims of certain qualifying criminal activity.

Science.gov (United States)

2010-01-01

... 8 Aliens and Nationality 1 2010-01-01 2010-01-01 false Alien victims of certain qualifying criminal activity. 214.14 Section 214.14 Aliens and Nationality DEPARTMENT OF HOMELAND SECURITY IMMIGRATION REGULATIONS NONIMMIGRANT CLASSES § 214.14 Alien victims of certain qualifying criminal activity. (a...

War, Peace, and Peace Education: Experiences and Perspectives of Pre-Service Teachers

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Gurdogan-Bayir, Omur; Bozkurt, Mahmut

2018-01-01

The purpose of this study was to reveal the perceptions of preservice teachers with war experience regarding war, peace and peace education. In the study, the phenomenological design was applied. The participants of the study were individuals who experienced wars or conflicts for several reasons in their countries and who received teacher training…

Difficulties Encountered by Both Teachers and Students in Teaching and Learning Turkish as a Second Language

Science.gov (United States)

Canbulat, Mehmet; Dilekçi, Atilla

2015-01-01

The objective of this research is to identify and suggest solutions to the problems experienced by students learning Turkish as a second language according to the opinions of both teachers and students evaluated. The research has been conducted among the classroom teachers, Turkish language teachers and the students attending the schools in…

13 CFR 126.204 - May a qualified HUBZone SBC have affiliates?

Science.gov (United States)

2010-01-01

... affiliates? 126.204 Section 126.204 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION HUBZONE PROGRAM Requirements to be a Qualified HUBZone SBC § 126.204 May a qualified HUBZone SBC have affiliates? A concern may have affiliates provided that the aggregate size of the concern and all of its...

13 CFR 108.110 - Qualified management.

Science.gov (United States)

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Qualified management. 108.110... management. An Applicant must show, to the satisfaction of SBA, that its current or proposed management team... or proposed management team has sufficient qualifications, SBA will consider information provided by...

Factor Structure of the Air Force Officer Qualifying Test: Analysis and Comparison

National Research Council Canada - National Science Library

Carreta, Thomas

1998-01-01

The Air Force Officer Qualifying Test (AFOQT) is used to qualify men and women for commissions in the Air Force, classify them for pilot and navigator jobs, and award Reserve Officer Training Corps (ROTC) scholarships...

Difference in Voice Problems and Noise Reports Between Teachers of Public and Private Schools in Upper Egypt.

Science.gov (United States)

Abo-Hasseba, Ahmed; Waaramaa, Teija; Alku, Paavo; Geneid, Ahmed

2017-07-01

This study aimed to assess teachers' voice symptoms and noise in schools in Upper Egypt and to study possible differences between teachers in public and private schools. A cross-sectional analysis via questionnaire was carried out. Four schools were chosen randomly to represent primary and preparatory schools as well as public and private ones. In these schools, a total of 140 teachers participated in the study. They answered a questionnaire on vocal and throat symptoms and their effects on working and social activities, as well as levels and effects of experienced noise. Of all teachers, 47.9% reported moderate or severe dysphonia within the last 6 months, and 21.4% reported daily dysphonia. All teachers reported frequent feelings of being in noise, with 82.2% feeling it sometimes or always during the working day, resulting in a need to raise their voice. Teachers in public schools experienced more noise from nearby classes. The working conditions and vocal health of teachers in Upper Egypt, especially in public schools, are alarming. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

When Teaching Gets Tough--Professional Community Inhibitors of Teacher-Targeted Bullying and Turnover Intentions

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Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

Bullying in school has become an international concern in recent decades. Yet, we know surprisingly little about inhibitors of teacher-targeted bullying. The study focused on exploring the interrelation between the teacher-working environment fit, bullying, experienced exhaustion and turnover intentions. Altogether 2310 comprehensive school…

Fostering Positive Classroom Environments: The Relationship between Teacher Qualifications, Facility Management, and Perceptions of Leadership on Student Outcomes

Science.gov (United States)

