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Sample records for relevant critical teacher

  1. Critical Thinking in Secondary Language Arts: Teacher Perceptions and Relevant Strategies

    Science.gov (United States)

    Enabulele, Augustine

    2011-01-01

    The purpose of this research was to examine the effectiveness of the dialectical journal as a tool for teaching critical thinking skills, and to assess middle school teachers' perception of critical thinking. Two groups of middle school students were split into one control and one experimental group. Both groups took a critical thinking test…

  2. Preparing "Professional" Science Teachers: Critical Goals.

    Science.gov (United States)

    Dass, Pradeep Maxwell

    This paper focuses on pre-service teacher education and elaborates on the critical importance of three attributes to the development of professional science teachers: (1) science teachers must be reflective practitioners of their profession; (2) all instructional practice and decisions of science teachers must be backed by a research-based…

  3. Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy

    Science.gov (United States)

    Borrero, Noah; Ziauddin, Asra; Ahn, Alexandra

    2018-01-01

    This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

  4. Program Development for Primary School Teachers' Critical Thinking

    Science.gov (United States)

    Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

    2017-01-01

    The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

  5. Critical Friends Group for EFL Teacher Professional Development

    Science.gov (United States)

    Vo, Long Thanh; Nguyen, Hoa Thi Mai

    2010-01-01

    For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

  6. A Culture of Thinking Like a Teacher: The Role of Critical Reflection in Teacher Preparation

    Science.gov (United States)

    Lowenstein, Karen L.; Brill, Andra

    2010-01-01

    As teacher educators for an alternative urban teacher preparation program, we believe that because we cannot teach novice teachers everything they need to know in one year, our principal responsibility is to teach our novices to think like teachers. Central to this process is supporting novices to engage in critical reflection. Critical reflection…

  7. Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork.

    Science.gov (United States)

    Assor, Avi; Kaplan, Haya; Roth, Guy

    2002-06-01

    This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important in predicting feelings toward and engagement in schoolwork? It was hypothesised that teacher behaviours that help students to understand the relevance of schoolwork for their personal interests and goals are particularly important predictors of engagement in schoolwork. Israeli students in grades 3-5 (N = 498) and in grades 6-8 (N = 364) completed questionnaires assessing the variables of interest. Smallest Space Analyses indicated that both children and early adolescents can differentiate among three types of autonomy enhancing teacher behaviours - fostering relevance, allowing criticism, and providing choice - and three types of autonomy suppressing teacher behaviours - suppressing criticism, intruding, and forcing unmeaningful acts. Regression analyses supported the hypothesis concerning the importance of teacher behaviours that clarify the personal relevance of schoolwork. Among the autonomy-suppressing behaviours, 'Criticism-suppression' was the best predictor of feelings and engagement. The findings underscore the active and empathic nature of teachers' role in supporting students' autonomy, and suggest that autonomy-support is important not only for early adolescents but also for children. Discussion of potential determinants of the relative importance of various autonomy-affecting teacher actions suggests that provision of choice should not always be viewed as a major indicator of autonomy support.

  8. Literary and Personal Criticism for Preservice Teachers: A Pedagogical Imperative.

    Science.gov (United States)

    Roberts, Sherron Killingsworth

    1998-01-01

    Provides a theoretical framework for designing a children's literature course that requires preservice teachers to critically analyze literature in ways that are personally meaningful. Suggests how preservice teachers can read children's literature intensively rather than extensively. (PA)

  9. Appraisal of seven critical reading strategies employed by teachers ...

    African Journals Online (AJOL)

    Appraisal of seven critical reading strategies employed by teachers in Ogun State senior secondary schools to teach reading comprehension. ... as a result of the teachers' ability to engage the students in skilful and well- framed questions.

  10. Is refeeding syndrome relevant for critically ill patients?

    Science.gov (United States)

    Koekkoek, Wilhelmina A C; Van Zanten, Arthur R H

    2018-03-01

    To summarize recent relevant studies regarding refeeding syndrome (RFS) in critically ill patients and provide recommendations for clinical practice. Recent knowledge regarding epidemiology of refeeding syndrome among critically ill patients, how to identify ICU patients at risk, and strategies to reduce the potential negative impact on outcome are discussed. RFS is a potentially fatal acute metabolic derangement that ultimately can result in marked morbidity and even mortality. These metabolic derangements in ICU patients differ from otherwise healthy patients with RFS, as there is lack of anabolism. This is because of external stressors inducing a hypercatabolic response among other reasons also reflected by persistent high glucagon despite initiation of feeding. Lack of a proper uniform definition complicates diagnosis and research of RFS. However, refeeding hypophosphatemia is commonly encountered during critical illness. The correlations between risk factors proposed by international guidelines and the occurrence of RFS in ICU patients remains unclear. Therefore, regular phosphate monitoring is recommended. Based on recent trials among critically ill patients, only treatment with supplementation of electrolytes and vitamins seems not sufficient. In addition, caloric restriction for several days and gradual increase of caloric intake over days is recommendable.

  11. Our Prospective Mathematic Teachers Are Not Critical Thinkers Yet

    Science.gov (United States)

    As'ari, Abdur Rahman; Mahmudi, Ali; Nuerlaelah, Elah

    2017-01-01

    In order to help students develop their critical thinking skills, teachers need to model the critical thinking skills and dispositions in front of their students. Unfortunately, very rare studies investigating prospective teachers' readiness in critical thinking dispositions are available in the field of mathematics education. This study was…

  12. On negotiating White science: a call for cultural relevance and critical reflexivity

    Science.gov (United States)

    Bettez, Silvia Cristina; Aguilar-Valdez, Jean Rockford; Carlone, Heidi B.; Cooper, Jewell E.

    2011-12-01

    This article is a response to Randy Yerrick and Joseph Johnson's article "Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains". They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman's (1986) work on "domains of teacher knowledge" and Ladson-Billings' (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman's work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick's classroom from a critical lens. Thus we examine Yerrick and Johnson's work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but also users and critics of such knowledge.

  13. Early Career Teachers in Australia: A Critical Policy Historiography

    Science.gov (United States)

    Mockler, Nicole

    2018-01-01

    Amid the growing "teacher quality" discourse, early career teachers have increasingly been positioned as problematic in Australian education policy discourses over the past decade. This paper uses a critical policy historiography approach to compare representations of early career teachers in two key education policy documents, from the…

  14. "Theorizing Teacher Mobility": A Critical Review of Literature

    Science.gov (United States)

    Vagi, Robert; Pivovarova, Margarita

    2017-01-01

    In this critical review of literature, we summarize the major theoretical frameworks that have been used to study teacher mobility. In total we identified 40 teacher mobility studies that met our inclusion criteria. We conclude that relatively few theoretical frameworks have been used to study teacher mobility and those that have been used are…

  15. Science youth action research: Promoting critical science literacy through relevance and agency

    Science.gov (United States)

    Coleman, Elizabeth R.

    This three-article dissertation presents complementary perspectives on Science Youth Action Research (Sci-YAR), a K-12 curriculum designed to emphasize relevance and agency to promote youth's science learning. In Sci-YAR, youth conduct action research projects to better understand science-related issues in their lives, schools, or communities, while they simultaneously document, analyze, and reflect upon their own practices as researchers. The first article defines Sci-YAR and argues for its potential to enhance youth's participation as citizens in a democratic society. The second article details findings from a case study of youth engaged in Sci-YAR, describing how the curriculum enabled and constrained youth's identity work in service of critical science agency. The third article provides guidance to science teachers in implementing student-driven curriculum and instruction by emphasizing Sci-YAR's key features as a way to promote student agency and relevance in school science.

  16. Transesophageal NOTES--a critical analysis of relevant problems.

    Science.gov (United States)

    Grund, Karl E; Lehmann, Thorsten G

    2010-10-01

    The transesophageal access route has not become a principal topic in the discussion about NOTES up to now. Analyzing the problems in this new field of surgery, however, the transesophageal route shows high relevance. Here, all possibilities, limitations, and problems of NOTES become obvious. This paper contains a critical analysis of the literature published to date (nine full papers, five abstracts). Nearly all publications represent experimental studies in living pigs. In most cases a submucosal tunnel technique is performed as access route to mediastinum, pleural cavity, and heart. Interventions and operations include simple mediastinoscopies as well as epicardial operations after exposition of the heart. For access and manipulation, conventional flexible endoscopes and instruments are used. Clips, T-bars, or a combination of both achieve the closure. Some studies rely on spontaneous closure of the incision without any suturing or approximation. In such experimental settings, the following results are presented: Access is achieved in 90% of cases, the aim of the operation is met in 92%, technical success in closure is achieved in 90%, healing of incision assessed as good in two of five studies, satisfactory in three of five studies. Mortality, ranging from 6 to 25%, and complication rates were (surprisingly) high. It has to be stressed that analyzing these papers published to date, no adequate attention is paid to basic facts and problems of general and thoracic surgery (e.g. different forms, prevention, diagnosis and therapy of pneumothorax or differentiated forms of ventilation). Relevant differences in the anatomy and physiology of the esophagus and mediastinum between humans and pigs should additionally be taken into account to choose optimal experimental parameters when transferring results to human settings. Moreover, requirements regarding sterility and hygiene in a structure like the mediastinum, which is at high risk from the point of view of infection

  17. Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

    Science.gov (United States)

    Goldston, M. Jenice; Nichols, Sharon

    2009-04-01

    This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.

  18. Relevance of collagen piezoelectricity to "Wolff's Law": a critical review.

    Science.gov (United States)

    Ahn, Andrew C; Grodzinsky, Alan J

    2009-09-01

    According to "Wolff's Law", bone is deposited and reinforced at areas of greatest stress. From a clinical perspective, this "law" is supported by the strong association between bone density and physical activity. From a mechanistic standpoint, however, the law presents a challenge to scientists seeking to understand how osteocytes and osteoblasts sense the mechanical load. In the 1960s, collagen piezoelectricity was invoked as a potential mechanism by which osteocytes could detect areas of greater stress but piezoelectricity diminished in importance as more compelling mechanisms, such as streaming potential, were identified. In addition, accumulating evidence for the role of fluid-related shear stress in osteocyte's mechanosensory function has made piezoelectricity seemingly more obsolete in bone physiology. This review critically evaluates the role of collagen piezoelectricity (if any) in Wolff's Law--specifically, the evidence regarding its involvement in strain-generated potentials, existing alternate mechanisms, the present understanding of bone mechanosensation, and whether piezoelectricity serves an influential role within the context of this newly proposed mechanism. In addition to reviewing the literature, this review generates several hypotheses and proposes future research to fully address the relevance of piezoelectricity in bone physiology.

  19. Teachers' Critical Incidents: Ethical Dilemmas in Teaching Practice

    Science.gov (United States)

    Shapira-Lishchinsky, Orly

    2011-01-01

    The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy…

  20. Teachers pattern of instruction and location on pupils critical thinking ...

    African Journals Online (AJOL)

    This paper seeks to ascertain the influence of teachers' pattern of instruction and location on pupils' critical thinking in science achievement in Imo State. To achieve this objective, two hypotheses were formulated. Ex-post facto research design was adopted for the study. A total of ninety (90) teachers and one thousand ...

  1. Who Does Critical Pedagogy Think You Are? Investigating How Teachers Are Produced in Critical Pedagogy Scholarship to Inform Teacher Education

    Science.gov (United States)

    Pittard, Elizabeth

    2015-01-01

    In this post-structural feminist analysis, I review recent literature focusing on critical pedagogy to analyse the ways teachers are discursively produced within the sampled literature to ask: who does critical pedagogy think you are? Additionally, I extend earlier post-structural feminist critiques of critical pedagogy and underlying assumptions…

  2. EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

    Directory of Open Access Journals (Sweden)

    Nur Hayati

    2010-02-01

    Full Text Available Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and social awareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussion by looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.

  3. Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

    Science.gov (United States)

    Christ, Tanya; Sharma, Sue Ann

    2018-01-01

    Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

  4. Primary School Teachers' Conceptions of Teaching Art Criticism.

    Science.gov (United States)

    McSorely, Julie

    1996-01-01

    Utilizes a phenomenographic (study of the world as it is conceptualized) qualitative study to ascertain art teachers' attitudes towards teaching art criticism. Categorizes six conceptions of teaching art criticism and includes a description and interpretation of each. Discusses the limitations of these approaches and the implications for teacher…

  5. Critical Thinking Dispositions of Pre-Service Teachers

    Science.gov (United States)

    Bakir, Selda

    2015-01-01

    This study investigated the critical thinking dispositions of pre-service teachers in terms of various variables. The study included 1106 participants and used the survey model and the Turkish version (CCTDI-T) of the California Critical Thinking Disposition Inventory (CCTDI). The reliability of the scale for this study was found to be 0.82. The…

  6. Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

    Science.gov (United States)

    Han, Heejeong Sophia; Brown, E. Todd

    2013-01-01

    This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

  7. Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees

    Science.gov (United States)

    Mahmoodarabi, Mahsa; Khodabakhsh, Mohammad Reza

    2015-01-01

    Although critical pedagogy has brought about positive changes in the field of education by shifting from traditional pedagogy to emancipatory pedagogy, not much attention has been paid to the factors affecting teachers' beliefs of critical pedagogy and only few studies have been conducted to design reliable and valid instruments to study EFL…

  8. The Effect of Information Literacy on Teachers' Critical Thinking Disposition

    Science.gov (United States)

    Saglam, Aycan Çiçek; Çankaya, Ibrahim; Üçer, Hakan; Çetin, Muhammet

    2017-01-01

    The concepts of information literacy and critical thinking are two important concepts of today's information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers' critical thinking disposition and information…

  9. Encouraging Reflection and Critical Friendship in Preservice Teacher Education

    Science.gov (United States)

    Bognar, Branko; Krumes, Irena

    2017-01-01

    Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students' reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle--an online learning…

  10. A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

    Science.gov (United States)

    Redman, Elizabeth Horst

    This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

  11. Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

    Science.gov (United States)

    Razak, Rafiza Abdul; Kaur, Dalwinder; Halili, Siti Hajar; Ramlan, Zahri

    2016-01-01

    Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers' professional development. Literature has revealed many shortcomings of the traditional and online professional development…

  12. relevance of information warfare models to critical infrastructure

    African Journals Online (AJOL)

    ismith

    Critical infrastructure models, strategies and policies should take information ... gain an advantage over a competitor or adversary through the use of one's own .... digital communications system, where the vehicles are analogous to bits or packets, ..... performance degraded, causing an increase in traffic finding a new route.

  13. Encouraging Reflection and Critical Friendship in Preservice Teacher Education

    Directory of Open Access Journals (Sweden)

    Branko Bognar

    2017-09-01

    Full Text Available Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91% think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices.

  14. Fight the Dragons: Using Online Discussion to Promote Critical Literacy in Teacher Education

    Science.gov (United States)

    Woodcock, Christine

    2009-01-01

    Today's children are bombarded by a range of media, and it is the responsibility of teachers to equip students to engage critically. Just as teachers are responsible to teach critical literacy, teacher educators must help empower teachers to become more critically literate. This paper explores the role of online discussion in the ways it fosters…

  15. Activation of a critical attitude in prospective teachers: From research investigations to guidelines for teacher education

    Science.gov (United States)

    Viennot, Laurence; Décamp, Nicolas

    2018-06-01

    This paper is inspired by the widely accepted need to develop critical thinking in physics students and teachers. More specifically, it is focused on the development of a critical attitude in prospective physics teachers. The question of a possible interplay between the development of conceptual comprehension and that of a critical attitude prompted us to conduct a series of investigations with teachers at the end of their preparation. The goal of this paper is to provide a synthesis of five previously published papers on this topic in order to inform discussion about teacher preparation. Each investigation is centered on a particular aspect of physics, and all are based on in-depth interviews with different participants. We focus on prospective teachers' "intellectual dynamics," that is, the way their comprehension of nonobvious topics and their critical attitudes evolve during these interviews, taking into account metacognitive and affective aspects such as intellectual satisfaction and self-esteem. We characterize several types of intellectual dynamics: "early critique," "delayed critique," "unstable critique," and "expert anesthesia" and provide information on their frequency. An overall conclusion is that in this type of context, that is, a guided intellectual pathway of about an hour, the development of conceptual comprehension and critical attitude are most often deeply entangled. We discuss the implications of these results for future research and we advocate new objectives and strategies for physics teachers' preparation.

  16. Critical Pedagogy and Empowering in Teacher Education in Venezuela.

    Science.gov (United States)

    Chacon, Carmen T.; Alvarez, Luisa Cristina

    This paper addresses the issue of the relationship between critical pedagogy and English as a foreign language (EFL) in Venezuela. Teacher-researchers have come to see the issues confronting nonnative educators in ELT as a more important issue than in previous years. They are particularly concerned about the current situation in Venezuela,…

  17. Supporting pre-service science teachers in developing culturally relevant pedagogy

    Science.gov (United States)

    Krajeski, Stephen

    This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class. To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1) How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy? 2) How do pre-service science teachers view the importance of culturally relevant pedagogy for supporting student learning? How do their practices in the field change these initial views?

  18. The Role of Relevance in Future Teachers' Utility Value and Interest toward Technology

    Science.gov (United States)

    Kale, Ugur; Akcaoglu, Mete

    2018-01-01

    Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers' utility value…

  19. TEACHER EDUCATION IN CONTEMPORARY SOCIETY: PEDAGOGICAL PRACTICES FOR HOLISTIC QUALITY AND RELEVANT TEACHER EDUCATION IN THE 21ST CENTURY

    OpenAIRE

    Harriet Wambui Njui

    2017-01-01

    This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical think...

  20. An Evaluation of the Relative Efficiency for Various Relevant Labor Markets: An Empirical Approach for Establishing Teacher Salaries

    Science.gov (United States)

    Young, I. Phillip; Delli, Dane A.; Miller-Smith, Kimberly; Buster, Amy

    2004-01-01

    Costs associated with teacher salaries are relative in that these costs are referenced to a relevant labor market rather than based on the absolute value of the services provided by teachers. Because the selection of a relevant labor market can substantially influence the costs associated with teacher salaries, a field study was conducted to…

  1. Predictors of Teachers' Use of ICT in School--The Relevance of School Characteristics, Teachers' Attitudes and Teacher Collaboration

    Science.gov (United States)

    Drossel, Kerstin; Eickelmann, Birgit; Gerick, Julia

    2017-01-01

    This paper is based on the research question of what predictors (school characteristics, teachers' attitudes, teacher collaboration and background characteristics) determine secondary school teachers' frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor…

  2. Making Geoscience Data Relevant for Students, Teachers, and the Public

    Science.gov (United States)

    Taber, M.; Ledley, T. S.; Prakash, A.; Domenico, B.

    2009-12-01

    The scientific data collected by government funded research belongs to the public. As such, the scientific and technical communities are responsible to make scientific data accessible and usable by the educational community. However, much geoscience data are difficult for educators and students to find and use. Such data are generally described by metadata that are narrowly focused and contain scientific language. Thus, data access presents a challenge to educators in determining if a particular dataset is relevant to their needs, and to effectively access and use the data. The AccessData project (EAR-0623136, EAR-0305058) has developed a model for bridging the scientific and educational communities to develop robust inquiry-based activities using scientific datasets in the form of Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) chapters. EET chapters provide step-by-step instructions for accessing specific data and analyzing it with a software analysis tool to explore issues or concepts in science, technology, and mathematics. The AccessData model involves working directly with small teams made up of data providers from scientific data archives or research teams, data analysis tool specialists, scientists, curriculum developers, and educators (AccessData, http://serc.carleton.edu/usingdata/accessdata). The process involves a number of steps including 1) building of the team; 2) pre-workshop facilitation; 3) face-to-face 2.5 day workshop; 4) post-workshop follow-up; 5) completion and review of the EET chapter. The AccessData model has been evolved over a series of six annual workshops hosting ~10 teams each. This model has been expanded to other venues to explore expanding its scope and sustainable mechanisms. These venues include 1) workshops focused on the data collected by a large research program (RIDGE, EarthScope); 2) a workshop focused on developing a citizen scientist guide to conducting research; and 3) facilitating a team on an annual basis

  3. The Relationship between Student Teachers' Citizenship Skills and Critical

    Directory of Open Access Journals (Sweden)

    İsmail Acun

    2010-05-01

    Full Text Available The aim of the research is to investigate the relationship between student teachers’ citizenship skills and their critical thinking skills. The New Turkish Primary Curriculum aims at educating pupils with pre-requisite skills and knowledge that are necessary for operating efficiently in a knowledge based society. There is a strong emphasis on improving generic skills of students. The skills of critical thinking, reflective thinking, inquiry and working in groups are thought to be necessary skills for effective teaching and learning. When it comes to citizenship education those skills, especially critical thinking skills, become even more important.There has been a shift in policy with the curriculum both in terms of its structure and its philosophy from ‘creating good citizens’ to ‘empowerment’. The teachers will be the agents for the proposed shift to occur in schools and in pupils’ hearts and minds. That is why it is important that teachers themselves should be equipped with the necessary skills and knowledge. In order to predict whether those aims will be realized or not, it is important to know whether teachers have those knowledge and skills. Thus, the question of whether there is relationship with citizenship qualifications and critical thinking skills will be investigated through student teachers.This study employs a survey research method. In order to collect data two different research tools are used. The data on student teachers’ citizenship skills were gathered through a ‘Citizenship Qualifications Scale’ developed by Yucel, Acun, Demirhan and Goz. The scale has to parts. First part contains questions on demographic information about teachers and teachers’ professional practice. Second part of the scale includes question/statements to determine teachers’ level of knowledge on citizenship themes, level of their behaviors and level of their importance attribution on the same themes. Those themes are categorized as

  4. They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy

    Science.gov (United States)

    Nash, Kindel

    2018-01-01

    Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education…

  5. Measuring Teacher Dispositions: Identifying Workplace Personality Traits Most Relevant to Teaching Professionals

    Science.gov (United States)

    Yao, Yuankun; Pagnani, Alexander; Thomas, Matt; Abellan-Pagnani, Luisa; Brown, Terrell; Buchanan, Dawna Lisa

    2017-01-01

    What personality traits represent dispositions most relevant to teaching professionals? Could an instrument reflecting work personality traits for a wide variety of professions provide a valid assessment of dispositions for teacher candidates? This study analyzed the internal structure of a state mandated dispositions assessment that was adapted…

  6. Storying Teacher Education Policy: Critical Counternarratives of Curricular, Pedagogical, and Activist Responses to State-Mandated Teacher Performance Assessments

    Science.gov (United States)

    Henning, Nick; Dover, Alison; Dotson, Erica K.; Agarwal-Rangath, Ruchi

    2018-01-01

    The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from…

  7. Critical relationships between teachers and learners of school mathematics

    OpenAIRE

    Wright, P.

    2017-01-01

    This article draws on critical theories and perspectives on mathematics education to explain the tendency of mathematics teaching worldwide to remain focused on developing procedural understanding, despite repeated calls from the mathematics education community for a more relevant and engaging curriculum. It highlights how conventional approaches to teaching mathematics contribute towards alienating a high proportion of learners and reproducing inequities within society. The article reports o...

  8. Examining the Relationship between Pre-Service Teachers' Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

    Science.gov (United States)

    Cansoy, Ramazan; Türkoglu, Muhammet Emin

    2017-01-01

    The aim of this study was to examine the relationships between the pre-service teachers' critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and…

  9. The relevance of Vdrl as routine test in pregnant women: a critical ...

    African Journals Online (AJOL)

    Aim: To critically determine the relevance of Venereal Diseases Research Laboratories (VDRL) investigation as a routine serological screening for syphilis among pregnant women who receive antenatal care at the University of Nigeria Teaching Hospital (UNTH). Methods: A retrospective chart review of result of serological ...

  10. Theory of Mind and Sensitivity to Teacher and Peer Criticism among Japanese Children

    Science.gov (United States)

    Mizokawa, Ai

    2015-01-01

    This study investigated sensitivity to teacher and peer criticism among 89 Japanese 6-year-olds and examined the connection between sensitivity to criticism and first-order and second-order theory of mind separately. Participants completed a common test battery that included tasks assessing sensitivity to criticism (teacher or peer condition), the…

  11. The use of critical thinking and creativity in teacher education in ...

    African Journals Online (AJOL)

    This paper examined the use of critical thinking and creativity in teacher education in Nigeria. It observed that the deficit in critical and creative thinking should be of concern to stakeholders in education. The paper examined the concepts of critical thinking and creativity, which were depicted as useful in teacher education ...

  12. Case studies of first-year critical science teachers

    Science.gov (United States)

    Love, Kurt A.

    Brent Davis and Dennis Sumara (1997) performed a study of themselves and another professor who took a sabbatical to work in an elementary school for a year. Their intentions, as professors focused on cognition, was to create a change in teaching practices throughout the school that aligned more closely with social cognitive research. However, their experiences did not go as planned. Each found that he could not just simply bring their philosophies into their classrooms independent of the sociocultural context of the school. They found very quickly that none of them could act as fully autonomous agents. They described their experiences as being part of the sociocultural fabric of the school because each of their teaching practices changed in ways that they did not anticipate and in ways that were not philosophically aligned. However, they also found that this was a two-way relationship. They were not describing completely deterministic experiences. Davis and Sumara described observing colleagues changing their practices in ways that did incorporate some of the philosophies that they espoused during their tenure at the elementary school. They explain their experience as one where they were pushed and pulled by the sociocultural context and they also pushed and pulled on the sociocultural context. This dissertation focuses on three first-year science teachers (a 4 th grade teacher and two high school science teachers) who identified as wanting to bring critical, feminist, and ecojustice perspectives into their teaching practices. Each enacts these practices much differently in the context of the sociocultural contexts of their own schools, and often changed their teaching practices in ways that seemed to more closely align with those contexts. Each of the three dealt with external and internal hegemonic pressures that caused them to align more closely with their contexts. The philosophical foundations of their sociocultural contexts were manifested externally through

  13. Critical Issues in Assessing Teacher Compensation. Backgrounder. No. 2638

    Science.gov (United States)

    Richwine, Jason; Biggs, Andrew G.

    2012-01-01

    A November 2011 Heritage Foundation report--"Assessing the Compensation of Public-School Teachers"--presented data on teacher salaries and benefits in order to inform debates about teacher compensation reform. The report concluded that public-school teacher compensation is far ahead of what comparable private-sector workers enjoy, and that…

  14. Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

    Science.gov (United States)

    Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

    2012-01-01

    Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

  15. Challenges of Critical Colleagueship: Examining and Reflecting on Mathematics Teacher Study Group Interactions

    Science.gov (United States)

    Males, Lorraine M.; Otten, Samuel; Herbel-Eisenmann, Beth A.

    2010-01-01

    This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher-educator-researcher as the facilitator of this project. The professional development collaboration comprised two phases: one…

  16. Writing Shapes Thinking: Investigative Study of Preservice Teachers Reading, Writing to Learn, and Critical Thinking

    Science.gov (United States)

    Sanchez, Bernice; Lewis, Katie D.

    2014-01-01

    Teacher Preparation Programs must work towards not only preparing preservice teachers to have knowledge of classroom pedagogy but also must expand preservice teachers understanding of content knowledge as well as to develop higher-order thinking which includes thinking critically. This mixed methods study examined how writing shapes thinking and…

  17. Unpacking In-Service EFL Teachers' Critical Incidents: The Case of Iran

    Science.gov (United States)

    Atai, Mahmood Reza; Nejadghanbar, Hassan

    2016-01-01

    Despite the importance of reflection on critical incidents (CIs), there are only a few studies in ELT literature addressing English language teachers' CIs (Farrell, 2008). Accordingly, this study was conducted to explore and discuss how six in-service EFL teachers reflected on and reported their CIs. In so doing, the participant teachers reflected…

  18. Critical analysis of the pedagogical practice of the teachers trainnees

    Directory of Open Access Journals (Sweden)

    Mónica Ruiz Quiroga

    2013-07-01

    Full Text Available This article reports the results of a research project supported by the Research Center of the Universidad Pedagógica Nacional, whose purpose was the redefinition of the training process of the students, in the frame of the pedagogical practice, in one of the research lines for the Degree in Elementary Education with emphasis on Social Sciences. On a theoretical level, analysis and discussion were developed from critical pedagogy, particularly the concepts of pedagogical practice, training and systematization of experiences. Methodologically the project was developed from the Educational Action Research. It was found that students and teachers conceive pedagogical practice in a critical way, related to their reflective and transformative personalities, something that breaks, in some way, with the traditional outlook that defines it as the confirmation of the theory in the field. This way of conceiving is the result of both the training process and the life history of each other, as well as the staging and the discussion of the significance of the practice within the social sciences framework.

  19. Critiquing Un/Critical Pedagogies to Move toward a Pedagogy of Responsibility in Teacher Education

    Science.gov (United States)

    Berchini, Christina N.

    2017-01-01

    Transformative work with teacher candidates relies on a critique of the tenets of Critical Pedagogy and subsequent Critical Whiteness Studies (CWS). I employ analyses of extant scholarship to argue that these specific domains, as popularly framed, might be responsible for uncritical examinations of the White teacher education students who…

  20. Prospective Teachers' Educational Beliefs and Their Views about the Principles of Critical Pedagogy

    Science.gov (United States)

    Kaya, Çaglar; Kaya, Sinem

    2017-01-01

    The main idea behind this research is to determine prospective teachers' educational beliefs and their views about critical pedagogy. Therefore, the purpose of this research is to analyze the relationship between prospective teachers' educational beliefs and their views about critical pedagogy. In this study, "Educational Beliefs Scale"…

  1. Relationships between maternal emotional expressiveness and children's sensitivity to teacher criticism

    OpenAIRE

    Mizokawa, Ai

    2013-01-01

    Caregivers' emotional responses to children influence children's social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother?child interactions and young children's sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the e...

  2. The First Summer--Critical for Vo-Ag Teachers.

    Science.gov (United States)

    Vaughn, Paul R.; Vaughn, Roscoe C.

    1979-01-01

    To aid beginning New Mexico vocational agriculture teachers, the New Mexico State Department of Vocational Education initiated two activities: developing a first-year handbook to provide direction and guidance and making a visit to beginning teachers before the start of school. Beginning teachers indicated that both activities have been helpful.…

  3. Delaware Technical & Community College's response to the critical shortage of Delaware secondary science teachers

    Science.gov (United States)

    Campbell, Nancy S.

    This executive position paper examines the critical shortage of Delaware high school science teachers and Delaware Technical & Community College's possible role in addressing this shortage. A concise analysis of economic and political implications of the science teacher shortage is presented. The following topics were researched and evaluated: the specific science teacher needs for Delaware school districts; the science teacher education program offerings at Delaware universities and colleges; the Alternative Route to Teacher Certification (ARTC); and the state of Delaware's scholarship response to the need. Recommendations for Delaware Tech's role include the development and implementation of two new Associate of Arts of Teaching programs in physics secondary science education and chemistry secondary science education.

  4. A manifesto for critical narrative research and pedagogy for/with young children: Teacher and child as critical annalist

    Directory of Open Access Journals (Sweden)

    O’Loughlin Michael

    2016-06-01

    Full Text Available In this essay I pose the question of whether it might be possible to articulate a collaborative, critical narrative mode of research in which teachers and students come together using a critical and analytic epistemology to engage in adventurous pedagogy. This approach has echoes of Freire’s “teachers-as-students and students- -as-teachers,” but elaborates the Freirean metaphor to include conceptions of emotion, creativity, and incorporation of the latent historical subjectivities of teachers and students in the process. Contrary to the deadening, circumscribed epistemology of putatively “evidence-based” pedagogies, in which teachers and children are expected to check their cultural meaning-making capacities and their emotional investments at the door, this is a plea for a regenerative, engaged, local curriculum making process. As I note in the essay, “This is a strategy that cannot work in the service of utilitarian modes of education that are focused only on value (cf. Appiah, 2015. It can only work for forms of schooling that seek to foster values of receptivity, cultural respect, open-mindedness, and critical imaginaries. In these coldly utilitarian times we need to provide leadership to progressively minded teachers to allow them to develop, document, and disseminate such practices.”

  5. Relationship between critical thinking disposition and teaching efficacy among special education integration program teachers in Malaysia

    Science.gov (United States)

    Sulaiman, Tajularipin; a/l Kuppusamy, Suresh Kumar; Ayub, Ahmad Fauzi Mohd; Rahim, Suzieleez Syrene Abdul

    2017-01-01

    This study aims to assess the level of critical thinking disposition and teaching efficacy among the Special Education Integration Programme (SEIP) teachers in Negeri Sembilan, Malaysia. The level of critical thinking dispositions and teaching efficacy in the SEIP were compared based on teaching experience and gender. The study also examined the relationship between critical thinking disposition and teaching efficacy at SEIP. The research adopted a quantitative survey approach. A total of 190 primary school teachers from the SEIP in Negeri Sembilan were selected using proportional sampling method. The instrument used in this study comprised of three sections; demography, critical thinking disposition and teaching efficacy. Descriptive and inferential statistics were used in the analysis. Analysis shows that the respondents have a moderate level of critical thinking disposition (M = 2.99, S.D = 0.160) and teaching efficacy (M = 3.01 S.D. = 0.128) was at a high level. For teaching experience, the analysis showed that thinking disposition of novice teachers (mean = 2.52, SD = .503) are significantly higher than experienced teachers (mean = 2.35, SD = .481, t = 2.244, p critical thinking disposition and teaching efficacy. Findings also indicated that there is a significant positive moderate relationship (r = .477) between critical thinking disposition and teaching efficacy among SEIP teachers. This study suggests that critical thinking disposition and teaching efficacy play an important role to enhance the performance of SEIP teachers.

  6. WHEN RELEVANCE DECENTERS CRITICALITY: THE CASE OF THE SOUTH AFRICAN NATIONAL CRIME, VIOLENCE AND INJURY LEAD PROGRAMME

    Directory of Open Access Journals (Sweden)

    Mohamed Seedat

    2010-11-01

    Full Text Available Following the formal demise of political apartheid in SouthAfrica in 1994, critical and community-centred psychologistshave tended to obtain relevance through alignment with thetenets of social justice and the larger democratic project. Thisarticle draws on the experiences of the Crime, Violence andInjury Lead Programme (CVI to illustrate how particularformulations of scientific and social relevance function tomarginalize criticality and critical scholarship. The authorsuggests that relevance without criticality produces forms ofintellectual activity that privilege empiricist traditions, perpetrate a binary between research and research translation, andreproduce the myth that intervention work is atheoretical.The review of the CVI serves as a reminder of the challengesinherent in enactments of critical psychology. Among themany issues that critical psychology oriented initiatives likeCVI have to contend with is the task of developing theoreticaland other resources to move between co-operation and critiquein the service of democratic development.