Marshall, Bryan Allan

2011-01-01

This study attempted to determine the effectiveness of schools that have highly qualified teachers, along with a well managed facility, and the administration's perception of the leadership role as an instructional specialist on the outcomes that students displayed. Also, the relationship between two instruments used to determine the quality of…

The phenomenology of teacher work:images of control, chaos and care

OpenAIRE

Westman, Susanne; Alerby, Eva; Jillian, Brown,

2013-01-01

Extensive reforms and standardization on a global level have changed the expectations of education in the last decade. The ways in which teachers understand and experience their work are central to the ways in which this work is carried out. Children also have their own understandings of teachers’ work. The aim of this study is to explore how teacher work is experienced andportrayed by teachers and children. The study takes it’s starting point in the phenomenology of the life-world as express...

Pedagogical action by Physical Education teachers from Rio Grande do Sul Federal Technical Schools

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Edson Souza de Azevedo

2008-06-01

Full Text Available The aim of this study is to describe the pedagogical action taken by Physical Education teachers (n=41 from Rio Grande do Sul Federal Technical High Shools (n=12, contextualizing the pedagogical approaches which guide the pedagogical action. The study was an exploratory descriptive one which analyzed the circumstances of the classes and the teachers’actions. The profile presented by teachers shows the interaction of formative, recreational, sportive conceptions. Daily, activities practiced in schools are mostly related to recreational and sportive games, gymnastics and walks. The pedagogical approaches adopted by teachers are the physical activity approach and the humanist approach. As a conclusion, teachers’pedagogical practice is focused on Physical Education teachers’s valorization as a school curricular content and search for changing their practice in qualified healthy activities.

Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

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Danae M. DINKEL

2016-09-01

Full Text Available This study examined teachers’ zone of proximal development for classroom physical activity breaks by assessing teachers’ knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n=346 teachers took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers’ zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers’ knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts.

The effects of the design and development of a chemistry curriculum reform on teachers' professional growth, a case study.

NARCIS (Netherlands)

Coenders, Ferdinand G.M.; Terlouw, C.; Pieters, Julius Marie; Dijkstra, S.

2009-01-01

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning

PCK in Action: Examining One Chemistry Teacher's Practice through the Lens of Her Orientation toward Science Teaching

Science.gov (United States)

Boesdorfer, Sarah; Lorsbach, Anthony

2014-01-01

A teacher's orientation toward science teaching has been proposed as very influential to a teacher's pedagogical content knowledge (PCK) and teaching practice. Experienced teachers' orientation toward science teaching and its connections to their practice has not been well explored. Focusing on a unit about the periodic table, this study provides…

Investigating the Relationship between Iranian EFL Teachers' Autonomy and Their Neuro-Linguistic Programming

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Hosseinzadeh, Ehsan; Baradaran, Abdollah

2015-01-01

The present study was an attempt to investigate the relationship between English Language Teachers' autonomy and their Neuro-linguistic Programming (NLP). To this end, a group of 200 experienced English language teachers at various language schools in Tehran, inter alia, Asre Zaban Language Academy, were given two questionnaires namely Teaching…

Fear and Trembling in the American High School: Educational Reform and Teacher Alienation

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Brooks, Jeffrey S.; Hughes, Roxanne M.; Brooks, Melanie C.

2008-01-01

This article reports findings from a two-year case study of teachers in a single public high school. Data were gathered and analyzed using a conceptual framework that conceived of alienation as a set of five sub-constructs: powerlessness, meaninglessness, normlessness, isolation, and estrangement. Findings suggested that teachers experienced each…

Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers

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Kim, Jinhee

2013-01-01

This study investigated views about children experiencing homelessness held by preservice teachers in an early childhood education program. Thirteen early childhood preservice teachers were actively involved in class discussion, reading, doing class assignments, and visiting homeless shelters as community-based field experience. They were asked to…

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

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Haneda, Mari; Teemant, Annela; Sherman, Brandon

2017-01-01

We investigate the instructional coaching interactions between a kindergarten teacher and an experienced coach using the analytic lens of dialogic teaching. The data were collected in the context of a US professional development project that supports urban elementary school teachers in enacting critical sociocultural teaching practices. We…

The Experience of Burnout among English Language Teachers in Iran: Self and Other Determinants

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Sadeghi, Karim; Khezrlou, Sima

2016-01-01

Burnout in teachers is an important concern since it adversely impacts their instruction as well as their psychological, mental, and physical health. The present study examined the levels of burnout (i.e. emotional exhaustion, depersonalization, and reduced personal accomplishment) experienced by Iranian English language teachers. Specifically,…

Atoms and Molecules. 'O' Level. Teacher's Guide. Unit 2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 3.