  7. Contributions of Teachers' Thinking Styles to Critical Thinking Dispositions (Istanbul-Fatih Sample)

    Science.gov (United States)

    Emir, Serap

    2013-01-01

    The main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational…

  8. National critical incident reporting systems relevant to anaesthesia: a European survey.

    Science.gov (United States)

    Reed, S; Arnal, D; Frank, O; Gomez-Arnau, J I; Hansen, J; Lester, O; Mikkelsen, K L; Rhaiem, T; Rosenberg, P H; St Pierre, M; Schleppers, A; Staender, S; Smith, A F

    2014-03-01

    Critical incident reporting is a key tool in the promotion of patient safety in anaesthesia. We surveyed representatives of national incident reporting systems in six European countries, inviting information on scope and organization, and intelligence on factors determining success and failure. Some systems are government-run and nationally conceived; others started out as small, specialty-focused initiatives, which have since acquired a national reach. However, both national co-ordination and specialty enthusiasts seem to be necessary for an optimally functioning system. The role of reporting culture, definitional issues, and dissemination is discussed. We make recommendations for others intending to start new systems and speculate on the prospects for sharing patient safety lessons relevant to anaesthesia at European level.

  9. Beyond Ethnic Tidbits: Toward a Critical and Dialogical Model in Multicultural Social Justice Teacher Preparation

    Science.gov (United States)

    Convertino, Christina

    2016-01-01

    This praxis article outlines the value of using a critical and dialogical model (CDM) to teach multicultural social justice education to preservice teachers. Based on practitioner research, the article draws on the author's own teaching experiences to highlight how key features of CDM can be used to help pre-service teachers move beyond thinking…

  10. Analysing the Correlations between Primary School Teachers' Teaching Styles and Their Critical Thinking Disposition

    Science.gov (United States)

    Sen, Özgür

    2018-01-01

    This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study "Teaching Styles…

  11. Analyzing Student Teacher Critical Thinking through Blogs in an Electronic Community of Practice

    Science.gov (United States)

    Clark, Taylorann K.; Paulsen, Thomas H.

    2016-01-01

    Technology is becoming increasingly popular in higher education in the way students are asked to communicate and collaborate. The student teaching experience is an integral part of developing critical thinking skills in pre-service teachers. During this experience, it is important that student teachers practice the theory they have been taught in…

  12. Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

    Science.gov (United States)

    Junsay, Merle L.

    2016-01-01

    This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

  13. The Relationship between Critical Thinking Disposition and Locus of Control in Pre-Service Teachers

    Science.gov (United States)

    Oguz, Aytunga; Sariçam, Hakan

    2016-01-01

    The aim of the current research study was to examine the link between critical thinking dispositions and locus of control in pre-service teachers. The participants of this study were selected via easily accessible sampling technique. The participants consist of 347 pre-service teachers (203 female, 144 male) in Kütahya, Turkey. The Rotter…

  14. Supporting One Another as Beginning Teacher Educators: Forging an Online Community of Critical Inquiry into Practice

    Science.gov (United States)

    Ramirez, Laurie A.; Allison-Roan, Valerie A.; Peterson, Sandra; Elliott-Johns, Susan E.

    2012-01-01

    Four novice teacher educators working at different universities in the USA and Canada used online journaling and dialoguing combined with feedback from their students to explore their practice and new roles as teacher educators in new contexts. Their priorities included modeling critical reflection and enacting democratic practices. They chronicle…

  15. Losing Ground: A Critical Analysis of Teachers' Agency for Peacebuilding Education in Sri Lanka

    Science.gov (United States)

    Lopes Cardozo, Mieke T. A.; Hoeks, Celine C. M. Q.

    2015-01-01

    This paper aims to explore the "agency" of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between "context"--education policies and governance--and "agent"--teachers as strategic political actors. It draws on two studies conducted in Sri Lanka in 2006 and…

  16. Losing ground: a critical analysis of teachers' agency for peacebuilding education in Sri Lanka

    NARCIS (Netherlands)

    Lopes Cardozo, M.T.A.; Hoeks, C.C.M.Q.

    2015-01-01

    This paper aims to explore the agency of teachers for peacebuilding education in Sri Lanka through a critical multiscalar analysis of the interplay between context - education policies and governance - and agent - teachers as strategic political actors. It draws on two studies conducted in Sri Lanka

  17. Critical Considerations in Becoming Literacy Educators: Pre-Service Teachers Rehearsing Agency and Negotiating Risk

    Science.gov (United States)

    Ticknor, Anne Swenson

    2015-01-01

    This article looks closely at the talk of two pre-service teachers over time to examine how they used language as a way of rehearsing their evolving agency as literacy educators. Drawing on critical sociocultural theory, I use Agency Tracing to highlight how pre-service teachers' agentic actions are not isolated phenomena but ones developed and…

  18. Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates

    Science.gov (United States)

    Demir, Sibel

    2015-01-01

    The aim of this study was to evaluate and determine the critical thinking and reflective thinking skills of science teacher candidates. The study was performed with the participation of 30 teacher candidates enrolled in the science teaching department of a university in Turkey. Scales administered during the study included the California Critical…

  19. Physical Education Initial Teacher Educators' Expressions of Critical Pedagogy(ies): Coherency, Complexity or Confusion?

    Science.gov (United States)

    Philpot, Rod

    2016-01-01

    While an emphasis on social justice has emerged as a theme in initial teacher education (ITE) over the past decade, there is much debate about how to engage ITE students in foregrounding issues of equity and social justice in their own teaching. One strategy, the introduction of critical pedagogy in ITE, has been promoted in teacher education…

  20. Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education.

    Science.gov (United States)

    Crosswaite, Madeline; Asbury, Kathryn

    2018-04-26

    Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education. This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught. Data were gathered from n = 402 teachers from a representative sample of UK schools. Teachers from primary and secondary schools, and from across the state and independent sectors, were recruited. An online questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught, and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. Data were analysed using descriptive statistics, ANOVA, correlations, and multiple regression. Teachers perceived genetic and environmental factors as equally important influences on cognitive ability and tended towards a growth mindset. Knowledge about behavioural genetics was low, but openness to learning more about genetics was high. Statistically significant differences were observed between groups based on age of children taught (openness higher among primary teachers) and state versus independent (more growth-minded in state sector). Although teachers have a limited knowledge of behavioural genetics, they are keen to learn more. © 2018 The British Psychological Society.

  1. Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-service Teachers

    Directory of Open Access Journals (Sweden)

    Jahir Aguirre Morales

    2011-12-01

    Full Text Available This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational topics from a critical point of view. This experience has guided us to help pre-service teachers acquire skills to eventually become critical educators of the future.

  2. Conceptions of Critical Thinking from University EFL Teachers

    Science.gov (United States)

    Marin, Matias A.; de la Pava, Luisa

    2017-01-01

    Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL.…

  3. Teacher educators' competences in fostering student teachers' proficiency in teaching and learning with technology : An overview of relevant research literature

    NARCIS (Netherlands)

    Dana Uerz; Monique Volman; Marijke Kral

    2018-01-01

    Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' competences in preparing their students to teach with technology. A literature search yielded 26

  4. Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

    Science.gov (United States)

    Burton, Suzanne L.

    2011-01-01

    Strong school-university partnerships yield effective music teachers. However, music teacher preparation curriculum has undergone little reform over the years, resulting in a homogeneous P-12 curriculum. Encouraging preservice music teachers to consider cultural and pedagogical differences holds promise for changing music teacher preparation and…

  5. Glimmers for Cultural Relevance: The Pedagogical Knowledge of an Indigenous Cabécar Teacher

    Directory of Open Access Journals (Sweden)

    Marielos Vargas Morales

    2017-07-01

    Full Text Available Indigenous education is becoming a priority to be dealt with in Higher Education. Therefore, efforts are oriented towards newly nourishing inclusive proposals for education; for them to take cultural diversity on and generate quality learning processes while also promoting the vindication of the right towards a culturally-relevant education for indigenous populations. Hence, the article sets forth an analysis of the pedagogical practice by an indigenous cabécar teacher, which unveils elements and cultural aspects that constitute valuable input to be considered in teacher education proposals. This research took place in the educative community of Sharabata, which is part of the High Chirripó Cábecar Indigenous Territory, which in turn is located in the province of Cartago in the Central American country of Costa Rica. The current research was conducted as a case study. Obtained results now create curricular content that responds to socio-cultural, linguistic and natural needs and characteristics of the cabécar culture. The present research recovers oral communication and the value of words, of learning by imitation, cosmovision as cultural heritage and the importance of recognizing mother languages in originary populations. It is forewarned that, though handled under the discourse of cultural displacement, practical and ritualistic practices still persist, all of which must be acknowledged and valued in school by young people in order for culture as ancestral heritage to be prolonged. It is given the mentioned situations where education must be made present; as a fight towards respect, inclusion and the strengthening of originary cultures. In that sense and in order to achieve cultural relevance, the process of the construction of knowledge with children must be inserted in its historical, social and cultural context, for which knowledge, experience and the practice of cabécar cosmovision is transcendental. As part of cultural relevance

  6. Conceptual and Critical Development in Student Teachers: First Steps towards an Integrated Comprehension of Osmosis

    Science.gov (United States)

    Viennot, Laurence; Décamp, Nicolas

    2016-01-01

    This investigation is focused on possible links between the development of critical attitude and conceptual understanding. We conducted a fine grained analysis of five student teachers' critical and conceptual development during a one hour and a half interaction with an expert. This investigation completes a series of three previous studies…

  7. Fostering Skills to Enhance Critical Educators: A Pedagogical Proposal for Pre-Service Teachers

    Science.gov (United States)

    Aguirre Morales, Jahir; Ramos Holguín, Bertha

    2011-01-01

    This article aims to share with teacher-educators a pedagogical proposal which we have applied in the past year. This investigation analyzes issues linked to critical pedagogy using movies connected to educational themes and readings based on critical pedagogy. We have used this study to generate class discussions in order to analyze educational…

  8. The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

    Science.gov (United States)

    Demirdag, Seyithan

    2015-01-01

    High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

  9. Learning Critical Thinking in Saudi Arabia: Student Perceptions of Secondary Pre-Service Teacher Education Programs

    Science.gov (United States)

    Allamnakhrah, Alhasan

    2013-01-01

    Saudi scholars have been agitating for education reforms to incorporate critical thinking in education programs. This paper is a qualitative case study undertaken at King Abdul Aziz University and Arab Open University and examines students' perception of learning critical thinking in secondary pre-service teacher education programs in Saudi…

  10. Specifying a Curriculum for Biopolitical Critical Literacy in Science Teacher Education: Exploring Roles for Science Fiction

    Science.gov (United States)

    Gough, Noel

    2017-01-01

    In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of "biopolitics." I consider how such a biopolitically inflected critical literacy might find expression in…

  11. Preservice Teachers' Critical Thinking Dispositions and Web 2.0 Competencies

    Science.gov (United States)

    Sendag, Serkan; Erol, Osman; Sezgin, Sezan; Dulkadir, Nihal

    2015-01-01

    The aim of this study was to investigate the associations between preservice teachers' Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD-I) and a Web 2.0 competency questionnaire including items related to Web 2.0…

  12. Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability

    Science.gov (United States)

    Feng, Zhiwen

    2013-01-01

    In this era of information and economic globalization, developing critical thinking skills in college students has been set as a primary goal and learning outcome in higher education. Teaching critical thinking, however, is a great challenge to most EFL teachers. This article, therefore, attempts to examine the nature and teachability of critical…

  13. An Analysis of the Critical Reading Levels of Pre-Service Turkish and Literature Teachers

    Science.gov (United States)

    Maltepe, Sadet

    2016-01-01

    Problem Statement: Critical reading refers to individuals' thinking about what they read, assessing what they have read, and using their own judgment about what they have read. In order to teach critical reading skills to students, a teacher is expected to have knowledge about text selection, use of appropriate methods, preparation of functional…

  14. Why Are Teachers Absent? Utilising the Capability Approach and Critical Realism to Explain Teacher Performance in Tanzania

    Science.gov (United States)

    Tao, Sharon

    2013-01-01

    Tanzanian teachers have been criticised for a variety of behaviours such as absenteeism, lack of preparation and rote-teaching. This paper introduces an analytical framework that attempts to provide explanations for these behaviours by locating Capability Approach concepts within a Critical Realist theory of causation. Qualitative data from three…

  15. (Re)defining "Good Teaching": Teacher Performance Assessments and Critical Race Theory in Early Childhood Teacher Education

    Science.gov (United States)

    Michael Luna, Sara

    2016-01-01

    Using three tenents of Critical Race Theory, this study examines the influence of edTPAs on diverse early childhood pre-service teachers in a graduate program. Findings suggest that (1) Color-blind admissions policy and practice were at odds with edTPA's perceived academic language demands; (2) A tension emerged between financial demands of edTPA…

  16. RELEVANCE OF COLLAGEN PIEZOELECTRICITY TO “WOLFF’S LAW”: A CRITICAL REVIEW

    Science.gov (United States)

    Ahn, Andrew C.; Grodzinsky, Alan J.

    2009-01-01

    According to “Wolff’s Law”, bone is deposited and reinforced at areas of greatest stress. From a clinical perspective, this “law” is supported by the strong association between bone density and physical activity. From a mechanistic standpoint, however, the law presents a challenge to scientists seeking to understand how osteocytes and osteoblasts sense the mechanical load. In the 1960’s, collagen piezoelectricity was invoked as a potential mechanism by which osteocytes could detect areas of greater stress but piezoelectricity diminished in importance as more compelling mechanisms, such as streaming potential, were identified. In addition, accumulating evidence for the role of fluid-related shear stress in osteocyte’s mechanosensory function has made piezoelectricity seemingly more obsolete in bone physiology. This review critically evaluates the role of collagen piezoelectricity (if any) in Wolff’s Law – specifically, the evidence regarding its involvement in strain-generated potentials, existing alternate mechanisms, the present understanding of bone mechanosensation, and whether piezoelectricity serves an influential role within the context of this newly proposed mechanism. In addition to reviewing the literature, this review generates several hypotheses and proposes future research to fully address the relevance of piezoelectricity in bone physiology. PMID:19286413

  17. The Critical Role of Teacher Incentives in the Northeast States.

    Science.gov (United States)

    Title, David

    This paper discusses a variety of incentives that can make a difference in attracting and retaining high quality teachers. These incentives include salaries, retirement benefits, working conditions, quality of life, tenure and seniority rights, and sick leave. The states in the Northeast vary considerably in their ability to attract quality…

  18. Advocacy as a Practice of Critical Teacher Leadership

    Science.gov (United States)

    Bradley-Levine, Jill

    2018-01-01

    Teacher advocacy has been examined as a practice of activism external to the school and as a practice of educational leadership. However, researchers have not merged these ideas by framing advocacy as a practice of leadership that takes place within the classroom and across the school. This article illustrates how, through advocacy on behalf of…

  19. Taiwan Teacher Preparation Program Evaluation: Some Critical Perspectives

    Science.gov (United States)

    Liu, Tze-Chang

    2015-01-01

    This paper focuses on the influences and changes of recent Taiwan teacher preparation program evaluation (TTPPE) as one of the national evaluation projects conducted by the Higher Education Evaluation and Accreditation Council of Taiwan. The main concerns are what kind of ideology is transformed through the policy by means of evaluation, and what…

  20. Engaging Preservice Teachers in Critical Dialogues on Race

    Directory of Open Access Journals (Sweden)

    Joanna E. Durham-Barnes

    2015-02-01

    Full Text Available Rarely do White, middle-class Americans, the population from which most teachers are drawn, have the opportunity to consider themselves as racialized beings. Although personal experience is usually the best teacher, our increasingly homogeneous teaching population oftentimes lacks experience with diversity, and schools of education often struggle to find appropriate and meaningful diverse field experiences for their teacher candidates. This study uses a documentary in an attempt to provoke thoughtful conversations about race and racism in the United States among the mostly White teacher candidates. The study identifies racial themes that emerge from the conversations, explores the ways the groups’ racial diversity alters conversations on race, and explores how the race of the group’s facilitator may affect the conversations. The study suggested that racially diverse groups are more likely to explore greater numbers of racial themes and engage each other more deeply through polite disagreement. Although racial diversity of any kind seemed to promote deeper conversations, participants reported greater satisfaction from the conversations when the students themselves were racially diverse rather than with the facilitator alone.

  1. Teachers Make the Critical Difference in Dropout Prevention.

    Science.gov (United States)

    Bucci, John A.; Reitzammer, Ann F.

    1992-01-01

    Teachers' daily interaction is a powerful influence on at-risk students. Effective dropout prevention components include positive instructional environment, enhancement of self-esteem, alternative education, absence monitoring, mentoring, parent involvement, social and health services, teen parent programs, and transition strategies. (SK)

  2. Critical-Inquiry-Based-Learning: Model of Learning to Promote Critical Thinking Ability of Pre-service Teachers

    Science.gov (United States)

    Prayogi, S.; Yuanita, L.; Wasis

    2018-01-01

    This study aimed to develop Critical-Inquiry-Based-Learning (CIBL) learning model to promote critical thinking (CT) ability of preservice teachers. The CIBL learning model was developed by meeting the criteria of validity, practicality, and effectiveness. Validation of the model involves 4 expert validators through the mechanism of the focus group discussion (FGD). CIBL learning model declared valid to promote CT ability, with the validity level (Va) of 4.20 and reliability (r) of 90,1% (very reliable). The practicality of the model was evaluated when it was implemented that involving 17 of preservice teachers. The CIBL learning model had been declared practice, its measuring from learning feasibility (LF) with very good criteria (LF-score = 4.75). The effectiveness of the model was evaluated from the improvement CT ability after the implementation of the model. CT ability were evaluated using the scoring technique adapted from Ennis-Weir Critical Thinking Essay Test. The average score of CT ability on pretest is - 1.53 (uncritical criteria), whereas on posttest is 8.76 (critical criteria), with N-gain score of 0.76 (high criteria). Based on the results of this study, it can be concluded that developed CIBL learning model is feasible to promote CT ability of preservice teachers.

  3. Pre-Service Teachers' Conceptions of Effective Teacher Talk: Their Critical Reflections on a Sample Teacher-Student Dialogue

    Science.gov (United States)

    Lee, Ji-Eun; Kim, Kyoung-Tae

    2016-01-01

    This study aimed to explore pre-service elementary teachers' (PSTs') conceptions of effective teacher talk in mathematics instruction, which were interpreted primarily based on the concept of communicative approach. This was accomplished through a task that involves analyzing and evaluating a sample teacher-student dialogue. This study…

  4. Peer group reflection helps clinical teachers to critically reflect on their teaching.

    Science.gov (United States)

    Boerboom, Tobias B B; Jaarsma, Debbie; Dolmans, Diana H J M; Scherpbier, Albert J J A; Mastenbroek, Nicole J J M; Van Beukelen, Peter

    2011-01-01

    Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

  5. A Critical Review of the Involvement of Teachers and Students ...

    African Journals Online (AJOL)

    Nekky Umera

    as textbooks, reference books, handouts, worksheets and blackboard notes). English is taught in Nigeria ... relevant facilities –books, library facilities and language laboratory. The other reasons are ..... Harvard University Press. Department of ...

  6. A Critical Review of Naphthalene Sources and Exposures Relevant to Indoor and Outdoor Air

    Directory of Open Access Journals (Sweden)

    Chunrong Jia

    2010-07-01

    Full Text Available Both the recent classification of naphthalene as a possible human carcinogen and its ubiquitous presence motivate this critical review of naphthalene’s sources and exposures. We evaluate the environmental literature on naphthalene published since 1990, drawing on nearly 150 studies that report emissions and concentrations in indoor, outdoor and personal air. While naphthalene is both a volatile organic compound and a polycyclic aromatic hydrocarbon, concentrations and exposures are poorly characterized relative to many other pollutants. Most airborne emissions result from combustion, and key sources include industry, open burning, tailpipe emissions, and cigarettes. The second largest source is off-gassing, specifically from naphthalene’s use as a deodorizer, repellent and fumigant. In the U.S., naphthalene’s use as a moth repellant has been reduced in favor of para-dichlorobenzene, but extensive use continues in mothballs, which appears responsible for some of the highest indoor exposures, along with off-label uses. Among the studies judged to be representative, average concentrations ranged from 0.18 to 1.7 μg m-3 in non-smoker’s homes, and from 0.02 to 0.31 μg m-3 outdoors in urban areas. Personal exposures have been reported in only three European studies. Indoor sources are the major contributor to (non-occupational exposure. While its central tendencies fall well below guideline levels relevant to acute health impacts, several studies have reported maximum concentrations exceeding 100 μg m-3, far above guideline levels. Using current but draft estimates of cancer risks, naphthalene is a major environmental risk driver, with typical individual risk levels in the 10-4 range, which is high and notable given that millions of individuals are exposed. Several factors influence indoor and outdoor concentrations, but the literature is inconsistent on their effects. Further investigation is needed to better characterize naphthalene

  7. teachers pattern of instruction and location on pupils critical thinking ...

    African Journals Online (AJOL)

    LUCY

    pupils' critical thinking in science achievement in Imo State. To achieve ... such scientific attitudes such as persistence, objectivity, ... abilities out of the learners right from the primary school. ... effectively conceptualizing generalized methods.

  8. Clinical Experiences and Mediational Activities in Urban Teacher Preparation: Learning and Critical Consciousness

    Directory of Open Access Journals (Sweden)

    Craig Willey

    2016-11-01

    Full Text Available In a longitudinal design experiment conducted within an urban teacher preparation program, we employed ethnographic and auto-ethnographic methods to investigate the following questions: 1 In what ways do clinical experiences (CEs support prospective teachers’ (PTs development of knowledge, skills, and dispositions necessary for urban teaching? 2 How is it determined that adjustments need to be made to the design and facilitation of CEs, and what did these adjustments yield in terms of student learning outcomes? The program centers and leverages CEs in order for PTs to connect theory and practice, particularly an awareness of, and skills associated with, equitable teaching practices. In our two-year field-based program, CEs included community explorations, one-on-one and small group work with children, two student teaching practicums, and various school-community events. We describe the process undertaken to maximize the benefits yielded from CEs. After working with three cohorts of PTs for their entire professional training, we found that: 1 focusing attention on the intentional design and assessment of the mediational activities coupled with CEs leads to more nuanced understandings and enactments of culturally relevant teaching among PTs; and 2 CEs afford PTs abundant opportunities to shape complex identities as urban teachers. Specifically, we found that clinical experiences and corresponding mediational activities support PTs’ understanding of families of color, allow them to recognize and address problematic schooling practices, and strengthen PTs’ otherwise fragile critical consciousness. We conclude that strategic interventions can provide clarity for PTs around what has been learned, and what is left to be developed

  9. Clinical Experiences and Mediational Activities in Urban Teacher Preparation: Learning and Critical Consciousness

    Directory of Open Access Journals (Sweden)

    Craig Willey

    2016-11-01

    Full Text Available In a longitudinal design experiment conducted within an urban teacher preparation program, we employed ethnographic and auto-ethnographic methods to investigate the following research questions: 1 In what ways do clinical experiences (CEs support prospective teachers’ (PTs development of knowledge, skills, and dispositions necessary for urban teaching? 2 How is it determined that adjustments need to be made to the design and facilitation of CEs, and what did these adjustments yield in terms of student learning outcomes? The program centers and leverages CEs in order for PTs to connect theory and practice, particularly an awareness of, and skills associated with, equitable teaching practices. In our two-year field-based program, CEs include community explorations, one-on-one and small group work with children, two student teaching practicums, and various school-community events. We describe the iterative design process undertaken to maximize the benefits yielded from CEs. After working with three cohorts of PTs for their entire professional training, we found that: 1 focusing attention on the intentional design and assessment of the mediational activities coupled with CEs leads to more nuanced understandings and enactments of culturally relevant teaching among PTs; and 2 CEs afford PTs abundant opportunities to shape complex identities as urban teachers. Specifically, we found that clinical experiences and corresponding mediational activities support PTs’ understanding of families of color, allow them to recognize and address problematic schooling practices, and strengthen PTs’ otherwise fragile critical consciousness. We conclude that strategic interventions can provide clarity for PTs around what has, indeed, been learned at particular intervals in the program, and what is left to be developed in the final practicum and beyond.

  10. Critical and Scientific Thinking Assessment in Preservice Teachers at a Chilean University

    Directory of Open Access Journals (Sweden)

    Carlos Ossa-Cornejo

    2018-03-01

    Full Text Available This paper describes a research project focused on identifying student-teachers’ critical thinking performance levels in scientific reasoning and, secondly, on analyzing the reliability level of the Critical Thinking Tasks test (CTT. As part of the methodology, a non-probabilistic sample of 129 teacher education students from different majors at Bio-Bio University was considered, and the Critical Thinking Task test was applied to collect data. The data analysis was conducted using descriptive statistics, reliability measures and mean score differences. The data showed that the instrument is reliable (α=0,79; there is also a relatively low performance in the global test and its dimensions; and there are differences between the different teacher education programs. It is concluded that the instrument is reliable, and findings support the idea that knowledge-based areas influence critical thinking. Finally, it is necessary to strengthen specific sub-skills to enhance critical thinking as a contribution for scientific reasoning.

  11. Using Critical Cosmopolitanism to Globally Situate Multicultural Education in Teacher Preparation Courses

    Directory of Open Access Journals (Sweden)

    Erik Jon Byker

    2016-11-01

    Full Text Available Globally-minded teachers often beget globally-minded students. The same relationship seems to hold true for multiculturalism; teachers who are committed to multiculturalism often nudge students toward the same commitment. Global citizenship and multicultural education share a strong bond. Yet, in the field of social studies teacher preparation, the bond between global competencies and multiculturalism often seems permeable and quite fragile. In the context of multicultural education in the United States, teachers engage with issues of privilege, power, and oppression but with a heavy US-centric focus. The article contends that the predominant United States’ focus of multiculturalism limits the opportunities to engage the global: global competencies, global voices, and global citizenship. The article seeks to wed multiculturalism and global education. It does so by introducing and explaining Critical Cosmopolitan Theory (Byker, 2013, which is a theoretical framework to guide the preparation of globally competent and culturally responsive teacher candidates. Utilizing findings from an artifact analysis study of teacher candidates (n=51, the article discusses ways to assist teacher candidates in their development of becoming Critically Cosmopolitan citizens who embrace social justice by being informed by the global and multicultural.

  12. Relationships between maternal emotional expressiveness and children’s sensitivity to teacher criticism

    Directory of Open Access Journals (Sweden)

    Ai eMizokawa

    2013-11-01

    Full Text Available Caregivers’ emotional responses to children influence children’s social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother–child interactions and young children’s sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the error. Self-report questionnaires were used to measure maternal expressiveness. The results demonstrated that negative maternal expressiveness toward one’s own children was positively related to children’s ratings of their own ability and negatively related to children’s motivation to continue with the task after teacher criticism. Positive maternal expressiveness was not related to children’s sensitivity to criticism. These findings suggest that children who have experienced more negative emotion from mothers may be more likely to hold negative beliefs about how others will respond to their behavior more generally. This may, in turn, lead to a defensively positive view of one’s own abilities and a disinclination to persevere as protection from additional opportunities for teacher evaluation.

  13. Relationships between maternal emotional expressiveness and children's sensitivity to teacher criticism.

    Science.gov (United States)

    Mizokawa, Ai

    2013-01-01

    Caregivers' emotional responses to children influence children's social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother-child interactions and young children's sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the error. Self-report questionnaires were used to measure maternal expressiveness. The results demonstrated that negative maternal expressiveness toward one's own children was positively related to children's ratings of their own ability and negatively related to children's motivation to continue with the task after teacher criticism. Positive maternal expressiveness was not related to children's sensitivity to criticism. These findings suggest that children who have experienced more negative emotion from mothers may be more likely to hold negative beliefs about how others will respond to their behavior more generally. This may, in turn, lead to a defensively positive view of one's own abilities and a disinclination to persevere as protection from additional opportunities for teacher evaluation.

  14. Specifying a curriculum for biopolitical critical literacy in science teacher education: exploring roles for science fiction

    Science.gov (United States)

    Gough, Noel

    2017-12-01

    In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.

  15. Constructing an everywhere and locally relevant predictive model of the West-African critical zone

    Science.gov (United States)

    Hector, B.; Cohard, J. M.; Pellarin, T.; Maxwell, R. M.; Cappelaere, B.; Demarty, J.; Grippa, M.; Kergoat, L.; Lebel, T.; Mamadou, O.; Mougin, E.; Panthou, G.; Peugeot, C.; Vandervaere, J. P.; Vischel, T.; Vouillamoz, J. M.

    2017-12-01

    Considering water resources and hydrologic hazards, West Africa is among the most vulnerable regions to face both climatic (e.g. with the observed intensification of precipitation) and anthropogenic changes. With +3% of demographic rate, the region experiences rapid land use changes and increased pressure on surface and groundwater resources with observed consequences on the hydrological cycle (water table rise result of the sahelian paradox, increase in flood occurrence, etc.) Managing large hydrosystems (such as transboundary aquifers or rivers basins as the Niger river) requires anticipation of such changes. However, the region significantly lacks observations, for constructing and validating critical zone (CZ) models able to predict future hydrologic regime, but also comprises hydrosystems which encompass strong environmental gradients (e.g. geological, climatic, ecological) with highly different dominating hydrological processes. We address these issues by constructing a high resolution (1 km²) regional scale physically-based model using ParFlow-CLM which allows modeling a wide range of processes without prior knowledge on their relative dominance. Our approach combines multiple scale modeling from local to meso and regional scales within the same theoretical framework. Local and meso-scale models are evaluated thanks to the rich AMMA-CATCH CZ observation database which covers 3 supersites with contrasted environments in Benin (Lat.: 9.8°N), Niger (Lat.: 13.3°N) and Mali (Lat.: 15.3°N). At the regional scale the lack of relevant map of soil hydrodynamic parameters is addressed using remote sensing data assimilation. Our first results show the model's ability to reproduce the known dominant hydrological processes (runoff generation, ET, groundwater recharge…) across the major West-African regions and allow us to conduct virtual experiments to explore the impact of global changes on the hydrosystems. This approach is a first step toward the construction of

  16. Critical Discourse Analysis of Advertising: Implications for Language Teacher Education

    Science.gov (United States)

    Turhan, Burcu; Okan, Zuhal

    2017-01-01

    Advertising is a prominent discourse type which is inevitably linked to a range of disciplines. This study examines the language of a non-product advertisement, not isolating it from its interaction with other texts that surrounds it. It is based on Norman Fairclough's Critical Discourse Analysis (CDA) framework in which there are three levels of…

  17. Critical Incidents of Transnational Student-Teachers in Central Mexico

    Science.gov (United States)

    Serna-Gutiérrez, José Irineo Omar; Mora-Pablo, Irasema

    2018-01-01

    This study is an exploration of the life-changing decisions and changes which the participants underwent, and which led them to pursue an education in English language teaching (or languages). The foremost objective of this study was to highlight the critical incidents from the past, present, and teaching practice of transnational students in a BA…

  18. The Relationship between Values and Critical Thinking Dispositions of Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Mustafa Volkan Coskun

    2016-12-01

    Full Text Available This study aimed to reveal the relationship between personality values and critical thinking disposition of pre-service teachers studying in a Faculty of Education. The study was designed using the survey model. The population of this study consisted of pre-service teachers studying at the Faculty of Education at Mugla Sitki Kocman University, Turkey, during the 2015-2016 academic year. The sample of the study consisted of 570 pre-service teachers who were selected by using disproportionate cluster sampling technique. The data of the study were obtained through the administration of the Florida Critical Disposition Scale (UF/EMI and University Students Values Scale (USVS. USVS was developed within the scope of the present study. Descriptive statistics, t-test, ANOVA, and multivariate regression analysis were used to analyze the data. The study revealed that the pre-service teachers attributed highest value to sensitivity. These values were identified to be followed with respect to diversity, trustability, and responsibility. In addition, the level of students’ critical thinking dispositions was found to be at the average level. Furthermore, the values of students explained approximately one-third of the critical-thinking dispositions. The values of sensitivity, responsibility and respect for diversity were determined to be the significant predictors of students’ critical-thinking dispositions.

  19. Critical analysis of the pedagogical practice of the teachers trainnees

    OpenAIRE

    Mónica Ruiz Quiroga; Cristian Camilo Ortiz Castiblanco; Jhider Soler Mejía

    2013-01-01

    This article reports the results of a research project supported by the Research Center of the Universidad Pedagógica Nacional, whose purpose was the redefinition of the training process of the students, in the frame of the pedagogical practice, in one of the research lines for the Degree in Elementary Education with emphasis on Social Sciences. On a theoretical level, analysis and discussion were developed from critical pedagogy, particularly the concepts of pedagogical practice, training an...

  20. Critical Thinking in Teacher Education: Perceptions and Practices of Teacher Candidates and College Faculty

    Science.gov (United States)

    Wagley, Spencer A.

    2013-01-01

    Educators at all levels are expected to provide instruction that promotes critical thinking, but faculty are hindered by time constraints, expertise, and the attitude that critical thinking is taught and learned automatically. From Socrates to Dewey to Bloom to Facione, a firm foundation has been set for critical thinking pedagogies. This study…

  1. Trouble on My Mind: Toward a Framework of Humanizing Critical Sociocultural Knowledge for Teaching and Teacher Education

    Science.gov (United States)

    Brown, Keffrelyn D.

    2013-01-01

    Drawing from the work of philosophers Sylvia Wynter and Ian Hacking, in this conceptual article I argue why a humanizing critical approach to sociocultural knowledge is needed for teacher education, particularly in preparing teachers to work effectively with black students. In light of enduring concerns in teacher education with improving the…

  2. "We Have to Be Really Careful with What We Say": Critical Discourses across Difference in Pre-Service Teacher Education

    Science.gov (United States)

    Marom, Lilach

    2017-01-01

    In this article the author expresses a concern that teacher educators are sending teacher candidates ill-prepared into their classrooms to navigate diversity and to open controversial issues in their own classes. The author calls for the increased inclusion of critical theories in teacher education as an important move, especially when neoliberal…

  3. Community Inquiry and Curriculum Development: A Relevant Education for Teachers about the Vietnam War

    Science.gov (United States)

    Dentith, Audrey M.; McCarry, David S.