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Mandizha, George

The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the third year of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be used in…

46 CFR 390.9 - Qualified withdrawals.

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2010-10-01

..., construction or reconstruction its fair market value. The party must obtain the prior written permission of the... appraisal to be the fair market value of the vessel, at the time of the acquisition, or the actual cost...: (i) The acquisition, construction or reconstruction of a qualified agreement vessel; (ii) The...

26 CFR 1.401-7 - Forfeitures under a qualified pension plan.

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2010-04-01

... 26 Internal Revenue 5 2010-04-01 2010-04-01 false Forfeitures under a qualified pension plan. 1...) INCOME TAX (CONTINUED) INCOME TAXES Pension, Profit-Sharing, Stock Bonus Plans, Etc. § 1.401-7 Forfeitures under a qualified pension plan. (a) General rules. In the case of a trust forming a part of a...

26 CFR 1.401(a)-11 - Qualified joint and survivor annuities.

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2010-04-01

... 26 Internal Revenue 5 2010-04-01 2010-04-01 false Qualified joint and survivor annuities. 1.401(a...)-11 Qualified joint and survivor annuities. (a) General rule—(1) Required provisions. A trust, to...), which is a part of a plan providing for the payment of benefits in any form of a life annuity (as...

Negotiating the Teaching of History in Times of Curriculum Reform: The Narrative Accounts of Four Australian Primary Teachers

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Reitano, Paul; Winter, Satine

2017-01-01

This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change--from teachers of studies of society and environment to teachers…

Self-perceived assessment skill of prospective physics teachers

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Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

2018-05-01

Assessment skills are an important component of assessment practice, without adequate assessment skills it is unlikely that teacher assessment practices will produce desired student learning outcomes. This study was conducted to reveal self-perceived assessment skills of prospective physics teachers by using quantitative descriptive analysis, and involving 92 prospective physics teachers who were experiencing teaching practice in junior high school and final project related to assessment. Data was collected by using Self-Perceived Assessment Science Skills Questionnaire consisted of 29 items related seven assessment competencies was developed and used in the study. Internal consistency reliability coefficient for the total scale scores was 0.87 as measured by Cronbach’s alpha. Determination of self-perceived assessment science skills detected from prospective physics teachers was carried out in descriptive statistics, in the form of respondent average values. Research findings show that self-perceived assessment skills of prospective physics teachers was categorized as transition.

Analyzing EFL Teachers' Initial Job Motivation and Factors Effecting Their Motivation in Fezalar Educational Institutions in Iraq

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Koran, Selcuk

2015-01-01

Teacher motivation is one of the primary variables of students' high performance. It is experienced that students whose teachers are highly motivated are more engaged in the learning process. Therefore, it's mostly the teacher who determines the level of success or failure in achieving institution's goal in the educational process. Thus, teachers…

Enhancing Science Teacher Training Using Water Resources and GLOBE

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Falco, James W.

2002-01-01

Heritage College, located on the Yakama Indian Reservation in south central Washington state, serves a multicultural, underserved, rural population and trains teachers to staff the disadvantaged school districts on and surrounding the reservation. In-service teachers and pre-service teachers in the area show strength in biology but have weak backgrounds in chemistry and mathematics. We are addressing this problem by providing a 2-year core of courses for 3 groups of 25 students (15 pre-service and 10 in-service teachers) using GLOBE to teach integrated physical science and mathematics. At the conclusion of the program, the students will qualify for science certification by Washington State. Water resources are the focal point of the curriculum because it is central to life in our desert area. The lack or excess of water, its uses, quality and distribution is being studied by using GIS, remote sensing and historical records. Students are learning the methodology to incorporate scientific protocols and data into all aspects of their future teaching curriculum. In addition, in each of the three years of the project, pre-service teachers attended a seminar series during the fall semester with presentations by collaborators from industry, agriculture, education and government agencies. Students used NASA educational materials in the presentations that they gave at the conclusion of the seminar series. All pre- and in-service teachers continue to have support via a local web site for Heritage College GLOBE participants.