    2003-01-01

    In this article, the authors describe an innovative university-based project that connected graduate-level, preservice, and beginning teachers enrolled in a curriculum class for secondary and elementary teaching certification with a community-based war museum memorial and educational center. The course required these teachers to construct units on…

  4. Making Real Analysis Relevant to Secondary Teachers: Building up from and Stepping down to Practice

    Science.gov (United States)

    Wasserman, Nicholas H.; Fukawa-Connelly, Timothy; Villanueva, Matthew; Mejia-Ramos, Juan Pablo; Weber, Keith

    2017-01-01

    Future teachers often claim that advanced undergraduate courses, even those that attempt to connect to school mathematics, are not useful for their teaching. This paper proposes a new way of designing advanced undergraduate content courses for secondary teachers. The model involves beginning with an analysis of the curriculum and practices of…

  5. Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance

    Science.gov (United States)

    Kubanyiova, Magdalena; Feryok, Anne

    2015-01-01

    Understanding language teachers' "mental lives" (Walberg, 1972), and how these shape and are shaped by the activity of language teaching in diverse sociocultural contexts, has been at the forefront of the sub discipline of applied linguistics that has become known as "language teacher cognition." Although the collective…

  6. Schooling the Mean Girl: A Critical Discourse Analysis of Teacher Resource Materials

    Science.gov (United States)

    Bethune, Jennifer; Gonick, Marnina

    2017-01-01

    This paper is a critical discourse analysis of teacher resource materials about girl bullying. The "mean girl" phenomenon has been widely taken up as one of the current key narratives about schools and school girls. This paper argues for the importance of understanding the origins of this discourse within behavioural psychology, which…

  7. Critical Perspectives of World Englishes on EFL Teachers' Identity and Employment in Korea: An Autoethnography

    Science.gov (United States)

    Jee, Youngeun

    2016-01-01

    Drawing upon Kubota's perspectives on critical multiculturalism and second language education, and by adapting Canagarajah's autoethnography for research methods, this article describes an EFL teacher candidate's biased views on "world English" in her first exposure to English varieties in the United States, and the prevalent favorable…

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

    Science.gov (United States)

    Alwadai, Mesfer Ahmad

    2014-01-01

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

  9. Casting a Critical Eye on the Positioning of the Western Expatriate Teacher

    Science.gov (United States)

    Burke, Lydia E. Carol-Ann

    2017-01-01

    This article contributes to the body of research addressing the challenges of expatriate teaching appointments. It is written in the form of a critical incident analysis. Rather than focus the lens of concern on the preparedness, adaptability, and potential culture shock of the teacher who travels into an unfamiliar work context, postcolonial…

  10. Empowering Teachers to Author Multimedia Learning Resources That Support Students' Critical Thinking

    Science.gov (United States)

    Holley, Debbie; Boyle, Tom

    2012-01-01

    Students studying Marketing, Fashion, Public Relations, Advertising and similar subjects need to develop a "critical eye" in relation to images, media and digital technologies. This project aims to empower teachers to develop multimedia learning resources that would support students engaging in this essential activity. Developing such…

  11. Critical Thinking as Culture: Teaching Post-Soviet Teachers in Kazakhstan

    Science.gov (United States)

    Burkhalter, Nancy; Shegebayev, Maganat R.

    2012-01-01

    This paper explores the question of whether critical thinking can eventually become part of the cultural fabric in Kazakhstan, a country whose Soviet educational system not only trained teachers to memorise, lecture and intimidate students but also created a culture in educational institutions fraught with many fear-based behaviours engendering…

  12. Critical Service-Learning: Promoting Values Orientation and Enterprise Skills in Pre-Service Teacher Programmes

    Science.gov (United States)

    Iyer, Radha; Carrington, Suzanne; Mercer, Louise; Selva, Gitta

    2018-01-01

    Experiential learning pathways within education programmes such as Service-learning are a means to enrich the learning of pre-service teachers. As a pathway, Service-learning provides value-oriented learning focused on inclusion, diversity, and difference. This paper adopts critical social theory to examine how, along with these values, critical…

  13. An Analysis of Mathematics Teacher Candidates' Critical Thinking Dispositions and Their Logical Thinking Skills

    Science.gov (United States)

    Incikabi, Lutfi; Tuna, Abdulkadir; Biber, Abdullah Cagri

    2013-01-01

    This study aimed to investigate the existence of the relationship between mathematics teacher candidates' critical thinking skills and their logical thinking dispositions in terms of the variables of grade level in college, high school type, and gender. The current study utilized relational survey model and included a total of 99 mathematics…

  14. From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education.

    Science.gov (United States)

    Solorzano, Daniel G.; Yosso, Tara J.

    2001-01-01

    Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students. Presents…

  15. Critical thinking: Its relevance for education in a shifting society

    Directory of Open Access Journals (Sweden)

    Leandro da Silva Almeida

    2011-06-01

    Full Text Available The amount of information and variety of situations tackled on a daily basis call for new cognitive functions, namely combining knowledge, experience and intellectual abilities. Critical thinking is valued as a higher-order type of reasoning and a skill transversal to the educational organisms. We introduce some definitions suggested in the literature, and describe the cognitive functions responsible for critical thinking used in learning and problem solving situations. We then present the most used assessment procedures, illustrating with instruments as well as programs and curricular planning implemented in the classroom to teach and develop critical thinking. Finally, we highlight the importance of further investigation, in order to reach a convergence of theoretical and practical elements needed to define critical thinking.

  16. The Effects of Online Communities of Practice on Pre-Service Teachers' Critical Thinking Dispositions

    Science.gov (United States)

    Ekici, Didem Inel

    2017-01-01

    This empirical study attempted to investigate the effect of using online communities of practice in teacher education on pre-service teachers' critical thinking dispositions. California Critical Thinking Disposition Inventory and the comments posted to the online community of practice were used as the data collection tools. Results showed that…

  17. "Seeing the Everyday through New Lenses": Pedagogies and Practices of Literacy Teacher Educators with a Critical Stance

    Science.gov (United States)

    Dharamshi, Pooja

    2018-01-01

    This article explores the practices and pedagogies of six literacy teacher educators with a critical stance. In this qualitative research study, three semi-structured interviews were conducted with each participant over a three-year period. They were able to negotiate a critical stance into their teacher education courses in several ways: using an…

  18. Investigating Pre-Service Science Teachers' Critical Thinking Dispositions and Problem Solving Skills in Terms of Different Variables

    Science.gov (United States)

    Yenice, Nilgun

    2011-01-01

    This study was conducted to examine pre-service science teachers' critical thinking dispositions and problem solving skills based on gender, grade level and graduated high school variables. Also relationship between pre-service science teachers' critical thinking dispositions and problem solving skills was examined based on gender, grade level and…

  19. Perceptions of Critical Factors Related to Teacher Quality: Teacher Inputs, System Inputs, and Comprehensive Hiring Practices

    Science.gov (United States)

    Pippen, Rebecca Gintz

    2016-01-01

    For decades, accountability for student results has been at the forefront of school reform. While many school-based factors have influence, teacher quality has consistently been identified as the most important school-based factor related to student achievement (Rivkin, Hanushek, & Kain, 2000; Stronge, 2007). Research also suggests that a…

  20. Policies and practices of parental involvement and parent-teacher relations in Irish primary education: a critical discourse analysis

    OpenAIRE

    Bennett, Brigid

    2015-01-01

    This thesis presents a critical discourse analysis of policies of parental involvement in Irish education from the past decade. It explores three questions: Do discourses of parental involvement and teacher professionalism construct parent-teacher relations in Irish primary education?; What implications do these constructions have for policies and practices of parent-teacher relationships, particularly parent-teacher partnerships, in Irish primary education?; How can these constructions be ch...

  1. THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

    Directory of Open Access Journals (Sweden)

    Julius Ssegantebuka

    2017-08-01

    Full Text Available The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs, six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum.

  2. The Tools Used by Science Teachers and Their Relevance to Objectives

    Directory of Open Access Journals (Sweden)

    Ulaş KUBAT

    2018-01-01

    Full Text Available The aim of this study is to reveal the views of science teachers on the use of tools in the learning-teaching process. Well-designed tools provide a rich learning environment. In this research qualitative research method was used. Semi-structured interview form was used as data collection tool. The working group consisted of 16 science teachers. According to the findings of the research, teachers use the most experimental materials as tools and teaching materials and 4 + 4 + 4 system creates problems for tools and materials. In addition, teachers have emphasized the problem of lack of material development. They indicated that well designed tools contribute to the achievement of objectives

  3. TASK RELEVANCE IN THE DESIGN OF ONLINE PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ELLs: A Q Methodology Study

    Directory of Open Access Journals (Sweden)

    Linda J. COLLINS

    2014-07-01

    Full Text Available Online professional development (oPD for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task relevance for maximum learning and transformation. The purpose of this study was to learn which tasks in an online professional development module were ranked by in-service educators as relevant to their work with English language learners (ELLs. Using Q methodology, the researcher asked participants to rank the relevancy of 36 online tasks from an online professional development module designed and developed at an American university. Participants used a -5 to 5 forced distribution to rank online activities from “Least relevant to my work with ELLs” to “Most relevant to my work with ELLs” followed by a semi-structured interview to explain their decisions. After data analysis, two factors emerged, indicating that participants’ perceptions on task relevance differed by professional roles and educational settings. The participants also favored didactic online tasks over interactive tasks. The findings from the oPD participants’ responses have the potential to serve as the basis for future online professional development design and for planning other relevant activities to be applied to the e-learning environment.

  4. Inculcating and encouraging the use of critical thinking skills in science student teachers in Malaysia

    Science.gov (United States)

    Osman, Kamisah

    Malaysia is a multi-racial, largely Muslim, country rapidly emerging from a colonialist past and preparing itself to compete in a global society. The Malaysian government whilst striving to retain its moral and cultural identity has recently introduced long term plans through its Vision 2020 programme, giving direction to its educational thrust at primary, secondary and tertiary levels well into the new millennium. It is envisaged that important among the skills Malaysians will need to have to take advantage of their new position in the world order is the ability to think creatively and critically and be capable of solving problems and making decisions between an awesome array of choice. The importance of education in developing such skills is explicitly recognised in Vision 2020. This thesis looks specifically at how this might be accomplished in the training of secondary school science teachers. This study uses an array of instruments, including the California Critical Thinking Disposition Inventory, the Cornell Critical Thinking Test, Level X, the Science Teaching Observation Schedule, and a number of instruments specifically developed for the study, all of whose reliability and validity are carefully established. The study seeks to explore the effectiveness of an intervention strategy in changing pre-service science teachers' dispositions towards critical thinking, their level of professional knowledge and understanding of critical thinking in the secondary science curriculum, and their changing behaviour in the science classroom as a result of this intervention strategy. Using a quasi-experimental research design, data is collected from some 142 science student teachers in the Universiti Kebangsaan Malaysia. The students were subdivided into a control and two experimental groups, the latter receiving two different instructional programmes. Multiple analysis of variance techniques demonstrated a correlation between intervention strategy and improved attitude

  5. An Exploration of Teachers' Efforts to Understand Identity Work and its Relevance to Science Instruction

    Science.gov (United States)

    Smith, M. Cecil; Darfler, Anne

    2012-06-01

    US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders' scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to students' developmental needs. Science study should enable students to learn about themselves—to develop and refine their skills, define their values, explore personal interests, and understand the importance of science to themselves and others. Effective secondary science instruction requires attention to students' identity development—the key developmental task of adolescence. Secondary science teachers participated in an 8-week course focused on understanding adolescent identity development and methods for addressing identity. Transcripts of the teachers' online discussions of salient issues were analyzed to determine their perceptions regarding classroom identity work. Teachers identified several assets and obstacles to identity work that were organized into two broad categories: teacher knowledge, training opportunities, and administrative support, or lack of these; and, presence of inflexible curricula, standardized testing regimes, and increased teacher accountability. Implications for student growth and science teacher professional development are discussed.

  6. Integrating Critical Pedagogy theory and practice: classroom experiences in Argentinean EFL teacher education

    Directory of Open Access Journals (Sweden)

    Zelmira Álvarez

    2012-10-01

    Full Text Available Argentinean ESL teacher education presupposes an understanding of the past and present world role of English. Thus, the curriculum of the ESL Teacher Education Program at Universidad Nacional de Mar del Plata includes subjects dealing with historical, cultural, and social questions concerning English-cultures worldwide. This paper explains how some of these issues are addressed in activities carried out in the sophomore course Overall Communication. They involve critical and postcolonial analysis of the film Slumdog millionaire (2008 and the story “The free radio” (Rushdie, 1994. Activities aim at making student-teachers aware of their need to critically address concepts related to race, ethnicity, class, religion, education, and language to unveil the political, economic, and social issues underlying the teaching and learning of English. The choice of materials and authors also aims at listening to English-speaking voices other than those stemming from (former imperial centers. Activities involve research and discussions of problematics such as oppression, exclusion, and illiteracy. This paper will analyze sample written productions by students working collaboratively among themselves and cooperatively with their teachers. In short, this is an experience that strives at showing how Critical Pedagogy can become a site for raising questions concerning power and EFL teaching and learning.

  7. The Cognitive Relevance of Indigenous and Rural: Why Is It Critical to Survival?

    Science.gov (United States)

    Kassam, Karim-Aly S.; Avery, Leanne M.; Ruelle, Morgan L.

    2017-01-01

    Using two case studies of children's knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous…

  8. Sens et temps de la Gestalt (Gestalt theory: critical overview and contemporary relevance)

    OpenAIRE

    Rosenthal, Victor; Visetti, Yves-Marie

    1999-01-01

    Rather than mere psychological doctrine, Gestalt theory was conceived of as a general theory of form and organization deemed to lay a unified groundwork for several domains of scientific endeavor. Our aim in this article is to assess the legacy of this framework, and examine its relevance for present-day research in cognitive science. We thus survey the intellectual contexts within which Gestalt theory originated and evolved, and review some of its central features: a phenomenological approac...

  9. Clausewitz’s Continued Relevance and Foundation for Educating Critical Thinking Skills

    Science.gov (United States)

    2012-03-22

    military theorists and practitioners disagree on the continued relevance of many classical military theorists such as Clausewitz, Jomini, Sun Tsu, and...stages of the Thirty Years‘ War or, in a rather different sense, Aztec Mexico; ideological; or anything else. Regardless of the motivation, the...authority as higher than their own or that of God . This proved to be very beneficial to al-Qaida operatives over the last 10 years who sought and

  10. The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers

    Science.gov (United States)

    Arsal, Zeki

    2017-07-01

    In the study, the impact of inquiry-based learning on pre-service teachers' critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers' critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.

  11. CRITICAL THINKING TENDENCY LEVELS OF CANDITATE TEACHER OF VISUAL ARTS IN TERMS OF GENDER FACTOR

    Directory of Open Access Journals (Sweden)

    Asuman Aypek Arslan

    2017-04-01

    Full Text Available Critical thinking is an organized process aiming at obtaining knowledge in an original way, comparing, using and evaluating it. Critical thinking is a power triggering the knowledge production process and is the energy of knowledge. Science cannot be improved with the verification and repetition of what is known. It is only improved through questioning, emerging new information and new views. One of the high level needs of man in Maslow’s Needs Hierarchy is the realization of oneself. Individuals being able to realize themselves can decide what is true, what is wrong with their free wills. The most important task of education and the education of visual arts is to train creative and productive individuals being able to think all-round, learn how to learn, solve problems, respectful to humans, tolerant, having improved communication skills. It is of great importance to improve critical thinking skills at students in making them attain it. In making them attain these behaviours, it is of vital importance to improve critical thinking skills at students. In the current study, it was aimed to determine critical thinking levels of the candidates of visual arts and to determine whether the tendency of critical thinking differed in terms of gender. The data of the study was gathered through California Critical Thinking Tendency Scale. At the end of the study, it was found that candidate teachers of visual arts had tendency at medium level in general critical thinking. It was also found that the critical thinking tendencies of the candidate teachers of visual arts did not differ in terms of gender.

  12. A teacher-centered exploration of the relevance of social factors to theory of mind development.

    Science.gov (United States)

    Wright, Barlow C; Mahfoud, Janina

    2014-02-01

    Many accounts of children's Theory of Mind (ToM) development favor a cognitive explanation, for example, in terms of mental representational improvements at or before 4 years. Here, we investigated whether social factors as rated by a child's teacher, are related to ToM development. We tested 82 children of 3-6 years on each of four ToM tasks, and their class teacher completed a social questionnaire about each child's playing behavior, sharing, talkativeness, confidence, aggressiveness and outgoingness. A measure of task memory and the child's gender were also recorded. Here, children generally passed ToM tasks after 5 years-old, but no one gender performed reliably better than the other. Teacher-rated confidence and playing behavior were correlated to ToM. But in a regression analysis, these were replaced by teacher-rated talkativeness; with age and memory given primacy in both sets of analyses. It is concluded that maturation and cognitive factors may well have primacy but social factors, facilitated during early primary education, must also be given a role in ToM development. © 2013 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  13. Putting "Maori" in the Mainstream: Student Teachers' Reflections of a Culturally Relevant Pedagogy

    Science.gov (United States)

    Sexton, Steven S.

    2011-01-01

    This paper reports on student teachers' experiences of an education program that was explicitly designed to be grounded in both Kaupapa Maori and mainstream pedagogy. This program started from the Kaupapa Maori view to be Maori as Maori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa…

  14. Critical thinking as culture: Teaching post-Soviet teachers in Kazakhstan

    Science.gov (United States)

    Burkhalter, Nancy; Shegebayev, Maganat R.

    2012-02-01

    This paper explores the question of whether critical thinking can eventually become part of the cultural fabric in Kazakhstan, a country whose Soviet educational system not only trained teachers to memorise, lecture and intimidate students but also created a culture in educational institutions fraught with many fear-based behaviours engendering competitiveness, intolerance and other hostile behaviours antithetical to critical thinking and an open, democratic society. While educational reform can have profound effects on a nation, education is but one system in a complex network of governmental and cultural systems, and change must be borne by many. This paper reviews literature and presents qualitative data gathered through interviews with Soviet-trained teachers. The authors recommend that teachers should embrace student-centred techniques and critical thinking methodologies, as well as shift from a fear-based, authoritarian, top-down system of relating to students and colleagues to one of cooperation, openness and fairness. Such a reform will take repetitive, intensive and experiential training as well as regular assessments of progress.

  15. Some speculations on the critical exponents and fractal dimensionalities relevant to realistic spin glass alloys

    International Nuclear Information System (INIS)

    Mookerjee, A.

    1984-09-01

    The problem of spin-glass to ferromagnetic transition with increasing concentration is then one of the familiar nearest neighbour percolation but on the background of IIC. In the regime p<=psub(c) at T=Tsub(g)(p), the IIC forms a fractal background on which ferromagnetic percolation takes place. The equivalent statement is that the mobility edge Jsub(c)(p) moves outwards as p increases and at a critical psub(c) coincides with the band edge Jsub(B). At and above these concentrations the mode with highest energy is extended and we have the familiar paramagnetic to ferromagnetic transition as temperature is lowered across Jsub(B)/ksub(B). The physical justification of this picture is not at all transparent as in the case of the cluster percolation ideas. To this date no reliable estimates of the behaviour of Jsub(c)(p) as a function of p, for a purely off diagonal random matrix J(R) have been made

  16. The cognitive relevance of Indigenous and rural: Why is it critical to survival?

    Science.gov (United States)

    Kassam, Karim-Aly S.; Avery, Leanne M.; Ruelle, Morgan L.

    2017-03-01

    Using two case studies of children's knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children's knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity.

  17. Branched-chain amino acid supplementation: impact on signaling and relevance to critical illness.

    Science.gov (United States)

    Mattick, John S A; Kamisoglu, Kubra; Ierapetritou, Marianthi G; Androulakis, Ioannis P; Berthiaume, Francois

    2013-01-01

    The changes that occur in mammalian systems following trauma and sepsis, termed systemic inflammatory response syndrome, elicit major changes in carbohydrate, protein, and energy metabolism. When these events persist for too long they result in a severe depletion of lean body mass, multiple organ dysfunction, and eventually death. Nutritional supplementation has been investigated to offset the severe loss of protein, and recent evidence suggests that diets enriched in branched-chain amino acids (BCAAs) may be especially beneficial. BCAAs are metabolized in two major steps that are differentially expressed in muscle and liver. In muscle, BCAAs are reversibly transaminated to the corresponding α-keto acids. For the complete degradation of BCAAs, the α-keto acids must travel to the liver to undergo oxidation. The liver, in contrast to muscle, does not significantly express the branched-chain aminotransferase. Thus, BCAA degradation is under the joint control of both liver and muscle. Recent evidence suggests that in liver, BCAAs may perform signaling functions, more specifically via activation of mTOR (mammalian target of rapamycin) signaling pathway, influencing a wide variety of metabolic and synthetic functions, including protein translation, insulin signaling, and oxidative stress following severe injury and infection. However, understanding of the system-wide effects of BCAAs that integrate both metabolic and signaling aspects is currently lacking. Further investigation in this respect will help rationalize the design and optimization of nutritional supplements containing BCAAs for critically ill patients. Copyright © 2013 Wiley Periodicals, Inc.

  18. Introspective Inquiry: Self-Study and Its Relevance in Teacher Education

    Directory of Open Access Journals (Sweden)

    Neil Croy

    2012-01-01

    Full Text Available As teachers inevitably model their teaching on their ownexperiences, those who educate teachers must remainconscious of their own actions in the classroom, lestunwelcome behaviors or ineffective methods resurfacein their students’ future teaching. Therefore, self-studyof one’s professional practice is an invaluable tool forevaluating efficacy in the classroom. This study evaluatedthe teaching practices of Professor Melanie Shoffner(English education in ENGL 49200, an undergraduatemethods course. The study examined the specificmethods, strategies, and interactions Shoffner uses in herteaching in order to consider how her instruction does—or does not—support the development of her students.Data for the study consisted of my observational notesfrom multiple classes and my review of literature on selfstudyand relational teaching. During each observation, Iused an observational framework of my own design thatrecorded students’ participation and determined the levelof their engagement in classroom discussion, in additionto noting specific interactions between student andinstructor. By analyzing repetitions and common themesfrom my observations, spanning an entire semester, Iconcluded that student engagement in the classroom wasdependent on a variety of classroom activities, such asdiscussion, group work, and lectures. In addition, I foundthat students’ willingness to participate hinged on theprofessor’s use of positive reinforcement, communicatedthrough facial and verbal interaction. These findingssuggest that professors must be conscious of theirchoices in the classroom: seemingly insignificant acts ofinstruction and interaction can greatly influence students’development as future teachers.

  19. A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-Service Teacher Education

    Science.gov (United States)

    Fletcher, Tim; Ní Chróinín, Déirdre; O'Sullivan, Mary

    2016-01-01

    In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, "Learning about Meaningful Physical Education" (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical…

  20. Exploring Factors of a Web-Based Seminar that Influence Hispanic Preservice Teachers' Critical Thinking and Problem-Solving Skills

    Science.gov (United States)

    Garcia, Criselda G.; Hooper, H. H., Jr.

    2011-01-01

    The purpose of the qualitative study using a phenomenological approach was to gain insight of preservice teachers' experiences with a WebCT seminar designed to develop critical thinking and problem-solving skills in a Hispanic-Serving Institution's teacher education program. By applying a "holistic approach" to analyze data, NVivo software was…

  1. Two Sides of the Same Coin: Preservice Teachers' Dispositions towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

    Science.gov (United States)

    Han, Keonghee Tao; Madhuri, Marga; Scull, W. Reed

    2015-01-01

    This paper describes preservice teachers' (PTs) dispositions toward diversity, social justice education, and critical pedagogy (CP). PTs were enrolled in elementary Literacy Methods courses in two geographic locations, one rural and the other urban. We employed CP (Darder et al. in "Critical pedagogy: an introduction." In: Darder A,…

  2. Pharmaceutical products as emerging contaminant in water: relevance for developing nations and identification of critical compounds for Indian environment.

    Science.gov (United States)

    Chinnaiyan, Prakash; Thampi, Santosh G; Kumar, Mathava; Mini, K M

    2018-04-17

    Pharmaceuticals and personal care products (PPCPs) are contaminants of emerging concern and have been detected worldwide in water bodies in trace concentrations. Most of these emerging contaminants are not regulated in water quality standards except a few in the developed countries. In the case of developing countries, research in this direction is at a nascent stage. For the effective management of Pharmaceutical contaminants (PC) in developing countries, the relevance of PCs as an emerging contaminant has to be analyzed followed by regular monitoring of the environment. Considering the resource constraints, this could be accomplished by identifying the priority compounds which is again region specific and dependent on consumption behavior and pattern. In this work, relevance of pharmaceutical compound as emerging contaminant in water for a developing country like India is examined by considering the data pertaining to pharmaceutical consumption data. To identify the critical Pharmaceutical Contaminants to be monitored in the Indian environment, priority compounds from selected prioritization methods were screened with the compounds listed in National List of Essential Medicine (NLEM), India. Further, information on the number of publications on the compound as an emerging contaminant, data on monitoring studies in India and the number of brands marketing the compound in India were also analyzed. It is found that out of 195 compounds from different prioritization techniques, only 77 compounds were found relevant to India based on NLEM sorting.

  3. The Relevance of Mathematics: Leaders and Teachers as Gatekeeper for Queensland Senior Calculus Mathematics

    Science.gov (United States)

    Easey, Michael; Gleeson, Jim

    2016-01-01

    The aim of the larger study, of which this paper is a part, is to investigate the decline in Year 10 male students' participation in senior calculus mathematics courses at an independent boys' school located in metropolitan Queensland. This paper draws on Sealey and Noyes's (2010) relevance framework to conduct document analysis and interviews…

  4. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

  5. Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education

    Directory of Open Access Journals (Sweden)

    Hamid Ashraf

    2017-07-01

    Full Text Available The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others.

  6. Constructing Israeli and Palestinian Identity: A Multimodal Critical Discourse Analysis of World History Textbooks and Teacher Discourse

    Science.gov (United States)

    Osborn, Daniel

    2017-01-01

    This research critically evaluates the depiction of Israelis and Palestinians in World History textbooks and World History teachers' instructional discourse. Employing a Multimodal Critical Discourse Analysis methodology, this study offers a comparison between written narratives and spoken discourse in order to analyze the portrayals found in…

  7. The Implementation of Proposition 227 in California Schools: A Critical Analysis of the Effect on Teacher Beliefs and Classroom Practices.

    Science.gov (United States)

    Revilla, Anita Tijerina; Asato, Jolynn

    2002-01-01

    Explored the relationship between race and language as related to bilingual students' educational experiences. Used Latino/a critical theory, Asian American legal scholarship, and critical race theory as frameworks to examine the aftermath of California's Proposition 227. Data from teachers and administrators highlighted significant variance in…

  8. The Relationship between Multimodal Literacy of Pre-Service Teachers and Their Perception of Self-Efficacy in Critical Reading

    Science.gov (United States)

    Ulu, Hacer; Avsar-Tuncay, Aysegül; Bas, Özlem

    2017-01-01

    The aim of this study is to investigate the relationship between the multimodal literacy of pre-service teachers and their perception of self-efficacy in critical reading. At the same time, it is to what extent their multimodal literacy levels predict their perception of self-efficacy in critical reading. 337 students were chosen via convenience…

  9. Hindu Students and Their Missionary Teachers: Debating the Relevance of Rebirth in the Colonial Indian Academy

    Directory of Open Access Journals (Sweden)

    Nalini Bhushan

    2017-09-01

    Full Text Available This essay provides a meta-narrative for the philosophical dialogues that took place in colonial India between Scottish missionary philosophers and philosophers of Vedānta on the topic of karma and rebirth. In particular, it offers a reconstruction and analysis of the context and strategy that shaped the content of discussions that were initiated in the pages of the Madras Christian College Magazine in 1909 between Subrahmanya Sastri and AG Hogg and that inspired Radhakrishnan’s response in his dissertation entitled “The Ethics of Vedanta and its Metaphysical Suppositions”. The broad context is provided by a history of missionary presence in India. The context is further circumscribed by the ‘hybrid’ character of the position of the missionaries as teachers in departments of philosophy, teaching students of “upper-caste Hindus” in the English medium universities set up by the British in the late nineteenth century. The hermeneutics of form and context is essential to understanding the content of these debates about the ethics and metaphysics of Christianity and Hinduism, where the meaning and significance of the notion of rebirth took center stage. Importantly, these debates in turn shed light on the broader social and political context in which these debates took place.

  10. Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings

    Science.gov (United States)

    Eustache, Eddy; Gerbasi, Margaret E.; Severe, Jennifer; Fils-Aimé, J. Reginald; Smith Fawzi, Mary C.; Raviola, Giuseppe J.; Darghouth, Sarah; Boyd, Kate; Thérosmé, Tatiana; Legha, Rupinder; Pierre, Ermaze L.; Affricot, Emmeline; Alcindor, Yoldie; Grelotti, David J.; Becker, Anne E.

    2017-01-01

    Background Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. Aims To assess feasibility, acceptability, and utility of the teacher accompaniment phase of a school-based teacher accompagnateur pilot study (TAPS) in Haiti. Methods We assigned student participants, ages 18–22 (n=120) to a teacher participant (n=22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability, and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction, and utility by the percentage with identified mental health need who discussed treatment with a teacher. Results Favorable ratings support feasibility, acceptability, and utility of teacher-accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. Conclusions This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings. PMID:28367718

  11. Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings.

    Science.gov (United States)

    Eustache, Eddy; Gerbasi, Margaret E; Severe, Jennifer; Fils-Aimé, J Reginald; Smith Fawzi, Mary C; Raviola, Giuseppe J; Darghouth, Sarah; Boyd, Kate; Thérosmé, Tatiana; Legha, Rupinder; Pierre, Ermaze L; Affricot, Emmeline; Alcindor, Yoldie; Grelotti, David J; Becker, Anne E

    2017-06-01

    Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. To assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti. We assigned student participants, aged 18-22 years ( n = 120), to teacher participants ( n = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher. Favorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.

  12. [Participatory education and the development of critical reading in teachers theoretical texts. Multicenter study].

    Science.gov (United States)

    Leyva-González, Félix Arturo; Leo-Amador, Guillermo Enrique; Viniegra-Velázquez, Leonardo; Degollado-Bardales, Lilia; Zavala-Arenas, Jesús Arturo; González-Cobos, Roberto Palemón; Valencia-Sánchez, Jesús Salvador; Leyva-Salas, César Arturo; Angulo-Bernal, Sonia Elizabeth; Gómez-Arteaga, Gress Marissell

    2010-01-01

    Determine what the relationship between participation in classroom of students attending courses at the Educational Research and Teacher Education (CIEFD's) and the development of proficiency in critical reading of theoretical texts in education. Intervention study, multicenter students (medical specialist) level Diploma in teaching methodology (DMDN) 1 and 2 (n=46 n=29) of the six CIEFD's (DF Siglo XXI, Mexico City La Raza, Nuevo Leon, Sonora, Puebla and Veracruz), period: March to August 2007 and a Masters in education (n=9, generation 2007-2008). Two instruments were constructed that evaluated the participation variables and critical reading of theoretical texts in education, conceptual validity; content and reliability were assessed by experts in education research. The educational intervention was in the form of seminars (three times a week in DMDN 1 and twice weekly in DMDN 2 and Masters). Participation was assessed halfway through the course and on completion, critical reading at the beginning as well as the end. Statistically significant associations were observed in DMDN 1 (four Centers) and the Masters, but not DMDN 2. In this investigation some of the theoretical proposals of the participatory education were recreated, starting from the analysis of our results. In some centers and in the masters, strengthening participation in this educational intervention is related to the development of critical reading of theoretical texts in education.

  13. Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education

    OpenAIRE

    Hamid Ashraf; Hanieh Garmabi; Mehri Bakhtiari Fayendari

    2017-01-01

    The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teacher...

  14. Redrawing the Boundaries on Theory, Research, and Practice Concerning Language Teachers' Philosophies and Language Teacher Cognition: Toward a Critical Perspective

    Science.gov (United States)

    Crookes, Graham V.

    2015-01-01

    Two areas of investigation and professional practice--language teachers' philosophies and language teacher cognition--can be considered as related, perhaps overlapping, insofar as they are both the result of thought. The concept of a philosophy of teaching may hold together sets of language teacher cognitions, or guide specific investigations of…

  15. In-service Teacher Educators and the Developing of Critical Teaching: Cultural Plurality – ‘Race’ and Ethnicity in ELT Education in Brazil

    Directory of Open Access Journals (Sweden)

    Aparecida de Jesus Ferreira

    2006-05-01

    Full Text Available Contextualization The main goal of this research is to develop a systematic investigation arising from some questions and concerns that confronted me as an EFL teacher and teacher educator. My main intention is to find out what EFL teachers in Brazil understand by “being critical” and whether they use “critical pedagogy” when teaching. These matters articulated themselves to me in a way that forced me to consider the need to discover the place of “critical teaching” in elementary education. There is not much new research concerning teaching EFL in Brazil, since the introduction of new National Curriculum Parameters (NCP in 1998. The NCP identified several themes that should permeate all teaching in Brazil and I will concentrate on one particularly relevant to the curriculum of EFL that is Cultural Plurality. Inside this theme one the concept of ‘race’ and ethnicity and it is these I shall concentrate on in particular. My choice of research is related to my own ‘race’/ethnicity African-Brazilian.

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

    Science.gov (United States)

    Hawley, Willis D.

    1986-01-01

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

  17. A critical evaluation of the UK SunSmart campaign and its relevance to Black and minority ethnic communities.

    Science.gov (United States)

    Oyebanjo, Evelyn; Bushell, Fiona

    2014-05-01

    Skin cancer is the most common cancer in the United Kingdom and is rising to epidemic proportions. While the majority of skin cancers are treatable, malignant melanoma kills over 2,000 people in the United Kingdom each year, with all skin cancers killing a total of more than 2,500 people annually. SunSmart, the United Kingdom's major skin cancer public health initiative, was implemented to raise awareness about sun exposure and to promote sun safety behaviours. However, it has failed to curb the incidence and mortality rates. Furthermore, while Australia has the highest skin cancer incidence rates globally, the mortality rates are lower than those in the United Kingdom. There has also been a growing amount of evidence demonstrating ethnic disparities in skin cancer survival rates. Even though incidence rates of skin cancer among Black and minority ethnic (BME) groups are significantly lower, it is often diagnosed late, resulting in higher mortality rates. This, coupled with climate change and the proportion of BME groups expected to rise in the United Kingdom from 8% to 20% by 2051, raises public health concerns. This article aims to critically analyse the UK SunSmart campaign's success in addressing skin cancer in the population and in particular its relevance to BME communities. It also compares this approach with the Australian campaign. This article demonstrates that Australia's campaign has been more successful than the United Kingdom's due to their more comprehensive application of health promotion and public health principles.

  18. Cognitive Processing about Classroom-Relevant Contexts: Teachers' Attention to and Utilization of Girls' Body Size, Ethnicity, Attractiveness, and Facial Affect

    Science.gov (United States)

    Wang, Shirley S.; Treat, Teresa A.; Brownell, Kelly D.

    2008-01-01

    This study examines 2 aspects of cognitive processing in person perception--attention and decision making--in classroom-relevant contexts. Teachers completed 2 implicit, performance-based tasks that characterized attention to and utilization of 4 student characteristics of interest: ethnicity, facial affect, body size, and attractiveness. Stimuli…

  19. Creating a Model of Acceptance: Preservice Teachers Interact with Non-English-Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

    Science.gov (United States)

    Ramirez, Olga; McCollough, Cherie A.; Diaz, Zulmaris

    2016-01-01

    The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of…

  20. [Critical reading of reports of educational research in teachers of IMSS. Multicenter study].

    Science.gov (United States)

    Leyva-González, Félix Arturo; Cacho-Salazar, Julio M; Degollado-Bardales, Lilia; Zavala-Arenas, Jesús Arturo; Angulo-Bernal, Sonia Elizabeth; Leyva-Salas, César Arturo; Orozco-Bisson, Gisele Victorine

    2011-01-01

    To determine the effect of an educational strategy promoting participation in the development of critical reading of educational research reports on professors of Educational Research and Teacher Education (CIEFD's). We performed an intervention study, multicenter professors (medical specialists) who enrolled in the courses: Diploma in teaching methodological level 1 and 2 (n = 46, n = 29, respectively) in the six CIEFD's (D.F. Siglo XXI, DF. La Raza, Nuevo León, Sonora, Puebla and Jalisco), in the period March to August 2007. A tool was built that assessed the variables critical appraisal of educational research reports, the construct validity, content and reliability was assessed by experts in education research. The educational strategy developed in the form of seminars, which were held three times a week in the Certification in teaching methodological level 1 and twice per week in the Certification Level 2 in teaching methodology duration per session: 6 h. The instrument was applied at the beginning and end of the course. In the two Graduates it was observed in the total group, an advance in the three indicators of critical reading, which was expressed with statistically significant differences; in the global score of the Diploma level 1 (final vs. initial measurement) the following mediums were observed: 36-67 (p = 0.0001); in the Diploma level 2, it was observed in its overall rating: 42-78 (p = 0.0001). This inquiry from the results observed some of theoretical approaches to mainstreaming participatory. An educational strategy promoting participation produced a breakthrough in the three indicators (to interpret, to judge and to formulate proposals) for critical reading of educational research reports.

  1. We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

    Science.gov (United States)

    Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

    2011-10-01

    Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

  2. Investigation of critical inter-related factors affecting the efficacy of pulsed light for inactivating clinically relevant bacterial pathogens.

    Science.gov (United States)

    Farrell, H P; Garvey, M; Cormican, M; Laffey, J G; Rowan, N J

    2010-05-01

    To investigate critical electrical and biological factors governing the efficacy of pulsed light (PL) for the in vitro inactivation of bacteria isolated from the clinical environment. Development of this alternative PL decontamination approach is timely, as the incidence of health care-related infections remains unacceptably high. Predetermined cell numbers of clinically relevant Gram-positive and Gram-negative bacteria were inoculated separately on agar plates and were flashed with lamp discharge energy (range 3.2-20 J per pulse), the amount of pulsing applied (range 0-60 pulses) and the distance between light source and treatment surface (range 8-20 cm) used. Greater decontamination levels were achieved using a combination of higher lamp discharge energies, increased number of pulses and shorter distances between treatment surface and the xenon light source. Levels of microbial sensitivity also varied depending on the population type, size and age of cultures treated. Production of pigment pyocynanin and alginate slime in mucoid strains of Pseudomonas aeruginosa afforded some protection against lethal action of PL; however, this was evident only by using a combination of reduced amount of pulsing at the lower lamp discharge energies tested. A clear pattern was observed where Gram-positive bacterial pathogens were more resistant to cidal effects of PL compared to Gram negatives. While negligible photoreactivation of PL-treated bacterial strains occurred after full pulsing regimes at the different lamp discharge energies tested, some repair was evident when using a combination of reduced pulsing at the lower lamp discharge energies. Strains harbouring genes for multiple resistances to antibiotics were not significantly more resistant to PL treatments. Slight temperature rises (lamp discharge energies. Presence of organic matter on treatment surface did not significantly affect PL decontamination efficacy, nor did growth of PL-treated bacteria on selective agar

  3. Critical Professional Issues in Labour Force Development for Teachers with Children up to Two Years of Age: A New Zealand Perspective

    Science.gov (United States)

    Rockel, Jean

    2014-01-01

    This paper critically examines current concerns regarding professional issues in labour force development for teachers with children up to two years of age (UtoT). The concerns in New Zealand (NZ) relate to whether initial teacher-education (ITE) qualifications prepare teachers to work with children UtoT, involving synergy between ITE and the…

  4. How Rural Schoolchildren and Teachers Read TV Dramas: A Case Study on Critical Media Literacy in Turkey

    Science.gov (United States)

    Akar-Vural, Ruken

    2010-01-01

    This qualitative study attempts to determine favorite TV dramas of children from two rural schools and analyze children's discourse about messages and values of TV dramas. As parallel to children's views, teacher perceptions on critical media literacy were investigated in the study. This study aims to explore the content--messages/values--of…

  5. Relationship between Critical Thinking Levels and Attitudes towards Reading Habits among Pre-Service Physical Education Teachers

    Science.gov (United States)

    Bulgurcuoglu, Ahmet Nusret

    2016-01-01

    The purpose of the present research is to define the critical thinking levels and reading habits of students studying at the department of physical education and sports teaching and analysing the relationship between these. The participants of the present research are 136 pre-service physical education teachers studying at Mugla Sitki Kocman…

  6. Pre-Service Teachers Critically Evaluate Scientific Information on the World-Wide Web: What Makes Information Believable?

    Science.gov (United States)

    Iding, Marie; Klemm, E. Barbara

    2005-01-01

    The present study addresses the need for teachers to critically evaluate the credibility, validity, and cognitive load associated with scientific information on Web sites, in order to effectively teach students to evaluate scientific information on the World Wide Web. A line of prior research investigating high school and university students'…

  7. THE RELATIONSHIP BETWEEN PEDAGOGICAL FORMATION TRAINING CERTIFICATE PROGRAM PROSPECTIVE TEACHERS' CRITICAL THINKING ATTITUDES AND THEIR PERCEPTIONS ON PROFESSIONAL ETHICAL PRINCIPLES

    OpenAIRE

    Birsel Aybek; Serkan Aslan

    2017-01-01

    This research aims to analyze the relationship between pedagogical formation training certificate program prospective teachers’ critical thinking attitudes and their perceptions on professional ethical principles. The study used relational screening model and convenience sampling method which is one of the purposeful sampling methods. The participants consisted of 393 prospective teachers from different majors such as mathematics, physics, chemistry, health, biology, philosophy, religious cul...

  8. "The Soccer Field, It Has Dirt": A Critical Analysis of Teacher Learners in Contact with Emergent Multilingual Students

    Science.gov (United States)

    Catalano, Theresa; Reeves, Jenelle R.; Wessels, Stephanie

    2018-01-01

    In today's globalized world, superdiversity and global migration have led to an increased focus on emergent multilingual students and how schools can best serve them. The authors explore how teacher learners in an undergraduate course on emergent multilinguals in a mid-sized university in the Midwest critically reflect on their learning in a…

  9. Using Critical Cosmopolitanism to Globally Situate Multicultural Education in Teacher Preparation Courses

    Science.gov (United States)

    Byker, Erik Jon; Marquardt, Sheila K.

    2016-01-01

    Globally-minded teachers often beget globally-minded students. The same relationship seems to hold true for multiculturalism; teachers who are committed to multiculturalism often nudge students toward the same commitment. Global citizenship and multicultural education share a strong bond. Yet, in the field of social studies teacher preparation,…

  10. Fostering Critical Teacher Agency: The Impact of a Science Capital Pedagogical Approach

    Science.gov (United States)

    King, Heather; Nomikou, Effrosyni

    2018-01-01

    Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at…

  11. Enhancing Cultural Humility through Critical Service-Learning in Teacher Preparation

    Science.gov (United States)

    Tinkler, Alan S.; Tinkler, Barri

    2016-01-01

    To provide opportunities for preservice teachers to move beyond the limitations of their life experiences, the teacher preparation program at the University of Vermont has worked to advance service-learning experiences that push preservice teachers to examine their own identities and biases by providing them with opportunities to interact with…

  12. When Complexity Theory Meets Critical Realism: A Platform for Research on Initial Teacher Education

    Science.gov (United States)

    Cochran-Smith, Marilyn; Ell, Fiona; Grudnoff, Lexie; Ludlow, Larry; Haigh, Mavis; Hill, Mary

    2014-01-01

    Many scholars have concluded that teacher education research needs to take a complex view, resist simplification, and account more fully for teacher education's contexts and processes as well as its impact on teacher candidates' and school students' learning (Cochran-Smith & Zeichner, 2005; Grossman & McDonald, 2008; Opfer & Pedder,…

  13. Developing a Critical Consciousness for Diversity and Equity among Preservice Music Teachers

    Science.gov (United States)

    Robinson, Nicole R.

    2017-01-01

    For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may…

  14. The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-Service Teachers

    Science.gov (United States)

    Aksakalli, Ayhan; Turgut, Umit; Salar, Riza

    2016-01-01

    This research aims to investigate the ways in which pre-service physics teachers interact with computers, which, as an indispensable means of today's technology, are of major value in education and training, and to identify any misconceptions said teachers may have about computer-aided instruction. As part of the study, computer-based physics…

  15. The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection

    Science.gov (United States)

    Ehrlin, Anna; Insulander, Eva; Sandberg, Anette

    2016-01-01

    The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample…

  16. Teachers' Attitudes towards Inclusive Education: A Critical Review of Published Questionnaires

    Science.gov (United States)

    Ewing, Donna L.; Monsen, Jeremy J.; Kielblock, Stephan

    2018-01-01

    Teachers' attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers' attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the…

  17. Taiwanese Technical Education Teachers' Professional Development: An Examination of Some Critical Factors

    Science.gov (United States)

    Chang, Jen-Chia; Yeh, Yu-Mei; Chen, Su-Chang; Hsiao, Hsi-Chi

    2011-01-01

    There is a lack of research in the area of the influence that task autonomy (TA), organizational learning (OL), and group cohesiveness (GC) can have on technical education teachers' innovation of professional development (IOPD). Therefore, this study aimed to probe into the influences of TA, OL, and GC on IOPD by technical education teachers, and…

  18. Critical Assessment of Video Production in Teacher Education: Can Video Production Foster Community-Engaged Scholarship?

    Science.gov (United States)

    Yang, Kyung-Hwa

    2014-01-01

    In the theoretical framework of production pedagogy, I reflect on a video production project conducted in a teacher education program and discuss the potential of video production to foster community-engaged scholarship among pre-service teachers. While the importance of engaging learners in creating media has been emphasized, studies show little…

  19. Syndrome dimensions of the Child Behavior Checklist and the Teacher Report Form : a critical empirical evaluation

    NARCIS (Netherlands)

    Hartman, CA; Hox, J; Auerbach, J; Erol, N; Fonseca, AC; Mellenbergh, GJ; Novik, TS; Oosterlaan, J; Roussos, AC; Shalev, RS; Zilber, N; Sergeant, JA

    1999-01-01

    The construct representation of the cross-informant model of the Child Behavior Checklist (CBCL) and the Teacher Report Form (TRF) was evaluated using confirmatory factor analysis. Samples were collected in seven different countries. The results are based on 13,226 parent ratings and 8893 teacher

  20. Classroom Conversation Analysis and Critical Reflective Practice: Self-Evaluation of Teacher Talk Framework in Focus

    Science.gov (United States)

    Ghafarpour, Hajar

    2017-01-01

    The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the…

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

    Science.gov (United States)

    Mulumba, Mathias Bwanika

    2016-01-01

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

  2. The Conversation of Critical Practice: Pre-Service Teachers as Educators for Social Justice

    Science.gov (United States)

    Calderwood, Patricia; Mazza, Morgan Aboud; Ruel, Abiah Clarke; Favano, Amy; Jean-Guilluame, Vonick; McNeill, Daniel; Stenerson, Carolyn

    2008-01-01

    In this paper we examine aspects of the construction of authentic membership, competence, and sense of shared purpose within a professional community of educators accomplished by a class of pre-service teachers during a spontaneous electronic conversation. Implications for teacher education are considered.

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

    Science.gov (United States)

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

    2018-01-01

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

  4. Critical Stories of Experience: Preservice Teachers Learning to Teach Immigrant Students

    Science.gov (United States)

    Shappeck, Marco; Moss, Glenda

    2012-01-01

    For this creative scholarly project, preservice teachers were invited to participate with two instructors by offering their sociopolitical autobiographies and reflective-reflexive reading responses for group discussion and analysis to explore the journal's theme "Immigration and Teacher Education: The Crisis and the Opportunity." The goal was to…

  5. Critical current densities amd pinning mechanisms of high-Tc films on single crystalline and technologically relevant substrates. Final report

    International Nuclear Information System (INIS)

    Adrian, H.

    1995-12-01

    The report deals with six project tasks: (1) Effects of impurity additions at atomic level on the pinning behaviour and the critical current densities, examined in epitactic YBA 2 (Cu 1-x Ni x ) 3 O 7 films. It could be proven that the Ni atoms increase the activation energy for flux movement and the critical current density in a concentration range of 0 2 Sr 2 Ca n-1 Cu n O 2n+4+δ films (n = 2 and 3) with good crystalline properties, high critical currents, and high current densities were prepared. Thin YBa 2 Cu 3 O 7 films of high quality could be grown on saphire substrates, both by the MO-CVD process and by MBE. The aim of depositing biaxially textured YBa 2 Cu 3 O 7 films with high critical current densities on polycrystalline, metallic substrates was achieved by the IBAD process combined with MBE. The buffer layer was YSZ. Heterostructures of the layer sequence YBa 2 Cu 3 O 7 /CeO 2 /Y 0.3 Pr 0.7 Ba 2 Cu 3 O 7 /YBa 2 Cu 3 O 7 and YBa 2 Cu 3 O 7 /CeO 2 /Au were prepared by laser ablation and sputtering processes, in order to examine Josephson ramp contacts and superconducting field-effect transistors. (orig./MM) [de

  6. Analysis of Design and Delivery of Critical Incident Workshops for Elementary School English as a Foreign Language Teachers in Community of Practice

    Science.gov (United States)

    Chien, Chin-Wen

    2018-01-01

    Language teachers can uncover new understanding of the teaching and learning process through reflecting on critical incidents [Richard, J.C., and T.S.C. Farrell. 2005. "Professional Development for Language Teachers." New York, NY: Cambridge University Press]. Based on the data analysis of workshop handouts, observation notes, and…

  7. Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras

    Science.gov (United States)

    Sharma, Suniti; Phillion, JoAnn; Malewski, Erik

    2011-01-01

    In response to a critical need in teacher preparation, study abroad programs aimed at developing multicultural competencies in pre-service teachers have proliferated across the United States. Multicultural competencies constitute the ability to challenge misconceptions that lead to discrimination based on cultural difference, reflect on one's…

  8. The Effect of Teachers' Memory-Relevant Language on Children's Strategy Use and Knowledge

    Science.gov (United States)

    Grammer, Jennie; Coffman, Jennifer L.; Ornstein, Peter

    2013-01-01

    Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders ("N" = 54, "M"[subscript age] = 7 years)…

  9. "It Just Takes so Much Time!" A Study of Teachers' Use of ICT to Convey Relevance of Mathematical Content

    Science.gov (United States)

    Prieto-Rodriguez, Elena

    2016-01-01

    This paper reports on a component of a study which aims to determine how ICT, and in particular some of the technology funded as part of Australian government's DER (Digital Education Revolution) program, is used by teachers in the state of New South Wales. The study looks in particular at whether technology is used to incorporate real-world…

  10. The Relevance of Working Critical and Safe Internet Use in the School as a Key to Strengthen Digital Competence

    Directory of Open Access Journals (Sweden)

    Rakel GAMITO GOMEZ

    2017-12-01

    Full Text Available Information and Communication Technologies (ICT and the Internet have become indispensable means for the daily life of almost sectors of the population. Likewise, digital development has had a great impact on the younger population and, due to the frequent and continuous use of ICT, children are exposed daily to the multiple risks that exist in the network. This work has collected data, answers, attitudes and perceptions about the habits of use of ICT, the risks of the internet and the relevance of working this topic in the school. For this purpose, a training action has been designed and implemented with fifth year grade Primary Education students. The results have corroborated that the use of ICT and Internet connectivity are part of the day-to-day life of the adolescent population but they lack the necessary maturity to deal with the conflicting situations that they will have to face in the network. At the same time, the students have valued positively the formative action and that confirm the relevance of working on security aspects related to digital competence in the school.

  11. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  12. The effect of surfaces on AGR coolant chemistry: critical assessment of gas-phase rate constants relevant to ethane pyrolysis

    International Nuclear Information System (INIS)

    Gonzales, M.D.U.; Norfolk, D.J.

    1988-02-01

    Previous work has shown the ability of a chemical kinetic model, applied using the FACSIMILE computer code, to predict the thermal decomposition of ethane in a silica flow reactor. To optimise the performance of the model, the present report reviews the literature data on the twenty reactions which it incorporates. Critical assessment has shown some discrepancies in the previously used rate constants, especially those leading to ethyne formation. Table 2 of the report gives the kinetic data which, as a result of the present evaluation, are recommended for future work. Use of these data gives significantly improved agreement between the model and the experimental results, particularly for ethyne formation, which had previously been underestimated. (author)

  13. Communication latencies of Apple push notification messages relevant for delivery of time-critical information to anesthesia providers.

    Science.gov (United States)

    Rothman, Brian S; Dexter, Franklin; Epstein, Richard H

    2013-08-01

    Tablet computers and smart phones have gained popularity in anesthesia departments for educational and patient care purposes. VigiVU(™) is an iOS application developed at Vanderbilt University for remote viewing of perioperative information, including text message notifications delivered via the Apple Push Notification (APN) service. In this study, we assessed the reliability of the APN service. Custom software was written to send a message every minute to iOS devices (iPad(®), iPod Touch(®), and iPhone(®)) via wireless local area network (WLAN) and cellular pathways 24 hours a day over a 4-month period. Transmission and receipt times were recorded and batched by days, with latencies calculated as their differences. The mean, SEM, and the exact 95% upper confidence limits for the percent of days with ≥1 prolonged (>100 seconds) latency were calculated. Acceptable performance was defined as mean latency 100 seconds. Testing conditions included fixed locations of devices in high signal strength locations. Mean latencies were 173,000 iPad and iPod latencies, none were >100 seconds. For iPhone latencies, 0.03% ± 0.01% were >100 seconds. The 95% upper confidence limits of days with ≥1 prolonged latency were 42% (iPhone) and 5% to 8% (iPad, iPod). The APN service was reliable for all studied devices over WLAN and cellular pathways, and performance was better than third party paging systems using Internet connections previously investigated using the same criteria. However, since our study was a best-case assessment, testing is required at individual sites considering use of this technology for critical messaging. Furthermore, since the APN service may fail due to Internet or service provider disruptions, a backup paging system is recommended if the APN service were to be used for critical messaging.

  14. School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

    Science.gov (United States)

    Riaz, Muhammad

    The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

  15. Core and edge aspects of quiescent double barrier operation on DIII-D, with relevance to critical ITB physics issues

    International Nuclear Information System (INIS)

    Doyle, E.J.; Casper, T.A.; Burrell, K.H.

    2003-01-01

    Recent results from DIII-D address critical internal transport barrier (ITB) research issues relating to sustainability, impurity accumulation and ITB control, and have also demonstrated successful application of general profile control tools. In addition, substantial progress has been made in understanding the physics of the Quiescent Double Barrier (QDB) regime, increasing the demonstrated operating space for the regime and improving performance. Highlights include: (1) A clear demonstration of q-profile modification using electron cyclotron current drive (ECCD); (2) Successful use of localized profile control using electron cyclotron heating (ECH) or ECCD to reduce central high-Z impurity accumulation associated with density peaking; (3) Theory based modeling codes are now being used to design experiments; (4) The operating space for Quiescent H-mode (QH-mode) has been substantially broadened, in particular higher density operation has been achieved; (5) Both absolute (β≤ 3.8%, neutron rate S n ≤ 5.5x10 15 s -1 ) and relative (β N H 89 = 7 for 10τ E ) performance has been increased; (6) With regard to sustainment, QDB plasmas have been run for 3.8 s or 26 τ E . These results emphasize that it is possible to produce sustained high quality H-mode performance with an edge localized mode (ELM)-free edge, directly addressing a major issue in fusion research, of how to ameliorate or eliminate ELM induced pulsed divertor particle and heat loads. (author)

  16. Hygroscopic growth and critical supersaturations for mixed aerosol particles of inorganic and organic compounds of atmospheric relevance

    Directory of Open Access Journals (Sweden)

    B. Svenningsson

    2006-01-01

    Full Text Available The organic fraction of atmospheric aerosols contains a multitude of compounds and usually only a small fraction can be identified and quantified. However, a limited number of representative organic compounds can be used to describe the water-soluble organic fraction. In this work, initiated within the EU 5FP project SMOCC, four mixtures containing various amounts of inorganic salts (ammonium sulfate, ammonium nitrate, and sodium chloride and three model organic compounds (levoglucosan, succinic acid and fulvic acid were studied. The interaction between water vapor and aerosol particles was studied at different relative humidities: at subsaturation using a hygroscopic tandem differential mobility analyzer (H-TDMA and at supersaturation using a cloud condensation nuclei spectrometer (CCN spectrometer. Surface tensions as a function of carbon concentrations were measured using a bubble tensiometer. Parameterizations of water activity as a function of molality, based on hygroscopic growth, are given for the pure organic compounds and for the mixtures, indicating van't Hoff factors around 1 for the organics. The Zdanovskii-Stokes-Robinson (ZSR mixing rule was tested on the hygroscopic growth of the mixtures and it was found to adequately explain the hygroscopic growth for 3 out of 4 mixtures, when the limited solubility of succinic acid is taken into account. One mixture containing sodium chloride was studied and showed a pronounced deviation from the ZSR mixing rule. Critical supersaturations calculated using the parameterizations of water activity and the measured surface tensions were compared with those determined experimentally.

  17. Synthesis of methyl esters from relevant palm products in near-critical methanol with modified-zirconia catalysts.

    Science.gov (United States)

    Laosiripojana, N; Kiatkittipong, W; Sutthisripok, W; Assabumrungrat, S

    2010-11-01

    The transesterification and esterification of palm products i.e. crude palm oil (CPO), refined palm oil (RPO) and palm fatty acid distillate (PFAD) under near-critical methanol in the presence of synthesized SO(4)-ZrO(2), WO(3)-ZrO(2) and TiO(2)-ZrO(2) (with various sulfur- and tungsten loadings, Ti/Zr ratios, and calcination temperatures) were studied. Among them, the reaction of RPO with 20%WO(3)-ZrO(2) (calcined at 800 degrees C) enhanced the highest fatty acid methyl ester (FAME) yield with greatest stability after several reaction cycles; furthermore, it required shorter time, lower temperature and less amount of methanol compared to the reactions without catalyst. These benefits were related to the high acid-site density and tetragonal phase formation of synthesized WO(3)-ZrO(2). For further improvement, the addition of toluene as co-solvent considerably reduced the requirement of methanol to maximize FAME yield, while the addition of molecular sieve along with catalyst significantly increased FAME yield from PFAD and CPO due to the inhibition of hydrolysis reaction. Copyright 2010 Elsevier Ltd. All rights reserved.

  18. The Effects of Problem-Based Learning on Pre-Service Teachers' Critical Thinking Dispositions and Perceptions of Problem-Solving Ability

    Science.gov (United States)

    Temel, Senar

    2014-01-01

    The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of…

  19. Inquiring the Most Critical Teacher's Technology Education Competences in the Highest Efficient Technology Education Learning Organization

    Science.gov (United States)

    Yung-Kuan, Chan; Hsieh, Ming-Yuan; Lee, Chin-Feng; Huang, Chih-Cheng; Ho, Li-Chih

    2017-01-01

    Under the hyper-dynamic education situation, this research, in order to comprehensively explore the interplays between Teacher Competence Demands (TCD) and Learning Organization Requests (LOR), cross-employs the data refined method of Descriptive Statistics (DS) method and Analysis of Variance (ANOVA) and Principal Components Analysis (PCA)…

  20. What are critical features of science curriculum materials that impact student and teacher outcomes?

    NARCIS (Netherlands)

    Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

    2018-01-01

    Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined

  1. Engaging the Self in Teacher Education: Critical Self-Narratives and the Creation of Educational Communities

    Science.gov (United States)

    White, William

    2009-01-01

    Within communities, groups that control the creation and use of language hold the power to dominate those marginalized by powerless speech and an inability to coconstruct the language of evaluation. In this article, I explore taken-for-granted teacher education practices, and I challenge the deficit model of instruction, which views future…

  2. Implementing an Innovative Method to Develop Critical Thinking Skills in Student Teachers

    Science.gov (United States)

    Raikou, Natassa; Karalis, Thanassis; Ravanis, Konstantinos

    2017-01-01

    In the contemporary international field of education and particularly in Science Education, there is a tendency of limiting the teacher to the role of a passive recipient of knowledge produced in research, followed by the transfer of that knowledge to the classroom. Meanwhile, the dominant tendencies on forming constructivist frameworks, where…

  3. Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

    Science.gov (United States)

    Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

    2017-01-01

    While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

  4. A Critical Account of What "Geography" Means to Primary Trainee Teachers in England

    Science.gov (United States)

    Puttick, Steven; Paramore, John; Gee, Nick

    2018-01-01

    Research on trainee teachers' conceptions of geography has criticised their views for being limited, and failing to appreciate the breadth or depth of geography. A body of research in this area has developed over the past two decades, producing well-established classifications through which to analyse conceptions of geography. This contribution…

  5. What Are Critical Features of Science Curriculum Materials That Impact Student and Teacher Outcomes?

    Science.gov (United States)

    Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

    2018-01-01

    Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined curriculum features associated with student and…

  6. Discussions in a Socrates Café: Implications for Critical Thinking in Teacher Education

    Science.gov (United States)

    Piro, Jody; Anderson, Gina

    2015-01-01

    The purpose of this study was to benchmark the types of Socratic questioning that were occurring in a Socrates Café, an online discussion forum, in a graduate-level diversity course in teacher education. The Universal Intellectual Standards were used to analyze Socratic questioning. Results suggested that the nine Universal Intellectual Standards…

  7. Using journal writing to evoke critical thinking skills of students in teacher education

    OpenAIRE

    Baldwin, Dolly Angela Serreno

    1991-01-01

    There has been little research which shows that students use critical thinking skills when they write. The use of journal writing has been studied for a variety of purposes, but little evidence exists that journal writing can enhance critical thinking skills. The writing assignments presented in this study were designed to enhance the critical thinking skills of college students enrolled in a reading methods course at a small college in southern West Virginia. Case studies were used to descri...

  8. Critical comparison of intravenous injection of TiO2 nanoparticles with waterborne and dietary exposures concludes minimal environmentally-relevant toxicity in juvenile rainbow trout Oncorhynchus mykiss

    International Nuclear Information System (INIS)

    Boyle, David; Al-Bairuty, Genan A.; Henry, Theodore B.; Handy, Richard D.

    2013-01-01

    A critical comparison of studies that have investigated tissue accumulation and toxicity of TiO 2 -NPs in fish is necessary to resolve inconsistencies. The present study used identical TiO 2 -NPs, toxicological endpoints, and fish (juvenile rainbow trout Oncorhynchus mykiss) as previous studies that investigated waterborne and dietary toxicity of TiO 2 -NPs, and conducted a critical comparison of results after intravenous caudal-vein injection of 50 μg of TiO 2 -NPs and bulk TiO 2 . Injected TiO 2 -NPs accumulated only in kidney (94% of measured Ti) and to a lesser extent in spleen; and injected bulk TiO 2 was found only in kidney. No toxicity of TiO 2 was observed in kidney, spleen, or other tissues. Critical comparison of these data with previous studies indicates that dietary and waterborne exposures to TiO 2 -NPs do not lead to Ti accumulation in internal tissues, and previous reports of minor toxicity are inconsistent or attributable to respiratory distress resulting from gill occlusion during waterborne exposure. -- Highlights: •Critical comparison of TiO 2 -NP toxicity studies in rainbow trout. •No evidence of TiO 2 -NP absorption in internal tissues. •Conclude minimal environmentally relevant toxicity of TiO 2 -NPs in rainbow trout. -- Critical evaluation of directly comparable investigations of TiO 2 -NP toxicity by waterborne, dietary, and intravenous injection exposures conclude minimal toxicity in juvenile rainbow trout

  9. Research trends in mathematics teacher education

    CERN Document Server

    Lo, Jane-Jane; Zoest, Laura RVan

    2014-01-01

    Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to...

  10. CRITICAL THINKING TENDENCY LEVELS OF CANDITATE TEACHER OF VISUAL ARTS IN TERMS OF GENDER FACTOR

    OpenAIRE

    Asuman Aypek Arslan

    2017-01-01

    Critical thinking is an organized process aiming at obtaining knowledge in an original way, comparing, using and evaluating it. Critical thinking is a power triggering the knowledge production process and is the energy of knowledge. Science cannot be improved with the verification and repetition of what is known. It is only improved through questioning, emerging new information and new views. One of the high level needs of man in Maslow’s Needs Hierarchy is the realization of oneself. Individ...

  11. Teachers' understandings and enactments of social and environmental justice issues in the classroom: What's "critical" in the manufacturing of road-smart squirrels?

    Science.gov (United States)

    Sammel, Alison J.

    How do five new teachers understand and enact counter-hegemonic pedagogies in their own classes? This study developed from this question. The question arose as I taught critical environmental education, a counter-hegemonic pedagogy, to preservice science teachers. I encouraged the exploration of social and environmental injustices and how they function to reproduce dominant economic agendas. To understand how five teachers, in the second year of their practice and my former students, made sense of the critical environmental education I taught them, I used Gadamer's hermeneutic phenomenology as my research frame. Gadamer argues that meaning develops through dialogue, so data collection occurred mainly through lively research conversations over leisurely dinners. As practicing teachers, the six of us jointly explored taken-for-granted meanings and actions in our everyday pedagogical experiences. In these conversations we made meaning (the hermeneutic aspect) of the lived experiences (phenomenological aspect) of incorporating critical environmental education into our practices. This led me to a deeper understanding and increased awareness of how science education reform agendas have influenced and shaped our individual science pedagogies. The analytic lens of critical education showed that these teachers were strongly influenced by the dominant science reform agenda. Regardless of the science curriculum, or the strong social and environmental beliefs some of these teachers held, they did not perceive the teaching of the social and environmental justice issues to be 'critical' or 'their job.' They demonstrated a belief that it was 'critical' to teach well-defined, "hard science" facts. Student success, hence teacher success, involved playing the academic game well and gaining long-term financial security. Re/viewing the data stories through the additional analytic lens of feminist poststructuralism, I saw how dominant discourse constructs the identity of teachers

  12. How Critical Thinking, Multicultural Education and Teacher Qualification Affect Anti-Immigrant Attitudes

    Science.gov (United States)

    Hjerm, Mikael; Johansson Sevä, Ingemar; Werner, Lena

    2018-01-01

    Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this article, we examine whether a relationship exists between exposure to teaching about critical thinking as well as multiculturalism (measured as…

  13. The Factors Affecting Techno-Pedagogical Competencies and Critical Thinking Skills of Preservice Mathematics Teachers

    Science.gov (United States)

    Yildiz, Avni

    2017-01-01

    Students' high-level thinking skills, like critical thinking, have been developed thanks to the use of technology. When the previous researches in the literature are analyzed, it will be understood that this research is original by providing significant contributions to the literature. This research aims to investigate whether techno-pedagogical…

  14. Information and Communication Technologies and Development of Learners' Critical Thinking: Primary School Teachers' Attitudes

    Science.gov (United States)

    Giavrimis, Panagiotis; Papanis, Efstratios; Papanis, Eirini-Myrsini

    2011-01-01

    The Information and Communication Technologies exercise a great impact on the ways people work, communicate and interact, and contribute considerably to the development of learners' skills. However, the use of Information and Communication Technologies cannot lead to the development of high-order skills and of critical thinking, if not combined…

  15. Comparing Six Video Chat Tools: A Critical Evaluation by Language Teachers

    Science.gov (United States)

    Eroz-Tuga, Betil; Sadler, Randall

    2009-01-01

    This article presents a critical comparison of the usefulness and practicality of six CMC video chat tools (CUworld, ICQ, MSN Messenger, Paltalk, Skype, and Yahoo Messenger) from the perspective of language teaching professionals. This comparison is based on the results of a semester-long project between graduate students at an American university…

  16. Using Debate as a Pedagogical Tool in Enhancing Pre-Service Teachers' Learning and Critical Thinking

    Science.gov (United States)

    Yang, Chien-Hui; Rusli, Enniati

    2012-01-01

    Research has shown that using debate in higher education as a pedagogical tool has effect on promoting higher order and critical thinking (Camp & Schnader, 2010; Ng et al., 2004; Roy & Macchiette, 2005; Ryan & College, 2006). Debate has been implemented in various disciplines with adult learners, such as psychology (Budesheim &…

  17. The Relationship between Teachers' Views about Cultural Values and Critical Pedagogy

    Science.gov (United States)

    Yilmaz, Kursad; Altinkurt, Yahya; Ozciftci, Elif

    2016-01-01

    Problem Statement: Known as basic elements directing individuals' lives, cultural values are hidden cultural elements that influence all evaluations and perceptions. Values, in that sense, are elements individuals are aware of and provide the answer to the "what should I do?" feeling (Schein, 1992). Critical pedagogy is a project based…

  18. The Critical Thinking Skills of Teacher Candidates Turkish Republic of Northern Cyprus Sampling

    Science.gov (United States)

    Serin, Oguz

    2013-01-01

    Problem Statement: The main function of education is to prepare individuals for life. In this context, education aims to equip individuals throughout the different stages of education, where most of the time individuals learn how they should behave, as well as how to manage problems with effective problem-solving and critical thinking skills. The…

  19. Critical Community Conversations: Cultivating the Elusive Dialogue about Racism with Parents, Community Members, and Teachers

    Science.gov (United States)

    Love, Bettina L.; Muhammad, Gholnecsar E.

    2017-01-01

    This article highlights how two researchers started Critical Community Conversations (CCC) with a school community in an effort to learn from one another and build solidarity. The intent was for CCC to focus on some of the most pressing issues facing our nation, state, and local neighborhoods, with a special lens on racism.

  20. You Can’t Criticize What You Don’t Understand: Teachers as Social Change Agents in Neo-Liberal Times

    Directory of Open Access Journals (Sweden)

    Michael O’Sullivan

    2008-01-01

    Full Text Available Despite the existence of success stories of individual teachers and even school-wide groups of teachers successfully teaching from a global perspective, this paper raises a basic question: to what extent can the average teacher be an agent of change in the tradition of Dewey, Freire, and Giroux? The questioning of this role arises from the observation that many teachers are high achieving graduates of the very school system to which they have returned; and, as a result of spending their formative years in largely untroubled middle-class circumstances, are steeped in the dominant neoliberal ideology and consumer-orientation of the global market society. The author implicitly raises the issue, especially given his concerns about the power of the dominant ideology, as to just how critical and how transformative the actual classroom practice of global education and global citizenship education is or has the potential of being.