Teachers' and parents' conceptions of students' academic success and failure

OpenAIRE

Hočevar, Nina

2017-01-01

Personal conceptions regarding academic (in)efficiency are directing the thinking and behaviour of all those involved in the educational process. Due to the subjectivity and complexity of personal conceptions, the individuals are experiencing academic (in)efficiency differently. Also, various factors contribute to students academic (in)efficiency, including teachers and parents. The Master's thesis deals with personal conceptions of teachers and parents about academic (in)efficiency. In the t...

Roles of the Students and Teachers in Distance Education

Directory of Open Access Journals (Sweden)

Fahriye ALTINAY

2004-10-01

Full Text Available Distance Education is the new, global technology based education to facilitate easy, immediate learning and interaction for all communicators who are the teachers and students that involve the education program. Distance Education can provide wide-mass education for everyone, it leads people to learn individually and let responsibility of learning to the people. In addition to this; it is obvious to select courses and content that reflect the concerning needs and motivation of students. It provides creative and qualified ideas atmosphere and information that will be presented should be update and interesting for all different kinds of students according to their backgrounds information. For the effective distance education programs out of the communicational or any kind of barriers, there should be consciousness on the definable roles of the teachers and students in learning-teaching process.

Examining the Training Process of a New Teacher Educator in the Field of the Education of the Hearing Impaired

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Gurgur, Hasan

2012-01-01

Training of beginning teacher educators has become a popular topic in the literature. This study aimed to investigate the training procedures of a new teacher educator who would be working in the division of the hearing impaired. The study was designed as action research and a new teacher educator, an experienced teacher educator and an academic…

An Empirical Study of Stressors That Impinge on Teachers in Secondary Schools in Swaziland

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Okeke, C. I. O.; Dlamini, Ceasar C.

2013-01-01

This study employed the descriptive-correlation research design to determine whether secondary school teachers experience work-related stress. Participants included 239 teachers selected from schools in the Hhohho region of Swaziland. A questionnaire was used as the instrument to determine the level of work-related stress experienced by these…

The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education

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Aylward, M. Lynn

2010-01-01

This article provides a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non-Inuit) regarding the role of Inuit languages in Nunavut schooling. Discussion and analysis focus on the motif of bilingual education. Teachers' talk identified discourse models of "academic truths" and…

26 CFR 20.2056A-2 - Requirements for qualified domestic trust.

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2010-04-01

... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Requirements for qualified domestic trust. 20.2056A-2 Section 20.2056A-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) ESTATE AND GIFT TAXES ESTATE TAX; ESTATES OF DECEDENTS DYING AFTER AUGUST 16, 1954 Taxable Estate § 20.2056A-2 Requirements for qualified...

26 CFR 1.1092(c)-3 - Qualifying over-the-counter options.

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2010-04-01

... 26 Internal Revenue 11 2010-04-01 2010-04-01 true Qualifying over-the-counter options. 1.1092(c)-3...-counter options. (a) In general. Under section 1092(c)(4)(B)(i), an equity option is not a qualified covered call option unless it is traded on a national securities exchange that is registered with the...

26 CFR 11.401(a)-11 - Qualified joint and survivor annuities.

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2010-04-01

... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Qualified joint and survivor annuities. 11.401... SECURITY ACT OF 1974 § 11.401(a)-11 Qualified joint and survivor annuities. (a) In general—(1) General rule... annuity (i.e., an annuity requiring survival of the participant or his spouse as a condition for payment...