  1. A Critical Investigation of the Relevance and Potential of IDPS as a Local Governance Instrument for Pursuing Social Justice in South Africa

    Directory of Open Access Journals (Sweden)

    Oliver Njuh Fuo

    2013-12-01

    Full Text Available Unlike the situation in the past, when local government’s role was limited to service delivery, local government is now constitutionally mandated to play an expanded developmental role. As a “co-responsible” sphere of government, local government is obliged to contribute towards realising the transformative constitutional mandate aimed at social justice. South African scholars and jurists share the view that social justice is primarily concerned with the eradication of poverty and extreme inequalities in access to basic services, and aims to ensure that poor people command sufficient material resources to facilitate their equal participation in socio-political life. In order to enable municipalities to fulfil their broad constitutional mandate, the system of integrated development planning (IDPs came into effect in South Africa in 2000. Each municipality is obliged to design, adopt and implement an integrated development plan in order to achieve its expanded constitutional mandate. The IDP is considered to be the chief legally prescribed governance instrument for South African municipalities. The purpose of this article is to explore and critically investigate the relevance and potential of IDPs in contributing towards the achievement of social justice in South Africa. This article argues inter alia that the multitude of sectors that converge in an IDP makes it directly relevant and gives it enormous potential to contribute towards social justice because, depending on the context, municipalities could include and implement strategies that specifically respond to diverse areas of human need. In this regard, the legal and policy frameworks for IDPs provide a structured scheme that could be used by municipalities to prioritise and meet the basic needs of especially the poor. Despite its potential, it is argued that the ability of IDPs to respond to the basic needs of the poor is largely constrained by a series of implementation challenges

  2. School Physics Teacher Class Management, Laboratory Practice, Student Engagement, Critical Thinking, Cooperative Learning and Use of Simulations Effects on Student Performance

    Science.gov (United States)

    Riaz, Muhammad

    2015-01-01

    The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary…

  3. The Lived Experiences of Leading Edge Certified Elementary School Teachers Who Use Instructional Technology to Foster Critical Thinking, Collaboration, Creativity, and Communication in Their Classrooms: A Phenomenological Study

    Science.gov (United States)

    Ruddell, Natalie

    2017-01-01

    Purpose: The purpose of this phenomenological study was to describe the perceptions of current and former Leading Edge Certified (LEC) elementary school teachers regarding instructional technology practices that facilitate students' development of critical thinking, collaboration, communication, and creativity (4Cs) in one-to-one computer…

  4. In vivo relevance of two critical levels for NAD(P)H:quinone oxidoreductase (NQO1)-mediated cellular protection against electrophile toxicity found in vitro.

    Science.gov (United States)

    de Haan, Laura H J; Pot, Gerda K; Aarts, Jac M M J G; Rietjens, Ivonne M C M; Alink, Gerrit M

    2006-08-01

    NAD(P)H:quinone oxidoreductase (NQO1)-mediated detoxification of quinones is suggested to be involved in cancer prevention. In the present study, using transfected CHO cells, it was demonstrated that the relation between NQO1 activity and the resulting protection against the cytotoxicity of menadione shows a steep dose-response curve revealing a 'lower protection threshold' of 0.5mumol DCPIP/min/mg protein and an 'upper protection threshold' at 1mumol DCPIP/min/mg protein. In an additional in vivo experiment it was investigated how both in vitro critical activity levels of NQO1, relate to NQO1 activities in mice and man, either without or upon induction of the enzyme by butylated hydroxyanisol (BHA) or indole-3-carbinol (I(3)C). Data from an experiment with CD1 mice revealed that base-line NQO1 levels in liver, kidney, small intestine, colon and lung are generally below the observed 'lower protection threshold' in vitro, this also holds for most human tissue S-9 samples. To achieve NQO1 levels above this 'lower protection threshold' will require 5-20 fold NQO1 induction. Discussion focuses on the relevance of the in vitro NQO1 activity thresholds for the in vivo situation. We conclude that increased protection against menadione toxicity can probably not be achieved by NQO1 induction but should be achieved by other mechanisms. Whether this conclusion also holds for other electrophiles and the in vivo situation awaits further definition of their NQO1 protection thresholds.

  5. Lift Every Voice and Sing: Constructing Community through Culturally Relevant Pedagogy in the University of Illinois Black Chorus

    Science.gov (United States)

    Chadwick, Sheelagh

    2011-01-01

    For Gloria Ladson-Billings, culturally relevant pedagogy is characterized by three criteria: academic success, cultural competence and critical consciousness. Those engaged in culturally relevant pedagogy are connected by how they see themselves as teachers and how they see their students, how they view knowledge and how they structure social…

  6. Culturally Relevant Teaching: Hip-Hop Pedagogy in Urban Schools. Counterpoints: Studies in the Postmodern Theory of Education. Volume 396

    Science.gov (United States)

    Prier, Darius D.

    2012-01-01

    "Culturally Relevant Teaching" centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. In this important book, Darius D. Prier explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In…

  7. The Interplay between Teacher-Centredness and Self-Critical Tendency among Malaysian ESL Learners: New Insights for the Asian Context

    Directory of Open Access Journals (Sweden)

    Siew Ming Thang

    2017-04-01

    Full Text Available Over the last decade, issues regarding attributions for success and failure in the learning of English have garnered much interest among Asian researchers. Of particular interest is the tendency of Asian learners to be self-critical when it comes to attributions for failure in the learning of English. This tendency has commonly been linked to the influence of the socio-cultural context in which the learners have grown up and has been described as a prevalent trait among collectivist societies such as those that exist in many Asian countries. More recently, it has been suggested that a contributory factor for this behaviour is the students’ high respect for teachers. The present study was an attempt to investigate to what extent that claim is true. The researchers examined whether or not there is a relationship between self-critical tendency and teacher-centeredness between students of different proficiency levels in the learning of English in a Malaysian context. A mixed-method design comprising questionnaires and individual group interviews was employed. The findings revealed that in general learners who displayed teacher-centred tendency were likely to be self-critical by attributing failure to personal factors. However, difference in proficiency levels did account for some variation in results. Although both tendencies should be seen in a positive light, recommendations with regard to educational implications are outlined

  8. Secondary Chemistry School Teachers Working in Tertiary Education Chemistry Departments; Critical Reflections on the Positives and Negatives

    Science.gov (United States)

    Glover, S. R.; Harrison, T. G.; Shallcross, D. E.

    2016-01-01

    Several UK University Chemistry Departments have former secondary school chemistry teachers employed as School Teacher Fellows (STF) who are heavily involved in outreach work and a range of teaching responsibilities. This study looks at the outreach role from the point of view of several of the STFs; the benefits, and the barriers and how this…

  9. A Critical Analysis of Preservice Teachers' Efforts to Make Sense of Young Children's Sexual Acts towards Adults

    Science.gov (United States)

    Alat, Zeynep

    2015-01-01

    This study explored Turkish early childhood education teacher candidates' efforts to make sense of sexual behaviors of both young girls and boys towards them or their colleagues during their field experience or in their daily experiences with young children. Semi-structured interviews with 13 female teacher candidates revealed that their…

  10. Critical Listening and the Dialogic Aspect of Moral Education: J. F. Herbart's Concept of the Teacher as Moral Guide

    Science.gov (United States)

    English, Andrea

    2011-01-01

    In his central educational work, "The Science of Education" (1806), J. F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into…

  11. Preparation of Teachers of Students with Emotional/Behavioral Disorders. Retrospective Series on Critical Issues in Emotional/Behavioral Disorders.

    Science.gov (United States)

    Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.; Rutherford, Robert B., Jr., Ed.

    The third in a series, this collection of previously published monographs examines the challenges of preparing teachers to work with students who have emotional and behavioral disorders (EBD). Monographs include: (1) "Issues in Training Teachers for the Seriously Emotionally Disturbed" (Frank H. Wood), which discusses preparing regular and special…

  12. Does a 3-week critical research appraisal course affect how students perceive their appraisal skills and the relevance of research for clinical practice? A repeated cross-sectional survey.

    Science.gov (United States)

    Jelsness-Jørgensen, Lars-Petter

    2015-01-01

    Research utilisation is essential in developing evidence-based practices; although many students may be generally able to adopt such skills, there are reports of barriers related to critical appraisal skills. To explore how students perceive the relevance of research to future clinical practice and patients, and to what extent they read research (including reading pattern). Additionally, the objective was to explore whether a three-week intensive course in critical appraisal of research could affect these variables. A cross-sectional survey design, with a pre- and post-test. One large university college in Southeastern Norway. 196 multidisciplinary healthcare students at baseline and 147 after three weeks. A purposely-designed 21 item questionnaire was used to quantify students' attitudes towards using research and critical thinking. The questionnaire was based on themes emerging from prior focus group interviews with 10 nursing and social educator students as well as from the existing literature. At baseline, 6.1% and 7.1% of respondents perceived the research to be of little or very little importance for their future work and patients, respectively. Furthermore, 83.2% reported that they seldom or very seldom read scientific papers. At baseline, 40 different patterns of reading a scientific paper were identified. Additionally, 7.1% of respondents reported to read the introduction, methods and conclusion in combination. Significantly improved scores were found after completing the three-week course related to a) relevance of research for future work (pskills in critical appraisal (pstudents' practical critical appraisal skills improved their view of the relevance of research for patients, future work as well as their own critical appraisal skills. Prospective studies are warranted to explore the effects of such teaching modules in the long-term. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Resisting Punitive School Discipline: Perspectives and Practices of Exemplary Urban Elementary Teachers

    Science.gov (United States)

    Hambacher, Elyse

    2018-01-01

    Drawing on the literature related to classroom management, and culturally relevant critical teacher care, and effective teaching for students of color, this paper uses interview and observation data to explore the perspectives and practices of two exemplary fifth-grade teachers who refuse to rely on punitive discipline with their students of…

  14. Occupational Survey Report on Automotive Mechanics: Task Data from Workers and Supervisors Indicating Job Relevance and Training Criticalness. [Interim Report]. Research and Development Series No. 110.

    Science.gov (United States)

    Ammerman, Harry L.; Pratzner, Frank C.

    The study was conducted to develop methods for using timely, firsthand occupational task information on automotive mechanics in order to identify critical performance requirements that warrant formal training. The methodology used is described in detail. A Task Inventory Questionnaire was completed by 18 auto mechanics and 12 supervisors in each…

  15. A critical review of frameworks used for evaluating reliability and relevance of (eco)toxicity data: Perspectives for an integrated eco-human decision-making framework.

    Science.gov (United States)

    Roth, N; Ciffroy, P

    2016-10-01

    Considerable efforts have been invested so far to evaluate and rank the quality and relevance of (eco)toxicity data for their use in regulatory risk assessment to assess chemical hazards. Many frameworks have been developed to improve robustness and transparency in the evaluation of reliability and relevance of individual tests, but these frameworks typically focus on either environmental risk assessment (ERA) or human health risk assessment (HHRA), and there is little cross talk between them. There is a need to develop a common approach that would support a more consistent, transparent and robust evaluation and weighting of the evidence across ERA and HHRA. This paper explores the applicability of existing Data Quality Assessment (DQA) frameworks for integrating environmental toxicity hazard data into human health assessments and vice versa. We performed a comparative analysis of the strengths and weaknesses of eleven frameworks for evaluating reliability and/or relevance of toxicity and ecotoxicity hazard data. We found that a frequent shortcoming is the lack of a clear separation between reliability and relevance criteria. A further gaps and needs analysis revealed that none of the reviewed frameworks satisfy the needs of a common eco-human DQA system. Based on our analysis, some key characteristics, perspectives and recommendations are identified and discussed for building a common DQA system as part of a future integrated eco-human decision-making framework. This work lays the basis for developing a common DQA system to support the further development and promotion of Integrated Risk Assessment. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. "Why All of a Sudden Do We Need to Teach Fundamental British Values?" A Critical Investigation of Religious Education Student Teacher Positioning within a Policy Discourse of Discipline and Control

    Science.gov (United States)

    Farrell, Francis

    2016-01-01

    This paper presents a critical investigation of a group of 11 religious education (RE) student teachers' views of the promotion of fundamental British values (FBV) undertaken in 2015. Using qualitative methods, data were collected in two semi-structured group interviews. Drawing from the perspectives of Foucauldian methodology and critical theory,…

  17. The relevance of axial burn-up profiles for the criticality safety analysis of spent nuclear fuel in a final repository

    International Nuclear Information System (INIS)

    Kilger, R.; Gmal, B.; Moser, E.F.

    2008-01-01

    Due to inhomogeneous neutron flux and moderator density distributions in the reactor core, the burn-up of a nuclear fuel assembly is not homogeneous but shows an axial distribution, typically with lower partial burn-up and thus higher remaining reactivity at the fuel ends in particular at the assembly top end. Beyond a burn-up of about 15 to 20 GWd/tHM, the multiplication factor K of the whole assembly is dominated by this lower-burnt end regions, and is usually higher than for assuming a homogeneous uniform distribution of the averaged burn-up. This behaviour commonly referred to as positive ''end effect'' is well known in burn-up credit considerations for transportation and storage casks and is being investigated also in the context of criticality analyses for final disposition of spent nuclear fuel. Sign and value of the end effect depend on several parameters. Based on a generic model one may not conclude that criticality in a final repository is a likely or expected event, but nevertheless it draws the attention to the fact that criticality is not excluded per se but has to be considered in the analysis and probably has to be encountered by certain appropriate measures, maybe e.g. by limitation of the amount of fissile material inside one single cask, or a rigorous prove for prevention of water ingress. The authors also conclude that the higher partial reactivity of the fuel ends has to be accounted for carefully in more realistic analyses of post-closure scenarios with respect to criticality safety.

  18. The Relevance of Franz L. Neumann’s Critical Theory in 2017: "Anxiety and Politics" in the New Age of Authoritarian Capitalism

    Directory of Open Access Journals (Sweden)

    Christian Fuchs

    2017-06-01

    Full Text Available This articles discusses and contextualises tripleC’s republication of Franz L. Neumann’s essay Anxiety and Politics. It provides some background information on Neumann’s life and works. The essay ascertains that in the age of new nationalisms, rising right-wing authoritarianism and authoritarian capitalism, Franz L Neumann’s works can help us to critically understand contemporary society.

  19. Do School-Level Factors Influence the Educational Benefits of Digital Technology? A Critical Analysis of Teachers' Perceptions

    Science.gov (United States)

    Perrotta, Carlo

    2013-01-01

    The supposed benefits of teachers' use of information and communications technology (digital technology) are well reported throughout the academic literature--most often involving issues of enhanced learning outcomes, increased pupil engagement and more efficient management and organisation of learning. This paper uses survey data from 683…

  20. Using Critical Literacy to Explore Genetics and Its Ethical, Legal, and Social Issues with In-Service Secondary Teachers

    Science.gov (United States)

    Gleason, Michael L.; Melancon, Megan E.; Kleine, Karynne L. M.

    2010-01-01

    The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by…

  1. Teaching in the Restorative Window: Authenticity, Conviction, and Critical-Restorative Pedagogy in the Work of One Teacher-Leader

    Science.gov (United States)

    Fine, Sarah M.

    2018-01-01

    In this article, Sarah M. Fine uses portraiture to explore the undertheorized question of what it means to teach in ways that align with the values of the restorative justice framework. The piece centers around the work of Nora, a veteran teacher-leader who explored this question in the context of her own classroom and, as a result, shifted her…

  2. Multimodal Identity Texts as Mediational Spaces in Researching Ph.D. Students' Critical Teacher-Researcher Selves

    Science.gov (United States)

    Valencia, Marlon; Herath, Sreemali

    2015-01-01

    This paper analyses how two Ph.D. students used multimodal identity texts (MMITs) to document their research journeys as they engaged in their doctoral studies. Drawing on qualitative data collected from multiple pre-service teacher preparation programmes in Chile and Sri Lanka, two bi-national researchers (a Colombian-Canadian and a Sri…

  3. 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...

  4. The Influence of Collaborative Group Work on Students' Development of Critical Thinking: The Teacher's Role in Facilitating Group Discussions

    Science.gov (United States)

    Fung, Dennis Chun-Lok; To, Helen; Leung, Kit

    2016-01-01

    The objective of this study was to determine whether the incorporation of group work in a teaching intervention can effectively foster students' critical thinking skills. Building upon Kuhn's critical thinking model, the research involved comparison of pretest and post-test results for 140 secondary four (10th grade) students in Hong Kong on two…

  5. Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers

    Science.gov (United States)

    Beneke, Margaret Rose

    2017-01-01

    In early childhood contexts, reading literature to engage children in critical discussions about ability and race--and how it impacts their daily lives--is a promising practice. Indeed, critical literacy scholars see the use of language, text, and discourse structures as powerful ways to address inequity in educational settings (Gainer, 2013;…

  6. Critical Pedagogy Enacted in the Gay-Straight Alliance: New Possibilities for a Third Space in Teacher Development

    Science.gov (United States)

    Mayo, J. B., Jr.

    2013-01-01

    Critical pedagogy, combined with partnerships with adults at school, enabled the Gay-Straight Alliance (GSA) advisor to create the foundation for reflective, activist-oriented learning at one Midwestern high school. Underreported in current literature, the use of critical pedagogy in school clubs and/or organizations has broad implications for…

  7. ASPECTOS RELEVANTES DE LA ENTEROBIOSIS HUMANA. REVISIÓN CRÍTICA I RELEVANT ASPECTS OF HUMAN ENTEROBIOSIS. A CRITICAL REVIEW

    Directory of Open Access Journals (Sweden)

    Dalmiro Cazorla-Perfetti

    2018-04-01

    Full Text Available Enterobiosis is a human intestinal parasitic disease caused by the nematode worm Enterobius vermicularis . At night, gravid female pinworms migrate from large intestine to perianal/perineal areas where they lay eggs. Pinworm infection has a cosmopolitan distribution and is more prevalent among children, potentially causing adverse effects on their behavior, school success and nutritional condition. We consider that enterobiosis is one of the most underestimated entero-parasitic infection in humans. The present study makes a critical review of several important aspects about enterobiosis, including biology and taxonmy of E. vermicularis , diagnostic tools, pathologic effects, epidemiology and tretament.

  8. A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

    Directory of Open Access Journals (Sweden)

    Straková Zuzana

    2016-09-01

    Full Text Available Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages where trainees focus on self-evaluation of their

  9. Empirical Models of Demand for Out-Patient Physician Services and Their Relevance to the Assessment of Patient Payment Policies: A Critical Review of the Literature

    Directory of Open Access Journals (Sweden)

    Olga Skriabikova

    2010-06-01

    Full Text Available This paper reviews the existing empirical micro-level models of demand for out-patient physician services where the size of patient payment is included either directly as an independent variable (when a flat-rate co-payment fee or indirectly as a level of deductibles and/or co-insurance defined by the insurance coverage. The paper also discusses the relevance of these models for the assessment of patient payment policies. For this purpose, a systematic literature review is carried out. In total, 46 relevant publications were identified. These publications are classified into categories based on their general approach to demand modeling, specifications of data collection, data analysis, and main empirical findings. The analysis indicates a rising research interest in the empirical micro-level models of demand for out-patient physician services that incorporate the size of patient payment. Overall, the size of patient payments, consumer socio-economic and demographic features, and quality of services provided emerge as important determinants of demand for out-patient physician services. However, there is a great variety in the modeling approaches and inconsistencies in the findings regarding the impact of price on demand for out-patient physician services. Hitherto, the empirical research fails to offer policy-makers a clear strategy on how to develop a country-specific model of demand for out-patient physician services suitable for the assessment of patient payment policies in their countries. In particular, theoretically important factors, such as provider behavior, consumer attitudes, experience and culture, and informal patient payments, are not considered. Although we recognize that it is difficult to measure these factors and to incorporate them in the demand models, it is apparent that there is a gap in research for the construction of effective patient payment schemes.

  10. Empirical models of demand for out-patient physician services and their relevance to the assessment of patient payment policies: a critical review of the literature.

    Science.gov (United States)

    Skriabikova, Olga; Pavlova, Milena; Groot, Wim

    2010-06-01

    This paper reviews the existing empirical micro-level models of demand for out-patient physician services where the size of patient payment is included either directly as an independent variable (when a flat-rate co-payment fee) or indirectly as a level of deductibles and/or co-insurance defined by the insurance coverage. The paper also discusses the relevance of these models for the assessment of patient payment policies. For this purpose, a systematic literature review is carried out. In total, 46 relevant publications were identified. These publications are classified into categories based on their general approach to demand modeling, specifications of data collection, data analysis, and main empirical findings. The analysis indicates a rising research interest in the empirical micro-level models of demand for out-patient physician services that incorporate the size of patient payment. Overall, the size of patient payments, consumer socio-economic and demographic features, and quality of services provided emerge as important determinants of demand for out-patient physician services. However, there is a great variety in the modeling approaches and inconsistencies in the findings regarding the impact of price on demand for out-patient physician services. Hitherto, the empirical research fails to offer policy-makers a clear strategy on how to develop a country-specific model of demand for out-patient physician services suitable for the assessment of patient payment policies in their countries. In particular, theoretically important factors, such as provider behavior, consumer attitudes, experience and culture, and informal patient payments, are not considered. Although we recognize that it is difficult to measure these factors and to incorporate them in the demand models, it is apparent that there is a gap in research for the construction of effective patient payment schemes.

  11. Relevance of transportation to correlations among criticality, physical means of propagation, and distribution of dengue fever cases in the state of Bahia.

    Science.gov (United States)

    Saba, Hugo; Moret, Marcelo A; Barreto, Florisneide R; Araújo, Marcio Luis Valença; Jorge, Eduardo Manuel F; Nascimento Filho, Aloisio S; Miranda, Jose Garcia Vivas

    2018-03-15

    Dengue infection is a public health problem with a complex distribution. The physical means of propagation and the dynamics of diffusion of the disease between municipalities need to be analysed to direct efficient public policies to prevent dengue infection. The present study presents correlations of occurrences of reported cases of dengue infection among municipalities, self-organized criticality (SOC), and transportation between areas, identifying the municipalities that play an important role in the diffusion of dengue across the state of Bahia, Brazil. The significant correlation found between the correlation network and the SOC demonstrates that the pattern of intramunicipal diffusion of dengue is coupled to the pattern of synchronisation between the municipalities. Transportation emerges as influential in the dynamics of diffusion of epidemics by acting on the aforementioned variables. Copyright © 2017 Elsevier B.V. All rights reserved.

  12. Teacher Learning by Script

    Science.gov (United States)

    Reeves, Jenelle

    2010-01-01

    Scripted instruction (SI) programs, which direct teachers to teach, even to talk, from a standardized written script, are roundly criticized for inhibiting teacher creativity and teacher learning. In fact, such programs utilize scripting for exactly that reason: to reduce teacher interference with (and presumed weakening of) the prescribed…

  13. Consistency Study About Critical Thinking Skill of PGSD Students (Teacher Candidate of Elementary School) on Energy Material

    Science.gov (United States)

    Wijayanti, M. D.; Raharjo, S. B.; Saputro, S.; Mulyani, S.

    2017-09-01

    This study aims to examine the consistency of critical thinking ability of PGSD students in Energy material. The study population is PGSD students in UNS Surakarta. Samples are using cluster random sampling technique obtained by 101 students. Consistency of student’s response in knowing the critical thinking ability of PGSD students can be used as a benchmark of PGSD students’ understanding to see the equivalence of IPA problem, especially in energy material presented with various phenomena. This research uses descriptive method. Data are obtained through questionnaires and interviews. The research results that the average level of critical thinking in this study is divided into 3 levels, i.e.: level 1 (54.85%), level 2 (19.93%), and level 3 (25.23%). The data of the research result affect to the weak of students’ Energy materials’ understanding. In addition, indicators identify that assumptions and arguments analysis are also still low. Ideally, the consistency of critical thinking ability as a whole has an impact on the expansion of students’ conceptual understanding. The results of the study may become a reference to improve the subsequent research in order to obtain positive changes in the ability of critical thinking of students who directly improve the concept of students’ better understanding, especially in energy materials at various real problems occured.

  14. IEP Use by General and Special Education Teachers

    Directory of Open Access Journals (Sweden)

    Kathleen Rotter

    2014-04-01

    Full Text Available The role of general and special educators in implementing the Individualized Education Program (IEP is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students’ IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.

  15. Design, System, Value: The Role of Problem-Solving and Critical Thinking Capabilities in Technology Education, as Perceived by Teachers

    Science.gov (United States)

    Schooner, Patrick; Nordlöf, Charlotta; Klasander, Claes; Hallström, Jonas

    2017-01-01

    The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill.…

  16. Racialized Spaces in Teacher Discourse: A Critical Discourse Analysis of Place-Based Identities in Roche Bois, Mauritius

    Science.gov (United States)

    Wiehe, Elsa M.

    2013-01-01

    This eleven-month ethnographic study puts critical discourse analysis in dialogue with postmodern conceptualizations of space and place to explore how eight educators talk about space and in the process, produce racialized spaces in Roche Bois, Mauritius. The macro-historical context of racialization of this urban marginalized community informs…

  17. Indigenous Education for Critical Democracy: Teacher Approaches and Learning Outcomes in a K-5 Indian Education for All Program

    Science.gov (United States)

    Ngai, Phyllis B.; Koehn, Peter H.

    2011-01-01

    This article focuses on how three dimensions of critical democracy preparation (place-based geographical knowledge, social and political awareness of American Indian history and culture, and orientations conducive to the development of personal connections with American Indians) were impacted by different instructional approaches introduced when…

  18. I See, I Think I Wonder: An Evaluation of Journaling as a Critical Reflective Practice Tool for Aiding Teachers in Challenging or Confronting Contexts

    Science.gov (United States)

    Lowe, Geoffrey M.; Prout, Peter; Murcia, Karen

    2013-01-01

    In October 2011, five selected Western Australian teachers took part in a teacher mentoring project in Tanzania. The teachers spent a month embedded in local primary and secondary schools, working collaboratively with their Tanzanian counterparts. As a strategy for making sense of their experiences, each teacher was asked to maintain a reflective…

  19. The disappearance of 43 teacher-trainees in Mexico: An approach to critical discourse analysis in the press

    OpenAIRE

    Carolina Robledo-Silvestre; Eva Patricia Velásquez-Upegui

    2017-01-01

    A critical analysis of the press discourse in the covering of the disappearance of 43 young students in Guerrero (México) in September 2014 is suggested. For that purpose, the corpus of 2107 journalistic documents was explored over a period of three months, following the newspapers Reforma and La Jornada; the purpose of this exploration was to identify the discourse strategies used in the press to report on the fact, from the lexical frequency and the nominal phrasing occurrence. Four strateg...

  20. Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

    Science.gov (United States)

    Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

    2014-12-01

    The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective

  1. Critical Pedagogy and APA: A Resonant (and Timely) Interdisciplinary Blend.

    Science.gov (United States)

    Connolly, Maureen; Harvey, William J

    2018-04-12

    Critical pedagogy owes much of its emergence, development, and ongoing relevance to the work of Paulo Freire whose legacy remains relevant for a next generation of scholars who seek to explore issues of inclusion, oppression, social justice, and authentic expression. An interdisciplinary dialogue between critical pedagogy and adapted physical activity is timely, appropriate, and should focus on complex profiles of neurodiversity, mental illness, and mental health, with emphasis on pedagogic practices of practitioners in service delivery and teacher educators who prepare them for professional practice. A case-based scenario approach is used to present practitioner and teacher educator practices. Concrete examples are provided for analyzing and understanding deeper issues and challenges related to neurodiversity in a variety of embodied dimensions in educational and activity contexts. We work with Szostak's approach to interdisciplinary research and model an analysis strategy that integrates and applies the methodological features of interdisciplinarity, adapted physical activity, and critical pedagogy.

  2. Training the teachers. The clinician-educator track of the University of Washington Pulmonary and Critical Care Medicine Fellowship Program.

    Science.gov (United States)

    Adamson, Rosemary; Goodman, Richard B; Kritek, Patricia; Luks, Andrew M; Tonelli, Mark R; Benditt, Joshua

    2015-04-01

    The University of Washington was the first pulmonary and critical care medicine fellowship training program accredited by the Accreditation Council for Graduate Medical Education to create a dedicated clinician-educator fellowship track that has its own National Residency Matching Program number. This track was created in response to increasing demand for focused training in medical education in pulmonary and critical care. Through the Veterans Health Administration we obtained a stipend for a clinician-educator fellow to dedicate 12 months to training in medical education. This takes place predominantly in the second year of fellowship and is composed of several core activities: fellows complete the University of Washington's Teaching Scholars Program, a professional development program designed to train leaders in medical education; they teach in a variety of settings and receive feedback on their work from clinician-educator faculty and the learners; and they engage in scholarly activity, which may take the form of scholarship of teaching, integration, or investigation. Fellows are guided throughout this process by a primary mentor and a mentoring committee. Since funding became available in 2009, two of the three graduates to date have successfully secured clinician-educator faculty positions. Graduates uniformly believe that the clinician-educator track met their training goals better than the research-based track would have.

  3. The disappearance of 43 teacher-trainees in Mexico: An approach to critical discourse analysis in the press

    Directory of Open Access Journals (Sweden)

    Carolina Robledo-Silvestre

    2017-07-01

    Full Text Available A critical analysis of the press discourse in the covering of the disappearance of 43 young students in Guerrero (México in September 2014 is suggested. For that purpose, the corpus of 2107 journalistic documents was explored over a period of three months, following the newspapers Reforma and La Jornada; the purpose of this exploration was to identify the discourse strategies used in the press to report on the fact, from the lexical frequency and the nominal phrasing occurrence. Four strategies were specifically identified: negation, and neutralization, which are used to hide the State responsibility in the violent acts and the historization and accreditation as part of the dissident discourse.  All of the strategies are oriented to the dispute of the lexical fields that give sense to the forced disappearance and the violation of human rights. © Revista Colombiana de Ciencias Sociales.

  4. Why Teachers Fail

    Science.gov (United States)

    Bass, Ronald E.

    1973-01-01

    Peer and subordinate criticism directed at the beginning industrial arts teacher ultimately leads to teacher failure. Skinner's theory of operant conditioning is used as an analogy to explain how the beginning teacher is conditioned to the norms of teaching, resulting in the loss of his enthusiam and idealism. (DS)

  5. Critical reading and critical thinking Critical reading and critical thinking

    Directory of Open Access Journals (Sweden)

    Loni Kreis Taglieber

    2008-04-01

    Full Text Available The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of no use due to the enormous amount of it. The purpose of this paper is to provide, for L1 and L2 reading and writing teachers, a brief overview of the literature about critical reading and higher level thinking skills. The teaching of these skills is still neglected in some language classes in Brazil, be it in L1 or in L2 classes. Thus, this paper may also serve as a resource guide for L1 and/or L2 reading and writing teachers who want to incorporate critical reading and thinking into their classes. In modern society, even in everyday life people frequently need to deal with complicated public and political issues, make decisions, and solve problems. In order to do this efficiently and effectively, citizens must be able to evaluate critically what they see, hear, and read. Also, with the huge amount of printed material available in all areas in this age of “information explosion” it is easy to feel overwhelmed. But often the information piled up on people’s desks and in their minds is of

  6. New challenges to rethink the training of ecuadorian teachers

    Directory of Open Access Journals (Sweden)

    María Sol Villagómez

    2012-12-01

    Full Text Available Training ecuadorian teachers has traditionally been linked to public policy and national curricula that have defined the task of teaching, classroom work, and what basic teacher training institutions should prioritize on when it comes to training teachers. Recent years have seen major changes in the educational sector, as well as a revaluation of the teaching trade. New training challenges arise, not only from the teacher's perspective as executor of the curricula, but as a key player in the educational process. We need to rethink the training of teachers to and from a critical reflection and research point-of-view, in order to reflect on the curricula, their own experience, and their relevance in relation to the framework in wich they develop.

  7. Using Superheroes to Visually and Critically Analyze Comics, Stereotypes, and Society

    Science.gov (United States)

    Cook, Mike P.; Frey, Ryle

    2017-01-01

    The purpose of this article is to provide teachers and students useful methods for utilizing the power of comic books as literacy sponsors in ELA classrooms. Given the continued boom in the popularity of comics in popular culture, this provides a relevant way to introduce students to visual and critical analysis. Engaging in meaningful analysis of…

  8. A study of the effectiveness of a four semester preservice Secondary Science Teacher Education program regarding changes in teacher perceptions and practices

    Science.gov (United States)

    Yakar, Zeha

    The purpose of this study was to investigate the development and change in constructivist behaviors of preservice science teachers of the Iowa-Secondary Science Teacher Education Program (SSTEP) over the four semester sequence. Constructivist behaviors were investigated from four perspectives; including actual classroom performances as viewed from videotapes, teacher perceptions of teacher use of constructivist teaching practices, and teacher beliefs as gained from open-ended questions, and written artifacts. The participants of the study included a total of 41 secondary science preservice teachers in four different semesters of their teacher preparation program. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (1) Constructivist Learning Environment Survey (CLES), (2) Philosophy of Teaching and Learning (PTL), and (3) videotape portfolio evaluated with the Reformed Teaching Observation Protocol (RTOP). Major findings include the following: (1) Preservice teachers' perceptions regarding constructivist approaches become significantly and increasingly more student-centered in terms of Personal Relevance, Critical Voice, Shared Control, and Student Negotiation as they prepare through the four semester sequence. (2) Preservice teachers' conceptions concerning teaching and learning become significantly and increasingly more student-centered in terms of what students need to do to improve their understanding of science concepts. (3) Preservice teachers conceptions and their perceptions about actual classroom practices rarely align with observed teaching practices in their classrooms. Although preservice teachers hold student-centered beliefs and perceptions, their actual classroom teaching practices were "transitional constructivist". (4) Preservice teachers' constructivist practices of teaching and learning began to decline in the third semester with preservice teachers moving towards more teacher

  9. The Limits to Relevance

    Science.gov (United States)

    Averill, M.; Briggle, A.