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

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Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

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

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Otero, Valerie; Pollock, Steven; Finkelstein, Noah

2010-11-01

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

Competence of newly qualified registered nurses from a nursing college

Directory of Open Access Journals (Sweden)

BG Morolong

2005-09-01

Full Text Available The South African education and training system, through its policy of outcomesbased education and training, has made competency a national priority. In compliance to this national requirement of producing competent learners, the South African Nursing Council ( 1999 B require that the beginner professional nurse practitioners and midwives have the necessary knowledge, skills, attitudes and values which will enable them to render efficient professional service. The health care system also demands competent nurse practitioners to ensure quality in health care. In the light of competency being a national priority and a statutory demand, the research question that emerges is, how competent are the newly qualified registered nurses from a specific nursing college in clinical nursing education? A quantitative, non-experimental contextual design was used to evaluate the competence of newly qualified registered nurses from a specific nursing college. The study was conducted in two phases. The first phase dealt with the development of an instrument together with its manual through the conceptualisation process. The second phase focused on the evaluation of the competency of newly qualified nurses using the instrument based on the steps of the nursing process. A pilot study was conducted to test the feasibility of the items of the instrument. During the evaluation phase, a sample of twenty-six newly qualified nurses was selected by simple random sampling from a target population of thirty-six newly qualified registered nurses. However, six participants withdrew from the study. Data was collected in two general hospitals where the newly qualified registered nurses were working. Observation and questioning were used as data collection techniques in accordance with the developed instrument. Measures were taken to ensure internal validity and reliability of the results. To protect the rights of the participants, the researcher adhered to DENOSA’S (1998

7 CFR 785.8 - Reports by qualifying States receiving mediation grant funds.

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2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Reports by qualifying States receiving mediation grant... SERVICE AGENCY, DEPARTMENT OF AGRICULTURE SPECIAL PROGRAMS CERTIFIED STATE MEDIATION PROGRAM § 785.8 Reports by qualifying States receiving mediation grant funds. (a) Annual report by certified State...

What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games.

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Baek, Young Kyun

2008-12-01

The purpose of this study is to identify factors inhibiting teachers' use of computer and video games in the classroom setting and to examine the degree to which teaching experience and gender affect attitudes toward using games. Six factors that hinder teachers' use of games in the classroom were discovered: Inflexibility of curriculum, Negative effects of gaming, Students' lack of readiness, Lack of supporting materials, Fixed class schedules, and Limited budgets. Lack of supporting material, Fixed class schedules, and Limited budgets were factors that female teachers believed to be more serious obstacles to game use in the classroom than male teachers did. Experienced teachers, more so than inexperienced teachers, believed that adopting games in teaching was hindered by Inflexibility of curriculum and Negative effects of gaming. On the other hand, inexperienced teachers, more so than experienced teachers, believed that adopting games in teaching is less hindered by Lack of supporting materials and Fixed class schedules.

Learning to Teach Online: A Systematic Review of the Literature on K-12 Teacher Preparation for Teaching Online

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Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan

2016-01-01

There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to…

Role of School Employees' Mental Health Knowledge in Interdisciplinary Collaborations to Support the Academic Success of Students Experiencing Mental Health Distress

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Frauenholtz, Susan; Mendenhall, Amy N.; Moon, Jungrim

2017-01-01

Children with mental health disorders are at elevated risk of deleterious academic outcomes. The school, acting as a bridge between home and community, is a key site for identification and intervention with children experiencing mental health distress. Yet survey research has indicated that many teachers and other school staff have limited…

Exploring Teacher Pedagogy, Stages of Concern and Accessibility as Determinants of Technology Adoption

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Burke, Paul F.; Schuck, Sandy; Aubusson, Peter; Kearney, Matthew; Frischknecht, Bart

2018-01-01

This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors' investigation…

Towards an "International Forum for Teacher Educator Development": An Agenda for Research and Action

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Kelchtermans, Geert; Smith, Kari; Vanderlinde, Ruben

2018-01-01

The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research…

Feedback on Second Language Pronunciation: A Case Study of EAP Teachers' Beliefs and Practices

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