    2006-12-01

    Science policy and knowledge production lately have taken a pragmatic turn. Funding agencies increasingly are requiring scientists to explain the relevance of their work to society. This stems in part from mounting critiques of the "linear model" of knowledge production in which scientists operating according to their own interests or disciplinary standards are presumed to automatically produce knowledge that is of relevance outside of their narrow communities. Many contend that funded scientific research should be linked more directly to societal goals, which implies a shift in the kind of research that will be funded. While both authors support the concept of useful science, we question the exact meaning of "relevance" and the wisdom of allowing it to control research agendas. We hope to contribute to the conversation by thinking more critically about the meaning and limits of the term "relevance" and the trade-offs implicit in a narrow utilitarian approach. The paper will consider which interests tend to be privileged by an emphasis on relevance and address issues such as whose goals ought to be pursued and why, and who gets to decide. We will consider how relevance, narrowly construed, may actually limit the ultimate utility of scientific research. The paper also will reflect on the worthiness of research goals themselves and their relationship to a broader view of what it means to be human and to live in society. Just as there is more to being human than the pragmatic demands of daily life, there is more at issue with knowledge production than finding the most efficient ways to satisfy consumer preferences or fix near-term policy problems. We will conclude by calling for a balanced approach to funding research that addresses society's most pressing needs but also supports innovative research with less immediately apparent application.

  10. EFL Oral Communication Teaching Practices: A Close Look at University Teachers and A2 Students' Perspectives in Thailand and a Critical Eye from Serbia

    Science.gov (United States)

    Bruner, David Allen; Sinwongsuwat, Kemtong; Radic-Bojanic, Biljana

    2015-01-01

    This paper aimed to reexamine current EFL oral communication teaching practices from the perspectives of teachers and A2 students at two universities, namely Prince of Songkla University (PSU), Thailand and University of Novi Sad (UNS), Serbia. The main objectives were: (1) to analyze current practices from the perspectives of teachers and…

  11. Critical Media Analysis in Teacher Education: Exploring Language-Learners' Identity through Mediated Images of a Non-Native Speaker of English

    Science.gov (United States)

    Chamberlin-Quinlisk, Carla

    2012-01-01

    Media literacy education has become increasingly present in curricular initiatives around the world as media saturate our cultural environments. For second-language teachers and teacher educators whose practice centers on language, communication, and culture, the need to address media as a pedagogical site of critique is imperative. In this…

  12. Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden

    Science.gov (United States)

    Edling, Silvia

    2014-01-01

    Drawing on ambitions to contest violence in education, this article challenges ideas that student teachers only need to rely on evidence-based theory in their future profession. This is accomplished by analysing and comparing theories of plurality as described in three texts used in courses at one teacher education institution in Sweden. The texts…

  13. Effective Teachers

    Directory of Open Access Journals (Sweden)

    Beverly A. King Miller

    2015-09-01

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

  14. Professional Development of Novice Special Education Teachers

    Directory of Open Access Journals (Sweden)

    Silmara de Oliveira Gomes Papi

    2018-06-01

    Full Text Available The professional development of novice teachers in the profession and in special education is poorly understood, despite its relevance to the improvement of teaching. This study analyzes the challenges faced by such teachers with a view to understanding their professional development. The participants in the research were teachers of classrooms equipped with multifunctional resources (SRM in state schools. The research follows a critical-dialectic approach and a qualitative focus. The results indicate deficiencies in the professional development of novices, who experience difficulties related to teaching and bureaucracy, despite having specific training in the area. They also feel alienated in the schools and seek alternatives to fill existing gaps related to their professional practice.

  15. Reading and Reflecting: Elementary Preservice Teachers' Conceptions about Teaching Mathematics for Equity

    Science.gov (United States)

    Jackson, Christa; Jong, Cindy

    2017-01-01

    Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers…

  16. Critical Chemistry Education in a Private, Suburban High School

    Science.gov (United States)

    Ashby, Patrick; Mensah, Felicia Moore

    2018-01-01

    This critical ethnography documents how a group of 25 students and their teacher/researcher in a suburban, private school setting, the vast majority from the dominant cultural background, engaged with and enacted a critical chemistry education together. Critical chemistry education contextualizes chemistry in socially relevant issues and problematizes participants' conceptual frameworks for understanding the intersections between chemistry and our capitalist society by identifying the shortcomings of traditional scientific language to sufficiently interrogate privilege and oppression. Qualitative data from teacher/researcher field notes and journal, classroom video transcripts, questionnaires, focus group interviews, and student artifacts document that while it is difficult for the teacher/researcher and the students of this setting to reflect upon their own positions of privilege, together they interpreted and made meaning of their experience by (1) developing the ability to critically analyze the products of science for the potential of oppression, (2) developing an understanding of inequity in science, and (3) evaluating and respecting diverse knowledge bases. Based on the findings, we suggest students should be encouraged to problematize socially situated science issues related to settings close to their own communities, students should participate in structured and purposeful journaling to improve their metacognition and critical reflexivity, and critical pedagogues must be explicit with students in their Marxist-based interpretation of the global capitalist super structure.

  17. TEACHERS NEEDED

    CERN Multimedia

    2001-01-01

    The English Language Programme of the Lycée International de Ferney-Voltaire has two teaching posts available for la rentrée 2001. 1. Part-time teacher of Primary-level English Candidates for the post need to be mother-tongue English speakers. They should have a relevant degree and teaching qualification. The post involves teaching the English curriculum to pupils who are within the French educational system. Classes take place on Tuesday afternoons at the Lycée. Team spirit necessary as teachers work as a team. Induction & training are offered. 2. Part-time teacher of Secondary-level history-geography Candididates for the post need to be mother-tongue English speakers. They should have a relevant degree in history or geography and also a strong interest in the other subject. They should have a relevant teaching qualification and be confident classroom practioners. For more information on either of these posts please contact the school office on 04.50.40.82...

  18. Teachers perception of school

    African Journals Online (AJOL)

    User

    This paper is part of MA thesis in which primary school teachers' perceptions of was explored. The study was ... of relevance, management, and result in enhancement of students learning, and obstructions. ...... Professional Ethics, Counseling.

  19. Teacher Prep 3.0: A Vision for Teacher Education to Impact Social Transformation

    Science.gov (United States)

    Kretchmar, Kerry; Zeichner, Ken

    2016-01-01

    Teacher education in the USA is composed of both defenders and critics of the current system of teacher preparation. Some critics of college and university-based teacher education who describe themselves as "reformers" have referred to the non-university programmes as "teacher preparation 2.0" in order to emphasise the…

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

    Science.gov (United States)

    Phelan, Jack Gordon

    2012-01-01

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

  1. Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction.

    Science.gov (United States)

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

    2014-05-01

    Teacher job satisfaction is critical to schools' successful functioning. Using a representative sample of kindergarten teachers from the Early Childhood Longitudinal Study, we investigate the association among professional learning community and teacher collaboration, teacher ethno-racial group, teacher-student ethno-racial mismatch, and teacher job satisfaction. We find that White teachers are significantly less satisfied than African-American and Latino teachers, especially when they teach in majority non-White classrooms. However, the existence of a professional community moderates the negative influence of teacher-student ethno-racial mismatch on White teachers' job satisfaction. In effect, strong professional communities serve as a cushion to bolster teacher job satisfaction. Copyright © 2014 Elsevier Inc. All rights reserved.

  2. Identity Development: What I Notice about Myself as a Teacher

    Science.gov (United States)

    Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel

    2018-01-01

    Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of…

  3. 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...

  4. The Alternative Certification of Teachers. Teacher Education Monograph No. 14.

    Science.gov (United States)

    Hawley, Willis D., Ed.

    Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This…

  5. Managing teacher turnover

    African Journals Online (AJOL)

    Erna Kinsey

    - ... vacant teaching posts are not filled (Pretorius & Heard, 1999; Anon., ... it reaches critical proportions. This article therefore investigates teacher turnover as a phenome- non to be managed and suggests ways of doing so. The study is based.

  6. Why relevance theory is relevant for lexicography

    DEFF Research Database (Denmark)

    Bothma, Theo; Tarp, Sven

    2014-01-01

    This article starts by providing a brief summary of relevance theory in information science in relation to the function theory of lexicography, explaining the different types of relevance, viz. objective system relevance and the subjective types of relevance, i.e. topical, cognitive, situational...... that is very important for lexicography as well as for information science, viz. functional relevance. Since all lexicographic work is ultimately aimed at satisfying users’ information needs, the article then discusses why the lexicographer should take note of all these types of relevance when planning a new...... dictionary project, identifying new tasks and responsibilities of the modern lexicographer. The article furthermore discusses how relevance theory impacts on teaching dictionary culture and reference skills. By integrating insights from lexicography and information science, the article contributes to new...

  7. Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

    NARCIS (Netherlands)

    Alake - Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Wals, A.E.J.; Oosterheert, I.; Mulder, M.

    2012-01-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach

  8. Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

    Science.gov (United States)

    Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

    2012-01-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a…

  9. Are Fruits of Free Normal Education Policy Real or Mythical? "A Critical Appraisal of the Free Teacher Education Policy Meant to Promote Rural Education in China"

    Science.gov (United States)

    Luo, Zubing; Mkandawire, Matthews Tiwaone

    2015-01-01

    Since September 2007, the Ministry of Education of China has been implementing a policy called "Free Normal Education" (FNE) for college students majoring in education in normal universities. The central goal for FNE is to promote quality of education by providing rural areas with high quality teachers who are bonded through their…

  10. "Male Delivery": A Critical Investigation of What Boys Have to Say about the Influence of Male Teachers on Literacy Engagement and Achievement

    Science.gov (United States)

    Watson, Anne

    2017-01-01

    This article, by drawing on data collected from qualitative case-study research, raises questions about discourses that claim male teachers are better equipped to improve boys' literacy achievement on the basis of gender affiliation. It reports on interview and observational data collected from a number of boys attending five different…

  11. Learning about Teachers through Film.

    Science.gov (United States)

    Raimo, Angela; Devlin-Scherer, Roberta; Zinicola, Debra

    2002-01-01

    Analysis of films featuring teachers reveals a variety of roles portrayed: teacher as culture guardian, iconoclast/subverter, alien culture-bearer, change agent, learner, compassionate mentor, student advocate, maverick, and incompetent. Examination of these portrayals can prompt critical thinking about teacher responses to different social and…

  12. Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

    Science.gov (United States)

    Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

    2012-11-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

  13. 取得中學教職的關鍵因素:運用決策樹探勘師資培育歷程 Critical Factors of Becoming Secondary School Teachers: Mining the Process of Teacher Education by Decision Trees

    Directory of Open Access Journals (Sweden)

    黃嘉莉 Jia-Li Huang

    2017-06-01

    Full Text Available 本研究旨在透過大量的教育數據,運用資料探勘技術中的決策樹演算法,分析師資生於現行的師資培育歷程中,取得中學教師資格與取得正式教職的關鍵因素,以作為改進師資培育的參考。本研究以一所傳統師範體系的綜合大學 2003~2010 年入學的師資生為對象,運用開源碼軟體 Weka 分類演算法中的決策樹,針對每位師資生經歷 5 年培育歷程中修課與培訓的數據,進行資料探勘,用以瞭解取得教師證書與正式教職的關鍵因素。本研究主要結果為: 一、三個主要學院(文、理、教育學院)的師資生取得教職所需年限有別(特別是理學院差異較大);二、取得教師證書的關鍵因素是教育專業知識,而取得正式教職的關鍵因素則為專門知識與學科教學知識。此外,師資生拓展多元經驗亦有機會取得教職,且目前結果顯示教育實習成績並非是取得教師證書與教師工作的關鍵因素。本研究再以各類文獻驗證上述部分結果,提供師資培育較佳作法的參考建議。 This study aimed to identify the critical factors leading teacher students to successfully receive teacher certificates and become secondary school teachers by mining vast educational data using decision trees in order to provide actionable suggestions to improve teacher education. The five-year learning evidence of the teacher students enrolled during 2003-2010 school years from a normal university in Taiwan was collected and then analyzed with the open source data mining software Weka by use of its decision tree algorithms. The major findings include: (1 Years spent to receive a teacher job were different among the three major colleges, namely colleges of Education, Liberal Arts, and Science; (2 Education knowledge is the critical predictor to receive a teacher certificate, while pedagogical content knowledge and content knowledge

  14. Fresh Faces, New Places: Moving beyond Teacher-Researcher Perspectives in Hip-Hop-Based Education Research

    Science.gov (United States)

    Irby, Decoteau J.; Hall, H. Bernard

    2011-01-01

    Grounded in critical and culturally relevant theory, hip-hop-based education (HHBE) research documents the use of hip-hop in educational settings. Despite the richness of the emerging field, overreliance on teacher-researcher perspectives leaves much to be desired. Little is known of the extent and ways HHBE is used by nonresearching K-12…

  15. In Search of the Socially Critical in Health Education: Exploring the Views of Health and Physical Education Preservice Teachers in Australia

    Science.gov (United States)

    Wright, Jan; O'Flynn, Gabrielle; Welch, Rosie

    2018-01-01

    Purpose: Health education still tends to be dominated by an approach designed to achieve individual behaviour change through the provision of knowledge to avoid risk. In contrast, a critical inquiry approach educates children and young people to develop their capacity to engage critically with knowledge, through reasoning, problem solving and…

  16. Deep learning relevance

    DEFF Research Database (Denmark)

    Lioma, Christina; Larsen, Birger; Petersen, Casper

    2016-01-01

    train a Recurrent Neural Network (RNN) on existing relevant information to that query. We then use the RNN to "deep learn" a single, synthetic, and we assume, relevant document for that query. We design a crowdsourcing experiment to assess how relevant the "deep learned" document is, compared...... to existing relevant documents. Users are shown a query and four wordclouds (of three existing relevant documents and our deep learned synthetic document). The synthetic document is ranked on average most relevant of all....

  17. The Role and Image of Midwives in Caribbean Society from the Colonial Period to the Present: A Critical Analysis of the Discourse Relevant to Midwifery in Specific Hispanophone, Anglophone, and Francophone Contexts

    Science.gov (United States)

    Crespo-Valedon, Damarys T.

    2017-01-01

    The dominant discourse on midwifery has been characterized by myths that have been constructed and perpetuated through oral and written discourse. The purpose of this research is to engage in a critical analysis of that discourse, with special focus on Hispanophone, Anglophone, and Francophone contexts in the Caribbean from colonial times to the…

  18. THE EFFECT OF READING CIRCLE TECHNIQUE ON THE CRITICAL READING SELFEFFICACY PERCEPTION OF PRE-SERVICE TEACHERS - OKUMA ÇEMBERİ TEKNİĞİNİN ÖĞRETMEN ADAYLARININ ELEŞTİREL OKUMA ÖZ YETERLİK ALGILARINA ETKİSİ

    Directory of Open Access Journals (Sweden)

    Murat ÖZBAY

    2015-08-01

    Full Text Available Reading can be described as getting meaning from written symbols in the classic sense. But today, information is changing rapidly and orienting in various ways through general networking, media, printed materials and so on. Therefore it is not enough alone to make sense of text. Today, to correctly understand what individuals read, to discuss accuracy and reliability of thoughts in the book, be able to query the information given by the work, to determine the purpose of author correctly, to explain the cause and effect relationships between events and concepts, to determine conflicting statements in the work has become a much more important. In this context, especially teachers and preservice teachers need to be higly critical reading self-efficacy perception. Because teachers and preservice teachers undertake decisive role in the relationship between students and books. To be conscious about the critical reading self-efficacy perception will provide to meet with more qualified and reliable work for students. In this context, the aim of this paper is defined as to examine the impact of the collaborative reading circle effect on preservice teachers' critical reading self efficacy perception. In this paper quasi experimental stduy method was preferred and research was designed semi-experimental pretest posttest control group design. The study was conducted on 103 Turkish preservice teachers who are receiving education in Dumlupınar University Faculty of Education. Paper's datas were collected through Critical Reading Self-Efficacy Perception Scale which has developed by Karadeniz (2014. According to the findings, collaborative reading circle technique has been effective in developing preservice teachers' critical reading self efficacy perceptions.

  19. The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

    Science.gov (United States)

    Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

    2014-01-01

    This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

  20. Development of reflexive critical thinking through the teaching of history in Benguela

    Directory of Open Access Journals (Sweden)

    Âurea Augusto Luís Wafunga

    2018-06-01

    Full Text Available Critical and reflective thinking is a necessary characteristic of the teacher in the present context. Based on observation and experience as teachers at the Institute of Education Sciences of Benguela, University of Katyavala Buíla, we see that the teaching of history in the Degree in Teaching History contributes little to the development of critical and reflective thinking. This is a very relevant aspect if we consider the need to train good critical and reflective teachers who are able to promote critical thinking in their students in a way that questions the different social contexts. The study presented here consisted in analyzing critical-reflexive thinking through the teaching of history. Non-participant observation and a questionnaire were used for this purpose. The information gathered showed that the respondents point to a low contribution of the teaching of history to the development of critical and reflective thinking. In this way, new methodological strategies need to be adapted in order to promote skills such as: analysis, criticism, reflection, reasoning and understanding of problems in a historical setting.

  1. CriticalEd

    DEFF Research Database (Denmark)

    Kjellberg, Caspar Mølholt; Meredith, David

    2014-01-01

    . Since the comments are not input sequentially, with regard to position, but in arbitrary order, this list must be sorted by copy/pasting the rows into place—an error-prone and time-consuming process. Scholars who produce critical editions typically use off-the-shelf music notation software......The best text method is commonly applied among music scholars engaged in producing critical editions. In this method, a comment list is compiled, consisting of variant readings and editorial emendations. This list is maintained by inserting the comments into a document as the changes are made......, consisting of a Sibelius plug-in, a cross-platform application, called CriticalEd, and a REST-based solution, which handles data storage/retrieval. A prototype has been tested at the Danish Centre for Music Publication, and the results suggest that the system could greatly improve the efficiency...

  2. Teacher Perception of Project-Based Learning in a Technology-Infused Secondary School Culture: A Critical Cine-Ethnographic Study

    Science.gov (United States)

    Gratch, Jonathan

    2012-01-01

    Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom.…

  3. Writing Critical Race Theory and Method: A Composite Counterstory on the Experiences of Black Teachers in New Orleans Post-Katrina

    Science.gov (United States)

    Cook, Daniella Ann; Dixson, Adrienne D.

    2013-01-01

    Using a critical race theory lens, the authors propose a way of writing race research using composite counterstories. Drawing on data from a yearlong study of school rebuilding in the time period immediately after Hurricane Katrina devastated the City of New Orleans, the authors examine the experiences of African-American educators in the school…

  4. The Effects of an Argument-Based Inquiry Approach on Improving Critical Thinking and the Conceptual Understanding of Optics among Pre-Service Science Teachers

    Science.gov (United States)

    Memis, Esra Kabatas

    2016-01-01

    The aim of this study was to investigate the effect of the university-level application of an Argument-Based Inquiry Approach, as compared to the traditional laboratory teaching method, on the ability of students to learn about optics and to demonstrate critical thinking. In this quasi-experimental study, pretest-posttest scores and CCDTI were…

  5. From Classroom to Workplace: An Exploration of How Teachers and Employers of Accounting Graduates Define and Assess Critical Thinking in Action

    Science.gov (United States)

    Jagannathan, Christine

    2017-01-01

    Purpose: The purpose of this study was to explore how 2 important stakeholder groups of Southern California business education, regional faculty and employers of accounting graduates, defined and assessed critical thinking skills. Methods: A literature review identified 2 key variables--conceptualization and operational assessment of critical…

  6. Understanding the Role of Critical Incidents in Relation to Self-Efficacy during Course-Embedded Preservice Teacher Field Experiences: A Qualitative Study

    Science.gov (United States)

    Epperly, Anna C.

    2017-01-01

    This qualitative, collective case study documented the development of the self-efficacy beliefs of special education preservice candidates during one semester of a course-embedded field experience in a small, private, faith-based university in the Midwest. Interviews of candidates regarding critical incidents in field experiences as documented by…

  7. Formative Review of the Critical Television Viewing Skills Curriculum for Secondary Schools. Volume I: Final Report. Volume II: Teacher's Guide: Reviewers' Suggested Revisions.

    Science.gov (United States)

    Wheeler, Patricia; And Others

    This formative review of a project designed to help high school students become more discriminating television viewers (1) presents a description of the curriculum designed during the project to foster critical television viewing in teenagers, (2) outlines the major tasks involved in the formative review of the curriculum, and (3) presents and…

  8. Neutrophil programming dynamics and its disease relevance.

    Science.gov (United States)

    Ran, Taojing; Geng, Shuo; Li, Liwu

    2017-11-01

    Neutrophils are traditionally considered as first responders to infection and provide antimicrobial host defense. However, recent advances indicate that neutrophils are also critically involved in the modulation of host immune environments by dynamically adopting distinct functional states. Functionally diverse neutrophil subsets are increasingly recognized as critical components mediating host pathophysiology. Despite its emerging significance, molecular mechanisms as well as functional relevance of dynamically programmed neutrophils remain to be better defined. The increasing complexity of neutrophil functions may require integrative studies that address programming dynamics of neutrophils and their pathophysiological relevance. This review aims to provide an update on the emerging topics of neutrophil programming dynamics as well as their functional relevance in diseases.

  9. Teachers and nuclear energy

    International Nuclear Information System (INIS)

    1994-01-01

    The aims of the seminar were: to exchange national experience in informing and assisting teachers in the nuclear field, and to determine the conditions for improving the effectiveness of these programmes; to develop an international understanding on the basic training and information requirements to assist secondary-school teachers in discussing nuclear energy in an appropriately wide and balanced context at school; to study the respective contributions of national authorities, industry and relevant institutes in this endeavour

  10. Moving towards Effective Physical Education Teacher Education for Generalist Primary Teachers: A View from Cyprus

    Science.gov (United States)

    Tsangaridou, Niki

    2016-01-01

    The preparation of effective teachers continues to be a critical issue in the literature since what teachers know and are able do is the most significant influence on what students learn. Teacher education programmes are considered to be the best places for teacher candidates to learn the knowledge, skills and attitudes they need to educate…

  11. Secondary Preservice Teachers' Perspectives on Teacher Self-Disclosure as Citizenship Curriculum

    Science.gov (United States)

    Zhang, Shaoan

    2010-01-01

    This article explores secondary preservice teachers' attitudes toward the use of teacher self-disclosure as a tool for citizenship education. Based on the notion that teacher self-disclosure may function as citizenship curriculum, this study addressed critical issues of teachers' sharing their knowledge about religions (including their own) and…

  12. Lived Experience: Perceptions of Competency of Novice Teachers

    Directory of Open Access Journals (Sweden)

    Pauline Swee Choo Goh

    2017-01-01

    Full Text Available This study bridges the gap of an outsider-insider perspective of competency and captures the essence of what constitutes competency among 18 novice teachers in their own actions performed in real classrooms. In this study, relevant aspects of the novice teachers’ ‘lived-experience’ in their schools make up their conceptions of competency. Novice teachers’ talk about achieving their aims of competency in strategically different ways and in each of these ways, the novice teachers’ strategies are critical to their understanding of the novice teacher-student roles. Five identified conceptions are: controls in the classroom and behaviour of students, methodical preparation, uses of sound in pedagogical knowledge and skills, understanding and empowering their students to take charge of their own learning, and an awareness of themselves as teachers. The conceptions of competency are represented diagrammatically and are discussed with respect to levels of complexity. Variation exists in the way novice teachers conceive of their competency. Teacher educators should be cognizant of the diversity in practices of teachers and not limit that to say that there is just one acceptable conception of competency.

  13. Critical Thinking in Physical Education

    Science.gov (United States)

    Humphries, Charlotte

    2014-01-01

    Changes in American education require that teachers are evaluated more often, and expectations increasingly include teaching to develop critical thinking skills. This article uses Bloom's taxonomy in describing ways physical educators can include critical thinking in their lessons, both to enhance their teaching and to meet expectations of…

  14. Scrutiny of Critical Thinking Concept

    Science.gov (United States)

    Atabaki, Ali Mohammad Siahi; Keshtiaray, Narges; Yarmohammadian, Mohammad H.

    2015-01-01

    Learning critical thinking skills are the goal of educational systems so the term "critical thinking" (CT) is frequently found in educational policy documents. Despite this frequency, however, precise understandings among teachers of what CT really means do not exit. The present study is designed to answer the following question. We can…

  15. Professional development and poststructural analysis: Stories of African-American science teachers

    Science.gov (United States)

    Moore, Felicia Michelle

    2003-10-01

    professionally. The three teachers had different and similar experiences based upon race/ethnicity, gender, class, and age. Taking differences and similarities into consideration, recommendations were offered to balance relations of power in science teaching, learning, and teacher professional development through multicultural education, culturally relevant pedagogy, and feminist pedagogy for their particular teaching contexts. Feminist poststructuralism offers an alternative and critical perspective for science education research.

  16. Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies

    Science.gov (United States)

    de los Ríos, Cati; Souto-Manning, Mariana

    2015-01-01

    From a Latina/o Critical Race Theory perspective, in this article we engage in a process of testimonio co-creation to trace Freire's notion of critical pedagogy in our lives as former schoolteachers and current teacher educators. Through the critical analysis of our lived experiences, we unveil the powerful affordances we have gained by employing…

  17. Neuromyths among Teachers and Student Teachers

    Science.gov (United States)

    Tardif, Eric; Doudin, Pierre-André; Meylan, Nicolas

    2015-01-01

    Many so-called brain-based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers…

  18. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    Science.gov (United States)

    Savasci, Funda; Berlin, Donna F.

    2012-02-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

  19. Criticality handbook. Pt. 1

    International Nuclear Information System (INIS)

    Heinicke, W.; Krug, H.; Thomas, W.; Weber, W.; Gmal, B.

    1985-12-01

    The GRS Criticality Handbook is intended as a source of information on criticality problems for the persons concerned in industry, authorities, or research laboratories. It is to serve as a guide allowing quick and appropriate evaluation of criticality problems during design or erection of nuclear installations. This present issue replaces the one published in 1979, presenting revised and new data in a modified construction, but within the framework of the proven basic structure of the Handbook. Some fundamental knowledge is required of criticality problems and the relevant terms and definitions of nuclear safety, in order to fully deploy the information given. Part 1 of the Handbook therefore first introduces terminology and definitions, followed by experimental methods and calculation models for criticality calculations. The next chapters deal with the function and efficiency of neutron reflectors and neutron absorbers, measuring methods for criticality monitoring, organisational safety measures, and criticality accidents and their subsequent analysis. (orig./HP) [de

  20. Global Professional Identity in Deterretorialized Spaces: A Case Study of a Critical Dialogue between Expert and Novice Nonnative English Speaker Teachers (Identidad profesional global en espacios desterritorializados: un estudio de caso de los diálogos críticos entre profesores de inglés no nativos)

    Science.gov (United States)

    Guerrero Nieto, Carmen Helena; Meadows, Bryan

    2015-01-01

    This study analyzes the online, peer-peer dialogue between two groups of nonnative English-speaking teachers who are attending graduate programs in Colombia and the United States. Framed by the theoretical concepts of critical pedagogy and global professional identity, a qualitative analysis of the data shows that their expert vs. novice roles…

  1. Linguistics and the TEFL Teacher.

    Science.gov (United States)

    Fraser, Bruce

    This paper asserts the "unquestionable" relevance of linguistic insights in the training of and subsequent use by teachers of English as a foreign language. Although the author agrees with Chomsky's view that linguistics has nothing to offer the teacher in the form of specific proposals for language teaching methodology, he argues that linguistics…

  2. Exposing the impact of opp(reg)ressive policies on teacher development and on student learning

    Science.gov (United States)

    Rodriguez, Alberto J.

    2010-12-01

    This case study draws attention to Pedro's story, a Grade 6 Latino teacher who, along with other grade 4-6 teachers, participated in a three-year professional development research project. By using data analyzed from multiple ethnographic interviews with teachers and students, and by drawing from the quantitative analyzes of concept map unit tests, we illustrate how Pedro's significant professional growth and his students' learning were truncated by top-down school district policies. These policies were implemented because of the punitive nature of the No Child Left Behind Act. Simply put, this case study exposes the impact of opp(reg)ressive policies on learning, that is, policies simultaneously oppressive and regressive. The critical perspective of the project, and its emphasis on assisting teachers to make their pedagogy and curriculum more culturally and socially relevant, was informed by sociotransformative constructivism (sTc). This is a theoretical framework that affords equal importance to cross-cultural education (learning about and acting on socially/culturally relevant issues) and social constructivism (learning to critically produce and consume knowledge). We hope that this case study will provide additional insights into the slow progress we continue to make in science teacher professional development and in closing the achievement gap.

  3. 對師資培育政策中市場化論述的批判反省 The Critical Reflection on the Market Discourse in Teacher Education Policy

    Directory of Open Access Journals (Sweden)

    謝卓君 Chuo-Chun Hsieh

    2005-06-01

    Full Text Available 本文從政策社會學的觀點出發,首先說明市場化論述的特徵,分析我國師資培育政策文本內含之市場化論述,之後再借重英國的改革經驗和國外學者對其之批判,作為反思我國師資培育改革之能量。研究結果指出,我國的師資培育市場化論述是由「多元開放」、「需求」、「專業」三股政策論述彼此妥協和互動下的產物,而修訂通過的師資培育法即是這些政策論述互動下的共同產物。最後,本文指出運用市場邏輯於師資培育政策時的警惕:(1容易忽略民主協商的價值。(2確保教育市場機制健全運作的困難。(3無法保證多元師資的培育。 This paper discussing the market discourse from the view of policy sociology can be divided into three parts. Firstly, the researcher illustrates the features of the market discourse and reviews the critiques about the education reform affected by the market discourse. After that, the paper synthesizes the recent reform in teacher education policy in Taiwan and reviews market discourse in the official documents. Finally, it shows that the policy discourses-diversity, demand, and specialty-merged into the market discourse. The Teacher Education Policy is the effect of the market discourse and the critical reflections on that are: (1 the democratic deliberation is likely to be ignored; (2 the regular operation of the market mechanism is difficult to be assured; (3 the diversification of teacher quality cannot be guaranteed.

  4. Making Deferred Taxes Relevant

    NARCIS (Netherlands)

    Brouwer, Arjan; Naarding, Ewout

    2018-01-01

    We analyse the conceptual problems in current accounting for deferred taxes and provide solutions derived from the literature in order to make International Financial Reporting Standards (IFRS) deferred tax numbers value-relevant. In our view, the empirical results concerning the value relevance of

  5. Parsimonious relevance models

    NARCIS (Netherlands)

    Meij, E.; Weerkamp, W.; Balog, K.; de Rijke, M.; Myang, S.-H.; Oard, D.W.; Sebastiani, F.; Chua, T.-S.; Leong, M.-K.

    2008-01-01

    We describe a method for applying parsimonious language models to re-estimate the term probabilities assigned by relevance models. We apply our method to six topic sets from test collections in five different genres. Our parsimonious relevance models (i) improve retrieval effectiveness in terms of

  6. Quest for Relevance.

    Science.gov (United States)

    Axelrod, Joseph

    During an analysis of the nature of the curricular-instructional process of US higher education, faculty members were classified into 5 prototypes based on their styles of teaching. The recitation class teacher limits the process of reasoning by students. The content-centered faculty member helps his students to master what "knowledgeable" people…

  7. The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers

    Science.gov (United States)

    Saderholm, Jon; Ronau, Robert N.; Rakes, Christopher R.; Bush, Sarah B.; Mohr-Schroeder, Margaret

    2017-01-01

    This evaluation study examined a state-wide professional development program composed of two institutes, one for mathematics teachers and one for science teachers, each spanning two weeks. The program was designed to help teachers transform their practice to align with Common Core State Standards for Mathematics and Next Generation Science…

  8. Teacher experiences of generating and interpreting drawings

    African Journals Online (AJOL)

    I report on a phenomenological investigation into teacher experiences of generating and interpreting drawings during their participation in the Resilient Educators (REds) intervention. All 18 teacher participants came from rural communities challenged by HIV&AIDS. I reflect critically on the ambivalence in teacher ...

  9. A Multicultural Fairy Tale for Teacher Educators

    Science.gov (United States)

    Robinson, Scott

    2014-01-01

    The purpose of this narrative research is to examine cultural diversity among teacher candidates. A secondary purpose is to offer a pedagogical tool for teacher educators to use with their teacher candidates to help them develop a critical consciousness in their encounters with diverse students and their reflections on their own cultural…

  10. "Only Connect": Researchers and Teachers in Dialogue

    Science.gov (United States)

    Paran, Amos

    2017-01-01

    This article responds to recent critiques of the usefulness of research findings to teaching, and the call for teachers to rely on their experiences and intuition. I discuss the fallibility of intuition and then examine the nature of research and of critical thinking and their importance for teachers and teacher education. I provide evidence of…

  11. Questioning Strategies of Literature Teachers among Grade 8 Filipino Students

    Directory of Open Access Journals (Sweden)

    Magdalena M. Ocbian

    2015-11-01

    Full Text Available Questioning is a useful and relevant tool to facilitate classroom discussion in a literature class. This study identified the levels of questions teachers use in their literature class, determined the different question strategies they utilized and proposed activities to enhance the questioning strategies of literature teachers. Video analysis was the main instrument used. These videos were provided during the conduct of class observations by the researchers. There were eight respondents in the study selected through total enumeration. They are teachers from Gubat Cluster of secondary schools of Sorsogon Province. To identify the levels of questions and questioning strategies, question tally form and percentage were used. Results revealed that knowledge was the most used level of questions followed by comprehension, application, analysis, synthesis and evaluation. The most used question technique is the participation, followed by proving, sequencing, wait time, balance and student questions. It was recommended that literature teachers vary their level of questions when discussing literary pieces. They may utilize different question techniques to develop critical thinking skills of their students. The use of the proposed activities may enhance the questioning strategies of literature teachers. Likewise, school heads and program supervisors may utilize video analysis technique as a mode for classroom observation.

  12. Culturally Relevant Cyberbullying Prevention

    OpenAIRE

    Phillips, Gregory John

    2017-01-01

    In this action research study, I, along with a student intervention committee of 14 members, developed a cyberbullying intervention for a large urban high school on the west coast. This high school contained a predominantly African American student population. I aimed to discover culturally relevant cyberbullying prevention strategies for African American students. The intervention committee selected video safety messages featuring African American actors as the most culturally relevant cyber...

  13. Teacher induction

    NARCIS (Netherlands)

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

    2010-01-01

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

  14. Teacher expertise

    DEFF Research Database (Denmark)

    Rasmussen, Jens

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

  15. Physics Teacher Quality

    Science.gov (United States)

    Wallace, Andrew; Bixler, David

    2010-03-01

    Physics Teacher Quality at Angelo State University (ASU) and Education Service Center Region XV is funded through a US Department of Education grant. In this program secondary science teachers from local and rural districts within Region XV learn and practice physics and principles of technology concepts emphasized in the Texas Essential Knowledge and Skills (TEKS), improve practice of 5E model of guided inquiry, and complete activity-based laboratories and field investigations. Investigations include field and laboratory safety, environmental responsibility, ethical practices, application of scientific methods to open-ended problems encountered in the physical sciences, and critical thinking and problem solving. Teachers are assessed through pre- and post- testing, lab practicum, and classroom observation over a two-year cycle. Assessment data from 2004 through 2008 indicates Physics Teacher Quality is changing teaching behavior in the secondary classroom.

  16. Go East, Young Teacher!

    Science.gov (United States)

    Lucenta, Lindsey

    2011-01-01

    Because China is the world's fastest growing economy, the Chinese school system has a huge demand for English teachers at all levels. Teaching English as a second language (ESL) offers a plethora of benefits, such as developing a more critical approach to cultural understanding, more opportunities for travel, overseas experience during a time of…

  17. Rethinking and Redesigning Teacher Education

    DEFF Research Database (Denmark)

    Baltzersen, Johnny

    to emphasize that I only consider my contribution to day as a humble effort to address highly complex and complicated issues and further emphasize that everyone seriously engaged in education reform, educational change and teacher education have much to do before we can embark on coherent and well......Teacher education and teachers are in most countries round the world under heavy criticism for not delivering what governments, many politicians and policy analysts and many sections of public life feel they should be delivering. And teacher education is at large on the defensive when confronted...

  18. Teacher Costs

    OpenAIRE

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

    2015-01-01

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

  19. Teacher competencies

    OpenAIRE

    Svatošová, Kateřina

    2012-01-01

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

  20. Empathy Research and Teacher Preparation: Benefits and Obstacles

    Science.gov (United States)

    Bouton, Bobette

    2016-01-01

    Teacher preparation is critical in cultivating good teachers, but more importantly in helping teachers learn how to meet the academic and emotional needs of preK-12 students. Teaching and training the socio-emotional trait of empathy is an important skill for pre-service teachers to develop. However, due to the multiple definitions, fields of…

  1. Novice Teachers Learning from Others: Mentoring in Shanghai Schools

    Science.gov (United States)

    Salleh, Hairon; Tan, Charlene

    2013-01-01

    This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and…

  2. Teacher Pay and Teacher Aptitude

    Science.gov (United States)

    Leigh, Andrew

    2012-01-01

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

  3. Thinking Critically about Critical Thinking

    Science.gov (United States)

    Mulnix, Jennifer Wilson

    2012-01-01

    As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting…

  4. Práticas de letramento crítico na formação de professores de línguas estrangeiras Critical literacy practices in foreign language teachers education

    Directory of Open Access Journals (Sweden)

    Elzimar Goettenauer de Marins Costa

    2012-01-01

    classrooms too. Therefore, starting from this assumption, this article aims at discussing the dilemmas and the implications of the incorporation of critical literacy practices in the initial education of foreign language teachers.

  5. From Cultural Popularity to the Paradox of Relevance: A Critical ...

    African Journals Online (AJOL)

    The conclusion drawn from the findings is that various factors, especially the multicultural character of most contemporary societies, are impinging on the possibility of developing a theory of citizenship that is universally applicable and globally acceptable. Key Words. Citizenship, citizenship theory, equality, multiculturalism, ...

  6. The scholarship of critical review: improving quality and relevance.

    Science.gov (United States)

    Lawrence, Dana; Ebrall, Phillip

    2008-12-01

    To describe the process of scientific peer review as it is used in the manuscript submission process, assess threats and challenges to the peer review process, and to offer suggestions for enhancing its effectiveness. Peer review is often seen as one of the hallmarks of scientific publication. The primary goal of peer review is to improve the science within papers that are ultimately published, by helping an editor better understand the strengths and weaknesses of a given paper. This process, while fairly well studied within the medical field, has received almost no attention at all within chiropractic. This paper provides guidance to reviewers and potential reviewers which can help them to understand both the scientific and the human aspects of peer review. This is designed to elevate this function to one trusted by the profession rather than seen as simply another hurdle to overcome. Several future directions are offered, including unblinding the review process for transparency, conducting rigorous studies looking at peer review, and developing formal training programs for potential reviewers. Peer review is likely to remain in force as a means to provide guidance to authors and editors about the rigor of submitted papers. However, the nature of peer review may be changing and editors and authors need to stay aware of the implications of these changes. Recommendations to open the process, study it and develop training programs are designed to ensure that the process remains as impartial as possible.

  7. Relevant Subspace Clustering

    DEFF Research Database (Denmark)

    Müller, Emmanuel; Assent, Ira; Günnemann, Stephan

    2009-01-01

    Subspace clustering aims at detecting clusters in any subspace projection of a high dimensional space. As the number of possible subspace projections is exponential in the number of dimensions, the result is often tremendously large. Recent approaches fail to reduce results to relevant subspace...... clusters. Their results are typically highly redundant, i.e. many clusters are detected multiple times in several projections. In this work, we propose a novel model for relevant subspace clustering (RESCU). We present a global optimization which detects the most interesting non-redundant subspace clusters...... achieves top clustering quality while competing approaches show greatly varying performance....

  8. The Development of Critical Thinking Attitudes Scale

    Science.gov (United States)

    Özelçi, Serap Yilmaz; Saracaloglu, A. Seda

    2017-01-01

    This research aims to develop an independent scale that measures the critical thinking attitudes of classroom teacher candidates. The research was designed in a screening model. The universe of the research was composed of 384 prospective teachers who are studying in the education faculty of a university in the western part of Turkey. In the…

  9. Critical Care

    Science.gov (United States)

    Critical care helps people with life-threatening injuries and illnesses. It might treat problems such as complications from surgery, ... attention by a team of specially-trained health care providers. Critical care usually takes place in an ...

  10. Analysis of changes in teachers concerning constructivist perceptions, philosophies, and practices resulting from the year-long Iowa Chautauqua Professional Development Project

    Science.gov (United States)

    Abd Hamid, Nor Hashidah

    The purpose of this study was to investigate the extent to which teachers were able to make changes needed to move toward the use of more constructivist behaviors after being involved in the year long Iowa Chautauqua Professional Development Program (ICPDP). Constructivist behaviors were investigated from four perspectives; namely, actual classroom performances as viewed from videotapes, teachers and student perceptions of teacher use of constructivist teaching practices, teacher philosophy as revealed from the open-ended Philosophy of Teaching and Learning Instrument (PTL), and teacher reflections about their inquiry classrooms and uses of questioning strategies. Twenty-seven teacher participants and 321 of their students volunteered to participant in this study. Four types of data were collected to answer the research questions, namely (a) Constructivist Learning Environment Survey (CLES), (b) Philosophies of Teaching and Learning (PTL), (c) Videotapes evaluated with the Expert Science Teaching Evaluation Model (ESTEEM), and (d) Teacher Reflections regarding teaching strategies and questioning. Major findings include the following: (1) Teachers in the project showed significant growth concerning constructivist perceptions over time and for all six sub-scales of TCLES, namely personal relevance, scientific uncertainty, critical voice, shared control, student negotiation, and attitude toward science. (2) Teachers in the project indicated significant growth concerning philosophy of teaching and learning as measured by the PTL. (3) Teachers in the project indicated significant growth concerning constructivist teaching practices as evaluated by videotapes (using the ESTEEM instrument); significant differences were found for all four sub-scales of the ESTEEM. (4) Students in the project indicated significant growth concerning their constructivist perceptions over time for the total SCLES score and on the sub-scales of scientific uncertainty, shared control, and student

  11. Undergraduate Teacher Education that Cultivates Political Knowledge and Action in Future Teachers

    Science.gov (United States)

    Chavez-Reyes, Christina

    2011-01-01

    Teacher education is charged with the goal of training teachers who will prepare the next generation of citizens. Since Horace Mann's common schools, teachers have been the purveyors of political education, often through teaching patriotic songs and celebrated historical events and individuals. Through liberal education and critical pedagogy,…

  12. Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

    Science.gov (United States)

    Fernández, M. Beatriz

    2018-01-01

    Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

  13. Teacher Educators' Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

    Science.gov (United States)

    Akyeampong, Kwame

    2017-01-01

    Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform…

  14. Teacher Inequality

    Directory of Open Access Journals (Sweden)

    Andrew J. Wayne

    2002-06-01

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

  15. Is Information Still Relevant?

    Science.gov (United States)

    Ma, Lia

    2013-01-01

    Introduction: The term "information" in information science does not share the characteristics of those of a nomenclature: it does not bear a generally accepted definition and it does not serve as the bases and assumptions for research studies. As the data deluge has arrived, is the concept of information still relevant for information…

  16. Under Constant Attack: Personal Reflections of a Teacher Educator.

    Science.gov (United States)

    Hunter, Elizabeth

    1985-01-01

    The personal reminiscences of a teacher educator ready to retire touch on changing attitudes toward education and the consequences of those attitudes: the shifting character of the bitter criticism teacher educators must endure whatever the current educational fashion. (PGD)

  17. The development of pedagogical content knowledge in science teachers: New opportunities through technology-mediated reflection and peer-exchange

    Science.gov (United States)

    Madeira, M. Cheryl-Ann

    This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers' engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers' level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into

  18. Lessons for Teaching Art Criticism.

    Science.gov (United States)

    Barrett, Terry, Ed.; Clark, Gilbert, Ed.

    This collection of lessons is meant to be a practical guide to help teachers engage children in art criticism. The lessons generally follow a similar format. Most suggest an age group but may be modified for use with younger or older students. Several authors suggest variations and extensions for lessons that include studio activities. A broad…

  19. Competence of matric physical science teachers in some basic problem-solving strategies

    Directory of Open Access Journals (Sweden)

    Mailoo Selvaratnam

    2011-01-01

    Full Text Available The National Curriculum Statement for matric physical science places strong emphasis on the development of critical thinking and reasoning abilities of pupils. The successful implementation of this curriculum therefore requires teachers who are competent in the cognitive (intellectual skills and strategies needed for learning science effectively. Testing of teachers’ competence in this aspect is therefore important. I therefore analysed teachers’ answers to questions that were carefully designed to test competence in some basic intellectual strategies that are important for problem solving in physical science courses. A total of 73 matric physical science teachers, from about 50 Dinaledi schools in the North West and KwaZulu-Natal provinces in South Africa, were tested in five intellectual strategies: clear representation of problems, identifying and focusing on the goal, identification and use of relevant principles, use of equations for deductions and proceeding step-by-step with the solution. The teachers’ competence was poor in all the intellectual strategies tested. About 60% (the average performance in all 13 questions used for testing of teachers tested were unable to solve the questions correctly. An important objective of the curriculum is the development of critical thinking, scientific reasoning and strategies of pupils. This study shows that the achievement of this objective will be seriously handicapped because of the lack of competence of many teachers in intellectual strategies. There is therefore a need to train teachers in order to increase their competence in this aspect.

  20. Boundedness beyond reification: cosmopolitan teacher education as critique

    Directory of Open Access Journals (Sweden)

    Claudia Schumann

    2013-01-01

    Full Text Available Certain strands of cosmopolitanism have been criticized on various occasions for merely mirroring the mental framework of a global elite that stresses positive attitudes to mobility, flexibility, and disinterested objective detachment to the detriment of ‘rooted’, local and national values. In this way, it is argued, it presents a one-sided opportunistic or naively affirmative picture of processes of globalization rather than taking seriously the challenges posed by the inherently normative dimension of cosmopolitan thought and practice. The present paper will argue for a return to the critical core of the cosmopolitan idea and proposes that the critique of reification, which recently received renewed interest by philosophers of the so-called third generation Frankfurt School, can serve as a vital tool for re-imagining cosmopolitan teacher education as critique. In particular, the discussion around the recent turn towards a standards and competencies oriented teacher education in Germany will be critically examined in this regard. Rather than presenting a mere factual description of our thinking, judgments and actions, a cosmopolitan orientation should be concerned with reminding us of the importance of a continuous critical challenge of their validity. Firstly, the concept of reification will be shown to provide the conceptual resources to describe and select relevant characteristics of contemporary social pathologies that cannot be adequately captured within liberal social philosophies. A closer analysis of reification as a deficient relation to oneself, to others, or to the world will then lead to the second question of how to conceive of non-reifying forms of relatedness, commitment and boundedness as enabling new forms of expressive freedom. Instead of one-sided, narrow and hasty reactions towards a perceived ‘global challenge’—either fetishizing borders or their transgression, an critical educational cosmopolitanism should bring

  1. Clinical Relevance of Adipokines

    Directory of Open Access Journals (Sweden)

    Matthias Blüher

    2012-10-01

    Full Text Available The incidence of obesity has increased dramatically during recent decades. Obesity increases the risk for metabolic and cardiovascular diseases and may therefore contribute to premature death. With increasing fat mass, secretion of adipose tissue derived bioactive molecules (adipokines changes towards a pro-inflammatory, diabetogenic and atherogenic pattern. Adipokines are involved in the regulation of appetite and satiety, energy expenditure, activity, endothelial function, hemostasis, blood pressure, insulin sensitivity, energy metabolism in insulin sensitive tissues, adipogenesis, fat distribution and insulin secretion in pancreatic β-cells. Therefore, adipokines are clinically relevant as biomarkers for fat distribution, adipose tissue function, liver fat content, insulin sensitivity, chronic inflammation and have the potential for future pharmacological treatment strategies for obesity and its related diseases. This review focuses on the clinical relevance of selected adipokines as markers or predictors of obesity related diseases and as potential therapeutic tools or targets in metabolic and cardiovascular diseases.

  2. How Critical Is Critical Thinking?

    Science.gov (United States)

    Shaw, Ryan D.

    2014-01-01

    Recent educational discourse is full of references to the value of critical thinking as a 21st-century skill. In music education, critical thinking has been discussed in relation to problem solving and music listening, and some researchers suggest that training in critical thinking can improve students' responses to music. But what exactly is…

  3. Teacher's evaluation

    OpenAIRE

    Šuranská, Ivana

    2014-01-01

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

  4. Information Needs/Relevance

    OpenAIRE

    Wildemuth, Barbara M.

    2009-01-01

    A user's interaction with a DL is often initiated as the result of the user experiencing an information need of some kind. Aspects of that experience and how it might affect the user's interactions with the DL are discussed in this module. In addition, users continuously make decisions about and evaluations of the materials retrieved from a DL, relative to their information needs. Relevance judgments, and their relationship to the user's information needs, are discussed in this module. Draft

  5. Taking on Critical Literacy: The Journey of Newcomers and Novices.

    Science.gov (United States)

    Lewison, Mitzi; Flint, Amy Seely; Van Sluys, Katie

    2002-01-01

    Describes a portion of the authors' work with a group of elementary teachers during the first eight months of an ongoing study investigating critical literacy in classrooms. Examines the understandings and classroom practices of two groups of teachers: newcomers and novices. Provides insights into the concerns teachers have when they begin…

  6. Knowing We Are White: Narrative as Critical Praxis

    Science.gov (United States)

    Ullucci, Kerri

    2012-01-01

    A critical concern in preparing teachers for urban schools is helping them make sense of race, identity and racism in schools. Teacher education programs struggle with how to address these issues in classes of primarily White students. Through a document analysis, the present study highlights how teacher educators can use narrative--particularly…

  7. Education for Ethically Sensitive Teaching in Critical Incidents at School

    Science.gov (United States)

    Hanhimaki, Eija; Tirri, Kirsi

    2009-01-01

    The purpose of the present study was to identify and investigate critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Critical…

  8. [Teacher Training.

    Science.gov (United States)

    Palmatier, Robert A., Ed.

    1977-01-01

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

  9. Teacher Cooperatives

    Science.gov (United States)

    Hawkins, Beth

    2009-01-01

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

  10. Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects

    Science.gov (United States)

    Namamba, Adam; Rao, Congman

    2017-01-01

    Teacher educators play a key role in teacher education and education in general. Worldwide, little is known about preparation and professional development of teacher educators. This paper critically examined teacher educators' preparation and professional development in the context of educational reforms and mushrooming of teacher education…

  11. Critical thinking in physics education

    Science.gov (United States)

    Sadidi, Farahnaz

    2016-07-01

    We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

  12. Bullying and Teachers

    DEFF Research Database (Denmark)

    Søndergaard, Dorte Marie

    2017-01-01

    Approaching the relevance of teachers and their role in children’s bullying practices depends on the definition of bullying implied. If bullying is understood as an effect of individual traits and behavior, teachers are most often considered to be in a position to determine whether...... or not the reported or observed events can be defined as real cases of bullying. In cases deemed as bullying, they are considered responsible for taking further action in relation to the individual children involved. If bullying is understood as an effect of a dysfunctional culture in the school and in the classroom......, and enacted by the social structures in schools and other childhood institutions, it is instead seen as the teacher’s responsibility to analyze and seek to transform the climate and norms among the children. In those contexts the teachers are to transform the complex social processes in which bullying...

  13. Critical Jostling

    Directory of Open Access Journals (Sweden)

    Pippin Barr

    2016-11-01

    Full Text Available Games can serve a critical function in many different ways, from serious games about real world subjects to self-reflexive commentaries on the nature of games themselves. In this essay we discuss critical possibilities stemming from the area of critical design, and more specifically Carl DiSalvo’s adversarial design and its concept of reconfiguring the remainder. To illustrate such an approach, we present the design and outcomes of two games, Jostle Bastard and Jostle Parent. We show how the games specifically engage with two previous games, Hotline Miami and Octodad: Dadliest Catch, reconfiguring elements of those games to create interactive critical experiences and extensions of the source material. Through the presentation of specific design concerns and decisions, we provide a grounded illustration of a particular critical function of videogames and hope to highlight this form as another valuable approach in the larger area of videogame criticism.

  14. Critical Proximity

    OpenAIRE

    Simon, Jane

    2010-01-01

    This essay considers how written language frames visual objects. Drawing on Michel Foucault’s response to Raymond Roussel’s obsessive description, the essay proposes a model of criticism where description might press up against its objects. This critical closeness is then mapped across the conceptual art practice and art criticism of Ian Burn. Burn attends to the differences between seeing and reading, and considers the conditions which frame how we look at images, including how w...

  15. Perspectives for understanding the relationship between the theory and the practice in teacher training

    Directory of Open Access Journals (Sweden)

    Carmen ÁLVAREZ ÁLVAREZ

    2014-03-01

    Full Text Available This article reflects the main theoretical proposals about the relations between theory and practice that are have been formulated in the field of teacher training. The problem that is at the bottom of the theory-practice relationship: professional alienation of teachers in education. To overcome this mostly two responses have been: focus on the theory: convert to the teacher in an intellectual, and the proposal focus on the practice: assess the importance of the personal practical knowledge of teachers. Halfway between both perspectives it is possible to raise three current and relevant lines of research for studies to illuminate the relations between theory-practice in teacher training: (1 teacher’s thought and implicit theories, (2 the reflective teacher and (3 the formulation of principles of procedure and action research and theories experienced. This review haves the objective of reveal the complexity of linked thought, research and teaching action; but it also allows us move forward in building a comprehensive framework covering various forms of approach to a subject which lies at the base of any discussion on the teaching profession and advance in the challenge of achieving a practical domain and a critical awareness in the teaching.

  16. Importance and difficulties of cooperative learning application in class teaching from teachers' perspective

    Directory of Open Access Journals (Sweden)

    Ilić Marina Ž.

    2016-01-01

    Full Text Available Based on previous knowledge of cooperative learning two approaches stand out in researching the importance of cooperative learning: a the first approach tries to examine the effects, conditions and mechanisms by which educational outcomes are realized in the application of cooperative learning; and b the second approach moves the focus towards attitudes and perceptions of teachers and students on the relevance of cooperative learning. By applying descriptive-analytical technique we conducted a research aimed at examining the opinions of teachers (N=305 about the importance and difficulties in application of cooperative learning in the context of class teaching. The results show that the teachers had positive attitudes towards the importance of cooperative learning for reaching various educational goals and socio-affective and cognitive development of students. It turned out that the opinions of the teachers were not determined by the level of their education or work experience. Additionally, it turned out that the teachers' opinions about the difficulties of application in class are due more to work organization and were not assessed from the aspect of knowledge, attitudes and convictions of the participants in the teaching process. The obtained results, although generally encouraging for teaching practice indicate a need for further advancement of this segment of the teacher's work in order to understand better the value of cooperative learning and consider more critically the difficulties for its application in classroom.

  17. Criticality Model

    International Nuclear Information System (INIS)

    Alsaed, A.

    2004-01-01

    The ''Disposal Criticality Analysis Methodology Topical Report'' (YMP 2003) presents the methodology for evaluating potential criticality situations in the monitored geologic repository. As stated in the referenced Topical Report, the detailed methodology for performing the disposal criticality analyses will be documented in model reports. Many of the models developed in support of the Topical Report differ from the definition of models as given in the Office of Civilian Radioactive Waste Management procedure AP-SIII.10Q, ''Models'', in that they are procedural, rather than mathematical. These model reports document the detailed methodology necessary to implement the approach presented in the Disposal Criticality Analysis Methodology Topical Report and provide calculations utilizing the methodology. Thus, the governing procedure for this type of report is AP-3.12Q, ''Design Calculations and Analyses''. The ''Criticality Model'' is of this latter type, providing a process evaluating the criticality potential of in-package and external configurations. The purpose of this analysis is to layout the process for calculating the criticality potential for various in-package and external configurations and to calculate lower-bound tolerance limit (LBTL) values and determine range of applicability (ROA) parameters. The LBTL calculations and the ROA determinations are performed using selected benchmark experiments that are applicable to various waste forms and various in-package and external configurations. The waste forms considered in this calculation are pressurized water reactor (PWR), boiling water reactor (BWR), Fast Flux Test Facility (FFTF), Training Research Isotope General Atomic (TRIGA), Enrico Fermi, Shippingport pressurized water reactor, Shippingport light water breeder reactor (LWBR), N-Reactor, Melt and Dilute, and Fort Saint Vrain Reactor spent nuclear fuel (SNF). The scope of this analysis is to document the criticality computational method. The criticality

  18. What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

    Directory of Open Access Journals (Sweden)

    Charlotte Dignath-van Ewijk

    2012-01-01

    Full Text Available In order to foster self-regulated learning (SRL, teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs on promoting SRL, as well as their predictive value on teachers’ promotion of SRL in the classroom. Forty-seven primary school teachers completed questionnaires on knowledge and beliefs towards both components of the promotion of SRL: strategy instruction and a constructivist learning environment. In addition, teachers had to answer open-ended questions on their understanding of SRL, as well as their implementation of SRL in their classroom. The results show that teachers are more positive towards constructivist than towards SRL (teacher beliefs, and most teachers mentioned characteristics of constructivist learning environments, while only few teachers addressed strategy instruction when being asked about their understanding of SRL (teacher knowledge. Moreover, teacher beliefs are the only predictor for teacher behavior. The results indicate how teacher education could support teachers to learn how to promote SRL effectively.

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

    African Journals Online (AJOL)

    Sumaya Laher

    2015-11-24

    Nov 24, 2015 ... qualitative study on four secondary school teachers, from two schools, found a ... ceived usefulness and perceived cultural relevance predicted attitudes .... relevance, ET com- petence, ET access and personal characteristics.

  20. [Relevant public health enteropathogens].

    Science.gov (United States)

    Riveros, Maribel; Ochoa, Theresa J

    2015-01-01

    Diarrhea remains the third leading cause of death in children under five years, despite recent advances in the management and prevention of this disease. It is caused by multiple pathogens, however, the prevalence of each varies by age group, geographical area and the scenario where cases (community vs hospital) are recorded. The most relevant pathogens in public health are those associated with the highest burden of disease, severity, complications and mortality. In our country, norovirus, Campylobacter and diarrheagenic E. coli are the most prevalent pathogens at the community level in children. In this paper we review the local epidemiology and potential areas of development in five selected pathogens: rotavirus, norovirus, Shiga toxin-producing E. coli (STEC), Shigella and Salmonella. Of these, rotavirus is the most important in the pediatric population and the main agent responsible for child mortality from diarrhea. The introduction of rotavirus vaccination in Peru will have a significant impact on disease burden and mortality from diarrhea. However, surveillance studies are needed to determine the impact of vaccination and changes in the epidemiology of diarrhea in Peru following the introduction of new vaccines, as well as antibiotic resistance surveillance of clinical relevant bacteria.

  1. Critical Review

    DEFF Research Database (Denmark)

    Rosenbaum, Ralph K.; Olsen, Stig Irving

    2018-01-01

    Manipulation and mistakes in LCA studies are as old as the tool itself, and so is its critical review. Besides preventing misuse and unsupported claims, critical review may also help identifying mistakes and more justifiable assumptions as well as generally improve the quality of a study. It thus...... supports the robustness of an LCA and increases trust in its results and conclusions. The focus of this chapter is on understanding what a critical review is, how the international standards define it, what its main elements are, and what reviewer qualifications are required. It is not the objective...... of this chapter to learn how to conduct a critical review, neither from a reviewer nor from a practitioner perspective. The foundation of this chapter and the basis for any critical review of LCA studies are the International Standards ISO 14040:2006, ISO 14044:2006 and ISO TS 14071:2014....

  2. Science Teachers' Analogical Reasoning

    Science.gov (United States)

    Mozzer, Nilmara Braga; Justi, Rosária

    2013-08-01

    Analogies can play a relevant role in students' learning. However, for the effective use of analogies, teachers should not only have a well-prepared repertoire of validated analogies, which could serve as bridges between the students' prior knowledge and the scientific knowledge they desire them to understand, but also know how to introduce analogies in their lessons. Both aspects have been discussed in the literature in the last few decades. However, almost nothing is known about how teachers draw their own analogies for instructional purposes or, in other words, about how they reason analogically when planning and conducting teaching. This is the focus of this paper. Six secondary teachers were individually interviewed; the aim was to characterize how they perform each of the analogical reasoning subprocesses, as well as to identify their views on analogies and their use in science teaching. The results were analyzed by considering elements of both theories about analogical reasoning: the structural mapping proposed by Gentner and the analogical mechanism described by Vosniadou. A comprehensive discussion of our results makes it evident that teachers' content knowledge on scientific topics and on analogies as well as their pedagogical content knowledge on the use of analogies influence all their analogical reasoning subprocesses. Our results also point to the need for improving teachers' knowledge about analogies and their ability to perform analogical reasoning.

  3. A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers

    Science.gov (United States)

    Dariotis, Jacinda K.; Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Gould, Laura Feagans; Greenberg, Mark T.; Mendelson, Tamar

    2016-01-01

    Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators – students and their classroom teachers – merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings. PMID:28670007

  4. Reflective Practices for Teacher Education

    Directory of Open Access Journals (Sweden)

    Paulus Kuswandono

    2017-01-01

    Full Text Available Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.   DOI: https://doi.org/10.24071/llt.2012.150102

  5. Teaching the teachers.

    Science.gov (United States)

    Zavalkoff, Anne

    2002-10-01

    SUMMARY This paper presents a conceptual tool designed to help teacher education students think critically about the roots and consequences of personal, parental, community, and institutional resistance to diverse sexual identities and behaviours. To explore the roots of sexualized and gendered prejudice and ground the conceptual tool theoretically, it begins with a careful examination of Judith Butler's work on performativity. The paper then describes and illustrates the conceptual tool. The Continuum of (Subversive) Drag Performance helps stimulate critical thinking about the power implications of people's sexed and gendered performances through its six ranges: Radical, Stealth, Commercial, Passing, Mainstream, and Privileged. Because these ranges are independent of common considerations of "normalcy," they offer teacher education students a relatively unthreatening framework for analyzing conceptions of sexuality and gender that, left unexamined, can contribute to sexism, heterosexism, and homophobia.

  6. Embracing a Critical Pedagogy in Art Education.

    Science.gov (United States)

    Yokley, Shirley Hayes

    1999-01-01

    Describes a "critical pedagogy" that encourages reflective self-examination of attitudes, values, and beliefs within historical and cultural critique. Highlights an art lesson for preservice teachers that illustrates the use of a critical pedagogy of representation, focusing on self-portraits by Frida Kahlo and Leonora Carrington. Discusses the…

  7. An invitation to critical mathematics education

    DEFF Research Database (Denmark)

    Skovsmose, Ole

    An Invitation to Critical Mathematics Education deals with a range of crucial topics. Among these are students’ foreground, landscapes of investigation, and mathematics in action. The book is intended for a broad audience: educators, students, teachers, policy makers, anybody interested...... in the further development of mathematics education. The book discusses concerns and preoccupation. This way it provides an invitation into critical mathematics education....

  8. Other relevant biological papers

    International Nuclear Information System (INIS)

    Shimizu, M.

    1989-01-01

    A considerable number of CRESP-relevant papers concerning deep-sea biology and radioecology have been published. It is the purpose of this study to call attention to them. They fall into three general categories. The first is papers of general interest. They are mentioned only briefly, and include text references to the global bibliography at the end of the volume. The second are papers that are not only mentioned and referenced, but for various reasons are described in abstract form. The last is a list of papers compiled by H.S.J. Roe specifically for this volume. They are listed in bibliographic form, and are also included in the global bibliography at the end of the volume

  9. Gender Competence of the Modern Teacher

    Science.gov (United States)

    Auhadeeva, Ludmila A.; Yarmakeev, Iskander E.; Aukhadeev, Aver E.

    2015-01-01

    This article discusses improvements in education and modern teacher's gender training in terms of a competence-based approach as a basic strategy of general and vocational education development in Russia. The article substantiates the relevance of teachers' gender training and the necessity to use the gender approach in their professional…

  10. 'You need to have some guts to teach': Teacher preparation and characteristics for the teaching of sexuality and HIV/AIDS education in South African schools.

    Science.gov (United States)

    Francis, Dennis A; DePalma, Renée

    2015-01-01

    Using in-depth interviews, we asked sexuality educators in South Africa about their own professional preparation and what they believed were necessary educator characteristics for teaching Sexuality Education. Our findings show that our teachers taught Sexuality Education without any appropriate qualification or preparation, but because they had a lighter teaching load and had room to take on more teaching hours. Nevertheless, they all mention that 'not anybody can teach Sexuality Education'. Drawing on Shulman's taxonomy of knowledge and Freire's concept of critical consciousness, we attempt to make meaning of the teachers' responses and their relevance for the teaching of Sexuality Education.

  11. Robot Teachers

    DEFF Research Database (Denmark)

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

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

  12. Adaptive and maladaptive motives for becoming a teacher

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Canrinus, Esther T.

    2012-01-01

    In order to counter what appears to be a problem for many OECD countries, namely the growing shortage of teachers, it will be crucial to retain pre-service teachers and keep them committed to teaching. Their motivation for becoming a teacher is believed to be relevant in this respect. This study

  13. Teachers Envisioning Future Geography Education at Their Schools

    Science.gov (United States)

    Béneker, Tine; Palings, Hans; Krause, Uwe

    2015-01-01

    One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their curriculum-making competences. In a master course at Fontys…

  14. The Teacher's Role in Facilitating a Child's Adjustment to Divorce,

    Science.gov (United States)

    Skeen, Patsy; McKenry, Patrick C.

    1980-01-01

    Provides information enabling teachers to support children and families during divorce. Research and theory concerning the effects of divorce on children, parenting through divorce, and the role of the school are summarized. Practical suggestions for the teacher are presented, and relevant books for children, teachers, and parents are identified.…

  15. How Do Primary Education Trainee Teachers Perceive Educational Psychology?

    Science.gov (United States)

    Alvarez, Ibis M.; Weise, Crista; Vall, Berta; González, Montserrat; Morodo, Andy

    2018-01-01

    Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers' self-perceived mastery of, and attributed…

  16. Teachers envisioning future geography education at their schools

    NARCIS (Netherlands)

    Beneker, Tine; Palings, Hans; Krause, Uwe

    2015-01-01

    One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their

  17. Teachers' Health.

    Science.gov (United States)

    Scheuch, Klaus; Haufe, Eva; Seibt, Reingard

    2015-05-15

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

  18. Critical Arts

    African Journals Online (AJOL)

    both formal and informal) in culture and social theory. CRITICAL ARTS aims to challenge and ... Book Review: Brian McNair, An Introduction to Political Communication (3rd edition), London: Routledge, 2003, ISBN 0415307082, 272pp. Phil Joffe ...

  19. Critical Proximity

    Directory of Open Access Journals (Sweden)

    Jane Simon

    2010-09-01

    Full Text Available This essay considers how written language frames visual objects. Drawing on Michel Foucault’s response to Raymond Roussel’s obsessive description, the essay proposes a model of criticism where description might press up against its objects. This critical closeness is then mapped across the conceptual art practice and art criticism of Ian Burn. Burn attends to the differences between seeing and reading, and considers the conditions which frame how we look at images, including how we look at, and through words. The essay goes on to consider Meaghan Morris’s writing on Lynn Silverman’s photographs. Both Morris and Burn offer an alternative to a parasitic model of criticism and enact a patient way of looking across and through visual landscapes.

  20. Critical proximity

    Directory of Open Access Journals (Sweden)

    Simon, Jane

    2010-01-01

    Full Text Available This essay considers how written language frames visual objects. Drawing on Michel Foucault’s response to Raymond Roussel’s obsessive description, the essay proposes a model of criticism where description might press up against its objects. This critical closeness is then mapped across the conceptual art practice and art criticism of Ian Burn. Burn attends to the differences between seeing and reading, and considers the conditions which frame how we look at images, including how we look at, and through words. The essay goes on to consider Meaghan Morris’s writing on Lynn Silverman’s photographs. Both Morris and Burn offer an alternative to a parasitic model of criticism and enact a patient way of looking across and through visual landscapes.

  1. Criticality safety

    International Nuclear Information System (INIS)

    Walker, G.

    1983-01-01

    When a sufficient quantity of fissile material is brought together a self-sustaining neutron chain reaction will be started in it and will continue until some change occurs in the fissile material to stop the chain reaction. The quantity of fissile material required is the 'Critical Mass'. This is not a fixed quantity even for a given type of fissile material but varies between quite wide limits depending on a number of factors. In a nuclear reactor the critical mass of fissile material is assembled under well-defined condition to produce a controllable chain reaction. The same materials have to be handled outside the reactor in all stages of fuel element manufacture, storage, transport and irradiated fuel reprocessing. At any stage it is possible (at least in principle) to assemble a critical mass and thus initiate an accidental and uncontrollable chain reaction. Avoiding this is what criticality safety is all about. A system is just critical when the rate of production of neutrons balances the rate of loss either by escape or by absorption. The factors affecting criticality are, therefore, those which effect neutron production and loss. The principal ones are:- type of nuclide and enrichment (or isotopic composition), moderation, reflection, concentration (density), shape and interaction. Each factor is considered in detail. (author)

  2. Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

    Science.gov (United States)

    König, Johannes; Pflanzl, Barbara

    2016-01-01

    Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

  3. User perspectives on relevance criteria

    DEFF Research Database (Denmark)

    Maglaughlin, Kelly L.; Sonnenwald, Diane H.

    2002-01-01

    , partially relevant, or not relevant to their information need; and explained their decisions in an interview. Analysis revealed 29 criteria, discussed positively and negatively, that were used by the participants when selecting passages that contributed or detracted from a document's relevance......This study investigates the use of criteria to assess relevant, partially relevant, and not-relevant documents. Study participants identified passages within 20 document representations that they used to make relevance judgments; judged each document representation as a whole to be relevant...... matter, thought catalyst), full text (e.g., audience, novelty, type, possible content, utility), journal/publisher (e.g., novelty, main focus, perceived quality), and personal (e.g., competition, time requirements). Results further indicate that multiple criteria are used when making relevant, partially...

  4. Controlling Personal Rewards: Professional Teachers' Differential Use of Feedback and the Effects of Feedback on the Student's Motivation to Perform

    Science.gov (United States)

    Cooper, Harris M.

    1977-01-01

    The hypothesis that teachers criticize low-expectation students in order to control reinforcement schedules was tested. Teacher expectation, teacher perception of control, criticism of students, academic behavior, and student perception of teacher response to student effort were examined in six primary grade classes. Implications concerning…

  5. Perceptions and Practices of Culturally Relevant Science Teaching in American Indian Classrooms

    Science.gov (United States)

    Nam, Younkyeong; Roehrig, Gillian; Kern, Anne; Reynolds, Bree

    2013-01-01

    This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher…

  6. Florida Teachers' Attitudes about Teaching Evolution

    Science.gov (United States)

    Fowler, Samantha R.; Meisels, Gerry G.

    2010-01-01

    A survey of Florida teachers reveals many differences in comfort level with teaching evolution according to the state's science teaching standards, general attitudes and beliefs about evolution, and the extent to which teachers are criticized, censured, disparaged, or reprehended for their beliefs about the teaching of evolution.

  7. Teacher Knowing or Not Knowing about Students

    Science.gov (United States)

    Amin, Nyna; Vithal, Renuka

    2015-01-01

    Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of the teachers' narratives shows that they came to know their students through solicited,…

  8. Teacher Burnout: Will Talking about It Help?

    Science.gov (United States)

    Grossnickle, Donald R.

    1980-01-01

    Teachers are beginning to collectively voice their complaints about the stresses they face in school. While talking about the problems of low morale and poor school climate won't solve these problems, the public is being alerted that teachers need help, not further criticism. (SJL)

  9. Applying Knowledge Management in Teacher Evaluation Systems

    Science.gov (United States)

    Essandoh, Albert

    2013-01-01

    Teacher evaluations are underused in public schools, resulting in the loss of knowledge critical to professional development. Knowledge management (KM) theory offers approaches that can lead to improvements in the effectiveness of evaluations and teacher performance. This multiple case study of 9 campuses in an exemplary school district…

  10. Foreign English Language Teachers' Local Pedagogy

    Science.gov (United States)

    Eusafzai, Hamid Ali Khan

    2015-01-01

    ELT methods have been criticized for being limited and inadequate. Postmethod pedagogy has been offered as an alternate to these methods. The postmethod pedagogy emphasises localization of pedagogy and celebrates local culture, teachers and knowledge. Localizing pedagogy is easy for local teachers as knowledge and understanding of the local comes…

  11. Developing teachers through research: reflections on method

    African Journals Online (AJOL)

    Erna Kinsey

    was decided upon as the best means of reflecting teachers' under- standing of ... Through the use of language (communication) people critically under- stand a ... strategies and assessment exercises without looking at them as part of a whole ...

  12. Teacher Portfolios.

    Science.gov (United States)

    Wolfe-Quintero, Kate; Brown, James Dean

    1998-01-01

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

  13. Teacher Burnout.

    Science.gov (United States)

    USA Today, 1985

    1985-01-01

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

  14. Teacher agency:

    DEFF Research Database (Denmark)

    Robinson, Sarah; Priestley, Mark; Biesta, Gert

    2015-01-01

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

  15. Teachers as Learners: Implications of Adult Education for Professional Development

    Science.gov (United States)

    Beavers, Amy

    2009-01-01

    Effective communication with teachers is a critical element of any successful professional development. Teachers are the foundational component of any educational system. It is vital that adequate attention is focused on appropriate and effective training of these teachers. Ideally, professional development offers a means of collaborative support…

  16. Diagnostic and Prescriptive Skills of Teachers and Related Specialists.

    Science.gov (United States)

    Banks, Karen Vlahos; Nolen, Patricia

    In light of criticisms that teacher preparation programs do not adequately prepare prospective reading teachers and specialists for actual classroom problems, a study was conducted to determine the accuracy of teacher diagnoses and planning for reading difficulties and to examine differences in coursework preparation and classroom experience.…

  17. The Impact of Facebook in Teaching Practicum: Teacher Trainees' Perspectives

    Science.gov (United States)

    Goktalay, Sehnaz Baltaci

    2015-01-01

    Prompt feedback is one of the critical components of teacher education programs. To reap the greatest benefit from the teaching practicum process, the quality of feedback as well as its implementation by stakeholders, supervisors, cooperating teachers, and teacher trainees, takes on great importance. The purpose of this study is to examine how Web…

  18. The Research Portfolio: Educating Teacher Researchers in Data Analysis

    Science.gov (United States)

    Bates, Alisa J.; Bryant, Jill D.

    2013-01-01

    This paper describes research on a course assignment, the research portfolio, designed for a two-course teacher research experience in a Masters of Arts in Teaching program. The focus of the assignment is the process of data collection and analysis that is critical to the success of teacher research. We sought a way to help our teacher candidates…

  19. Special Education Teachers' Nature of Science Instructional Experiences

    Science.gov (United States)

    Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

    2016-01-01

    Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

  20. An Evaluation of American Board Teacher Certification: Progress and Plans

    Science.gov (United States)

    Glazerman, Steven; Tuttle, Christina

    2006-01-01

    Education policymakers have long sought to establish teaching standards that will measure new or continuing teachers against these standards. The problem is, existing methods for certifying teachers have been criticized for being either so onerous as to deter good candidates or so lax as to keep weak teachers in the profession. To provide another…

  1. Empowering School Teachers for Emerging Technologies: An Action Plan

    Science.gov (United States)

    Misra, Pradeep Kumar

    2010-01-01

    "Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore,…

  2. Hiring Quality Teachers: The Devil Is in the Details

    Science.gov (United States)

    Whitworth, Jerry; Deering, Thomas; Jones, Steve; Hardy, Sam

    2016-01-01

    Persistent and consistent criticism of our nation's educational system has increased pressure on school districts and teacher education programs to improve the quality of teachers in our public schools. While there is research regarding the characteristics of effective teachers, the difficulty is often in identifying and hiring those teacher…

  3. Teacher Leadership: More than Just a Feel-Good Factor?

    Science.gov (United States)

    Harris, Alma

    2005-01-01

    This article provides a critical analysis of the teacher leadership literature. It considers teacher leadership within the context of contemporary leadership theory, focusing particularly upon distributed leadership. The article explores different interpretations and definitions of the term "teacher leadership" and considers the implications for…

  4. Critical Theory and Political Socialization

    Directory of Open Access Journals (Sweden)

    SIK, Domonkos

    2014-12-01

    Full Text Available The paper explores the relevance of critical theories of modernity in the research of memory transmission and political socialization. Firstly, the relevant concepts of Habermas, Giddens and Bourdieu are overviewed. Secondly, the notion of political culture and memory transmission are reinterpreted from the perspective of these theories, revealing different sources and forms of radicalism. Finally, divergent constellations of modernization are reintroduced as the broadest context of the processes of political formation.

  5. Who's the Teacher? Who's the Learner? Professional Growth and Development of a Novice Teacher in Hong Kong

    Science.gov (United States)

    Ha, Yuen Lai

    2014-01-01

    This study highlights the importance of mentorship focused on reflective practice during preservice teacher education and early years of teaching. Thoughtful reflection about teaching practices during early years of teaching is critical in preparing teachers for a child-centered curriculum. To successfully distinguish between teacher-directed and…

  6. Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

    Science.gov (United States)

    Riegle-Crumb, Catherine; Morton, Karisma; Moore, Chelsea; Chimonidou, Antonia; Labrake, Cynthia; Kopp, Sacha

    2016-01-01

    Due to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes towards science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands on Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels. PMID:27667862

  7. Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece

    Directory of Open Access Journals (Sweden)

    Marietta Papadatou-Pastou

    2017-05-01

    Full Text Available Although very often teachers show a great interest in introducing findings from the field of neuroscience in their classrooms, there is growing concern about the lack of academic instruction on neuroscience on teachers' curricula because this has led to a proliferation of neuromyths. We surveyed 479 undergraduate (mean age = 19.60 years, SD = 2.29 and 94 postgraduate students (mean age = 28.52 years, SD = 7.16 enrolled in Departments of Education at the University of Thessaly and the National and Kapodistrian University of Athens. We used a 70-item questionnaire aiming to explore general knowledge on the brain, neuromyths, the participants' attitude toward neuroeducation as well as their reading habits. Prospective teachers were found to believe that neuroscience knowledge is useful for teachers (90.3% agreement, to be somewhat knowledgeable when it comes to the brain (47.33% of the assertions were answered correctly, but to be less well informed when it comes to neuroscientific issues related to special education (36.86% correct responses. Findings further indicate that general knowledge about the brain was found to be the best safeguard against believing in neuromyths. Based on our results we suggest that prospective teachers can benefit from academic instruction on neuroscience. We propose that such instruction takes place in undergraduate courses of Departments of Education and that emphasis is given in debunking neuromyths, enhancing critical reading skills, and dealing with topics relevant to special education.

  8. Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece.

    Science.gov (United States)

    Papadatou-Pastou, Marietta; Haliou, Eleni; Vlachos, Filippos

    2017-01-01

    Although very often teachers show a great interest in introducing findings from the field of neuroscience in their classrooms, there is growing concern about the lack of academic instruction on neuroscience on teachers' curricula because this has led to a proliferation of neuromyths. We surveyed 479 undergraduate (mean age = 19.60 years, SD = 2.29) and 94 postgraduate students (mean age = 28.52 years, SD = 7.16) enrolled in Departments of Education at the University of Thessaly and the National and Kapodistrian University of Athens. We used a 70-item questionnaire aiming to explore general knowledge on the brain, neuromyths, the participants' attitude toward neuroeducation as well as their reading habits. Prospective teachers were found to believe that neuroscience knowledge is useful for teachers (90.3% agreement), to be somewhat knowledgeable when it comes to the brain (47.33% of the assertions were answered correctly), but to be less well informed when it comes to neuroscientific issues related to special education (36.86% correct responses). Findings further indicate that general knowledge about the brain was found to be the best safeguard against believing in neuromyths. Based on our results we suggest that prospective teachers can benefit from academic instruction on neuroscience. We propose that such instruction takes place in undergraduate courses of Departments of Education and that emphasis is given in debunking neuromyths, enhancing critical reading skills, and dealing with topics relevant to special education.

  9. Pragmatics in Teacher Education for Nonnative-Speaking Teachers: A Consciousness-Raising Approach.

    Science.gov (United States)

    Rose, Kenneth R.

    1997-01-01

    Reviews some of the problems relevant to the teaching of language use and discusses pragmatic consciousness raising (PCR) as one alternative in teacher education for dealing with pragmatics in the classroom. (Author/JL)

  10. Critical Vidders

    DEFF Research Database (Denmark)

    Svegaard, Robin Sebastian Kaszmarczyk

    2015-01-01

    This article will introduce and take a look at a specific subset of the fan created remix videos known as vids, namely those that deal with feminist based critique of media. Through examples, it will show how fans construct and present their critique, and finally broach the topic of the critical ...

  11. 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…

  12. The MetLife Survey of the American Teacher: Listening to Teachers in Rural Schools

    Science.gov (United States)

    MetLife, Inc., 2013

    2013-01-01

    MetLife has sponsored and Harris Interactive has conducted the annual MetLife Survey of the American Teacher series since 1984 to share the voices of teachers with educators, policymakers and the public. The series examines significant changes and trends over time, highlights important current issues, and explores topics relevant to the future of…

  13. Teacher training in Chile: perceptions of teachers in the school system and university teachers

    Directory of Open Access Journals (Sweden)

    Claudio H. Díaz Larenas

    2015-06-01

    Full Text Available This article presents the results of research on perceptions of teacher training. The study design is transactional and descriptive, for which an ad hoc survey of two groups was developed: the school sysrtem teachers and academics in the region of Bio Bio in Chile. Its aim is to analyze the perception of these groups on six themes: evaluation, learning, innovation, research, development and relationship university / school / community. The main results show a high evaluation of assessment practices, introducing innovations in the classroom and refinement. The reasearch is carried out by both teachers and university profressors in the school system, although at different frequencies. The university / school / community relations are considered relevant but are not consolidarted. Finally some thoughts arise that link the themes discussed in terms of improving teacher education.

  14. Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

    Science.gov (United States)

    Van Sluys, Katie; Lewison, Mitzi; Flint, Amy Seely

    2006-01-01

    Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member,…

  15. Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education

    Science.gov (United States)

    Hess, Juliet

    2017-01-01

    In the twenty-first century, many music education scholars seek to reconceptualize music education toward social justice. Critical pedagogy is at the forefront of this shift. However, as teachers aim toward equity through employing critical pedagogy, some undesired effects of using this teaching approach may arise. In this paper, I consider the…

  16. An Ethic of Democratic, Curriculum-Based Teacher Leadership

    Science.gov (United States)

    Castner, Daniel J.; Schneider, Jennifer L.; Henderson, James G.

    2017-01-01

    This article opens with an overview of the current policy interest in "teacher leadership" with its particular challenges and opportunities. Teacher-leader interpretations based on standardized instructional management platforms grounded in neoliberalism are critically challenged. The referent for this critical questioning is a normative…

  17. Journeys across Difference: Pre-Service Teacher Education ...

    African Journals Online (AJOL)

    Understanding and managing diverse classrooms is an important competency for teachers in South Africa today. Critics of the dominant approach to teaching on and with difference in pre-service teacher education argue that it mostly promotes de-contextualised celebrations of diverse cultures without addressing critical ...

  18. “I'm Riskin' It”: Teachers Take on Consumerism

    Science.gov (United States)

    Harste, Jerome C.; Albers, Peggy

    2013-01-01

    This qualitative study investigates how 90 teachers explored critical curriculum through their reading, analysis and creation of counter advertisements. Located in visual discourse analysis, we designed a study to investigate the question "To what extent can teachers engaged in a critical literacy curriculum talk back to messages of consumerism,…

  19. Verbal Ability and Teacher Effectiveness

    Science.gov (United States)

    Andrew, Michael D.; Cobb, Casey D.; Giampietro, Peter J.

    2005-01-01

    Critics of traditional teacher education programs have suggested that verbal ability along with subject knowledge is sufficient for measuring good teaching. A small group of research studies is called upon to support this contention. This article reviews these studies, analyzes the role of verbal ability in teaching, and presents research…

  20. Promoting Special Educator Teacher Retention

    OpenAIRE

    Jeremy E. Vittek

    2015-01-01

    This article is a critical review of the literature on special education teacher attrition and retention. The research focused on journal articles from 2004 to present. The results of the study helped define special educator attrition and retention. The major themes present in the findings were job satisfaction, administrative support, induction programs, and mentoring. The literature shows a clear need for comprehensi...

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

    Science.gov (United States)

    Carnine, Douglas W.; Fink, William T.

    1978-01-01

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

  2. Criticality accident:

    International Nuclear Information System (INIS)

    Canavese, Susana I.

    2000-01-01

    A criticality accident occurred at 10:35 on September 30, 1999. It occurred in a precipitation tank in a Conversion Test Building at the JCO Tokai Works site in Tokaimura (Tokai Village) in the Ibaraki Prefecture of Japan. STA provisionally rated this accident a 4 on the seven-level, logarithmic International Nuclear Event Scale (INES). The September 30, 1999 criticality accident at the JCO Tokai Works Site in Tokaimura, Japan in described in preliminary, technical detail. Information is based on preliminary presentations to technical groups by Japanese scientists and spokespersons, translations by technical and non-technical persons of technical web postings by various nuclear authorities, and English-language non-technical reports from various news media and nuclear-interest groups. (author)

  3. Critical dynamics

    International Nuclear Information System (INIS)

    Dekker, H.

    1980-01-01

    It is shown how to solve the master equation for a Markov process including a critical point by means of successive approximations in terms of a small parameter. A critical point occurs if, by adjusting an externally controlled quantity, the system shows a transition from normal monostable to bistable behaviour. The fundamental idea of the theory is to separate the master equation into its proper irreducible part and a corrective remainder. The irreducible or zeroth order stochastic approximation will be a relatively simple Fokker-Planck equation that contains the essential features of the process. Once the solution of this irreducible equation is known, the higher order corrections in the original master equation can be incorporated in a systematic manner. (Auth.)

  4. Critical scattering

    International Nuclear Information System (INIS)

    Stirling, W.G.; Perry, S.C.

    1996-01-01

    We outline the theoretical and experimental background to neutron scattering studies of critical phenomena at magnetic and structural phase transitions. The displacive phase transition of SrTiO 3 is discussed, along with examples from recent work on magnetic materials from the rare-earth (Ho, Dy) and actinide (NpAs, NpSb, USb) classes. The impact of synchrotron X-ray scattering is discussed in conclusion. (author) 13 figs., 18 refs

  5. Technology Integration Coursework and Finding Meaning in Pre-Service Teachers' Reflective Practice

    Science.gov (United States)

    Kimmons, Royce; Miller, Brant G.; Amador, Julie; Desjardins, Christopher David; Hall, Cassidy

    2015-01-01

    This study seeks to inform teacher preparation programs regarding technology integration by understanding (1) relationships between tasks with specific technologies and pre-service teachers' critical thinking about technology integration and (2) relationships between how pre-service teachers are critically thinking about technology integration and…

  6. Teacher Governance Reforms and Social Cohesion in South Africa: From Intention to Reality

    Science.gov (United States)

    Salmon, Thomas; Sayed, Yusuf

    2016-01-01

    The governance of teachers during apartheid in South Africa was characterised by high levels of disparity in teacher distribution and in conditions of labour. In the post-apartheid context policies and interventions that govern teachers are critical, and teachers can be seen to be placed in a central role as actors whose distribution, employment,…

  7. The Role of Genre in Reflective Practice: Tracing the Development of a Beginning Teacher's Journaling Practice

    Science.gov (United States)

    Hallman, Heidi; Adam, Amy Rousselo

    2013-01-01

    In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is…

  8. Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools

    Science.gov (United States)

    Miller, Hannah; Robinson, Michelle; Valentine, Jessa Lewis; Fish, Rachel

    2016-01-01

    Strong parent-teacher relationships are critical to students' academic success. Mismatches in parents' and teachers' perceptions of each other may negatively affect children's outcomes. Using survey data collected from parents and teachers in 52 low-income, predominantly Latino schools, we explore subgroup variation in parents' and teachers'…

  9. Critical Digital Tourism Studies

    DEFF Research Database (Denmark)

    Gyimóthy, Szilvia; Munar, Ana María

    2013-01-01

    This paper advocates the need for a critical and cross-disciplinary research agenda on the field of digital technologies and tourism. The changing virtual landscape of tourism has received increased attention by tourism scholars. However, contemporary studies on information technologies (IT......) are approached mostly from a business administration perspective and informed by conceptual frameworks developed in management and marketing. IT studies in tourism are still at a stage similar to the first advocacy phase of tourism research in general (Jafari, 1990) and are seldom inspired by relevant...... to studying digital socio-technical systems and virtual mediation in tourism. Critical Digital Tourism Studies opens a new cross-disciplinary field where the sociality of virtual tourism interactions is examined (entailing the study of structures, social rules, ideologies, power relations, sustainability...

  10. Action Research on Affective Factors and Language Learning Strategies: A Pathway to Critical Reflection and Teacher and Learner Autonomy Investigación acción sobre factores afectivos y estrategias para el aprendizaje de lengua: una ruta hacia la reflexión crítica y la autonomía del profesor y del estudiante

    Directory of Open Access Journals (Sweden)

    Yamith José Fandiño Parra

    2008-12-01

    Full Text Available This paper argues the importance of action research and critical reflection in the study of affective factors and language learning strategies in foreign language teaching. The starting point is a description of what affective factors and language learning strategies are and why Colombian EFL teachers should address these issues. Critical reflection and action research are, then, presented as rigorous and systematic activities that teachers could engage in to help their students deal with the emotional difficulties of social interaction and language learning, to open their own work to inspection and, more importantly, to construct valid accounts of their educational practices. Finally, action research is proposed as a powerful means for developing teacher and learner autonomy.En este artículo se argumenta la importancia de la investigación acción y la reflexión crítica en el estudio de los factores afectivos y las estrategias de aprendizaje en la enseñanza de idiomas extranjeros. Se parte de una descripción de qué son los factores afectivos y las estrategias de aprendizaje de lengua y por qué los profesores colombianos de lengua extrajeras deberían investigar estos temas. Luego se presentan la reflexión crítica y la investigación acción como actividades sistemáticas y rigurosas que los profesores pueden emplear para ayudar a sus estudiantes a enfrentar dificultades emocionales de la interacción social y del aprendizaje de lengua, para abrir su trabajo a inspección y, más importante aún, para construir relatos válidos sobre sus prácticas educativas. Finalmente, se propone la investigación acción como un medio poderoso para desarrollar la autonomía del profesor y del estudiante.

  11. Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers

    OpenAIRE

    Martine Pellerin; Fraño Ivo Paukner Nogués

    2015-01-01

    This article discusses the outcomes of a case study that engaged Chilean in-service teachers in systematic action research (AR) as a means of improving their pedagogical practice and effecting changes in their educational context. The study involved six in-service teachers from a region of Chile and two university researchers. The findings show that knowledge of systematic AR provided the teachers with the necessary means to engage in a critical reflection and inquiry process regarding their ...

  12. Improving the Science and Mathematic Achievement of Mexican American Students Through Culturally Relevant Science. ERIC Digest.

    Science.gov (United States)

    Marinez, Diana I.; Ortiz de Montellano, Bernardo R.

    There are many ways in which science can be made culturally relevant: archeoastronomy, mathematics, geology, ethnobotany, chemistry, and art can all be taught from a perspective celebrating the accomplishments of Mexican American and American Indian science and encouraging exploration. A culturally relevant curriculum provides teachers with…

  13. Identifying Relevant Studies in Software Engineering

    DEFF Research Database (Denmark)

    Zhang, He; Ali Babar, Muhammad; Tell, Paolo

    2011-01-01

    Context: Systematic literature review (SLR) has become an important research methodology in software engineering since the introduction of evidence-based software engineering (EBSE) in 2004. One critical step in applying this methodology is to design and execute appropriate and effective search....... Objective: The main objective of the research reported in this paper is to improve the search step of undertaking SLRs in software engineering (SE) by devising and evaluating systematic and practical approaches to identifying relevant studies in SE. Method: We have systematically selected and analytically...

  14. Happiness: origins, forms, and technical relevance.

    Science.gov (United States)

    Akhtar, Salman

    2010-09-01

    By critically reviewing Freud's views on happiness, and also those of Helene Deutsch, Bertram Lewin, Melanie Klein, and Heinz Kohut, the author evolves a complex and multilayered perspective on the phenomenon. He categorizes happiness into four related and occasionally overlapping varieties: pleasure-based happiness (elation), assertion-based happiness (joy), merger-based happiness (ecstasy), and fulfillment-based happiness (contentment). After entering some caveats and drawing from his clinical experience, the author then demonstrates the relevance of these ideas to the conduct of psychotherapy and psychoanalysis.

  15. Preservice Teachers' Understanding of Children of Divorced Families and Relations to Teacher Efficacy

    Science.gov (United States)

    Atiles, Julia T.; Oliver, Mallory I.; Brosi, Matthew

    2017-01-01

    Teachers are well-positioned to play a critical role in fostering resiliency in children of divorce and to assist in reducing the risk for adjustment problems. The purpose of this study was to determine whether preservice early childhood teachers have the awareness of the stress responses and effects of parental divorce on their students. Early…

  16. Teachers' Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts

    Science.gov (United States)

    Yoon, Jina; Sulkowski, Michael L.; Bauman, Sheri A.

    2016-01-01

    School is a critical context of bullying. This study investigated teacher responses to bullying incidents and the effects of individual and contextual variables on these responses. Participating teachers (N = 236) viewed streaming video vignettes depicting physical, verbal, and relational bullying and reported how they would respond to bullies and…

  17. Embodied cognition and science criticism

    DEFF Research Database (Denmark)

    Schilhab, Theresa

    2017-01-01

    provided by Nietzsche seem relevant to contemporary biologically inspired approaches to cognition found within biosemiotics, as well as the embodied cognition paradigm. Here, I discuss how Nietzsche’s biological conception of our relation to what is, incessantly emphasises a critical approach to our...

  18. The (non)making/becoming of inquiry practicing science teachers

    Science.gov (United States)

    Sharma, Ajay; Muzaffar, Irfan

    2012-03-01

    Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers' knowledge, beliefs and conceptions regarding science and science teaching, this conceptual paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers.

  19. Critical Mass

    CERN Multimedia

    AUTHOR|(CDS)2070299

    2017-01-01

    Critical Mass is a cycling event typically held on the last Friday of every month; its purpose is not usually formalized beyond the direct action of meeting at a set location and time and traveling as a group through city or town streets on bikes. The event originated in 1992 in San Francisco; by the end of 2003, the event was being held in over 300 cities around the world. At CERN it is held once a year in conjunction with the national Swiss campaing "Bike to work".

  20. 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.

  1. Theory in Teacher Education: Students' Views

    Science.gov (United States)

    Higgs, Leonie G.

    2012-01-01

    This paper investigates the views of Post Graduate Certificate in Education (PGCE) students' of the theoretical component in one of the modules in their teacher education programme. In this module students are exposed to the following theoretical frameworks: Empiricism, Critical Rationalism, Feminism, Critical Theory, African Philosophy and…

  2. The critical ionization velocity - a bibliography

    International Nuclear Information System (INIS)

    Axnaes, I.; Brenning, N.; Raadu, M.A.

    1982-12-01

    A list of all relevant contributions, known to the authors, concerning the critical ionization velocity phenomena is presented. The contributions are classified and described in a few sentences. (Authors)

  3. SOFT SKILLS COMPETENCE DEVELOPMENT OF VOCATIONAL TEACHER CANDIDATES

    Directory of Open Access Journals (Sweden)

    I Made Sudana

    2015-02-01

    Full Text Available Vocational education curriculum 2013 that applied nationally in the academic year 2014/2015 mandated that religious subject added character educational in which contactwith aspects of soft skills. This needs to be addressed by LPTK as producer vocational teacher candidate, so that future graduates are able to fulfill the mandate of the curriculum. Curriculum vocational teacher candidates who applied seems also still focused on providing hard skills competencies, so that graduates do not have adequate soft skills competence. On the other hand in the world of work has been going on trend shift in terms of hard skills to soft skills.Research and development is designed to go through stages and multiyear to produce soft skills development strategy for prospective teachers of vocational school. Development strategy departs from theoretical studies and mapping needs soft skills aspects of relevant research, analysis and LPTK vocational curriculum, soft skills needs and job requirements of future trends, soft skills required by vocational teachers, teaching soft skills already there, done to map the needs and later for further development until the hypothetical model generated Late models. Subjects were LPTK lecturers, teachers of vocational productive industrials. Data were obtained by observation and interviews, review of documents that the results were analyzed with descriptive qualitative and quantitative techniques. There are several aspects of the soft skills required candidates vocational school teachers, among others: (1 self-discipline, (2 responsibility, (3 the spirit of the work, (4 problem solving, (5 collaboration, (6 the ability of communication, (7 personality, (8 social attitudes, (9 critical thinking, (10 creative thinking and innovative, (11 confidence and (12 self-motivation. Soft skills development strategy skills prospective teachers through extra-curricular with gradual pattern through four stages, namely: (1 the development of

  4. The linguistically aware teacher and the teacher-aware linguist.

    Science.gov (United States)

    McCartney, Elspeth; Ellis, Sue

    2013-07-01

    This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney [(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press], a state-of-the-art text deriving from a British Association of Applied Linguistics/Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.

  5. NASA Goddard Space Flight Center presents Enhancing Standards Based Science Curriculum through NASA Content Relevancy: A Model for Sustainable Teaching-Research Integration Dr. Robert Gabrys, Raquel Marshall, Dr. Evelina Felicite-Maurice, Erin McKinley

    Science.gov (United States)

    Marshall, R. H.; Gabrys, R.

    2016-12-01

    NASA Goddard Space Flight Center has developed a systemic educator professional development model for the integration of NASA climate change resources into the K-12 classroom. The desired outcome of this model is to prepare teachers in STEM disciplines to be globally engaged and knowledgeable of current climate change research and its potential for content relevancy alignment to standard-based curriculum. The application and mapping of the model is based on the state education needs assessment, alignment to the Next Generation Science Standards (NGSS), and implementation framework developed by the consortium of district superintendents and their science supervisors. In this presentation, we will demonstrate best practices for extending the concept of inquiry-based and project-based learning through the integration of current NASA climate change research into curriculum unit lessons. This model includes a significant teacher development component focused on capacity development for teacher instruction and pedagogy aimed at aligning NASA climate change research to related NGSS student performance expectations and subsequent Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas, a need that was presented by the district steering committee as critical for ensuring sustainability and high-impact in the classroom. This model offers a collaborative and inclusive learning community that connects classroom teachers to NASA climate change researchers via an ongoing consultant/mentoring approach. As a result of the first year of implementation of this model, Maryland teachers are implementing NGSS unit lessons that guide students in open-ended research based on current NASA climate change research.

  6. Dictionary criticism

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2018-01-01

    Dictionary criticism is part of the lexicographical universe and reviewing of electronic and printed dictionaries is not an exercise in linguistics or in subject fields but an exercise in lexicography. It does not follow from this that dictionary reviews should not be based on a linguistic approach......, but that the linguistic approach is only one of several approaches to dictionary reviewing. Similarly, the linguistic and factual competences of reviewers should not be relegated to an insignificant position in the review process. Moreover, reviewers should define the object of their reviews, the dictionary, as a complex...... information tool with several components and in terms of significant lexicographical features: lexicographical functions, data and structures. This emphasises the fact that dictionaries are much more than mere vessels of linguistic categories, namely lexicographical tools that have been developed to fulfil...

  7. Difficult relationships: critical pedagogies and curriculum

    OpenAIRE

    María Verónica Di Caudo Villoslada

    2013-01-01

    This paper reviews the proposals of the ‘critical pedagogies’ and presents some difficulties in the realization of their principles in the context of current public policies in Latin America. Distances between discourses and practices, absence of radically democratic educational policies, lack of awareness of critical pedagogies by teachers, lack of contextual production and indiscriminate use of the word critical—that ends up opposing everything that is considered as traditional pedagogy—mak...

  8. The relationship between teacher burnout and student motivation.

    Science.gov (United States)

    Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Garn, Alex; Kulik, Noel; Fahlman, Mariane

    2015-12-01

    Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers' behaviour and emotional well-being. This study adopted Maslach et al.'s (2001, Annu. Rev. Psychol., 52, 397) job burnout construct and self-determination theory to investigate the relationships between teachers' burnout and students' autonomous motivation over one-semester physical education classes. A total of 1,302 high school students and their 33 physical education teachers in 20 high schools from two school districts in a major Midwest metropolitan area in the United States. The two school districts were demographically similar. Students and physical education teachers completed questionnaires assessing relevant psychological constructs. There were two time points for collecting students' data. One was at the beginning of a fall semester, and the other was at the end of that semester. Hierarchical linear modelling analyses were conducted. It was revealed that teachers' emotional exhaustion was negatively related to students' perceived teacher autonomy support (TAS); in turn, there was a negative relationship between teachers' feeling of depersonalization and students' autonomous motivation development even when controlling for inadequate TAS. The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers' status of burnout is an important environmental factor associated with students' quality of motivation. © 2015 The British Psychological Society.

  9. Microbial profile and critical control points during processing of 'robo ...

    African Journals Online (AJOL)

    Microbial profile and critical control points during processing of 'robo' snack from ... the relevant critical control points especially in relation to raw materials and ... to the quality of the various raw ingredients used were the roasting using earthen

  10. What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

    OpenAIRE

    Dignath-van Ewijk, Charlotte; van der Werf, Greetje

    2012-01-01

    In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs...

  11. Profiles of Dialogue for Relevance

    Directory of Open Access Journals (Sweden)

    Douglas Walton

    2016-12-01

    Full Text Available This paper uses argument diagrams, argumentation schemes, and some tools from formal argumentation systems developed in artificial intelligence to build a graph-theoretic model of relevance shown to be applicable (with some extensions as a practical method for helping a third party judge issues of relevance or irrelevance of an argument in real examples. Examples used to illustrate how the method works are drawn from disputes about relevance in natural language discourse, including a criminal trial and a parliamentary debate.

  12. 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

  13. Adult teachers

    DEFF Research Database (Denmark)

    Larsen, Lea Lund

    2011-01-01

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

  14. Mongolian Teachers

    DEFF Research Database (Denmark)

    Madsen, Ulla Ambrosius

    2002-01-01

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

  15. Plant critical concept

    International Nuclear Information System (INIS)

    O'Regan, P.J.

    1996-01-01

    The objective of the effort summarized in this paper is to support O and M cost reduction efforts by focusing resources on components and processes critical to plant performance. This effort will identify where resources on nonplant critical components and processes can be reduced or eliminated. This method will use a functional assessment as the basis for component-specific evaluations and ranking. This effort consists of two stages conducted in series. The first stage is to deterministically identify that set of plant components that are relevant from a plant performance perspective (i.e., safety, economics, reliability). The second stage probabilistically ranks that set of plant components from an importance perspective, where importance pertains to the particular application and is probabilistically weighted. The results of a pilot study identified that only a relatively small set of components are truly critical from an integrated plant performance perspective. These results are consistent with work being conducted at other nuclear power plants, as well as other commercial facilities. Initial implementation of this effort is estimated to reduce O and M costs on the order of $1 million per year. Subsequent applications are anticipated to increase that savings to $4--$5 million per year

  16. A Cultural Immersion Field Experience: Examining Pre-Service Music Teachers' Beliefs about Cultural Differences

    Science.gov (United States)

    VanDeusen, Andrea J.

    2017-01-01

    With the intent of informing music teacher education practices and developing more culturally responsive and relevant teachers, the purpose of this research was to explore pre-service music teachers' understandings of culture and diversity, and to examine the impact of a short-term cultural immersion field experience on pre-service music teachers'…

  17. Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

    Science.gov (United States)

    Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N; Collins, Laura J

    2012-01-01

    Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and

  18. Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education

    Science.gov (United States)

    Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N.; Collins, Laura J.

    2012-01-01

    Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and

  19. Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

    Directory of Open Access Journals (Sweden)

    Jeanne Ting Chowning

    Full Text Available Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001 between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001 in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student

  20. Teachers' voices: A comparison of two secondary science teacher preparation programs

    Science.gov (United States)

    Kohlhaas Labuda, Kathryn

    This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers