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Sample records for school teachers college

  1. Inferential Style, School Teachers, and Depressive Symptoms in College Students

    Directory of Open Access Journals (Sweden)

    Caroline M. Pittard,

    2018-04-01

    Full Text Available Depressive symptoms affect around half of students at some point during college. According to the hopelessness theory of depression, making negative inferences about stressful events is a vulnerability for developing depression. Negative and socioemotional teaching behavior can be stressors that are associated with depression in school students. First-time college freshmen completed the Cognitive Style Questionnaire (CSQ, Teaching Behavior Questionnaire (TBQ, and Center for Epidemiological Studies Depression Scale (CES-D. While completing the TBQ, participants reported on a teacher from prior education to college. Multiple regression analysis found significant effects of the independent variables (four teaching behavior types, inferential style, and interactions between the four teaching behavior types and inferential style on the dependent variable (depressive symptoms. More specifically, negative and socio-emotional teaching behavior were positively associated with depressive symptoms and instructional and organizational teaching behavior were negatively associated with depressive symptoms. Both organizational and negative teaching behavior interacted significantly with inferential style. Organizational and negative teaching behavior shared different relationships with depressive symptoms depending upon an individual‟s level of inferential style. Promotion of instructional and organizational teaching behavior in school as well as the reduction of negative teaching behavior may be useful in reducing students‟ depressive symptoms.

  2. The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

    Science.gov (United States)

    Alshalaan, Nasser A.

    Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

  3. Early College High Schools

    Science.gov (United States)

    Dessoff, Alan

    2011-01-01

    For at-risk students who stand little chance of going to college, or even finishing high school, a growing number of districts have found a solution: Give them an early start in college while they still are in high school. The early college high school (ECHS) movement that began with funding from the Bill and Melinda Gates Foundation 10 years ago…

  4. Requirements for Certification For Elementary Schools, Secondary Schools, and Junior Colleges. Teachers, Counselors, Librarians, Administrators. Forty-Sixth Edition.

    Science.gov (United States)

    Woellner, Elizabeth H.

    This book lists certification standards for teachers, school librarians, school counselors, and administrators in each of the fifty states and the District of Columbia. Types of degrees and specializations required, duration of the certification, and application procedures are outlined. The certification recommendations of the Middle States…

  5. Requirements for Certification: Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. 45th Edition, 1980/81.

    Science.gov (United States)

    Woellner, Elizabeth H.

    This book presents up to date information on the state and regional certification differences and changes in the various educational fields. Certification standards for early childhood, elementary, and secondary teachers, pupil personnel services, administrators, special educators, special school service personnel, counselors, school librarians,…

  6. Perception of, attitudes toward, and knowledge of epilepsy among teachers and high school and college students in Sicily.

    Science.gov (United States)

    Buccheri, Teresa; Quattropani, Maria C

    2015-12-01

    The study was aimed at investigating perception of, attitudes toward, and knowledge of epilepsy among college students of the University of Messina in Sicily (Italy), high school students, and teachers from Sicily in order to structure health educational programs to remediate inadequate knowledge and stigma about epilepsy. Participants in this study consisted of 932 subjects (571 males, 361 females) aged between 13 and 63 years old (M 21.75 ± 8.7): 571 college students aged between 18 and 35 years old (M 21.54 ± 2.59), 62 teachers aged between 38 and 63 years old (M 51.18 ± 6.27), and 299 high school students aged between 13 and 19 years old (M 16.05 ± 1.67). Measures were two anonymous questionnaires to collect sociodemographic information and to assess knowledge of, attitudes toward, and perception of epilepsy. Analyses were performed with descriptive statistical analysis (mean, standard deviation, frequency counts, and percentages) and Mann-Whitney U-test nonparametric for two independent samples. This study provides general information about psychosocial aspects of epilepsy in Sicily which provides the basis for further studies and the development of interventions to eliminate prejudices against persons with epilepsy and related myths. Copyright © 2015 Elsevier Inc. All rights reserved.

  7. Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Fifty-Second Edition, 1987-88.

    Science.gov (United States)

    Burks, Mary Paxton

    This publication offers an update of pertinent information for teachers, administrators, librarians, counselors, and other school personnel on certification requirements. Recommendations from regional and national associations on school staff responsibilities and school policies are presented, as well as current addresses for sources of…

  8. How to Get the Teaching Job You Want: The Complete Guide for College Graduates, Teachers Changing Schools, Returning Teachers and Career Changers. Second Edition

    Science.gov (United States)

    Feirsen, Robert; Weitzman, Seth

    2004-01-01

    Competition for the best teaching jobs is becoming more intense. Since publication of the first edition, when it was mainly the most desirable schools that were deluged by applications, the economic climate has made the teacher market more competitive across the board, and is changing hiring practices. Now extensively revised, this book maintains…

  9. Credentialing high school psychology teachers.

    Science.gov (United States)

    Weaver, Kenneth A

    2014-09-01

    The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.

  10. 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.

  11. Requirements for Certification [of] Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. Forty-eighth Edition, 1983-84.

    Science.gov (United States)

    Woellner, Elizabeth H.

    This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by regional and national associations, and sources of information…

  12. Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Forty-Ninth Edition, 1984-85.

    Science.gov (United States)

    Burks, Mary P.

    This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by the following regional and national associations: Middle…

  13. Causal effects of single-sex schools on college entrance exams and college attendance: random assignment in Seoul high schools.

    Science.gov (United States)

    Park, Hyunjoon; Behrman, Jere R; Choi, Jaesung

    2013-04-01

    Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul-the random assignment of students into single-sex versus coeducational high schools-to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.

  14. Understanding the Gap between High School and College Writing

    Science.gov (United States)

    Beil, Cheryl; Knight, Melinda A.

    2007-01-01

    A recent article in "The Chronicle of Higher Education" comparing perceptions of college preparedness in writing from the vantage point of high school teachers and college faculty shows that the two groups have dramatically different views. What accounts for these differences in perception? What types of writing assignments are high school…

  15. Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

    Science.gov (United States)

    Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung

    2012-01-01

    Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private. PMID:23073751

  16. The Reforming of Vocational Teacher Training Colleges in Turkey

    Science.gov (United States)

    Çavuşoğlu, Abdullah; Günay, Durmuş

    In Turkey, for many decades college level technical education has been in the form of two main tracks: namely the "Faculty of Engineering" and the "Faculty of Technical Education". The Faculties of Engineering are very similar to engineering schools and colleges around the world; they train engineering students. The "Faculties of Technical Education" are similar to the "Schools of Applied Sciences" that many European countries have. The graduates of these schools are either employed at high schools as teachers at technical or vocational high schools, self employed or employed at other governmental organizations as technical staff. Due to the employability problems that the graduates of these schools have faced in recent years and the suggestions made by the The Council of the Higher Education of Turkey (CoHE), Turkish parliament has recently took a decision to close down these colleges and open new colleges called "Faculty of Technology" in November of 2009. According to the CoHE, these new faculties will train engineering students. The graduates of these faculties can also become teachers at the technical or vocational high schools if they get teaching certificate. This paper discusses the content, outlook, and prospects of this recent reform.

  17. 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.

  18. An Investigation of the Teaching Approach Used by Tutors to Prepare Science and Mathematics Teachers during Training at Morogoro Teachers' College

    Science.gov (United States)

    Mungure, Daudi Mika

    2017-01-01

    This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers' college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year…

  19. Assessment of Resources for Training Prospective Teachers in Business Education at the Colleges of Education

    Science.gov (United States)

    Okoro, James

    2014-01-01

    This study assessed Resources for Training Prospective Teachers in Business Education at the colleges of Education at South South Nigeria. Business Teacher Education programmes are set up to produce competent teachers for the secondary schools and skilled labour force for the private sector. These products of Business Education programme at the…

  20. Teacher Empowerment: School Administrators' Roles

    Science.gov (United States)

    Balyer, Aydin; Özcan, Kenan; Yildiz, Ali

    2017-01-01

    Purpose: Teacher empowerment involves investing teachers with the right to participate in the determination of school goals and policies as informed by their professional judgment. By empowering teachers, teachers can discover their potential and limitations for themselves as well as developing competence in their professional development. This…

  1. A Culture of High Expectations: Teacher Leadership at Pritzker College Prep

    Science.gov (United States)

    Aspen Institute, 2014

    2014-01-01

    Relying on teachers as culture leaders is a solution embraced by many high-performing charter schools. This profile focuses on the design of the Grade Level Lead roles at Pritzker College Prep, a member of the Noble Network of Schools in Chicago. The successes of this school and network are well-documented: Of non-selective public high schools in…

  2. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-12-01

    Chemistry and the Environment This issue contains more than 20 articles relating to the environment. Several articles of potential interest are indicated in the Table of Contents with the SSC mark (). Others are not so indicated because they depict use of expensive instrumentation or costly procedures, but if you have an interest in environmental chemistry you may wish to examine all the environmentally related articles. While many of the articles, both marked and unmarked, are targeted to college-level environmental chemistry curricula or to introductory courses for non-major, the methods described in several could be readily adapted to high school chemistry courses. One article likely to be of interest to teachers is found in News from Online, pp 1608-1609. The author explains how to use the U.S. Environment Protection Agency's EnviroMapper Web site to view and query environmental information. She mentioned finding a hazardous waste handler located near her home, so I decided to check the area near my home. I quickly located a natural gas salt dome storage facility marked on the map and, with a few more mouse clicks, I found information that included status of compliance with regulations, amounts of each compound released to the air in tons per year, and how to contact the corporation owning the site. Email and Web site addresses were included for the convenience of anyone wishing to contact the corporation. Students could learn a great deal about where they live that is relevant to chemistry by using the EPA site. Additional Web sites dealing with environmental issues and chemistry are cited in the sidebar at the bottom of p 1609. Among the articles that could be adapted to an advanced high school chemistry class or possibly even to an introductory class is one titled Bridge of Mandolin County (pp 1671-1672). It describes a case-study strategy similar to the scenarios used in ChemStudy. Students analyze information from various sources, including laboratory

  3. How High School Students Select a College.

    Science.gov (United States)

    Gilmour, Joseph E., Jr.; And Others

    The college selection process used by high school students was studied and a paradigm that describes the process was developed, based on marketing theory concerning consumer behavior. Primarily college freshmen and high school seniors were interviewed, and a few high school juniors and upper-level college students were surveyed to determine…

  4. Especially for High School Teachers

    Science.gov (United States)

    Emory Howell, J.

    1999-11-01

    many of our readers. The High School/College Interface Luncheon was part of the very rich day-long High School Program at the New Orleans ACS Meeting. Shown here (from left) are Glenn Crosby, the luncheon speaker; Lillie Tucker-Akin, the High School Day program chair; and Fred Johnson, Assistant Superintendent of Shelby County (TN) schools and Immediate Past President of NSTA. The recipient of the James Bryant Conant Award in High School Chemistry Teaching is Frank G. Cardulla, who taught for many years at Niles North High School, Skokie, Illinois. His extensive record of service to fellow teachers includes editing the JCE "View from My Classroom" feature for several years and writing several articles, as well as his recent appointment to the JCE Board of Publication. The recipient of the George C. Pimentel Award in Chemical Education is Jerry A. Bell of the American Chemical Society in Washington, DC. An author of numerous articles appearing in JCE and a member of the JCE Board of Publication for several years, he currently serves as Board Chair. The 16th Biennial Conference on Chemical Education Readers who attended the 15th BCCE in Waterloo, Ontario, know that much of the programming at these conferences is of interest to high school teachers. Many work shops, papers, and demonstrations are presented by high school teachers. There are many other outstanding papers and posters, plenary speakers, and exciting demonstrations. The 16th BCCE will be held at the University of Michigan in Ann Arbor, July 30-August 3, 2000. Among the high school teachers already scheduled to present workshops at the 16th BCCE are George Hague, Lynn Hershey, and Jack Randall, and there will be many more before the program is completed. The High School Chemistry Program Chair is Tim Graham, Roosevelt High School (MI). The Organizing Committee is seeking the assistance of local sections of the American Chemical Society within a 300-mile radius of Ann Arbor in providing support for high school

  5. Leading Change: College-School Collaboration to Assimilate New Administrative Software for an Arab High School in Israel

    Science.gov (United States)

    Arar, Khalid

    2016-01-01

    The study traced the assimilation of new administrative software in an Arab school, assisted by collaboration between the school and an Arab academic teacher-training college in Israel. The research used a mixed-method paradigm. A questionnaire consisting of 81 items was administered to 55 of the school's teachers in two stages to elicit their…

  6. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-07-01

    experts; a series of nine oral presentations on "hot" topics in chemistry today; Carolina Biological's showcasing of Chemistry Set to Music and demonstrations where you can watch the periodic table come to life in front of your eyes; an afternoon of safety by Kauffman and Associates; and Penny Sconzo's entire day on calculator literacy in chemistry and biology with sessions for beginners and advanced users. In addition to five concurrent sessions specifically for high school teachers, the Division of Chemical Education will offer a variety of programs throughout the conference. A high school-college interface luncheon will feature chemical educator Glenn Crosby as keynote speaker. An array of door prizes will be given away, including a crisp 100 bill. Tickets for the luncheon are limited and will only be sold through preregistration. Registration information can be obtained through the ACS Internet home page, http://www.acs.org, in Chemical and Engineering News, or in the summer issue of the Division of Chemical Education Newsletter. Eisenhower funds can be used as support funds (check with your school coordinator for title programs). There will be a membership registration desk for teachers interested in joining the ACS Division of Chemical Education. Membership dues are 15 per year. We have a lot planned for you and we need all our high school chemistry teachers to attend and make this event a huge success! I look forward to seeing each of you in 'Nawlins! Lillie Tucker Akin

  7. PRIMARY SCHOOL TEACHER

    CERN Multimedia

    Madeleine Dittus

    2002-01-01

    For January 2003, the A.P.E.G. has an opening for a primary school teacher in the German national language program. The position requires one afternoon of teaching (13:30 till 16:30) every Tuesday at the Collège in Prévessin. The candidate should be a native speaker of German and have some knowledge of French. If you are interested, please send your CV, a copy of your diploma, and a short letter of motivation, until December 9th, to the following address. Madeleine Dittus Présidente A.P.E.G. 5, La vie Destraz 01630 St. Genis-Pouilly (France)

  8. PRIMARY SCHOOL TEACHER

    CERN Multimedia

    Madeleine Dittus

    2002-01-01

    For the beginning of the school year 2002/2003, the A.P.E.G. has an opening for a primary school teacher in the German national language program. The position requires one afternoon of teaching (13:30 till 16:30) every Tuesday at the Collège in Prévessin. The candidate should be a native speaker of German and have some knowledge of French. If you are interested, please send your CV, a copy of your diploma, and a short letter of motivation, until March 10th, to the following address. Madeleine Dittus - Présidente A.P.E.G. 5, La vie Destraz 01630 St. Genis-Pouilly - France

  9. Expanding Mathematics Preparation of Elementary and Middle School Teachers

    Science.gov (United States)

    Buck, Robert E.

    2004-01-01

    One of the major problems facing education today is the inadequate mathematics' preparation of pre-college students and their teachers. Most colleges and universities have well established programs for students planning to teach mathematics at the secondary schools; however, in many institutions pre-secondary mathematics has been addressed only…

  10. Charter School Teacher Job Satisfaction

    Science.gov (United States)

    Roch, Christine H.; Sai, Na

    2017-01-01

    We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We…

  11. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2001-05-01

    Literature Cited National Science Education Standards; National Academy Press: Washington, DC, 1996; http://www. nap.edu/readingroom/books/nses/. Principles and Standards for School Mathematics; National Council of Teachers of Mathematics: Washington, DC, 2000; http://standards.nctm.org/. Visit CLIC, an Online Resource for High School Teachers at http://jchemed.chem.wisc.edu/HS/

  12. PENSIONS FOR TEACHERS, A PRACTICAL HANDBOOK ON PENSIONS AND RELATED SUBJECTS FOR TEACHERS IN PUBLIC SCHOOLS AND MUNICIPAL COLLEGES OF THE CITY OF NEW YORK.

    Science.gov (United States)

    GOLDMAN, LOUIS A.; AND OTHERS

    THIS COMPREHENSIVE HANDBOOK EXPLAINS THE MAJOR BENEFITS PROVIDED BY THE NEW YORK CITY TEACHERS' RETIREMENT SYSTEM. PROCEDURES ARE GIVEN FOR CALCULATING RETIREMENT ALLOWANCES UNDER THE VARIOUS PLANS AVAILABLE AND DEATH BENEFITS EITHER BEFORE OR AFTER RETIREMENT. SOCIAL SECURITY PROVISIONS, TAXES ON RETIREMENT INCOME, LOAN PRIVILEGES, WORK AFTER…

  13. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2000-02-01

    176A-176B. Addressing Some Specialized Interests As in any issue of the Journal, there are several articles that are not designated with the secondary school mark (?) but are likely to be of interest to some high school teachers. For example, if you are interested in staying abreast of educational applications of computational chemistry, the articles on pages 199-221 will be among those you will wish to examine even though the focus is on meeting the learning needs of college students. For those with an interest in electronics, there are several articles on pages 252-262, on building on modifying useful devices. Among the topics: building a digital monitor for analyzing spectrophotometer signals, building a digital interface for a graphing calculator, and using an inexpensive commercial analog-to-digital converter. JCE Reviewers The standard of quality in JCE articles is due in great measure to the careful scrutiny and helpful suggestions of reviewers. I am proud to note that the names of several high school teachers are in the list of individuals who have reviewed manuscripts for JCE recently. This month's list, which appears on page 152, is a continuation from page 24 of the January issue. Keep watching if your name has not yet appeared. If you are not currently serving as a reviewer, I encourage you to sign up today. As a reviewer, you would review potential articles that have been submitted to the Journal. You may choose from a variety of subject areas to review and choose as few or as many manuscripts as you can handle. To find out how to become a reviewer, read the information on page 162 or visit our Web site at jchemed.chem.wisc.edu/Journal/Reviewers. NACS 3/2000 Reminder NACS 3/2000 is the heading Carolyn Abbott uses in email correspondence about the High School Day program, which be held Monday, March 27, 2000, at the American Chemical Society National Meeting in San Francisco. Carolyn is High School Program Chair and she and her committee have assembled a

  14. The Relationship between Teacher Regard and College Attendance Expectations: Socioeconomic and Racial-Ethnic Disparities

    Science.gov (United States)

    Pinchak, Nicolo P.

    2018-01-01

    This study uses data from wave one of the National Longitudinal Survey of Adolescent to Adult Health to analyze the relationship between middle and secondary school students' perceptions of their teachers, or "teacher regard," and students' expectations for college attendance. Variation in this relationship is further examined by…

  15. Investigating Teachers' and Students' Beliefs and Assumptions about CALL Programme at Caledonian College of Engineering

    Science.gov (United States)

    Ali, Holi Ibrahim Holi

    2012-01-01

    This study is set to investigate students' and teachers' perceptions and assumptions about newly implemented CALL Programme at the School of Foundation Studies, Caledonian College of Engineering, Oman. Two versions of questionnaire were administered to 24 teachers and 90 students to collect their beliefs and assumption about CALL programame. The…

  16. Studying Motivational-Axiological Component of Professional Competence of a College Teacher

    Science.gov (United States)

    Gutsu, E. G.; Demeneva, N. N.; Kochetova, E. V.; Mayasova, T. V.; Belinova, N. V.

    2016-01-01

    Present article addresses the problem of changing requirements towards professional competencies of higher school teachers due to the introduction of new educational standards. Motivational-axiological component of college teacher's professional competence gets a central position. The article provides the authors' view upon the concept of…

  17. Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges

    Science.gov (United States)

    Musarurwa, Charles

    2011-01-01

    The use of ICTs (information and communication technologies) in Zimbabwe's teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not…

  18. The Path to College Calculus: The Impact of High School Mathematics Coursework

    Science.gov (United States)

    Sadler, Philip; Sonnert, Gerhard

    2018-01-01

    This study addresses a longstanding question among high school mathematics teachers and college mathematics professors: Which is the best preparation for college calculus-- (a) a high level of mastery of mathematics considered preparatory for calculus (algebra, geometry, precalculus) or (b) taking calculus itself in high school? We used a data set…

  19. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-10-01

    Writing Across the Curriculum The notion that student learning is enhanced through writing is widely accepted at all educational levels if the product is fairly assessed and the learner is provided with feedback. Finding the time to critically evaluate student papers is difficult at best and competes with time needed to prepare laboratory investigations. A few weeks ago a teacher who has extensive extracurricular responsibilities that include extensive interaction with parents and community members shared with me his frustration in not being able to grade written reports. This teacher is the head football coach at his school, but many readers experience the same difficulties due to a variety of duties. There are no easy or completely satisfying answers to this problem, but this issue contains an account of a successful approach (Writing in Chemistry: An Effective Learning Tool, pp 1399-1403). Although they are based on experience in college courses, several ideas described in the article could be applied in high school chemistry courses. In another article, the author of Precise Writing for a Precise Science (pp 1407-1408) identifies 20 examples of familiar, but incorrect, grammatical constructions and explains how to phrase each one correctly. Chemical Education Research: Improving Chemistry Learning The results from research on how students learn have greatly increased our understanding of cognition in recent years. However, the results are often published in the science education research literature and are not readily accessible to the classroom teacher. Additionally, the research reports are couched in specialized terminology. This issue contains a Viewpoints article (pp 1353-1361) that bridges the gap between research results and classroom application. It was written by two veteran chemical educators, Dudley Herron and Susan Nurrenbern. The shift from behaviorism to constructivism as the dominant theory of learning is described briefly to provide a context

  20. Interpersonal relationship of high schools' teachers and teachers profile

    NARCIS (Netherlands)

    Telli, Sibel; Cakiroglu, Jale; den Brok, Perry

    2009-01-01

    The purpose of the study was to examine associations between Turkish high school students' perceptions of their teachers' interpersonal behavior and drawn attention to the relationship between students' affective outcomes and teachers' interpersonal behavior. The Questionnaire on Teacher Interaction

  1. Interpersonal relationships of high schools' teachers and teachers' profiles

    NARCIS (Netherlands)

    Telli, S.; Cakiroglu, J.; Brok, den P.J.

    2009-01-01

    The purpose of the study was to examnine associations between Turkish high school students'perceptions of their teacher's interpersonal behavior and drawn attention to the relationship between students'affective outcomes and teachers' interpersonal behavior. The Questionnaire on Teacher

  2. Competition for Private and State School Teachers

    Science.gov (United States)

    Green, Francis; Machin, Stephen; Murphy, Richard; Zhu, Yu

    2008-01-01

    We analyse the role of private schools in the teachers' labour market. Private schools employ an increasingly-disproportionate share of teachers in Britain, relative to the number of their pupils. Their teachers are more likely than state school teachers to possess post-graduate qualifications, and to be specialists in shortage subjects.…

  3. Hilton College Farm School, Natal, South Africa.

    Science.gov (United States)

    Beveridge, Sue

    1989-01-01

    The Hilton College Farm School is a primary school providing for the educational needs of children in a rural area of Natal, South Africa. Described are the school's historical development, funding sources, staffing, and development of an affiliated pre-primary school. (JDD)

  4. When a Teacher Switches Schools

    Science.gov (United States)

    LaSalle, Daniel

    2015-01-01

    In this article, northeast Philadelphia teacher Daniel LaSalle describes the transition and struggle of leaving his past students and adjusting to a new school. He concludes that the highly contextualized knowledge of how to navigate, and be accepted in, a school culture is not something found in the latest journal articles or books on education.…

  5. Project "Nueva Generacion" and Grow Your Own Teachers: Transforming Schools and Teacher Education from the Inside Out

    Science.gov (United States)

    Skinner, Elizabeth A.

    2010-01-01

    The on-going quest to more effectively connect teacher candidates with urban communities and schools drives the examination of the role of colleges of education within the school/community context. Given that most community-based teacher education programs originate on campus and then move into communities, it is not surprising that a disconnect…

  6. Teacher community in elementary charter schools.

    Directory of Open Access Journals (Sweden)

    Marisa Cannata

    2007-05-01

    Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

  7. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2000-01-01

    Classroom Activity #23 (pp 40A-40B) and in an article by Robert Goldsmith (p 41). The 1999 Nobel Prize in chemistry and the research that led to the awards are discussed in an article beginning on p 14. An account of the 1998 winners appeared in last January's issue (5), providing the basis for another convenient resource file. Water droplets on a surface of Magic Sand. For many students electrochemistry is among the least favorite of the topics included in first- or second-year high school chemistry - despite the many interesting applications that students encounter every day. There are many reasons why students find the topic difficult, but misconceptions about current flow seem to present the largest obstacle to developing a conceptual understanding of electrochemical processes. Two university faculty members and a high school teacher, Huddle, White, and Rogers, have developed a teaching model to help students confront and overcome their misconceptions (pp 104-110). They have conducted studies of the impact of the model's use on student learning in both high school and introductory college chemistry courses. Particularly encouraging were the learning gains made by students with weak academic backgrounds. An action research project focused on student perspectives of small-group learning is described by Towns, Kreke, and Fields (pp 111-119). Although the project involved upper-division undergraduate university students, action research can be useful to any chemistry teacher who wishes to systematically examine and improve instructional methods and strategies. This article may be especially interesting to readers who frequently employ small-group learning techniques in their classroom. Advances in the technology of multimedia delivery are having an impact on the format in which new JCE Software releases are available. In particular, CD-ROM and Internet browsers are becoming increasingly important as the medium and method of access respectively. To better understand what is

  8. Job satisfaction of Jamaican elementary school teachers

    Science.gov (United States)

    Rodgers-Jenkinson, Fay; Chapman, David W.

    1990-09-01

    This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.

  9. Sequence Curriculum: High School to College. Middlesex Community College/Haddam-Killingworth High School. Final Report.

    Science.gov (United States)

    Middlesex Community Coll., Middletown, CT.

    Through a collaborative effort between Middlesex Community College (MxCC) and Haddam-Killingworth High School (HKHS), students taking specific high school courses in television production, broadcast journalism, electronics, and photography are granted college credit by MxCC upon admission to the college's Broadcast Communication Program. The…

  10. School Staff Training - Teachers

    DEFF Research Database (Denmark)

    Jensen, Helle; Gøtzsche, Helle Katinka; Réol, Lise Andersen

    2018-01-01

    Teaching material for the whole school approach working with social, emotional and intercultural competencies......Teaching material for the whole school approach working with social, emotional and intercultural competencies...

  11. Analysis on the Management of College Teachers' Tacit Knowledge

    Science.gov (United States)

    Zhang, Linying; Han, Zhijun

    2008-01-01

    Knowledge management, especially, tacit knowledge management, is a significant guarantee for the sustainable development of universities. The transfer of college teachers' tacit knowledge is the key and difficult point in tacit knowledge management of universities. This paper starts from the existence and application condition of college teachers'…

  12. Spirituality in Teacher Training at an Islamic College in Israel

    Science.gov (United States)

    Erdreich, Lauren

    2016-01-01

    This article looks at an Islamic teacher training college in Israel in an attempt to understand how religious revival shapes women's understandings of being Muslim women professionals in Israel. The college grew out of Islamic revival in Israel; its teacher training program reflects the sensibilities that Islamic revival hopes to foster in women…

  13. Language Teacher Burnout and School Type

    Science.gov (United States)

    Mukundan, Jayakaran; Zare, Pezhman; Zarifi, Abdolvahed; Manaf, Umi Kalthom Abdul; Sahamid, Husniah

    2015-01-01

    The present study was an attempt to explore the level of burnout among primary school teachers in Malaysia. In addition, the study tried to determine if the school type has any significant influence on teachers' burnout level. To this end, 714 primary school teachers participated in the study. They were teaching at Malay (SK), Tamil (SJKT), and…

  14. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-04-01

    Secondary School Feature Articles * Amino Acid Wordsearch, by Terry L. Helser, p 495. Games, Puzzles, and Humor In honor of April Fools' Day this issue contains 22 pages devoted to games and puzzles that can be used to teach aspects of chemistry. Most are designed for high school and first-year college students. The lead article, p 481, contains an annotated bibliography of chemistry games, complete with a vendor list. Many of the annotated games must be purchased, but the other articles that follow in this issue describe some games and puzzles that require minimal preparation using a word processor and readily available materials. Actually, JCE has a long tradition of publishing games and puzzles for chemistry teachers and their students. Read the letter by Helser and the Editor's response, p 468, for some recent background. Not having counted articles over past years, I became curious and turned to the online index, accessed by way of http://jchemed.chem.wisc.edu/. Because I wanted to search the entire 75-year life of the Journal, I searched titles for the words "game", "puzzle", and "humor" and obtained a total of 85 hits from the three searches. After eliminating titles of articles that were not applicable, I found that at least 25 games, 48 puzzles, and 5 humor articles have appeared during the past 75 years. At an average of one per year, the JCE editors hardly can be accused of frivolity, but game, puzzle, and humor articles have been published. The term "game" did not appear in any titles during 1945-1970, "puzzle" did not appear from 1927 to 1953, and there was no mention of humor (in the titles) prior to 1974. What appears to be the earliest article (1929) about a game was authored by an undergraduate student at the University of Colorado (1). It was titled "Chemical Bank", and the game pieces were tokens cut from cork stoppers. Wire hooks were inserted in the side of the token to represent valence electrons available for bonding. Carbon contained 4 hooks

  15. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-02-01

    Secondary School Feature Articles * Building the Interest of High School Students for Science-A PACT Ambassador Program To Investigate Soap Manufacturing and Industrial Chemistry, by Matthew Lynch, Nicholas Geary, Karen Hagaman, Ann Munson, and Mark Sabo, p 191. * Promoting Chemistry at the Elementary Level, by Larry L. Louters and Richard D. Huisman, p 196. * Is It Real Gold? by Harold H. Harris, p 198. * The "Big Dog-Puppy Dog" Analogy for Resonance, by Todd P. Silverstein, p 206. * The Fizz Keeper, a Case Study in Chemical Education, Equilibrium, and Kinetics, by Reed A. Howald, p 208. Staying on Top: Curricular Projects, Relativistic Effects, and Standard-State Pressure You may wonder why some articles are identified with the Secondary School Chemistry logo (*) this month even though at first glance they appear to be of greater interest to college faculty.1 The three articles discussed below are representative of three broad categories: (i) the interrelatedness of science teaching and learning, K-16+; (ii) new understandings of chemical phenomena; and (iii) information about the use of SI units. For each article I have highlighted the major point(s) and the reasons it may be of interest to high school teachers. First, the article "The NSF 'Systemic' Projects- A New Tradition" (G. M. Barrow, p 158) is a commentary on changes in post-secondary introductory chemistry courses in which a distinction is drawn between information management and individual understanding. The author is of the opinion that most students expect the former and that the NSF-funded systemic projects "will thrive only if they are consistent with their information-management mission". Three individuals provided responses to the commentary from their perspective. Has a student asked you why mercury is a liquid, or why gold is the most electronegative metal? "Gold Chemistry: The Aurophilic Attraction" by J. Bardají and A. Laguna (p 201) and "Why Gold and Copper Are Colored but Silver Is Not" by

  16. Chinese College Students' Perceptions of Characteristics of Excellent Teachers

    Science.gov (United States)

    Liu, Shujie; Keeley, Jared; Buskist, William

    2015-01-01

    We "employed the Teacher Behavior Checklist" (TBC) to investigate Chinese college students' perceptions of excellent teachers' qualities and then compared the results to those from previously collected data from American and Japanese students. Chinese students tended to favor additional structure both in the classroom and in teachers'…

  17. School Principals' Authentic Leadership and Teachers' Psychological Capital: Teachers' Perspectives

    Science.gov (United States)

    Feng, Feng-I

    2016-01-01

    This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the…

  18. High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

    Science.gov (United States)

    Loehr, John Francis

    The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

  19. Beginning Secondary Teachers in PNG: Family Background, Choice of Subject and the Curriculum Needs of Schools

    Science.gov (United States)

    Palmer, W. P.

    1985-01-01

    Some results from the 1982 New Teachers survey will be related to the teacher training programme at Goroka Teachers college. These will be put in the context of the subject courses run at G.T.C. and the subjects taught in secondary schools. Indications of who chooses to teach and why will be found by examining the sociological background of the…

  20. The Influence of Selected Societal, University, and School Conditions on the Preparation and Practice of Teachers.

    Science.gov (United States)

    Haberman, Martin

    An unresolved dilemma in teacher education is the organizational dislocation that occurs between the setting in which teachers are educated and those in which they are expected to practice. College students are conditioned to be independent and self-interested, while beginning teachers are expected to conform to and support their school system. In…

  1. Pre-College Science and Mathematics Teachers: Supply, Demand, and Quality

    Science.gov (United States)

    1990-12-01

    The most recent mathematics assessment from the National Assessment of Educational Progress (NAEP) found that "most students, even at age 17, do not...teachers in most states over the past decade (Association for School, College, and University Staffing ( ASCUS ), 1984, 1986), and there is some...physics and chemistry, for a number of years (Howe and Gerlovich, 1982; ASCUS , 1986). Other data suggest that many new mathematics and science teachers

  2. Primary school teacher's knowledge and attitudes toward children with epilepsy.

    Science.gov (United States)

    Abulhamail, Albaraa S; Al-Sulami, Fahad E; Alnouri, Mouneeb A; Mahrous, Najeeb M; Joharji, Dima G; Albogami, Maha M; Jan, Mohammed M

    2014-04-01

    Primary school teacher's knowledge and attitudes toward epilepsy can have significant impact on the performance and psycho-social development of the child with epilepsy. Our objectives were to study teacher's knowledge and attitudes and identify areas in which further teacher training and education are required. A stratified random sample survey involving a group of primary school teachers in Jeddah, Saudi Arabia included private/public schools designated for male and female students. A structured 37-item questionnaire was used to examine their demographics, knowledge, attitudes, and experience with epilepsy. Six hundred and twenty primary school teachers working in public (58%) or private (42%) schools were included with ages ranging between 21 and 59 years (mean 36). Most teachers (79%) were of Saudi Arabian nationality and 66% had a college or university degree. Their years of experience ranged from 1 to 35 (mean 13.5). Only 17% of the teachers felt very well informed about epilepsy. Teachers with higher education were more likely to have good knowledge (p=0.009). Teachers of Saudi nationality were also more likely to report good knowledge, independent of their educational level (p=0.013). Overall, teachers with good knowledge were less likely to have negative attitudes including minding to have an epileptic child in their class (p=0.028) or thinking that they should be placed in a special classroom (p=0.029). Primary school teacher's knowledge about epilepsy needs improvements. Their attitudes correlated highly with their knowledge. Educational campaigns about epilepsy are needed to develop a well informed and tolerant community. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

  3. College and Career Readiness in Elementary Schools

    Science.gov (United States)

    Pulliam, Nicole; Bartek, Samantha

    2018-01-01

    This conceptual article will provide an in-depth exploration of the relevant literature focused on college and career readiness interventions in elementary schools. Beginning with a theoretical framework, a rationale is provided for early intervention by elementary school counselors. While professional guidelines and standards exist supporting…

  4. "Context-Specific" Teacher Preparation for New York City: An Exploration of the Content of Context in Bard College's Urban Teacher Residency Program

    Science.gov (United States)

    Hammerness, Karen; Craig, Elizabeth

    2016-01-01

    In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools--the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of…

  5. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-09-01

    Secondary School Feature Articles * Authentic Research within the Grasp of High School Students, by Annis Hapkiewicz, p 1212 * JCE Classroom Activity #19: Blueprint Photography by the Cyanotype Process, by Glen D. Lawrence and Stuart Fishelson, p 1216A Author Recognition A new program has been instituted to recognize high school teachers who are authors or coauthors of manuscripts published in the Journal. In May, letters were sent to teachers who wrote articles published in JCE beginning with Volume 74 (1997). If you were an author, you should have received a letter from us in late May or early June stating that your high school principal has been sent a Certificate of High School Author Recognition to be presented to you at a suitable occasion. Because the letters were sent late in the school year, you may not see the certificate until fall, or you may not receive your letter until then if we had only your school address. If you have authored or coauthored an article published in JCE and did not receive a letter, please contact me using the information about the Secondary School Chemistry Editor appearing on the Information Page in this issue. Syllabus Swap In the August issue, this column contained an invitation to exchange high school syllabi. The day after my copy of the August issue arrived, I received an email from a teacher indicating an interest in participating in an exchange. If you are interested, check the August "Especially for High School Chemistry Teachers" column for a brief discussion of the informal exchange program, or contact me. Research Conducted by High School Students In his June 1999 editorial "Learning Is a Do-It-Yourself Activity", p 725, John Moore wrote about the need to engage students actively in the learning process. As I have mentioned in this column previously, research conducted by students is one means of accomplishing this goal. In this issue, p 1212, Annis Hapkiewicz explains how she has drawn her Okemos [Michigan] High School

  6. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-05-01

    antidote to "why do we have to learn this stuff" and it doesn't directly relate atomic spectra to quantum theory. It does, however, deal with energy-matter interactions in a topic that is more relevant to students' daily lives. And in turn, the concept of electromagnetic radiation interacting with matter may be more important for most students to understand than is the quantum mechanical explanation of electronic configuration. This issue contains several other articles from which useful examples connecting chemistry and biology can be drawn. Most of these are not indicated in the table of contents with the high school mark (*) because they are written primarily for college biochemistry faculty members. However, many high school teachers who read this column have strong backgrounds in biology and can find useful information in some of these articles. A keyword search for "enzyme" using the online index (http://jchemed.chem.wisc.edu/Journal/Search/ ) yielded 75 articles published between January 1990 and the present, illustrating that a great deal about this topic alone has been published in this Journal. Other "biochemical" keywords that can be used to search the index include amino acids, biotechnology, hormones, lipids, metabolism, nucleic acids/DNA/RNA, and proteins/peptides. Other biological connections are evidenced through keywords such as drugs/pharmaceuticals, food science, medicinal chemistry, nutrition, and vitamins. Chemical Mysteries Revealed Online Ron DeLorenzo, editor of the Applications and Analogies feature, recently sent an email message describing a resource of interest to high school teachers. The Greenwich Science Education Center, Greenwich, Connecticut, is now displaying on their Web site (http://www.educationcenter.org) about 100 of DeLorenzo's interesting mystery articles. Anaheim and Boston To those readers who stopped by the JCE booth at the ACS National Meeting in Anaheim or at the NSTA convention Boston we wish to say thank you. Also, thank you

  7. Charter Schools and the Teacher Job Search

    Science.gov (United States)

    Cannata, Marisa

    2011-01-01

    This article examines the position of charter schools in prospective elementary teachers' job search decisions. Using a labor market segmentation framework, it explores teacher applicants' decisions to apply to charter schools. The data come from a mixed-methods longitudinal study of prospective teachers looking for their first job. This article…

  8. High School Teachers' Identities: Constructing Civic Selves

    Science.gov (United States)

    Obenchain, Kathryn M.; Balkute, Asta; Vaughn, Erin; White, Shannon

    2016-01-01

    Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual's civic…

  9. 38 CFR 21.122 - School course.

    Science.gov (United States)

    2010-07-01

    ..., vocational school, correspondence school, business school, junior college, teacher's college, college, normal school, professional school, university, scientific or technical institution, or other institution... course is offered within a given period of time and credit toward graduation or certification is...

  10. 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…

  11. Teaching schools as teacher education laboratories

    Directory of Open Access Journals (Sweden)

    Sarah Gravett

    2017-12-01

    Full Text Available This study emanated from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

  12. Empowering Middle School Teachers with Portable Computers.

    Science.gov (United States)

    Weast, Jerry D.; And Others

    1993-01-01

    A Sioux Falls (South Dakota) project that supplied middle school teachers with Macintosh computers and training to use them showed gratifying results. Easy access to portable notebook computers made teachers more active computer users, increased teacher interaction and collaboration, enhanced teacher productivity regarding management tasks and…

  13. Transitions from high school to college.

    Science.gov (United States)

    Venezia, Andrea; Jaeger, Laura

    2013-01-01

    The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the

  14. Chronic Teacher Turnover in Urban Elementary Schools

    Directory of Open Access Journals (Sweden)

    Kacey Guin

    2004-08-01

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

  15. Attention Deficit Disorder (ADHD): Primary school teachers ...

    African Journals Online (AJOL)

    Hennie

    The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in ... education reforms would be the training of teachers in classroom management. ..... Assistive technology.

  16. Primary School Teachers' Knowledge, Attitude and Perceived ...

    African Journals Online (AJOL)

    This study endeavored to investigate primary school teachers' knowledge, attitudes, and perceived practices of continuous assessment (CA). Ninety-five primary school teachers from three primary schools in West Gojjam, Ethiopia, were randomly selected for the study. Questionnaire, interviews and content analyses were ...

  17. Teacher Accountability at High Performing Charter Schools

    Science.gov (United States)

    Aguirre, Moises G.

    2016-01-01

    This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…

  18. Melinda: De Facto Primary School Music Teacher

    Science.gov (United States)

    de Vries, Peter

    2013-01-01

    A series of reviews dating back to the 1960s and a body of research literature points to the inadequate delivery of music education by generalist primary school teachers in Australian schools. Despite recommendations for specialist music teachers to teach music in all Australian primary schools to counter this ongoing trend, such an approach has…

  19. School Ethical Climate and Teachers' Voluntary Absence

    Science.gov (United States)

    Shapira-Lishchinsky, Orly; Rosenblatt, Zehava

    2010-01-01

    Purpose: This paper aims to offer a theoretical framework for linking school ethical climate with teachers' voluntary absence. The paper attempts to explain this relationship using the concept of affective organizational commitment. Design/methodology/approach: Participants were 1,016 school teachers from 35 high schools in Israel. Data were…

  20. Urban Teachers' Perceptions of School Violence

    Science.gov (United States)

    Church, Gregory L.

    2011-01-01

    Teachers may not be trained on how to prevent or address school violence and/or may lack the skills necessary to provide adequate intervention strategies. The purpose of this study was to explore urban K-6 teachers' perceptions of school violence at one metropolitan school. The conceptual framework for this study was supported by Bronfenbrenner's…

  1. Career Mobility Patterns of Public School Teachers

    OpenAIRE

    Vera, Celia Patricia

    2013-01-01

    One issue that has pervaded policy discussions for decades is the difficulty that school districts experience in retaining teachers. Almost a quarter of entering public school teachers leave teaching within the first three years and empirical evidence has related high attrition rates of beginner teachers to family circumstances, such as maternity or marriage. I examine female teachers' career choices and inquire about the effects that wage increases and child care subsidies have on their empl...

  2. Effective Practices for Training and Inspiring High School Physics Teachers

    Science.gov (United States)

    Magee-Sauer, Karen

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

  3. What Teachers Want: Supporting Primary School Teachers in Teaching Science

    Science.gov (United States)

    Fitzgerald, Angela; Schneider, Katrin

    2013-01-01

    Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what…

  4. Training the theatre arts teacher in Nigerian colleges of education ...

    African Journals Online (AJOL)

    This article seeks to identify and proffer solutions to the problems confronting the theatre arts teacher training in Nigerian colleges of education. It also advances the prospects of effective theatre arts teacher training in the educational sector and the society at large. In doing these, the researcher adopts the interview, focus ...

  5. Teacher ambivalence towards school evaluation : promoting and ruining teacher professionalism

    OpenAIRE

    Hult, Agneta; Edström, Charlotta

    2016-01-01

    Today’s evaluation society makes teachers participate in a stream of external evaluations. How teachers experience evaluation in school and how this affects their work and professionalism is the focus of this article. Teachers’ views of external and internal evaluations and of the consequences for school practice are described and analysed. The interviewed teachers emphasised the importance of internal evaluations performed close to daily teaching practice and jointly with students and collea...

  6. ORIGINAL ARTICLE Secondary School Teacher Education in ...

    African Journals Online (AJOL)

    user

    The Ministry of Education introduced a new teacher education program for ... practices and major challenges hindering the implementation of the program. A total .... registrar of the College, the PGDT .... trainees, instructors with high profile and.

  7. Students' Perceptions of Rewards for Academic Performance by Parents and Teachers: Relations with Achievement and Motivation in College

    Science.gov (United States)

    Davis, Kelly D.; Winsler, Adam; Middleton, Michael

    2006-01-01

    In the present study, the authors examined college students' (N = 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for…

  8. Working Together in Urban Schools: How a University Teacher Education Program and Teach for America Partner to Support Alternatively Certified Teachers

    Science.gov (United States)

    Heineke, Amy J.; Carter, Heather; Desimone, Melissa; Cameron, Quanna

    2010-01-01

    The College of Teacher Education and Leadership (CTEL) at Arizona State University (ASU) embraced the opportunity to partner with Teach For America (TFA) to tailor existing teacher preparation programs to meet the unique needs of alternatively certified teachers in urban schools. Rather than harp on the distinctions between ideologies and…

  9. Rural Elementary School Teachers' Technology Integration

    Science.gov (United States)

    Howley, Aimee; Wood, Lawrence; Hough, Brian

    2011-01-01

    Based on survey responses from more than 500 third-grade teachers, this study addressed three research questions relating to technology integration and its impact in rural elementary schools. The first analyses compared rural with non-rural teachers, revealing that the rural teachers had more positive attitudes toward technology integration. Then…

  10. Primary School Teachers' Perceptions of Mathematical Reasoning

    Science.gov (United States)

    Loong, Esther Yook-Kin; Vale, Colleen; Bragg, Leicha A.; Herbert, Sandra

    2013-01-01

    Little is known about how Australian teachers interpret, enact and assess reasoning. This paper reports on primary teachers' perceptions of reasoning prior to observation and subsequent trialling of demonstration lessons in a primary school. The findings indicate that while some teachers were able to articulate what reasoning means, others were…

  11. the relationship between primary school teachers extrinsic

    African Journals Online (AJOL)

    PROF EKWUEME

    Primary School Teachers Motivation Questionnaire (PSTMQ) and objective test items in English Language, Mathematics and Primary Science to measure students' performance. ... Mathematics and Primary Science. ... teachers as those who mediate pupils learning and act as facilitators ..... Students' perception of teacher- ...

  12. Elementary School Teachers and Teaching with Technology

    Science.gov (United States)

    Varol, Filiz

    2013-01-01

    This study aims to identify the relationship between elementary school teachers' ICT engagement with their attitudes towards technology. To this end, one hundred elementary school students were asked to fill out questionnaires related to their ICT knowledge, usage, and attitude towards technology. The results show that teachers' ICT knowledge and…

  13. Portrait of a Teacher-Led School

    Science.gov (United States)

    Nazareno, Lori

    2013-01-01

    Imagine a school with no principal and with a leadership structure that holds teachers accountable for the learning of all students. About 50 such teacher-led schools currently operate across the United States, and this article tells the story of one of them. The Mathematics and Science Leadership Academy (MSLA) in Denver, Colorado, serves about…

  14. Teacher Reflective Practice in Jesuit High Schools

    Science.gov (United States)

    Klug, Joseph H.

    2010-01-01

    Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…

  15. Secondary school teachers' experiences of teaching pregnant ...

    African Journals Online (AJOL)

    ... learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome. Key words: high risk pregnancy; learner pregnancy; school health services; teacher experiences; teenage pregnancy ...

  16. Teacher Turnover in Charter Schools. Research Brief

    Science.gov (United States)

    Stuit, David; Smith, Thomas M.

    2010-01-01

    The current study aimed to contribute to a deeper understanding of the organizational conditions of charter schools by examining teacher turnover. Using data from the National Center for Education Statistics (NCES) 2003-04 Schools and Staffing Survey (SASS) and the Teacher Follow-Up Survey (TFS), researchers from the National Center on School…

  17. Problem Solving Strategies among Primary School Teachers

    Science.gov (United States)

    Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng

    2017-01-01

    The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…

  18. High School Teacher Perceptions of Empowerment

    OpenAIRE

    Jacobs, Tricia Susan

    2014-01-01

    As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, sel...

  19. School Psychology Goes to College: The Emerging Role of School Psychology in College Communities

    Science.gov (United States)

    Sulkowski, Michael L.; Joyce, Diana J.

    2012-01-01

    Many college students display academic and social-emotional needs that are not being addressed by extant university supports. School psychologists who work in postsecondary settings and have expertise in providing psychoeducational services may be uniquely positioned to help many of these students. However, few school psychologists currently work…

  20. Dualling Thomas: Maine College Helps Students Earn College Credit While in High School

    Science.gov (United States)

    MacKenzie, Riley

    2016-01-01

    The Pathways Program allows juniors and seniors in high school who have a high school GPA of 3.0, a demonstrated capacity for college work, and a recommendation of the high school guidance counselor, to pursue their associate degrees at Thomas College in Waterville, Maine, while completing the requirements for their high school diploma at…

  1. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-08-01

    Ocean-Stating the Case for Chemistry, by Paul J. Scheuer, p 1075 * Distillation Apparatuses Using Household Items, by Danielle R. D. Campanizzi, Brenda Mason, Christine K. F. Hermann, p 1079 New Orleans Concurrent Workshops, High School Program 8:30 a.m.-9:20 a.m. A. A Teaching Resource for You: The Journal of Chemical Education, J. E. Howell, J. W. Moore, and A. M. Sarquis B. Electrical Conductivity, J. M. Manion and P. F. Krause, and The Properties of Gases, J.-M. Whitfield and K. A. Woodling C. Chemistry with Calculators for Beginners, P. Sconzo (3 hours) D. Spectrum of Activities for Chemistry Teachers, Carolina Biological Supply, S. Mitchell, F. Cherry, and L. Akin (3 hours) 9:30 a.m.-10:20 a.m. A. Applying Chemical Education Research to the Classroom, L. Akin and J. Valasek B. Another Look at the Deflection of Falling Liquids, H. H. Harris and J. Newstrum, and Encouraging Students to Investigate Acids and Bases Using Plant Indicators, P. K. Kerrigan C. Chemistry with Calculators (continued) D. Spectrum of Activities (continued) E. Science Education for Public Understanding (SEPUP) and Chemistry, Health, Environment, and Me, M. Koker and L. Akin (2 hours) 10:30 a.m.-11:30 a.m. A. Increasing Aptitude and Interest of High School Students through Summer Camp, C. E. Fulton, and Energy Teaching Introduction to High School Chemistry, L.-M. Trejo B. Chemistry in Science Museum Exhibits: Opportunities and Challenges and Cooking with Chemistry, D. Katz C. Chemistry with Calculators (continued) D. Spectrum of Activities (continued) E. SEPUP (continued) 12:00 noon-1:15 p.m., High School Luncheon Educating High School Teachers for the 21st Century, Glenn Crosby 1:30 p.m.-2:20 p.m. A. Customized Mastery Learning in First-Year Chemistry and Computer Software for Chemistry Teachers Who Require Mastery Learning of Their Students, J. Bedenbaugh and A. Bedenbaugh B. Can One Teach Chemistry with Everyday Substances? A. Sae, and SourceBook Activities Using Everyday Substances, C

  2. Home Schooled Adults: Are They Ready for College?

    Science.gov (United States)

    Galloway, Rhonda A. Scott

    This study investigated home school graduates' potential for success in college by comparing their performance with that of students who had graduated from conventional public and private schools. The basis for comparison was student aptitude for college English as measured by the American College Testing (ACT) English sub-score and the ACT…

  3. Curriculum-Making in School and College: The Case of Hospitality

    Science.gov (United States)

    Edwards, Richard; Miller, Kate; Priestley, Mark

    2009-01-01

    Drawing upon research in the curriculum of hospitality, this article explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum in school and college contexts. It identifies organisational culture and teacher and student backgrounds and dispositions as central to the emerging contrasts. It uses this…

  4. Authoritative School Climate, Aggression toward Teachers, and Teacher Distress in Middle School

    Science.gov (United States)

    Berg, Juliette K.; Cornell, Dewey

    2016-01-01

    Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less…

  5. 20 CFR 656.18 - Optional special recruitment and documentation procedures for college and university teachers.

    Science.gov (United States)

    2010-04-01

    ... and documentation procedures for college and university teachers. (a) Filing requirements. Applications for certification of employment of college and university teachers must be filed by submitting a... documentation procedures for college and university teachers. 656.18 Section 656.18 Employees' Benefits...

  6. Assessing College Students' Perceptions of a Case Teacher's Pedagogical Content Knowledge Using a Newly Developed Instrument

    Science.gov (United States)

    Jang, Syh-Jong

    2011-01-01

    Ongoing professional development for college teachers has been much emphasized. However, previous research on learning environments has seldom addressed college students' perceptions of teachers' PCK. This study aimed to evaluate college students' perceptions of a physics teacher's PCK development using a newly developed instrument and workshop…

  7. Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community

    Science.gov (United States)

    Jackson, Tambra O.

    2009-01-01

    Alternative and parallel schooling contexts such as the Children's Defense Fund Freedom Schools[R] provide educational experiences for U.S. K-12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as "servant-leader interns" are the teachers in this context. In this article, the author…

  8. Becoming a teacher at teacher training colleges in Kenya

    DEFF Research Database (Denmark)

    Dahl, Kari

    Paper presented at International Conference "Health Education and Teacher Training in Kenya" at Sarova Stanley Hotel 8. December 2010, Nairobi, Kenya.......Paper presented at International Conference "Health Education and Teacher Training in Kenya" at Sarova Stanley Hotel 8. December 2010, Nairobi, Kenya....

  9. Practices implemented by a Texas charter school system to overcome science teacher shortage

    Science.gov (United States)

    Yasar, Bilgehan M.

    The purpose of this study was to examine practices used by a charter school system to hire and retain science teachers. The research design for this study was a qualitative case study. This single instrumental case study explored the issue within a bounded system. Purposeful sampling strategy was used to identify the participants who were interviewed individually. Findings of the case study supported that using online resources, advertising in the newspaper, attending job fairs, using alternative certification programs, attracting alumni, contacting the college of educations and hiring internationally helped the charter school system with hiring science teachers. Improving teacher salary scale, implementing teacher mentorship programs, reimbursing teachers for certification and master's programs, providing professional development and supporting teachers helped to retain science teachers. Therefore, this study contributes to determining strategies and techniques, selecting methods and programs, training administrators, and monitoring for successful hiring and retaining science teacher implementation.

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

    Science.gov (United States)

    Berg, Juliette K; Cornell, Dewey

    2016-03-01

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

  11. Continuing Professional Education for Teachers and University and College Faculty

    Science.gov (United States)

    Cranton, Patricia

    2016-01-01

    In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

  12. Summer Institute in Biomedical Engineering for College Teachers

    Science.gov (United States)

    Cleaver, T. G.; And Others

    1973-01-01

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

  13. Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

    Science.gov (United States)

    Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

    2016-01-01

    In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

  14. Students' perceptions of rewards for academic performance by parents and teachers: relations with achievement and motivation in college.

    Science.gov (United States)

    Davis, Kelly D; Winsler, Adam; Middleton, Michael

    2006-06-01

    In the present study, the authors examined college students' (N= 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for students' grades were common at all levels of schooling. Reward history related significantly to students' motivational orientation and performance in college, and these relations were generally stronger for boys than for girls. The authors discuss implications of these findings.

  15. How Effective are Schools According to Teachers?

    Directory of Open Access Journals (Sweden)

    Hasan Basri MEMDUHOĞLU

    2017-12-01

    Full Text Available The purpose of this study is to determine the perceptions of teachers about the effectiveness of the schools they work in based on various variables. The research was designed in the descriptive scanning model. The sample of the study is composed of 316 teachers working at Turkish high school in the Ağrı provincial center and local districts during the 2015-2016 academic years. The “Effective School Scale” developed by Abdurrezzak (2015 was used to collect data in the study. The data of the study were analyzed by descriptive statistics and parametric tests. According to the findings of the study, teachers’ perceptions of the effectiveness of the schools they work in are at a “medium” level. While teachers’ perceptions of effective school administrators, teachers and school atmosphere sub-dimensions are at a “medium” level, their perceptions on effective school students, and parents were determined as at a “low” level. It was determined that teachers’ perceptions of school effectiveness were not significantly different according to gender, marital status, education status and duration of service variables. However, significant differences were found between the perceptions of teachers about the dimensions of effective schools according to the type of school they worked in and the branch variable.

  16. Teachers' Learning in School-Based Development

    Science.gov (United States)

    Postholm, May Britt; Waege, Kjersti

    2016-01-01

    Background and purpose: Many researchers agree that teachers' learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the…

  17. Equity Sensitivity in Illinois Public School Teachers

    Science.gov (United States)

    Grossi, Robert G.

    2013-01-01

    Research supports the importance of teacher quality on effective student learning. School districts recognize this fact and focus extensively on hiring quality teachers and improving teaching skills through professional development programs. Amazingly, despite common sense and a vast amount of research that reflects that employee performance is a…

  18. School Leadership that Builds Teacher Social Capital

    Science.gov (United States)

    Minckler, Cheri Hoff

    2014-01-01

    This quantitative study explores the relationship between school leadership and the development and sustenance of teacher social capital. The literature review discusses aspects of leadership theory to elucidate understanding of how leadership influences teachers' working relationships. Quantitative methodology and analyses ascertain the…

  19. School Health Promotion and Teacher Professional Identity

    Science.gov (United States)

    Jourdan, Didier; Simar, Carine; Deasy, Christine; Carvalho, Graça S.; McNamara, Patricia Mannix

    2016-01-01

    Purpose: Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers' work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity. Design/methodology/approach: A qualitative research design was…

  20. Comprehending Elementary School Teachers' Classroom Management Approaches

    Science.gov (United States)

    Sahin, Ali E.

    2015-01-01

    This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

  1. Twelve Middle-School Teachers' Planning.

    Science.gov (United States)

    Brown, Deborah Sardo

    1988-01-01

    Case studies described 12 middle-school teachers' instructional yearly, unit, weekly, and daily planning on the basis of a background questionnaire, interview protocols, an analysis of written plans, think-aloud typescripts, and a questionnaire. A process model best characterized teachers long-term planning, while an agenda-formulation model fit…

  2. High School Teacher Perceptions of Empowerment

    Science.gov (United States)

    Jacobs, Tricia S.

    2014-01-01

    As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school…

  3. ORIGINAL ARTICLE Primary School Teachers' Knowledge, Attitude ...

    African Journals Online (AJOL)

    user

    Thus, it was recommended that teachers be given on-job training about CA ... 1Professor, Department of English, Faculty of Humanities, Bahir Dar University,. Ethiopia. .... psychomotor developments and uses variety of instruments ..... Table 3. Primary school teachers' responses about the advantages and disadvantages of.

  4. The relationship between primary school teachers extrinsic ...

    African Journals Online (AJOL)

    The study investigated the relationship between primary school teacher's extrinsic motivation and pupils' academic performance in Cross river State, Nigeria. Ex Post Facto research design was adopted for the study. The population of the study consisted of 17,221 teachers and 68,201 Primary Six Pupils in the three ...

  5. Information training for secondary school level teachers

    International Nuclear Information System (INIS)

    Chateau Thierry, A. de

    1994-01-01

    The INSTN (National Institute for Nuclear Sciences and Techniques) in France, organizes each year an information training concerning the nuclear field for secondary school level teachers; created in 1957, the two-weeks session is concerned with radioactivity and nuclear reactor principles and a four-day practical teaching. Since 1968, 1150 teachers assisted to the session

  6. The fit between school board control and behaviour of middle managers, team leaders and teachers in Dutch colleges for vocational education and training.

    NARCIS (Netherlands)

    Honingh, M.E.; Genugten, M.L. van

    2017-01-01

    The inspectorate’s judgements about a school’s educational quality in the Netherlands are to a large extent based on sophisticated desk research, risk analyses and analyses of the school’s self-evaluation reports. This relatively distant mode of inspecting schools relies on rational ideas about

  7. Perceptions of elementary school teachers of their pupils\\' eye ...

    African Journals Online (AJOL)

    Perceptions of elementary school teachers of their pupils\\' eye health in ilorin, nigeria. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... roles that school teachers are expected to play in school eye health programmes, their perceptions ...

  8. Knowledge and Attitude of Secondary School Teachers towards ...

    African Journals Online (AJOL)

    Knowledge and Attitude of Secondary School Teachers towards Reproductive Health Education in Schools. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... A study was carried out among secondary school teachers in Ilorin, Kwara ...

  9. College science teachers' views of classroom inquiry

    Science.gov (United States)

    Brown, Patrick L.; Abell, Sandra K.; Demir, Abdulkadir; Schmidt, Francis J.

    2006-09-01

    The purposes of this study were to (a) gain an understanding of the views of inquiry held by faculty members involved in undergraduate science teaching and (b) describe the challenges, constraints, and opportunities that they perceived in designing and teaching inquiry-based laboratories. Participants included 19 college professors, representing both life and physical science disciplines, from (a) 2-year community college, (b) small, private nonprofit liberal arts college, (c) public master's granting university, and (d) public doctoral/research extensive university. We collected data through semistructured interviews and applied an iterative data analysis process. College science faculty members held a full and open inquiry view, seeing classroom inquiry as time consuming, unstructured, and student directed. They believed that inquiry was more appropriate for upper level science majors than for introductory or nonscience majors. Although faculty members valued inquiry, they perceived limitations of time, class size, student motivation, and student ability. These limitations, coupled with their view of inquiry, constrained them from implementing inquiry-based laboratories. Our proposed inquiry continuum represents a broader view of inquiry that recognizes the interaction between two dimensions of inquiry: (a) the degree of inquiry and (b) the level of student directedness, and provides for a range of inquiry-based classroom activities.

  10. The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics

    Science.gov (United States)

    Seeley, Lane

    2008-05-01

    The United States faces a critical shortage of qualified physics and physical science teachers. The number of high school students taking physics is increasing but the number of physics majors pursuing careers in pre-college teaching is not nearly sufficient to meet the demand. College and university physics departments have content expertise and ready access to potential future teachers of physics. In order to address the crisis in physics and physical science education, APS, AAPT, and AIP have developed the PhysTEC project. Seattle Pacific University is one of six fully funded PhysTEC sites. The PhysTEC project also supports a coalition of more than one hundred institutions that are committed to improving K-12 physics and physical science education. This talk will describe the national PhysTEC project along with our local PhysTEC program. We will explore ways in which physics departments can more fully integrate the preparation of pre-college physics teachers within existing departmental priorities. We will discuss opportunities for regional partnerships between 2-year and 4-year colleges, school districts, and teacher preparation programs. We will also highlight ways in which our research on the learning and teaching of physics informs the development of tools that teachers and teacher educators can use to diagnose student ideas and to design subsequent instruction that capitalizes on these ideas. In collaboration with Stamatis Vokos, Seattle Pacific University and Pam Kraus, Facet Innovations LLC.

  11. Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

    OpenAIRE

    Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung

    2013-01-01

    Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgroun...

  12. Centauri High School Teacher Honored as Colorado Outstanding Biology

    Science.gov (United States)

    Teacher Centauri High School Teacher Honored as Colorado Outstanding Biology Teacher For more information contact: e:mail: Public Affairs Golden, Colo., May 2, 1997 -- Tracy Swedlund, biology teacher at Centauri High School in LaJara, was selected as Colorado's 1997 Outstanding Biology Teacher and will be

  13. A psychotherapeutic approach with elementary school teachers.

    Science.gov (United States)

    Multari, G

    1975-01-01

    The tradional "lectures delivering" approach to classroom teachers used by mental health practitioners is investigated in the present study. An attempt is made to demonstrate the validity of preventative work in helping elementary school teachers as important agents in the promotion of more positive mental hygiene in the classroom and by adding to the lectures the variable of group therapy--"ego-sparing" techniques type. The latter approach seems to promote a teacher's own sense of security in dealing the pupils, an easier acceptance of differences in others, and, finally, it tends to stimulate the development of a teacher's own ability to deal sensibly, more conscientiously, and more realistically with daily problems.

  14. On Guidelines for College English Teaching and Challenges for College English Teachers

    Science.gov (United States)

    Li, Huiyin

    2016-01-01

    This article performs an exploratory study of the newly formulated "Guidelines" for College English Teaching ("Draft Exposure")("2015")("Guidelines"), aiming at exploring how different the latest Guidelines is from the previous ones, what challenges it brings to teachers and how these challenges can be…

  15. ACE: A Collaborative School Consultation Program for Secondary School Teachers

    Science.gov (United States)

    Couture, Caroline; Massé, Line

    2014-01-01

    This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…

  16. Teachers' Perceptions Regarding Mobbing at Schools

    Science.gov (United States)

    Gülcan, Murat Gürkan

    2015-01-01

    The aim of the study is to determine whether there are mobbing applications at schools and if so, at which level and between whom. The Mobbing Perception Scale is applied, based on Leymann's (1993), "Mobbing Typology," and developed by Yavuz (2007), to 154 teachers at 5 selected schools in Ankara for the purpose of the study. According…

  17. Teacher Victimization in Authoritative School Environments

    Science.gov (United States)

    Kapa, Ryan R.; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

    2018-01-01

    Background: Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative…

  18. Violence in public school: reports of teachers

    Directory of Open Access Journals (Sweden)

    Renata Carneiro Ferreira

    2010-03-01

    Full Text Available Objective: To assess the perception of violence from the reports of teachers of elementary and high school in a public state school in Fortaleza, Ceará. Method: A qualitative descriptive study conducted with 26 teachers, in the period from January to May 2006. To collect the data we adopted the following procedures: the discussion on school violence during the meetings of the teacher training week; the reading of the school regulations and the distribution of an instrument with the guiding question about the concept of violence as from the school reality, among the participants of the study. Afterwards, the thematic analysis of the reports was carried out. Results: Through the reports of teachers emerged the following categories: physical aggression, verbal aggression and fights as the most cited; to hide personal belongings, cursing, shoving and disrespect for the teacher and pranks were also mentioned. Conclusion: From the reports it appears that violence is perceived in physical, dimension moral and symbolic, and these “typologies” corroborate the descriptions found in literature as bullying or incivility, which dominate the school context.

  19. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2000-05-01

    for You? The end of the school year is approaching quickly. In previous years, several readers have submitted manuscripts soon after the end of the school year, while ideas were fresh in their mind and there was relief from the demands of daily classes. If you have an idea for an article, I encourage you to think about writing as soon as the school term ends. I can probably guess what you are saying, "I don't have anything that readers would be interested in." This is a common reaction, to which we frequently respond by reminding high school teachers that this is "your journal" and the only way to ensure that topics of interest to you are considered or published is by your active participation. In this presidential election year I am reminded of the familiar sentiment, "I voted in the election, so I have earned the right to complain about the politicians." I do not wish to encourage complaining, but there is a relevant correlation. By submitting manuscripts to the Journal, you are ensuring that you will continue to get your money's worth because it will include topics of interest to you. When considering a submission, many prospective authors are overwhelmed at the thought of preparing a complete manuscript. Don't let that stop you. If you have an idea, an outline, or a rough draft, any of the feature editors or I would be happy to discuss it with you. This one-on-one interaction during the development process will help you express your ideas more effectively. Many teachers across the country who are faced with similar situations and problems each day would benefit from an article discussing innovative teaching strategies or a new way to look at principles we teach every year. As you begin to formulate your ideas, I would like to emphasize five features whose editors are fellow teachers: JCE Classroom Activities. An invitation for contributions was issued in the April issue of this column (JCE, 2000, 77, 431). Chemical Principles Revisited, edited by Cary Kilner

  20. Aerobic Capacities of Early College High School Students

    Science.gov (United States)

    Loflin, Jerry W.

    2014-01-01

    The Early College High School Initiative (ECHSI) was introduced in 2002. Since 2002, limited data, especially student physical activity data, have been published pertaining to the ECHSI. The purpose of this study was to examine the aerobic capacities of early college students and compare them to state and national averages. Early college students…

  1. The High School to College Transition: Minding the Gap

    Science.gov (United States)

    Hirsch, Deborah

    2010-01-01

    The value of a college degree is well documented. College graduates earn at least 60% more than high school graduates. Beyond the economic value, college graduates show higher rates of civic participation, engage in volunteer work and even have a much higher likelihood of being "happy." Students who drop out without attaining a college…

  2. Attitude of Nigerian Secondary School Teachers to Peer Evaluation of Teachers

    Science.gov (United States)

    Joshua, Monday T.; Joshua, Akon M.; Bassey, Bassey A.; Akubuiro, Idorenyin M.

    2006-01-01

    The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers' attitude toward peer evaluation of teachers. To…

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

    Science.gov (United States)

    Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy

    2017-01-01

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

  4. Attributes of Students Graduating from Schools and Colleges of Optometry.

    Science.gov (United States)

    Optometric Education, 2000

    2000-01-01

    This report by the Association of Schools and Colleges of Optometry identifies desired attributes of students graduating from schools and colleges of optometry. Introductory information includes information on the report's development and assumptions. Personal and professional attributes are then listed followed by a list of 10 knowledge-area…

  5. Teachers' and School Administrators' Perceptions and Expectations on Teacher Leadership

    Directory of Open Access Journals (Sweden)

    Semra Kıranlı

    2013-01-01

    Full Text Available In this study it is aimed to find out primary school teachers’ and principals’ expectations and perceptions related to teachers’ leadership. The population of this survey consists of primary school teachers and principals in Odunpazarı, one of the two central municipalities in Eskişehir, in 2011-2012 educational year. Teachers and principals of eight primary schools were taken as a sample among low, middle, high socio-economic level primary schools in Odunpazarı. 195 teachers and principals participated in this study. In this study a data device which consisted of two sections was used to accomplish the purpose of the study. A personal information form to define teachers’ and principals’ demographical features made the first section, whereas “The Questionnaire of Expectations and perceptions of Teacher Leadership Roles” developed by Beycioğlu (2009 and consisting of 25 items made the second section. Each item in the questionnaire has a five scale Lykert type evaluation and belongs to one of the three dimensions of both perception and expectation. These dimensions are institutional development, professional development and collaboration with colleagues.

  6. Earth in Space: A CD-ROM Version for Pre-College Teachers

    Science.gov (United States)

    Pedigo, P.

    2003-12-01

    Earth in Space, a magazine about the Earth and space sciences for pre-college science teachers, was published by AGU between 1987 and 2001 (9 issues each year). The goal of Earth in Space was to make research at the frontiers of the geosciences accessible to teachers and students and engage them in thinking about scientific careers. Each issue contained two or three recent research articles, rewritten for a high school level audience from the original version published in peer-reviewed AGU journals, which were supplemented with short news items and biographic information about the authors. As part of a 2003 summer internship with AGU, sponsored by the AGU Committee on Education and Human Resources (CEHR) and the American Institute of Physics, this collection of Earth in Space magazines was converted into an easily accessible electronic resource for K-12 teachers and students. Every issue was scanned into a PDF file. The entire collection of articles was cataloged in a database indexed to key topic terms (e.g., volcanoes, global climate change, space weather). A front-page was designed in order to facilitate rapid access to articles concerning specific topics within the Earth and space sciences of particular interest to high school students. A compact CD-ROM version of this resource will be distributed to science teachers at future meetings of the National Science Teachers Association and will be made available through AGU's Outreach and Research Support program.

  7. The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators

    Science.gov (United States)

    Yesildere-Imre, Sibel

    2017-01-01

    This qualitative research aims to examine the opinions of school administrators, teachers, and middle school students about what makes a good mathematics teacher. Interviews were conducted with thirty-five participants: ten school administrators, ten mathematics teachers, and fifteen middle school students. A semi-structured interview form…

  8. Teacher Stress and Guidance Work in Hong Kong Secondary School Teachers.

    Science.gov (United States)

    Hui, Eadaoin, K. P.; Chan, David W.

    1996-01-01

    Sources of stress in Hong Kong teachers were investigated, with specific reference to guidance work as a potential source of stress. A survey of 415 secondary school teachers revealed guidance-related aspects of work constituted a major dimension of stress, with guidance teachers, female teachers, younger teachers and junior teachers perceiving…

  9. Modelling the Effects of Teacher Demand Factors on Teacher Understaffing in Public Secondary Schools in Kenya

    Science.gov (United States)

    Wamukuru, David Kuria

    2016-01-01

    The secondary school teacher labour market faces many challenges including, escalating teacher wage bill, teacher shortages that occur alongside teacher surpluses, inadequate teacher distribution and inefficient teacher utilization. There is the need therefore to understand the effects of the factors determining demand for secondary school…

  10. Elementary school teachers' attitudes to teamwork

    Directory of Open Access Journals (Sweden)

    Vasilijević Danijela N.

    2017-01-01

    Full Text Available Research to date has shown that teacher teamwork results in higher motivation among students and higher quality knowledge, and also facilitates the sharing of professional experiences and stimulates teachers' creativity and their openness to change. Team forming and development depend on multiple factors, particularly on the individual and group traits of team members. This paper examines teachers' attitudes as an individual factor significant for their inclination for team teaching, and the aim of the study presented in the paper was to study teachers' attitudes to teamwork. The sample consisted of 240 teachers from fifteen elementary schools in Belgrade. Factor analysis has singled out three factors around which teachers' attitudes are grouped: a teaching; b team and individual development; and c professional challenge. The study has shown that overall, teachers have a positive attitude to teamwork because it is conducive to a stimulating environment for work and learning, and also provides an opportunity for teachers' personal and professional development. Significant differences in the perception of teamwork have been noted among lower-grade teachers depending on their years of service and the extent to which they have been engaged in team teaching.

  11. Basic School Teachers' Knowledge and Attitude about Tooth Decay ...

    African Journals Online (AJOL)

    Basic School Teachers' Knowledge and Attitude about Tooth Decay and Practice ... Background: The important role of teachers in oral health education cannot be ... 60.3% of the teachers claimed spending time promoting for oral health.

  12. Supporting primary school teachers in differentiating in the regular classroom

    NARCIS (Netherlands)

    Eysink, Tessa H.S.; Hulsbeek, Manon; Gijlers, Hannie

    Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using

  13. Scholarships for High School Teachers

    Science.gov (United States)

    Hach, Bryce

    2007-12-01

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

  14. Teachers' Work and Schooling in Bali

    Science.gov (United States)

    Nilan, Pam

    2003-11-01

    This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased.

  15. Engaging Rural Appalachian High School Girls in College Science Laboratories to Foster STEM-Related Career Interest

    Directory of Open Access Journals (Sweden)

    Karen Louise Kelly

    2015-11-01

    Full Text Available Setting students on a path to success in careers in science is a challenge in poor rural Appalachian public schools. Students face many socioeconomic obstacles. Their teachers are also limited by many factors including inadequate facilities, under-funding, geographical isolation of the schools, and state-testing constraints. Additionally, students and teachers lack the availability of outside science educational opportunities. In an effort to address this situation, 24 academically strong high school junior girls and their teachers from the Carter County School System in rural east Tennessee were invited for a laboratory day at Milligan College, a small liberal arts college in the heart of the county. Science faculty, female science majors, and admissions staff volunteered in service to the project. The event included three laboratory sessions, lunch in the college cafeteria, and campus tours. This successful example, as evidenced by positive evaluations by the invited girls and their teachers, of educational outreach by a local, small liberal arts college to a rural county school system provides a model for establishing a relationship between higher education institutions and these underprivileged schools, with the intention of drawing more of these poor, rural Appalachian students, particularly girls, into a science, technology, engineering, and mathematics (STEM career path.

  16. Blogs, Webinars and Significant Learning: A Case Report on a Teacher Training Program for College Teachers

    Science.gov (United States)

    Polanco-Bueno, Rodrigo

    2013-01-01

    This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students' learning outcomes. Second, they applied strategies of significant learning in the design…

  17. Men learning to be primary school teachers

    OpenAIRE

    Smedley, Susan May

    2005-01-01

    Abstract: Few men choose to become primary school teachers. Those who do move into a world often thought of as feminised and contend with a publiclyvoiced rhetoric which simultaneously idealises and demonises them. It has not been the norm for women to research men. I am setting out from a different place as a woman and former primary school teacher writing about men doing women's work in what can be seen as a man's world. The problem I am tackling is embedded in two questions. First, how do ...

  18. 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…

  19. Inclusive Education in Government Primary Schools: Teacher Perceptions

    OpenAIRE

    Itfaq Khaliq Khan; Shujahat Haider Hashmi; Nabeela Khanum

    2017-01-01

    The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Pu...

  20. Crossing Boundaries: Exploring Black Middle and Upper Class Preservice Teachers' Perceptions of Teaching and Learning in High Poverty Urban Schools

    Science.gov (United States)

    Lewis, Andrea D.

    2012-01-01

    The intent of this study was to explore the perceptions of Black middle and upper class preservice teachers as they relate to teaching and learning in high poverty urban schools. Participants included 11 senior early childhood education preservice teachers at a historically Black college in the southeast region of the United States. The study was…

  1. Vocational Teacher Education at Ferris State College: Product of Constant Evaluation and Revision

    Science.gov (United States)

    Storm, George

    1974-01-01

    The trade-technical education program at Ferris State College, Big Rapids, Michigan, is reviewed. The curriculum of the college, its intern programs, and the teacher preparation technical programs are described. (DS)

  2. School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities

    Science.gov (United States)

    Cooper, O. P.; Bray, Marty

    2011-01-01

    The most successful school library media specialists are those who collaborate with teachers as full partners in the instructional process. Without assertive action by the school library media specialist, however, school administrators and teachers are likely to be more aware of the media specialist's administrative role than the roles of teacher,…

  3. Estimating Cause: Teacher Turnover and School Effectiveness in Michigan

    Science.gov (United States)

    Keesler, Venessa; Schneider, Barbara

    2010-01-01

    The purpose of this paper is investigate issues related to within-school teacher supply and school-specific teacher turnover within the state of Michigan using state administrative data on Michigan's teaching force. This paper 1) investigates the key predictors of teacher turnover and mobility, 2) develops a profile of schools that are likely to…

  4. Teacher Performance Trajectories in High- and Lower-Poverty Schools

    Science.gov (United States)

    Xu, Zeyu; Özek, Umut; Hansen, Michael

    2015-01-01

    This study explores whether teacher performance trajectory over time differs by school-poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high- (=60% free/reduced-price lunch [FRPL])…

  5. 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'…

  6. Examining Teachers' Motivation Level According to School Principals' Humor Styles

    Science.gov (United States)

    Recepoglu, Ergun; Kilinc, Ali Cagatay; Cepni, Osman

    2011-01-01

    The purpose of this research is to examine the motivation level of teachers according to school principals' humor styles. The humor styles survey and job motivation scale were used to gather data from 305 randomly selected teachers employed in primary schools in Karabuk. Results indicated that 141 of the teachers claimed school principal had…

  7. Agreement between Los Rios Community College District and Los Rios College Federation of Teachers (Local 2279, American Federation of Teachers, AFL-CIO), July 1, 1987-June 30, 1990.

    Science.gov (United States)

    Los Rios Community Coll. District, Sacramento, CA.

    The collective bargaining agreement between the Los Rios Community College District Board of Trustees and the Los Rios College Federation of Teachers/California Teachers Association/National Education Association is presented. This contract, covering faculty at American River College, Cosumnes River College, and Sacramento City College, applies to…

  8. Predicting Success in College Mathematics from High School Mathematics Preparation

    OpenAIRE

    Shepley, Richard A.

    1983-01-01

    The purpose of this study was to develop a model to predict the college mathematics courses a freshman could expect to pass by considering their high school mathematics preparation. The high school information that was used consisted of the student's sex, the student's grade point average in mathematics, the highest level of high school mathematics courses taken, and the number of mathematics courses taken in high school. The high school sample was drawn from graduated Seniors in the State...

  9. Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

    Science.gov (United States)

    Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

    2009-05-01

    In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

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

    Science.gov (United States)

    Cheasty, Michelle E.

    2011-01-01

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

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

    Science.gov (United States)

    Allen, Rebecca; Burgess, Simon; Mayo, Jennifer

    2018-01-01

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

  12. Schooling Teachers: Professionalism or Disciplinary Power?

    Science.gov (United States)

    Bourke, Terri; Lidstone, John; Ryan, Mary

    2015-01-01

    Since public schooling was introduced in the nineteenth century, teachers in many western countries have endeavoured to achieve professional recognition. For a short period in the latter part of the twentieth century, professionalism was seen as a discourse of resistance or the "enemy" of economic rationalism and performativity. However,…

  13. Observing Aggression of Teachers in School Teams

    Science.gov (United States)

    Ben Sasson, Dvora; Somech, Anit

    2015-01-01

    To fill the gap in theoretical and empirical knowledge on workplace aggression by teachers working in teams, this study explored its components, its targets, and its contextual determinants. Data were collected through three observations at different schools and at different times on 29 math, homeroom, language, and science studies teams.…

  14. Sustainable School Leadership: The Teachers' Perspective

    Science.gov (United States)

    Cook, John W.

    2014-01-01

    Sustainable school leadership is essential to the academic growth of students and professional growth of faculty and staff. Shedding light on what constitutes sustainable leadership from the perspective of teachers will increase our understanding of how specific leadership practices and processes impact those in the learning community who are…

  15. The Effects of Teacher Perceptions of Administrative Support, School Climate, and Academic Success in Urban Schools

    Science.gov (United States)

    Robinson, Lakishia N.

    2015-01-01

    Teacher turnover refers to major changes in teachers' assignments from one school year to the next. Past research has given an overview of several factors of teacher turnover. These factors include the school environment, teacher collaborative efforts, administrative support, school climate, location, salary, classroom management, academic…

  16. Creating an In-School Pastoral System for Student Teachers in School-Based Initial Teacher Education

    Science.gov (United States)

    Philpott, Carey

    2015-01-01

    Recent developments in initial teacher education (ITE) have produced a number of school-centred models. These mean that student teachers may now spend more of their time in schools than has historically been the case. In some of these models, student teachers are more clearly part of the school as an institution than might be the case in more…

  17. 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.

  18. Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools: A Cross-case Analysis

    Science.gov (United States)

    Spillane, Nancy Kay

    Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences. Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning

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

    OpenAIRE

    C. Kirabo Jackson

    2011-01-01

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

  20. Exploring Teacher Trust in Technical/Vocational Secondary Schools: Male Teachers' Preference for Girls

    Science.gov (United States)

    Van Houtte, Mieke

    2007-01-01

    This article explores whether teachers' trust in pupils in technical/vocational schools is associated with teachers' and pupils' gender. As for the teachers, besides gender, age, socioeconomic origin, and subject taught are considered and, as for the pupils, the gender composition of the school (proportion of girls at school), the socioeconomic…

  1. The Relationships between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate

    Science.gov (United States)

    Pulleyn, Janet L.

    2012-01-01

    This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district…

  2. Voice disorders in Nigerian primary school teachers.

    Science.gov (United States)

    Akinbode, R; Lam, K B H; Ayres, J G; Sadhra, S

    2014-07-01

    The prolonged use or abuse of voice may lead to vocal fatigue and vocal fold tissue damage. School teachers routinely use their voices intensively at work and are therefore at a higher risk of dysphonia. To determine the prevalence of voice disorders among primary school teachers in Lagos, Nigeria, and to explore associated risk factors. Teaching and non-teaching staff from 19 public and private primary schools completed a self-administered questionnaire to obtain information on personal lifestyles, work experience and environment, and voice disorder symptoms. Dysphonia was defined as the presence of at least one of the following: hoarseness, repetitive throat clearing, tired voice or straining to speak. A total of 341 teaching and 155 non-teaching staff participated. The prevalence of dysphonia in teachers was 42% compared with 18% in non-teaching staff. A significantly higher proportion of the teachers reported that voice symptoms had affected their ability to communicate effectively. School type (public/private) did not predict the presence of dysphonia. Statistically significant associations were found for regular caffeinated drink intake (odds ratio [OR] = 3.07; 95% confidence interval [CI]: 1.51-6.62), frequent upper respiratory tract infection (OR = 3.60; 95% CI: 1.39-9.33) and raised voice while teaching (OR = 10.1; 95% CI: 5.07-20.2). Nigerian primary school teachers were at risk for dysphonia. Important environment and personal factors were upper respiratory infection, the need to frequently raise the voice when teaching and regular intake of caffeinated drinks. Dysphonia was not associated with age or years of teaching. © The Author 2014. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  3. Undergraduate Neuropharmacology: A Model for Delivering College-Level Neuroscience to High School Students in situ.

    Science.gov (United States)

    Martin-Morris, Linda E; Buckland, Helen T; Popa, Simina M; Cunningham, Susanna L

    2015-01-01

    Our university course for non-majors (Biology 100) on the neurobiology of drug addiction was recently retooled for delivery at high schools around the state of Washington in order to engage younger students in the study of psychoactive drugs. Many of these students are earning both high school and university credits (dual-enrollment). This paper outlines the course design principles we used to ensure that high school students are earning valid college credits. We present an analysis of learning gains experienced by both university and high school students as measured by before and after course knowledge surveys. We also describe how assessment strategies used for on-campus students have been transferred to our high school partner teachers and how generous interchange and observation ensure that the high school students are engaging deeply in their study of neuroscience. Indeed, many have had a transformative experience that inspires them to contemplate the field of neuroscience as they transition into university study.

  4. Teacher Preferences for Alternative School Site Administrative Models

    Science.gov (United States)

    Hewitt, Paul M.; Denny, George S.; Pijanowski, John C.

    2012-01-01

    Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In…

  5. Transformational Leadership and Teacher Motivation in Southwestern Arizona High Schools

    Science.gov (United States)

    Reynolds, Catherine L.

    2009-01-01

    The purpose of this study was to explore the relationship between transformational leadership and teacher motivation in Southwestern Arizona high schools. Teachers in a school district in Southwestern Arizona comprised of high schools were surveyed using two instruments, Leithwood and Jantzi's (1998) The Leadership and Management of Schools in…

  6. Principals' and Teachers' Practices about Parent Involvement in Schooling

    Science.gov (United States)

    Erdener, Mehmet Akif

    2016-01-01

    Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent…

  7. Investigation of the Work Motivation Levels of Primary School Teachers

    Science.gov (United States)

    Ates, Hatice Kadioglu; Yilmaz, Perihan

    2018-01-01

    This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state…

  8. Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive

    Science.gov (United States)

    TNTP, 2012

    2012-01-01

    Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully…

  9. Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive. Executive Summary

    Science.gov (United States)

    TNTP, 2012

    2012-01-01

    Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully fostered…

  10. Medicinal Plant Research Group, School of Pharmacy, College of ...

    African Journals Online (AJOL)

    Medicinal Plant Research Group, School of Pharmacy, College of Health Sciences, University of Nairobi,. P.O. Box 19676-00202, ... of plant used, the dosage form and procedures for preparation and ... by thermal gravimetric methods. In finely.

  11. High School Journalism Research: Community College Program Implications.

    Science.gov (United States)

    Dvorak, Jack

    1987-01-01

    Reviews findings from a Journalism Education Association study comparing the American College Testing (ACT) Program standardized scores, writing samples, and Language Arts Survey responses of students who were involved in high school journalism programs with students who were not. Urges community college journalism educators to support high school…

  12. College-Going Capital: Understanding the Impact of College Readiness Policies on Schools and Students

    Science.gov (United States)

    Leibrandt, Sarah Ohle

    2016-01-01

    This dissertation investigates how low-resource high schools support (or not) high achieving, low-income students depending on how they enact college readiness agendas. My study was motivated by the lack of empirical research in two areas--how college readiness policies are being actualized for high achieving, low-income students and how these…

  13. Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

    Science.gov (United States)

    Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

    2016-04-01

    We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

  14. SCHOOL VIOLENCE: THE PRACTICE TEACHERS AND SCHOOL LEAVING

    Directory of Open Access Journals (Sweden)

    Luz María Esperanza Alegría-Rivas

    2016-01-01

    Full Text Available In this article, result of research from ethnography for peace, we reflect on the manifestations of violence in the educational practices in School Education in the State of Mexico which may be determining the school leaving. The purpose of this research is based on the idea that teachers can give a full sense of their teaching practices, opening spaces where teachers analyze whether there are demonstrations of violence in their teaching practice, and amend them to practice peace, which could positively influence learning processes of students with low valuations and thus reduce dropouts. Methodologically starts from ethnography to peace around context and manifestations of violence that occur in the classroom between teacher-student.

  15. DEMOCRATIC ATTITUDES OF ELEMENTARY SCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    Müge TAÇMAN

    2006-06-01

    Full Text Available The primary aim of this study was to determine the democratic attitudes of the classroomteachers. This study is a descriptive research. In this research, democratic attitude scala which was developed by“published for the attitude research labaratory” and adapted to Turkish educational system by Gözütok (1995 wasused. Research group consisted fifty teachers from four private primary schools in Ankara. The data were analyzed byone way ANOVA. According of the results of the research, democratic attitudes of teachers have been discriminated onteachers’ sexuality, seniority and graduate level

  16. Professional Technical Standards in Colleges and Schools of Pharmacy

    Science.gov (United States)

    Berry, Tricia M.; Chichester, Clinton O.; Sanoski, Cynthia A.; Woodward, Donald A.; Worley, Marcia M.; Early, Johnnie L.

    2011-01-01

    Objective To determine the prevalence, characteristics, and use of professional technical standards among colleges and schools of pharmacy accredited by the Accreditation Council for Pharmacy Education (ACPE). Methods The Web site of every college and school of pharmacy accredited by ACPE was searched to identify information regarding the availability, content, and use of technical standards and to obtain demographic information. Results Information was obtained from all of the 114 colleges and schools of pharmacy and 67 (59%) had technical standards in place. Common themes for technical standards were: observation; communication; motor; intellectual, conceptual, integrative and quantitative abilities; and behavioral and social attributes. Of those colleges and schools with technical standards, 61 (91%) had standards that addressed all 5 of these themes and 34 (51%) specified that the technical standards were used in their admission, progression, and graduation procedures. Conclusion More than half of the colleges and schools of pharmacy examined in this study have technical standards; however, 41% have yet to develop and implement them. Colleges and schools of pharmacy looking for guidance in technical standards development could use the technical standards themes identified in this study. PMID:21655404

  17. Christian Universities and Colleges: The Need to Train Instructors to Teach the Bible as Literature in Public Schools

    Science.gov (United States)

    Jeynes, William H.

    2012-01-01

    The author examines the national growth of Bible literacy courses in America's public schools and examines what steps Christian universities and colleges can take to help meet the demand for teachers for these courses. The author asserts that several sources of training are currently available, but declares that they will be unable to train a…

  18. High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

    Science.gov (United States)

    Loehr, John F.; Almarode, John T.; Tai, Robert H.; Sadler, Philip M.

    2012-01-01

    In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the…

  19. Leadership styles in secondary school science teachers

    Science.gov (United States)

    Lawson, Michael A.

    A comparison of United States secondary school science teachers who mentor high quality student research and teachers who do not mentor research was conducted using a demographic survey and the Multifactor Leadership Questionnaire-Form 5X. The major demographic difference between the two groups was a significantly greater number of years of teaching experience in the research group, a factor that correlated significantly with Extra Effort in students. Research group teachers self-reported higher mean scores than non-research group teachers on the five transformational leadership scales plus the transactional scale of Contingent Reward; however, a Multivariate Analysis of Variance found no significant difference between the groups. Independent t-tests found no significant difference between the groups based upon the remaining transactional scales. The research group was found to be significantly higher on the outcome variable of Extra Effort generated by students while the non-research group rated themselves significantly higher on Satisfaction of students. Transformational leadership in teachers should be addressed by future studies as a possible method of identifying motivational teachers.

  20. Internet Literacy of Vocational High School Teachers

    Science.gov (United States)

    Vernanda, D.; Abdullah, A. G.; Rohendi, D.

    2018-02-01

    Internet literacy is needed to know the development of the world in various things quickly and precisely, as well as in the world of education, especially teachers. Seeing the importance of internet literacy, there is an interest to discuss and analyze the level of internet literacy of teachers. The method used in this research is descriptive qualitative. The sample of research is vocational school teacher (SMK) as many as 99 respondents. Data are collected through questionnaires. The theory used is adopted from Suitable Learning Object Type (LRE APV4.7) and Three Elements of Literacy Digital. The result data of the questionnaire is processed and analyzed using Capability Maturity Model theory, the result of the research shows that the level of internet literacy of vocational teachers is at level 2, meaning that SMK teachers have used the internet many times to assist their daily activities and have pattern of repetition in internet utilization. The use of internet by teachers of SMK with various needs that support the process of teaching, communicating, sharing knowledge, but the most dominant is to communicate through social media. Factors affecting internet usage include age, gender, and employment status.

  1. An Analysis on the Turnover of College Teachers in China from the Perspective of Institutional Economics

    Science.gov (United States)

    Zhang, Zhaojun

    2009-01-01

    Talents are the most important factor of all in the efforts to establish an innovative country. In universities and colleges, the bases for talent cultivation, the turnover of teachers in an explicit or recessive way calls for our urgent attention. This article aims at analyzing the complex causes of college teachers' turnover from the perspective…

  2. Music Teaching in Botswana Secondary Teacher Training Colleges: A Case of Molepolole College of Education.

    Directory of Open Access Journals (Sweden)

    Otukile Sindiso Phibion

    2017-02-01

    Full Text Available The purpose of this study is to find out facts on music teaching in Botswana Secondary Teacher Training Colleges. The authors conducted a formal study with regard to the Diploma in Secondary Education with a component of Music Education Training in Botswana. The study was conducted in Botswana at Molepolole College of Education (MCE which is the only government Secondary Teacher Training College, offering music in the whole country. Data were collected over a period of time by the three authors through meetings with staff and students surveys. The process was informed by involving all three authors. The leading author consecutively moderated this college for twelve years whilst the other two have been lecturers at the research college. This experience facilitated a further exploration of the competence frameworks in music education that they believed offered a narrow and technical view that neglected personal attributes and qualities. Apart from observations, research information was obtained through external examination/moderation reports review compiled consecutively over a number of years. Some of the information was obtained through consultation of government documents such as: The National Development Plan 10 (NDP 10, Vision 2016, Revised National Policy on Education (RNPE and Education for Kagisano with regard to prospects of music teaching in Botswana. In addition, Colleges of Education documents such as syllabuses, regulations, and prospectus were also consulted. It became evident through this research that music is accorded low status hence termed a minor subject as compared to other subjects called major. This research revealed that the admission process is also biased towards “Major” subjects. Initially there used to be interviews for “minor” opting students selection which have been since abandoned. The review found that lecturers at MCE were committed to serving for excellence yet strong criticism was made of perceived

  3. GIS Adoption among Senior High School Geography Teachers in Taiwan

    Science.gov (United States)

    Lay, Jinn-Guey; Chen, Yu-Wen; Chi, Yu-Lin

    2013-01-01

    This article explores the adoption of geographic information system (GIS) knowledge and skills through in-service training for high school geography teachers in Taiwan. Through statistical analysis of primary data collected from a census of Taiwan's high school geography teachers, it explores what motivates these teachers to undertake GIS…

  4. Developing teacher leadership and its impact in schools

    NARCIS (Netherlands)

    Snoek, M.

    2014-01-01

    Leadership of teachers is considered as one of the key factors for innovation and quality improvement in schools. However, as leadership qualities are not a standard element in initial teacher education programs, arrangements for professional development of teachers in schools needs to address the

  5. Factors Affecting Teacher Satisfaction in an Urban School District

    Science.gov (United States)

    Halpert, Michael A.

    2011-01-01

    The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors that directly impacted teachers' level of satisfaction towards their work and their attitude towards the administration of their schools. Forty-one teachers from two kindergarten…

  6. Utilizing Teacher Leadership as a Catalyst for Change in Schools

    Science.gov (United States)

    Ankrum, Raymond J.

    2016-01-01

    School leaders are constantly trying to find alternative ways to leverage and explore teacher leadership potential in their school building(s). Teachers leaders that are willing to go above and beyond their general duties. Teacher leaders are the type of educators that fall under the motif of potentially taking on additive responsibilities that…

  7. Finding Balance: The Professional Life of a Charter School Teacher

    Science.gov (United States)

    Clark, Marjorie

    2010-01-01

    This phenomenological study of one charter school teacher sought to answer the question, what is it like to be a teacher in a charter school? Exploring issues of preparation, working conditions, and job satisfaction, this teacher expressed a range of emotions about her chosen work environment. I found that the pervasive stress surrounding her work…

  8. Job Satisfaction, School Rule Enforcement, and Teacher Victimization

    Science.gov (United States)

    Kapa, Ryan; Gimbert, Belinda

    2018-01-01

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

  9. Online workspaces to support teacher communities in secondary schools

    NARCIS (Netherlands)

    Admiraal, W.; Heemskerk, I.M.C.C.; Roceanu, I.

    2012-01-01

    Teacher communities are claimed to contribute to the improvement in the practices of teaching and schooling as well as individual teacher development and the collective capacity schools. How to define, design and support teacher communities is however still unclear. In this expert study, experts

  10. Charter Schools and the Teacher Job Search in Michigan

    Science.gov (United States)

    Cannata, Marisa

    2010-01-01

    This paper examines the position of charter schools in prospective elementary teachers' job search decisions. Using a labor market segmentation framework, it explores teacher applicants' decisions to apply to charter schools. The data come from a mixed-methods longitudinal study of prospective teachers looking for their first job. This paper finds…

  11. Qualifications of Subject Teachers in Special Education Schools

    Science.gov (United States)

    Rasmussen, Meryem Uçar; Kis, Arzu

    2018-01-01

    Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey…

  12. The Impact of Professional Development Schools on Teacher Leadership

    Science.gov (United States)

    Cosenza, Michael N.

    2010-01-01

    Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple…

  13. High School Band Students' Perspectives of Teacher Turnover

    Science.gov (United States)

    Kloss, Thomas E.

    2013-01-01

    Teacher turnover remains an important issue in education. The least researched perspectives, though, are those of the students who experience teacher turnover. The purpose of this study was to examine how high school band students experience teacher turnover. A total of twelve students were interviewed, representing three schools that experienced…

  14. Exposure to Mobbing: Perceptions of Primary School Teachers

    Science.gov (United States)

    Çeliköz, Mine; Çeliköz, Nadir

    2017-01-01

    The general purpose of the present research is to examine teachers' perceptions of being exposed to Mobbing. The population of the research, in which the screening model is used, consists of teachers working in private and public elementary schools during the 2015-2016 school year. The study group is formed with 305 teachers who were voluntarily…

  15. Professional Development Urban Schools: What Do Teachers Say?

    Science.gov (United States)

    Green, Tanya R.; Allen, Mishaleen

    2015-01-01

    This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

  16. Teachers' Perceptions about School Violence in One Turkish City

    Science.gov (United States)

    Yavuzer, Yasemin; Gundogdu, Rezzan; Dikici, Ayhan

    2009-01-01

    The aim of this study is to determine the types and frequencies of violence encountered by teachers in primary and high schools in Nide province in Turkey, and, in addition, to determine the perceptions of teachers regarding the reasons for and methods of prevention of violent actions at schools. One hundred forty-two teachers were chosen for this…

  17. Enhancing the interfaces among schools, colleges, universities, and industry

    International Nuclear Information System (INIS)

    Burns, D.

    2006-01-01

    'Full text:' The 2005 Rae Report on higher education in Ontario recommended that the Provincial government 'reaffirm the mandate of colleges to focus on occupational education and labour market needs, while continuing to allow applied degrees and institutional evolution. Mandate colleges to reach out to the fifty percent of high school students not going on to further studies...' Another recommendation was 'encourage the distinct evolution of each institution (i.e. colleges and universities) and promote differentiation through the tuition framework, accountability arrangements and the design of the Province's funding formula. At the same time, require that colleges and universities recognize each others' related programming to create clear and efficient pathways for students.' Implementing these recommendations requires major changes in the interfaces among schools, colleges, universities and industry, and also in the attitudes of parents, the teaching profession, and employers. Will it happen? (author)

  18. From teacher education to primary school

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2014-01-01

    such as Kathy Charmaz and later works by Strauss and Glaser. Phenomenography forms the other meth-odological part of the dissertation. Phenomenography is defined here as “ … research which aims at description, analysis, and understanding of experiences; that is, re-search which is directed towards experimental...... teachers. This dissertation has been written and constructed around two research ques-tions. The first research question asked the following: How does new teachers ex-perience being new? How do they experience possibilities and barriers when trying to carry out their intentions as teachers? The other...... question examined was this: “How is ac-cess possible to the everyday practice of schools and how can this everyday practice be under-stood”? Throughout the dissertation both questions has been examined both theoretically and empirically. The first research question deals with the aspects of professions...

  19. Content knowledge of prospective elementary school teacher for fractional concepts

    Science.gov (United States)

    Pattimukay, N.; Juniati, D.; Budiarto, M. T.

    2018-03-01

    The aim of this study was to describe the content knowledge especially the concept of fraction of prospective elementary school teacher. The purpose of this study is to describe the content knowledge, especially the concept of fraction of prospective elementary school teacher. The subject of the study was one of prospective elementary school teacher of Pattimura University. This research is qualitative research. Data were collected through the provision of tests to explore the knowledge content of primary school teacher candidates about fractional concepts. Then continued with qualitative data analysis. The results of this study are as follows: that the prospective primary school teacher defines fractions as part of the whole if an object is divided into equal parts, so that the part that has been divided is part of the whole. Furthermore, the prospective elementary school teacher understood the fractions as division shown in two ways, namely the prospective elementary school teacher understood the fraction as a division operation, the primary school teacher candidate interpreted the fraction as a division when an object is divided be part of the same. Meanwhile, the fraction as a ratio is interpreted as the relationship between a pair of numbers. Then, the denominations are interpreted as a ratio between the numerator and the denominator of the same value. The prospective elementary school teacher also understands fractions of value when simplifying fractions. Primary school teacher candidates understand the concept of fractional operations.

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

    Science.gov (United States)

    Hallam, Susan; Ireson, Judith

    2003-09-01

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

  1. A Different Model for School Success: Empower Teachers

    Science.gov (United States)

    Farris-Berg, Kim

    2014-01-01

    This article opens with a thought provoking question--When it comes to defining teacher leadership, how much do we limit ourselves by assuming that the way teachers work today must always be the way teachers work? The author points out that pioneering groups of public school teachers across the United States are advancing a new definition of…

  2. The Supply of Science Teachers to Secondary Schools in Ondo ...

    African Journals Online (AJOL)

    Male science teachers were in greater numbers than female science teachers in the schools. The number of science teachers supplied from higher institutions outside the State was greater than the number supplied from higher institutions within the State The supply of science teachers did not match the demand for them in ...

  3. Distributed but Undefined: New Teacher Leader Roles to Change Schools

    Science.gov (United States)

    Margolis, Jason; Huggins, Kristin Shawn

    2012-01-01

    This article examines teacher leader role development and definition by looking at one emergent model of distributed leadership: the hybrid teacher leader (HTL). HTLs are teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity. Participants included six HTLs across four school districts over 2…

  4. INVESTIGATION OF PRIMARY SCHOOL TEACHERS INDIVIDUAL INNOVATIVENESS

    Directory of Open Access Journals (Sweden)

    Zeynep YILMAZ ÖZTÜRK

    2014-07-01

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

  5. Comparative Study of Government and Non Government College Teachers in Relation to Job Satisfaction and Job Stress

    Science.gov (United States)

    Kaur, Sarbjit; Kumar, Dinesh

    2008-01-01

    They studied on the government non government college teachers in relation to job satisfaction and job stress. They collected the sample from 200 college teacher from government and non government from bathinda district (Punjab) to discover the difference between government and non government male and female college teachers in relation to job…

  6. A Comparison of Teacher Stress and School Climate across Schools with Different Matric Success Rates

    Science.gov (United States)

    Milner, Karen; Khoza, Harriet

    2008-01-01

    Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided…

  7. The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools

    Science.gov (United States)

    Geijsel, Femke P.; Sleegers, Peter J. C.; Stoel, Reinoud D.; Kruger, Meta L.

    2009-01-01

    In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers'…

  8. Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

    Science.gov (United States)

    Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

    2017-02-01

    The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

  9. Secondary School Teachers' Knowledge Level of the Concepts of ...

    African Journals Online (AJOL)

    Secondary School Teachers' Knowledge Level of the Concepts of Environmental ... Huria: Journal of the Open University of Tanzania ... level of the certificate of secondary education geography teachers when teaching the concepts of ...

  10. Teacher training by means of a school-based model

    African Journals Online (AJOL)

    21172714

    teacher shortage; teacher training; university-school partnerships; workplace learning ... (Department of Higher Education & Training, Republic of South Africa, 2011:8), which is an ..... http://www.researchgate.net/profile/Lynda_Wiest/p.

  11. How teachers of English in South African schools recognise their ...

    African Journals Online (AJOL)

    How teachers of English in South African schools recognise their change agency. ... values consistent with the fundamental rights contained in the Constitution of ... Keywords: change agency; democracy; empowerment; teachers of English ...

  12. Middle-School Mathematics Teachers' Beliefs in NCTM's Vision

    Science.gov (United States)

    Perrin, John Robert

    2012-01-01

    This study examined the extent to which seventh- and eighth-grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in…

  13. Linking the Teacher Appraisal Process to the School Improvement Plan

    Science.gov (United States)

    Reddekopp, Therese

    2007-01-01

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

  14. Trust in School: A Pathway to Inhibit Teacher Burnout?

    Science.gov (United States)

    Van Maele, Dimitri; Van Houtte, Mieke

    2015-01-01

    Purpose: The purpose of this paper is to consider trust as an important relational source in schools by exploring whether trust lowers teacher burnout. The authors examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. The authors further analyze whether school-level…

  15. Inclusive Education in Government Primary Schools: Teacher Perceptions

    Science.gov (United States)

    Khan, Itfaq Khaliq; Hashmi, ShujahatHaider; Khanum, Nabeela

    2017-01-01

    The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The…

  16. A Comparison of Middle School Teachers' Pupil Control Ideology

    Science.gov (United States)

    Jones, Paul; Garner, Arthur E.

    1978-01-01

    Compares pupil control ideology--discipline policy--of middle school classroom teachers with the intent of finding what attributes are needed for middle school teachers and the particular type classroom environment that facilitates optimum learning conditions for middle school children. (Author/RK)

  17. The High School Dropout Problem: Perspectives of Teachers and Principals

    Science.gov (United States)

    Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

    2009-01-01

    To better understand the views of teachers and administrators on the high school dropout problem, focus groups and nationally representative surveys were conducted of high school teachers and principals. A focus group of superintendents and school board members was also included. To help interpret the results, the authors convened a colloquium…

  18. Mexican Parents' and Teachers' Views of Effective Elementary Schools

    Science.gov (United States)

    Slate, John R.; Jones, Craig H.

    2007-01-01

    We surveyed 374 parents and 82 teachers in the Juarez, Mexico schools regarding their views of what makes an effective elementary school. The survey was a Spanish translation of an instrument used by Johnson (1998). Although both parents and teachers supported most of the factors associated with effective schools, they emphasized different aspects…

  19. Motivation and Job Satisfaction of Catholic School Teachers

    Science.gov (United States)

    Convey, John J.

    2014-01-01

    This article examines the relationship between Catholic school teachers' motivation and job satisfaction. The data are derived from a survey of 716 teachers in Catholic elementary and secondary schools in three dioceses in the US (Atlanta, GA; Biloxi, MS; and Cheyenne, WY). The school's academic philosophy and its environment were important…

  20. Middle School Science Teachers' Perceptions of Social Justice: A Study of Two Female Teachers

    Science.gov (United States)

    Upadhyay, Bhaskar

    2010-01-01

    The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…

  1. Teacher Participation in Decision Making and Its Impact on School and Teachers

    Science.gov (United States)

    Sarafidou, Jasmin-Olga; Chatziioannidis, Georgios

    2013-01-01

    Purpose: The purpose of this paper is to examine teacher involvement in different domains of decision making in Greek primary schools and explore associations with school and teacher variables. Design/methodology/approach: A survey employing self-administered questionnaires, with a Likert-type scale assessing teachers' actual and desired…

  2. Chinese Middle School Teacher Job Satisfaction and Its Relationships with Teacher Moving

    Science.gov (United States)

    Chen, Junjun

    2010-01-01

    This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a 35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle…

  3. The Great Depression and Elementary School Teachers as Reported in "Grade Teacher" Magazine

    Science.gov (United States)

    Field, Sherry L.; Bellows, Elizabeth

    2012-01-01

    This study focuses on elementary school teachers during the Great Depression and the role that they played to sustain everyday school activity. The authors draw evidence primarily from the pages of "Grade Teacher" magazine, through teachers' letters written to its editor, Florence Hale, and her responses to them. Opportunities to study…

  4. Motivating Teachers' Commitment to Change through Transformational School Leadership in Chinese Urban Upper Secondary Schools

    Science.gov (United States)

    Liu, Peng

    2015-01-01

    Purpose: The purpose of this paper is to examine the effects of transformational school leadership on teachers' commitment to change and the effects of organizational and teachers' factors on teachers' perception of transformational school leadership in the Chinese urban upper secondary school context. Design/methodology/approach: The paper mainly…

  5. The Identity of Catholic Schools as Seen by Teachers in Catholic Schools in Queensland

    Science.gov (United States)

    Gleeson, Jim; O'Gorman, John; O'Neill, Maureen

    2018-01-01

    This paper reports on the opinions of teachers in Queensland Catholic schools regarding the identity, purposes and characteristics of Catholic schools. It draws on survey data from 2287 teachers in Catholic schools as well as semi-structured interviews with 20 teachers. Respondents were asked about their reasons for working in Catholic Education…

  6. Back to the Future: How and Why to Revive the Teachers College Tradition

    Science.gov (United States)

    Null, Wesley

    2009-01-01

    In this essay, the author argues for a reconsideration of the teachers college tradition within teacher ed curriculum. The author draws upon history and moral philosophy to make the case that the teaching profession has declined because teacher educators have neglected the philosophical tradition that the author maintains is the key to our future.…

  7. The Need for Changing Control of Teacher Colleges in the Quest for ...

    African Journals Online (AJOL)

    This paper discusses the impact of imposed curriculum change, assessment system, authoritarian teacher college culture as well as principals' roles on preparing student teachers to become creative and supportive of the learning of each individual student. To enable teachers to take a proactive part in their profession, this ...

  8. From Teachers to Students: What Influences Early Childhood Educators to Pursue College Education

    Science.gov (United States)

    Deutsch, Francine M.; Riffin, Catherine A.

    2013-01-01

    Underpaid and overworked, preschool teachers face multiple barriers in pursuing higher education. In the present study, we explored how logistical and financial barriers hinder early childhood education teachers and teacher's aides from taking college courses, as well as how academic self-concept and social support influence current enrollment.…

  9. Prospective teachers' perceptions of the school psychologist's role

    OpenAIRE

    Poulou, Maria

    2002-01-01

    Acknowledging the importance of teachers’ implicit theories for the determination of school psychologist’s role, this study aims to elicit prospective teachers’ personal theories for the role of school psychologist. By using metaphoric pictures, 59 pre-service teachers described their perceptions of the school psychologist’s role in relation to other members of the school community, the expectations of both teachers and the school psychologist in relation to the role of the ...

  10. Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

    Science.gov (United States)

    Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

    2012-06-01

    There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

  11. Correlational Study between Teacher Perceived High School Principal Leadership Style and Teacher Self-Efficacy

    Science.gov (United States)

    Riggs, Robert

    2017-01-01

    This quantitative correlational study addressed the concept that teacher-perceived high school principal leadership style correlated with teacher self-efficacy. A relationship existed between teacher self-efficacy and student outcomes and research indicated a relationship between leadership style and teacher self-efficacy. Also, the effect of…

  12. Cultural Brokers and Student Teachers: A Partnership We Need for Teacher Education in Urban Schools

    Science.gov (United States)

    Lane, Paula J.

    2017-01-01

    Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…

  13. Teacher Effectiveness of Secondary School Teachers with High Tacit Knowledge

    Science.gov (United States)

    Mumthas, N. S.; Blessytha, Anwar

    2009-01-01

    To be a great teacher, more than content knowledge, teacher also needs practical and technical knowledge that contribute to teacher effectiveness. A teacher with high tacit knowledge is usually considered an expert teacher. The purpose of this study is to find out whether teachers with high tacit knowledge give equal preference to the various…

  14. Problems of discipline in primary and secondary school: Teachers' opinions

    Directory of Open Access Journals (Sweden)

    Savović Branka B.

    2002-01-01

    Full Text Available Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Niš comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51% estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.

  15. The Teacher Strike: School District Protection Procedures. A Manual for School District Officials on How to Handle a Teachers' Strike.

    Science.gov (United States)

    Igoe, Joseph A.; DiRocco, Anthony P.

    This booklet is designed to give practical and realistic advice to school district officials faced with the possibility of a teachers' strike. It is intended for use both by school district administrators and school board members. The booklet is organized into four sections that focus in turn on signs of a pending teachers' strike, union…

  16. Developing Teacher Leaders through Honorary Professional Organizations in Education: Focus on the College Student Officers

    Science.gov (United States)

    Bond, Nathan; Sterrett, William

    2014-01-01

    Policymakers, researchers, and educators are calling for practicing teachers to assume leadership positions in schools. The goal is for these teacher leaders to work with administrators and bring about school improvements. To prepare teachers for this role, universities are encouraged to provide leadership opportunities for students aspiring to…

  17. Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

    Science.gov (United States)

    Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

    2014-01-01

    For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

  18. Principal Leadership Style and Teacher Commitment among a Sample of Secondary School Teachers in Barbados

    Directory of Open Access Journals (Sweden)

    Ian Alwyn Marshall

    2015-05-01

    Full Text Available In Barbados, the issue of principal leadership and teacher productivity has occupied the attention of teacher unions and educational authorities alike.  The teachers have been calling for principals to be removed while the principals have been arguing for greater autonomy to discipline teachers. This state of affairs has, understandably, adversely impacted teacher commitment levels.  In the literature there is a clear correlation between principal leadership style and teacher commitment, however, it is important to know whether or not the relationship holds true in the context of Barbadian schools. This author is of the view that if teacher commitment levels are to return to those in evidence in effective schools, then attention must be given to the way in which principals exercise their leadership functions. This study was therefore designed to examine in greater detail the relationship between principal leadership style and teacher commitment.  The author employed purposive sampling to survey a cohort of ninety (90 teachers and eleven (11 principals drawn from eleven secondary schools. Results confirmed the relationship between principal leadership style and teacher commitment, and a statistically significant difference in the level of commitment reported by teachers at newer secondary schools and teachers at older secondary schools. Results also indicated that biographical variables moderated the relationship between principal leadership style and teacher commitment. Additionally, the regression model indicated that the principal leadership style sub-variables, in combination, accounted for some variance in the commitment demonstrated by teachers.

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

    Science.gov (United States)

    Sali, Güneş; Akyol, Aysel Köksal

    2015-12-01

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

  20. The Early College High School Initiative: An Overview of Five Evaluation Years

    Science.gov (United States)

    Berger, Andrea; Adelman, Nancy; Cole, Susan

    2010-01-01

    In 2002, the Bill & Melinda Gates Foundation started the Early College High School Initiative (ECHSI). Through this initiative, more than 200 Early College Schools (ECSs) opened by fall 2009. All of the schools aim to provide underserved students access to college classes while in high school. This article will provide an overview of the first 6…

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

    Directory of Open Access Journals (Sweden)

    Karen Milner

    2008-05-01

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

  2. An Event to Encourage High School Students to Pursue College Degrees in Physics and Math

    Science.gov (United States)

    Bukiet, Bruce; Thomas, Gordon

    2003-04-01

    We discuss a Math and Physics Day for high school students and teachers, with hands-on activities and seminars involving mathematics and physics. Participants also learn about careers for those who go on to major in physics and mathematics in college. The New York State Section of the APS has provided generous support for this workshop through its Outreach grant program. Approximately a dozen high schools and 100 students attend each year. The program, which runs from 9:15 AM until 2:15 PM, includes an introduction to undergraduate degree programs in Mathematics, Statistics, Optics, Actuarial Science and Applied Physics, a group physics experiment/contest, brief talks over lunch by speakers from industry who have degrees in Math or Physics, and an afternoon seminar. Teachers earn Professional Development credit.

  3. Do differentials in the support and advice available at UK schools and colleges influence candidate performance in the medical school admissions interview? A survey of direct school leaver applicants to a UK medical school.

    Science.gov (United States)

    Lambe, Paul; Waters, Catherine; Bristow, David

    2013-09-01

    To our knowledge, nothing is known about whether differentials in support and advice during preparation for the interview influence candidate performance and thereby contribute to bias in selection for medical school. To assess if differences in advice and support with preparation for the medical school admissions interview given type of school last attended influence interview score achieved by direct school leaver applicants to study on an undergraduate UK medical degree course. Confidential self-completed on-line questionnaire survey. Interview performance was positively related to whether a teacher, tutor or career advisors at the School or College last attended had advised a respondent to prepare for the interview, had advised about the various styles of medical interview used and the types of questions asked, and what resources were available to help in preparation. Respondents from Private/Independent schools were more likely than those from State schools to have received such advice and support. Differentials in access to advice on and support with preparation for the medical school interview may advantage some candidates over others. This inequity would likely be ameliorated by the provision of an authoritative and comprehensive guide to applying to medical school outlining admission requirements and the preparation strategy applicants should use in order to best meet those requirements. The guide could be disseminated to the Principals of all UK schools and colleges and freely available electronic versions signposted in medical school prospectuses and the course descriptor on the Universities and Colleges Admissions Service.

  4. Occupational Stress and Professional Development of Primary School Teachers

    Directory of Open Access Journals (Sweden)

    Mateja Modrej

    2015-12-01

    Full Text Available The occupation of primary school teachers is considered one of the most stressful professions. The survey was used to determine the incidence of stress in 110 primary school teachers in urban and rural schools in Slovenia, depending on seniority. Its aim was to learn about stress symptoms, stressful situations and strategies to manage stress among teachers. The results show that teachers evaluate their work as a very responsible one and in majority do not think about changing their job. Teachers most often perceive physical and emotional symptoms of stress. They are faced with stressful situations when working with pupils, at their professional work, and in relations with colleagues, school management, and parents. When difficulties arise in their work, teachers most often turn for help to a colleague or the school management; and they manage their stress by going for a walk and talking to their friends.

  5. School cultures, teachers, and technology transformation

    Directory of Open Access Journals (Sweden)

    Andrew D. Kitchenham

    2010-05-01

    Full Text Available This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves’ (2003 model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each school is profiled to demonstrate, through direct quotes from the participants, how a specific school culture or regime can reflect varying degrees of transformation, and subsequent technology adoption. Résumé : Cet article présente une étude récente portant sur la culture scolaire et l’adoption de la technologie. En utilisant une adaptation du modèle des cultures scolaires de Hargreaves (2003, les résultats de recherche de trois écoles qui ont participé à une étude sur la transformation des enseignants utilisant la technologie éducative sont présentés afin d’expliquer comment chaque école représente une culture d’école et un régime scolaire distincts. Chaque école est profilée dans le but de démontrer, au moyen de citations directes des participants, la façon dont une culture d’école ou un régime scolaire donné peut se traduire par divers niveaux de transformation et, conséquemment, d’adoption des technologies.

  6. K-12 Teachers' Perceptions of School Policy and Fear of School Violence

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

    Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

  7. Knowledge, Attitude And Practice (Kap) Of School Teachers On ...

    African Journals Online (AJOL)

    Knowledge, Attitude And Practice (Kap) Of School Teachers On Malaria, Helminthiasis And Associated Risk Factors In Primary Schools In Onitsha, Anambra State, South-Eastern Nigeria. ... Animal Research International. Journal Home ...

  8. The perceptions of teachers and school principals of each other's ...

    African Journals Online (AJOL)

    The perceptions of teachers and school principals of each other's disposition ... implementing educational reform that has been designed without their participation. ... school-based management has recently emerged as the instrument to ...

  9. Teacher's Perceptions of Class Control in the Upper Primary School.

    Science.gov (United States)

    Roberts, Alasdair

    1984-01-01

    Reports that 73% of 66 elementary school (primary) teachers interviewed in the Aberdeen, Scotland, area operated using moderate policies of class control, rather than the permissive policies commonly found in small rural schools or the more traditional restrictive policies. (SB)

  10. Empirical modeling of information communication technology usage behaviour among business education teachers in tertiary colleges of a developing country

    Directory of Open Access Journals (Sweden)

    Dauda Dansarki Isiyaku

    2015-11-01

    Full Text Available This study has empirically tested the fitness of a structural model in explaining the influence of two exogenous variables (perceived enjoyment and attitude towards ICTs on two endogenous variables (behavioural intention and teachers' Information Communication Technology (ICT usage behavior, based on the proposition of Technology Acceptance Model (Davis, 1989a. The sample was 212 teachers from Business Education faculties of 13 tertiary colleges in the northwestern region of Nigeria. As one of the major developing countries in Africa, Nigeria has invested a lot of resources in ICTs for the past several years to ensure the appropriate uptake and integration of technology across the important sectors of the country's economy, especially the education sector. Unfortunately, the country's standard of ICT adoption has remained low for many years. Congruently, its educational sector has remained incapacitated by lack of adequate ICT facilities and lack of skilled ICT-manpower, with school teachers using obsolete tools in the classroom, and some of them buying and using ICTs out of their own volition. Teachers' use of ICTs in tertiary schools' has remained poor in Nigeria, and research initiatives on ICT usage behaviour are rare and predominantly descriptive in nature. Past studies have dwelt on investigating the influence of physical infrastructural facilities on teachers' use of technology in the classroom. The current study has investigated the influence of teachers' perceptive beliefs, attitudes and intentions on their technology usage behaviour, using Structural Equation Modeling (SEM. Findings have shown that teachers' perceived enjoyment of ICTs influences their ICT usage behaviour in the classroom (β = .281, p < .05; teachers' perceived enjoyment of ICTs influences their intention to use ICTs (β = .740, p < .001; teachers' ICT attitude influences their intention to use ICTs (β = .122, p < .05; teachers' ICT attitude influences their ICT

  11. Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers

    Science.gov (United States)

    Duch, Henriette; Andreasen, Karen E.

    2015-01-01

    A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students from backgrounds with no tradition for education.…

  12. Aspects of Teacher Education that Affect Student Success in Arizona Public High Schools

    Directory of Open Access Journals (Sweden)

    Faith Elizabeth Andreasen

    2009-03-01

    Full Text Available This study was designed to investigate what aspects of teacher education (if any affect student success. Questionnaires were mailed to a random sample of high- and low-performing urban and rural public high schools across Arizona. Quantitative variables that were researched include the level of degree a teacher attains, the route a teacher chooses to achieve certification, teachers’ attendance at core-subject related workshops, teacher mentoring, and teacher collaboration using data based information to drive decision-making. Qualitative research enabled teachers to state a valuable skill learned in college that promotes student success and to reveal what they felt their current school does to promote student success. A mixed methodology approach was used to analyze the data; quantitatively through regression analysis and qualitatively through coded themes.A detailed explanation was presented with accompanying data to support the statements. The results of this research support teacher mentoring and attendance at core subject related workshops as vehicles to promote student success. This dissertation provides information for policy makers, administrators, and teachers who are invested in promoting student success.

  13. Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores

    OpenAIRE

    Koretz, Daniel; Yu, C; Mbekeani, Preeya Pandya; Langi, M.; Dhaliwal, Tasminda Kaur; Braslow, David Arthur

    2016-01-01

    The current focus on assessing “college and career readiness” raises an empirical question: How do high school tests compare with college admissions tests in predicting performance in college? We explored this using data from the City University of New York and public colleges in Kentucky. These two systems differ in the choice of college admissions test, the stakes for students on the high school test, and demographics. We predicted freshman grade point average (FGPA) from high school GPA an...

  14. An investigation of factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe

    Science.gov (United States)

    Mlenga, Francis Howard

    The purpose of the study was to determine factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe. The study was conducted at one of the Primary School Teachers' Colleges in Zimbabwe. A sample of two hundred and thirty-eight female student teachers was used in the study. Of these one hundred and forty-two were non-science majors who had been randomly selected, forty-one were science majors and forty-five were math majors. Both science and math majors were a convenient sample because the total enrollment of the two groups was small. All the subjects completed a survey questionnaire that had sixty-eight items. Ten students from the non-science majors were selected for individual interviews and the same was done for the science majors. A further eighteen were selected from the non-science majors and divided into three groups of six each for focus group interviews. The same was done for the science majors. The interviews were audio taped and transcribed. Data from the survey questionnaires were analyzed using Binary Logistic Regression which predicted factors that affected students' choice of science as a major. The transcribed interview data were analyzed used using domain, taxonomic and componential analyses. Results of the study indicated that elementary female students' choice of science as a major at college level is affected by students' attitudes toward science, teacher behavior, out-of-school experiences, role models, gender stereotyping, parental influence, peer influence, in-school experiences, and societal expectations, namely cultural and social expectations.

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

    Science.gov (United States)

    Mungure, Daudi Mika

    2016-01-01

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

  16. The Pedagogic Beliefs of Indonesian Teachers in Inclusive Schools

    Science.gov (United States)

    Sheehy, Kieron; Budiyanto

    2015-01-01

    This research explores, for the first time, the pedagogical orientations of Indonesian teachers in the context of inclusive education. A mixed-method approach was used for an analysis of questionnaire data from 140 teachers and qualitative interviews from 20 teachers in four inclusive schools. The findings suggest that, in general, the implicit…

  17. Factors Influencing Teacher Satisfaction at an Online Charter School

    Science.gov (United States)

    Borup, Jered; Stevens, Mark A.

    2016-01-01

    As K-12 online programs mature, it is increasingly important that they work to retain their effective teachers. However, there is little research that has examined teacher satisfaction in K-12 online learning environments. Our analysis of 22 interviews with 11 teachers at an online charter school identified three primary factors that influenced…

  18. The Communication Barriers between Teachers and Parents in Primary Schools

    Science.gov (United States)

    Ozmen, Fatma; Akuzum, Cemal; Zincirli, Muhammed; Selcuk, Gulenaz

    2016-01-01

    Problem Statement: In educational institutions, the effectiveness of communication between teachers and parents, in terms of student achievement and attendance, has a great importance. Parent-teacher communication provides multi-faceted benefits to teachers, the school, and parents as well. However, various obstacles hinder the realization of…

  19. Why Do Primary School English Teachers Decide to Teach English?

    Science.gov (United States)

    Amengual-Pizarro, Marian; Garcia Laborda, Jesus

    2015-01-01

    This study is an attempt to explore the nature of L2 teachers' motivation towards English language learning and their decision to become English teachers. A total of 45 third-year prospective Primary school English teachers at the University of the Balearic Islands completed a small-scale survey adapted from Gardner's Attitude/Motivation Test…

  20. Emotional Competence and Stressors of Female School Teachers

    Science.gov (United States)

    Holeyannavar, P. G.; Itagi, S. K.

    2011-01-01

    A study on emotional competence and stressors of 105 primary school teachers was conducted in Dharwad in 2009. Emotional competence was assessed using EC- scale and stressors by stress inventory for teachers (SIT). Results revealed that majority of the teachers (89.5%) showed average to competent levels of emotional competence, followed by 6.7 and…

  1. Teachers' Attitudes towards Inclusive Education in Jordanian Schools

    Science.gov (United States)

    Al-Zyoudi, Mohammed

    2006-01-01

    The purpose of this study was to investigate teachers' attitudes towards inclusive education in Jordan, and the factors that influenced such attitudes. Qualitative research was used to gather information from all general education and special education teachers. The sample consisted of 90 teachers at 7 schools. The results of this study showed…

  2. Pension Choices and the Savings Patterns of Public School Teachers

    Science.gov (United States)

    Goldhaber, Dan; Grout, Cyrus

    2016-01-01

    This paper examines the savings behavior of public school teachers who are enrolled in a hybrid pension plan that includes a defined contribution (DC) component. Few states have incorporated DC features into teacher pension systems and little is known about how providing teachers with greater control over deferred compensation might affect their…

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

    African Journals Online (AJOL)

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

  4. The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

    Science.gov (United States)

    Dickenson, Karen Nadean

    2016-01-01

    The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

  5. Analysis of Primary School Teachers' Opinions on Family Diversity

    Science.gov (United States)

    Bosch, Alvaro Capano; Massonnier, Natalie; González Tornaría, Maria del L.

    2016-01-01

    This article aims to do an analysis based on the opinion of primary school teachers on family models that are different from the traditional nuclear family. We worked with 60 teachers from Montevideo and the metropolitan area. They answered the Questionnaire: Teachers' Opinion on Family Diversity (CIDF for its Spanish acronym) (Morgado,…

  6. Organizational Commitment among High School Teachers of India and Iran

    Science.gov (United States)

    Joolideh, Faranak; Yeshodhara, K.

    2009-01-01

    Purpose: This paper aims to investigate the organizational commitment of teachers in India and Iran. It is an attempt to understand how these perceptions vary by demographic variables such as age and subject taught by teachers. Design/methodology/approach: Data were collected from 721 high school teachers in Bangalore (India) and Sanandaj (Iran).…

  7. Bullying in schools : The role of teachers and classmates

    NARCIS (Netherlands)

    Oldenburg, Beau

    2017-01-01

    This dissertation investigated the role of teachers and classmates in school bullying. The three main findings were: 1. Teachers may not be fully equipped to tackle bullying This dissertation suggests that teachers affect the prevalence of bullying, but that they may not be fully equipped to tackle

  8. Thinking Styles of Primary School Teachers in Beijing, China

    Science.gov (United States)

    Wang, Ying; Pang, Nicholas Sun-Keung

    2013-01-01

    Previous studies on teachers' thinking have usually related to teaching and learning, and concentrated on classroom-level outcomes. In this study, an organizational and administrative perspective was adopted in examining teachers' thinking style. Data collected were from a sample of 268 in-service teachers from 6 primary schools in Beijing, China.…

  9. Crossing the Primary and Secondary School Divide in Teacher Preparation

    Science.gov (United States)

    Knipe, Sally

    2012-01-01

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

  10. Recruitment of Secondary School Physics Teachers--An International Viewpoint.

    Science.gov (United States)

    Mayfield, M. R.

    This report of the findings of the working group on "recruitment" of the International Congress on the Education of Secondary School Physics Teachers held in Hungary in September, 1970, includes reasons for the shortage of physics teachers (low salaries, excessive class load, lack of prestige, and inadequate programs of teacher preparation),…

  11. "Teachers' Voices for School Change": An Introduction to Educative Research.

    Science.gov (United States)

    Jacobs, Mary-Ellen

    1993-01-01

    Reviews a book, "Teachers' Voices for School Change" by Andrew Gitlin, on educative research and teacher voice, examining the educative research process which grounds reflection in the life histories of teacher researchers, presenting four case studies on educative research, and reflecting on the educative research process itself.…

  12. School Reforms In Ghana: A Challenge To Teacher Quality And ...

    African Journals Online (AJOL)

    The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision making when faced with professional challenges. Educational reform in Ghana like any other parts of the world calls for the type of teacher who is ...

  13. Self-Perception versus Students' Perception of Teachers' Personal Style in College Science and Mathematics Courses

    Science.gov (United States)

    Ben-Chaim, David; Zoller, Uri

    2001-06-01

    This study focuses on the assessment of students' (N=138) versus their teachers' (N=8) self-perception of the latter's personal style (PS) in the context of science and mathematics teaching in college; it uses the Personal Style Questionnaire and structured interviews for this purpose. The teacher's preferred (the ideal) and the actual personal style profiles thus obtained indicate that there is a good correspondence between the students' and teachers' perceptions concerning the preferred personal style of teachers. It also indicates that the students assess quite adequately the actual PS of their teachers. Regarding the significance of the association between the students' preferred and the teachers' actual PS in College science and mathematics teaching for effective learning, the self-modification of PS by reflective prospective and in-service science teachers is recommended.

  14. Success in Introductory College Physics: The Role of High School Preparation.

    Science.gov (United States)

    Sadler, Philip M.; Tai, Robert H.

    2001-01-01

    Examines the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. (Author/SAH)

  15. A Logistic Regression Analysis of Score Sending and College Matching among High School Students

    Science.gov (United States)

    Oates, Krystle S.

    2015-01-01

    College decisions are often the result of a variety of influences related to student background characteristics, academic characteristics, college preferences and college aspirations. College counselors recommend that students choose a variety of schools, especially schools where the general student body matches the academic achievement of…

  16. High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

    Science.gov (United States)

    Fredrick, L. Denise

    The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science

  17. Meaningful Work and Secondary School Teachers' Intention to Leave

    Science.gov (United States)

    Janik, M.; Rothmann, S.

    2015-01-01

    The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments…

  18. Perceived collective teacher efficacy in low performing schools

    African Journals Online (AJOL)

    Education Management and Leadership, School for Professional Studies in ... enhance collective teacher efficacy, the challenge of low-performing schools ... Collective teacher efficacy, therefore, involves the combined perceptions of ... because greater efficacy leads to greater effort and ... One of the strategies for sharing.

  19. Teachers' Performance Motivation System in Thai Primary Schools

    Science.gov (United States)

    Pasathang, Sarojn; Tesaputa, Kowat; Sataphonwong, Pattananusron

    2016-01-01

    This research aims to: 1) study the present conditions and desirable condition of the motivation systems as well as how to find methods for motivating the performance of teachers in primary schools, 2) develop a motivation system for the performance of teachers in primary schools, 3) study the effects of using the motivation system for compliance…

  20. Teachers' perceptions of school nutrition education's influence on ...

    African Journals Online (AJOL)

    Qualitative investigation can provide invaluable information towards understanding the influence of school nutrition education (NE). The study explored teachers' perceptions of the immediate impact of NE on learners' eating behaviours. Twenty-four primary school teachers in the Bronkhorstspruit district, Gauteng, South ...

  1. Interpretation Awareness of Creativity Mathematics Teacher High School

    Science.gov (United States)

    Mastuti, Ajeng Gelora; Nusantara, Toto; Purwanto; As'ari, Abdurrahman; Subanji; Abadyo; Susiswo

    2016-01-01

    The purposes of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship…

  2. Use of School Libraries by Teachers in Ogun State | Adeniji ...

    African Journals Online (AJOL)

    The study focused on the utilization of school library by teachers in six secondary schools in Ogun State. Data collection was by questionnaire following a proportionate sampling technique. A total of 90 out of 120 (75%) responses were received and analysed. The findings revealed that 83 percent of the teachers are aware ...

  3. Strengthening the Creative Transformational Leadership of Primary School Teachers

    Science.gov (United States)

    Kallapadee, Yadapak; Tesaputa, Kowat; Somprach, Kanokorn

    2017-01-01

    This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen…

  4. An Assessment of Training Needs of Arabic School Teachers in ...

    African Journals Online (AJOL)

    The study identified the training needs of teachers in the Arabic schools in Lagos State. The study involved Head Teachers in 42 selected Arabic schools operating in. Akoka, Bariga and Somolu areas in the Lagos metropolis. The subjects were given a list of six possible teaching competencies and asked to appraise their ...

  5. Teachers' participation in school policy: Nature, extent and orientation

    NARCIS (Netherlands)

    Jongmans, C.T.; Sleegers, P.J.C.; Biemans, H.J.A.; Jong, F.P.C.M. de

    2004-01-01

    Against the background of several large-scale innovations in secondary agricultural education, this study explores the relation between teachers' professionality and their participation in school policy. For the research into this, 1,030 teachers of 98 schools for preparatory and secondary

  6. Male and Female Secondary School EFL Teachers' Code ...

    African Journals Online (AJOL)

    This study explored male and female secondary school EFL teachers' attitudes, reasons and beliefs about the functions of code-switching to L1 (Amharic) in their classes. The participants of the study were all the available (38 male and 19 female) English language teachers in seven secondary schools in Bahir Dar City and ...

  7. Awareness of autism amongst primary school teachers in Yenagoa ...

    African Journals Online (AJOL)

    Abstract. Background: Autism is a chronic neuro-developmental disorder and teachers of pupils with autism require a basic understanding of the disorder. Objective: To determine the awareness of autism amongst primary school teachers and to find out pupils with symptoms of Autism Spectrum Disorder in Primary schools ...

  8. Future Elementary School Teachers' Conceptual Change Concerning Photosynthesis

    Science.gov (United States)

    Ahopelto, Ilona; Mikkila-Erdmann, Mirjamaija; Anto, Erkki; Penttinen, Marjaana

    2011-01-01

    The purpose of this study was to examine conceptual change among future elementary school teachers while studying a scientific text concerning photosynthesis. Students' learning goals in relation to their learning outcomes were also examined. The participants were future elementary school teachers. The design consisted of pre- and post-tests. The…

  9. Practical microbiology in schools: a survey of UK teachers.

    Science.gov (United States)

    Redfern, James; Burdass, Dariel; Verran, Joanna

    2013-11-01

    A survey of secondary school teachers investigated practical microbiology in the classroom. The results were heartening (practical microbiology was common), but concerns were expressed regarding equipment, time, cost, and expertise. Microbiologists should engage more with school education to support teachers and maintain the health of microbiology for future generations. Copyright © 2013 Elsevier Ltd. All rights reserved.

  10. Knowledge and attitude of secondary school teachers in Enugu to ...

    African Journals Online (AJOL)

    Objective: To assess the knowledge and attitude to sex education among secondary school teachers in Enugu. Materials and Methods: A cross sectional study of 300 teachers drawn from nine randomly selected secondary schools in Enugu metropolis was carried out. Pre-tested self administered structured questionnaire ...

  11. Teachers' Ideas about Health: Implications for Health Promotion at School

    Science.gov (United States)

    Miglioretti, Massimo; Velasco, Veronica; Celata, Corrado; Vecchio, Luca

    2013-01-01

    Objectives: The study explores the relationships among teachers' health representations, their ideas about health promotion, their working conditions and their involvement in health-promotion activities at school. Methods: A questionnaire was administered to 107 teachers in 86 schools in Milan (Italy). The questionnaire was structured in four…

  12. Empowering Teachers: The Influence of Transformational Leadership in Christian Schools

    Science.gov (United States)

    Kirika, John Irungu

    2011-01-01

    The object of this study was to investigate transformational leadership in Christian schools. The study investigated the perception of empowerment of K-12 Christian school teachers and its influence on organizational and professional commitment and job satisfaction. It explored correlations between teacher empowerment and selected demographic…

  13. School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

    Science.gov (United States)

    Hongboontri, Chantarath; Keawkhong, Natheeporn

    2014-01-01

    This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

  14. Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

    Science.gov (United States)

    Miranda, Rommel

    2012-01-01

    This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…

  15. Predicting Teacher Likelihood to Use School Gardens: A Case Study

    Science.gov (United States)

    Kincy, Natalie; Fuhrman, Nicholas E.; Navarro, Maria; Knauft, David

    2016-01-01

    A quantitative survey, built around the theory of planned behavior, was used to investigate elementary teachers' attitudes, school norms, perceived behavioral control, and intent in both current and ideal teaching situations toward using gardens in their curriculum. With positive school norms and teachers who garden in their personal time, 77% of…

  16. Opinions of Secondary School Mathematics Teachers on Mathematical Modelling

    Science.gov (United States)

    Tutak, Tayfun; Güder, Yunus

    2013-01-01

    The aim of this study is to identify the opinions of secondary school mathematics teachers about mathematical modelling. Qualitative research was used. The participants of the study were 40 secondary school teachers working in the Bingöl Province in Turkey during 2012-2013 education year. Semi-structured interview form prepared by the researcher…

  17. Motivation for Math in Rural Schools: Student and Teacher Perspectives

    Science.gov (United States)

    Hardre, Patricia L.

    2011-01-01

    Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts. This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. It integrates recent research on math learning…

  18. Gendered Harassment in Secondary Schools: Understanding Teachers' (Non) Interventions

    Science.gov (United States)

    Meyer, Elizabeth J.

    2008-01-01

    This article provides an analysis of teachers' perceptions of and responses to gendered harassment in Canadian secondary schools based on in-depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment,…

  19. An Investigation of Middle School Teachers' Perceptions on Bullying

    Science.gov (United States)

    Waters, Stewart; Mashburn, Natalie

    2017-01-01

    The researchers in this study investigated rural middle school teachers' perspectives regarding bullying. The researchers gathered information about the teachers' definitions of bullying, where bullying occurs in their school, and how to prevent bullying. Peer-reviewed literature associated with this topic was studied in order to achieve a broader…

  20. Binding Forces and Teachers' School Life: A Recursive Model.

    Science.gov (United States)

    Pang, Nicolas Sun-Keung

    2003-01-01

    Formulates theoretical model of four binding forces in school organizations--bureaucratic linkage, cultural linkage, tight coupling, and loose coupling--and examines their effects on teachers' feelings about school life. Finds, for example, that loose coupling had a positive effect on teachers' sense of community, job satisfaction, and commitment.…

  1. PRINCIPAL AND TEACHER PERCEPTIONS OF SCHOOL FACULTY MEETINGS.

    Science.gov (United States)

    AMIDON, EDMUND; BLUMBERG, ARTHUR

    THE EFFECTS OF FACULTY MEETINGS ON TEACHER MORALE WERE INVESTIGATED VIA A SIX-ITEM QUESTIONNAIRE RESPONDED TO BY 40 ELEMENTARY AND 49 SECONDARY SCHOOL TEACHERS ENROLLED IN GROUP DYNAMICS WORK AT ONE UNIVERSITY AND BY 74 ELEMENTARY AND SECONDARY SCHOOL PRINCIPALS SELECTED AT RANDOM FROM A STATE EDUCATIONAL DIRECTORY. RESPONSES WERE ON A NINE-STEP,…

  2. Job Satisfaction Amongst Teachers at Special Needs Schools

    Science.gov (United States)

    Strydom, Louise; Nortjé, Nico; Beukes, Roelf; Esterhuyse, Karel; van der Westhuizen, Jeanne

    2012-01-01

    The aim of this study was to establish the level of job satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also…

  3. Middle School Teachers' Views and Approaches to Implement Mathematical Tasks

    Science.gov (United States)

    Yesildere-Imre, Sibel; Basturk-Sahin, Burcu Nur

    2016-01-01

    This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on…

  4. Awareness on Learning Disabilities among Elementary School Teachers

    Science.gov (United States)

    Menon K. P., Seema

    2016-01-01

    The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School…

  5. High School Science Teachers' Views on Science Process Skills

    Science.gov (United States)

    Gultepe, Nejla

    2016-01-01

    The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…

  6. A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools

    Science.gov (United States)

    Oberfield, Zachary W.

    2016-01-01

    Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is…

  7. School-University-Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

    Science.gov (United States)

    Alemán, Enrique, Jr.; Freire, Juan A.; McKinney, Ashley; Delgado Bernal, Dolores

    2017-01-01

    This article provides a snapshot in time of teacher perceptions, school culture, and partnership building. We delineate how teachers perceive our partnership's purpose and its role in transforming school culture. Second, we describe how teachers express the life expectations they have and the possibilities they hope for their students and the…

  8. Humor in High School and the Role of Teacher Leaders in School Public Relations

    Science.gov (United States)

    Kosiczky, Bonnie; Mullen, Carol A.

    2013-01-01

    How can public schools improve public relations strategies, particularly in communications between teachers and students? The purposes of this study were to investigate teacher leaders' perceptions of the use of humor in the high school classroom and discover how humor might bridge instruction to student learning and strengthen teacher-student…

  9. The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

    Science.gov (United States)

    Huseyin, Aksu Hasan

    2015-01-01

    The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

  10. Study of the Perceptions of Middle School Principals on Teacher Absenteeism within an Urban School District

    Science.gov (United States)

    Seibert, Judy C.

    2013-01-01

    Nationally, teacher absenteeism has become problematic, in part, as a result of collective bargaining agreements between teachers' unions and school boards. Additionally, teacher absenteeism is increasingly problematic because the No Child Left Behind Act (NCLB) requires schools to meet yearly academic targets in reading and mathematics. The…

  11. Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

    Science.gov (United States)

    Tai, Robert H.

    Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics

  12. Harassment in workplace among school teachers: development of a survey

    OpenAIRE

    Russo, Andrea; Milić, Ranko; Knežević, Bojana; Mulić, Rosanda; Mustajbegović, Jadranka

    2008-01-01

    Aim To develop a questionnaire on harassment in the workplace among teachers at primary and secondary schools. Methods We analyzed the existing questionnaires on harassment in the workplace and developed a new one was to specifically address harassment of teachers in the public education sector. The questionnaire was then experimentally applied to a sample of 764 primary and secondary school teachers in Split Dalmatia County, Croatia. It included three scales –exposure to harassment,...

  13. High School Physics, Two-Year Colleges, and Physics Majors

    Science.gov (United States)

    White, Susan C.

    2013-01-01

    We have just completed the data collection for our 2012-13 Nationwide Survey of High School Physics and expect to have results to report in the spring. In the interim, we will take a look at physics in two-year colleges (TYCs). In 2007, we surveyed undergraduate seniors in degree-granting physics departments, and we asked these students if they…

  14. Representations of scientists in Canadian high school an college textbooks

    NARCIS (Netherlands)

    Eijck, van M.W.; Roth, W.-M.

    2008-01-01

    This study investigated the representations of a select group of scientists (n¿=¿10) in a sample of Canadian high school and college textbooks. Drawing on semiotic and cultural-historical activity theoretical frameworks, we conducted two analyses. A coarse-grained, quantitative analysis of the

  15. Supporting LGBTQ Students in High School for the College Transition: The Role of School Counselors

    Science.gov (United States)

    Jackson, Ken

    2017-01-01

    This phenomenological study sought to understand how lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students described their high school experiences and their later transitions to college. The study data revealed five findings: (a) enduring unsupportive/hostile educational environments, (b) experiencing a lack of family and social…

  16. Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

    Science.gov (United States)

    Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

    2017-12-01

    As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we

  17. Aligning High School and College Instruction: Preparing Students for Success in College Level Mathematics

    Science.gov (United States)

    Alexander, Julie

    2013-01-01

    Across the United States, students are entering college with a need for improvement in basic mathematics and communication skills. In 2008, the Florida Legislature passed Senate Bill 1908 which changed the expectations for the senior year of high school for many students. Students who score within certain levels on the mandatory high school…

  18. Lack of Men, Flame Throwers and Rabbit Drives: Student Life in Australia's First Rural Teachers College 1945-1955

    Science.gov (United States)

    Potts, Anthony

    2012-01-01

    This article examines student life in an Australian rural teachers college. The paper is informed by studies on university student life and extends these to Australia's first rural teachers college in the period 1945-1955. It explores the diversity of students' experiences in a small college with predominately female students gradually…

  19. Australian Lesbian Teachers--A Reflection of Homophobic Harassment of High School Teachers in New South Wales Government Schools.

    Science.gov (United States)

    Ferfolja, Tania

    1998-01-01

    Examines the homophobic harassment of lesbian teachers working in government high schools in Sydney (Australia). The experiences of six lesbian teachers show that harassment based on sexual orientation is often an invisible issue in schools, as is homosexuality in general. Recommendations are made for teaching about homosexual tolerance. (SLD)

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

    Science.gov (United States)

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

    2017-01-01

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

  1. Readiness of primary school teachers to accept disabled children

    Directory of Open Access Journals (Sweden)

    Đević Rajka

    2009-01-01

    Full Text Available The paper presents the results of the research with the basic goal to study the readiness of primary school teachers to accept disabled students. Research participants were 205 teachers from primary schools at the territory of Serbia. The goal was accomplished through: (a studying attitudes towards joint education of disabled students and their peers; (b studying teachers' experiences in working with disabled students; and (c studying teachers' readiness to accept disabled students, depending on their involvement/non-involvement in projects of inclusive education. Teachers express supportive attitudes towards joint schooling, but more than one half of them think that a selective approach is necessary in that process, according to the kind and degree of developmental disability. They support joint schooling from the humanistic point of view, but express concerns about the academic achievement of classes that include disabled students. The majority of teachers had experience in working with disabled students and based on that provided interesting suggestions for improving joint schooling. Higher readiness for accepting disabled students was demonstrated by teachers whose schools were involved in the projects of inclusive education. That implies the need for involving schools in similar projects and enabling teachers' immediate contact with students with developmental disabilities.

  2. The Influence of Chinese College Teachers' Competence for Purpose Support on Students' Purpose Development

    Science.gov (United States)

    Jiang, Fei; Lin, Shan; Mariano, Jenni Menon

    2016-01-01

    Research studies agree on the role formal education can play in facilitating students building a sense of life purpose. This paper examined the influence of Chinese college students' perceived competence of their teachers for supporting purpose on these same college students' purpose status. Portions of the Revised Youth Purpose Survey were…

  3. INTEGRATION PECULIARITIES OF COMPUTERIZED MEANS OF EDUCATION INTO THE PROCESS OF TEACHER TRAINING AT PEDAGOGICAL COLLEGES

    Directory of Open Access Journals (Sweden)

    Olga M. Naumenko

    2010-08-01

    Full Text Available Important problems of using the computerized means of education in the process of teacher training at pedagogical college are considered. On the basis of the analysis of the organisation of educational process in different pedagogical colleges, the general principles of construction of the educational module “Methodology of computerized means of education in educational process” are considered.

  4. Servant Leadership in English Sixth Form Colleges: What Do Teachers Tell Us?

    Science.gov (United States)

    Stoten, David William

    2013-01-01

    Purpose: The purpose of this paper is to investigate whether servant leadership can be applied to college management. The research methodology involved questionnaire and co-constructed discussion eliciting the views of teachers on how they interpret leadership in a sixth form college. Three other models of leadership were discussed along with…

  5. Music Teacher Education at a Liberal Arts College: Perspectives across Campus

    Science.gov (United States)

    Edgar, Scott N.

    2016-01-01

    In 2012, a committee at a small Midwestern liberal arts college, Lake Forest College, embarked on a journey to create a music education teacher licensure major. Drawing from narrative inquiry, this article reports how the dean of faculty, education department chair, music department chair, and assistant professor of music/music education…

  6. Teacher and student actions to construct biology literacy at a community college: A bounded case study

    Science.gov (United States)

    Griesel, Patricia

    2000-10-01

    a language, science as a social activity, and science as an experiential activity. The researcher's role in the study suggests that other researchers may benefit from a similar collaborative effort where the teacher and researcher learn from each other and from their students while supporting content literacy development. Content literacy practice from a constructivist paradigm (Anders & Guzzetti, 1996; Staver, 1998) has merit beyond high school and powerful implications for practice at the college level.

  7. Classroom management at the university level: lessons from a former high school earth science teacher

    Science.gov (United States)

    Lazar, C.

    2009-12-01

    Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

  8. Gender Inequality among Japanese High School Teachers: Women Teachers' Resistance to Gender Bias in Occupational Culture

    Science.gov (United States)

    Miyajima, Tomomi

    2008-01-01

    This study explores gender inequality in the occupational culture of Japanese high school teachers with special focus on women teachers' resistance to gender-biased practices. It examines the effectiveness of official and informal teacher training programmes in raising awareness of gender issues. Through an ethnographic case study conducted in…

  9. Transformational School Leadership and Teacher Self-Efficacy as Predictors of Perceived Collective Teacher Efficacy

    Science.gov (United States)

    Ninkovic, Stefan R.; Kneževic Floric, Olivera C.

    2018-01-01

    Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and…

  10. An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers

    Science.gov (United States)

    Steele, Annfrid R.

    2017-01-01

    There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…

  11. Teacher-Centered Management Style of Public School Principals and Job Satisfaction of Teachers.

    Science.gov (United States)

    Chung, Ki-Suck

    A concept of teacher-centered management was proposed as a style of leadership behavior for school administrators to reduce the incompatibility between social/psychological needs of teachers and monocratic/bureaucratic management patterns in educational organizations. Data obtained from self-report questionnaires distributed to teachers in 21…

  12. Attitudes of Nigerian Secondary School Teachers to Student Evaluation of Teachers

    Science.gov (United States)

    Joshua, Monday T.; Joshua, Akon M.

    2004-01-01

    This study was designed to assess the attitudes of Nigerian secondary school teachers to student evaluation of teachers (SET), and to find out if the attitudes expressed were influenced by teacher characteristics such as gender, professional status, geographical location, academic qualification and teaching experience. The study was a survey, and…

  13. The Influence of Teacher Education on Mentor Teachers' Role Perception in Professional Development Schools

    Science.gov (United States)

    Klieger, Aviva; Oster-Levinz, Anat

    2015-01-01

    Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…

  14. Challenges of Teacher Leadership in a Saudi School: Why Are Teachers Not Leaders?

    Science.gov (United States)

    Alsalahi, Saud Mossa

    2014-01-01

    Teaching as a legitimate profession where teachers could practice their leadership agency as leaders has been under debate over the last two decades. The support for teachers' inclusion in the development of schools as well as their leadership is numerous and varies. There seems to be a few when it comes to teacher leadership in the Saudi context.…

  15. School and teacher factors associated with frequency of ICT use by mathematics teachers: country comparisons

    NARCIS (Netherlands)

    Pelgrum, W.J.; Voogt, Joke

    2009-01-01

    This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a

  16. Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

    Science.gov (United States)

    Hunley, Rebecca C.

    For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

  17. Perceptions on Multimedia technology by College of Education Teachers

    Directory of Open Access Journals (Sweden)

    Nachi Muthu

    2012-08-01

    Full Text Available Multimedia means, combination of text, audio, still images, animation, video and interactivity content forms delivered electronically. e-learning is a process and e-content is a product. The objectives of the study are to find out the significant relationship between the college of education teachers’ perception towards multimedia technology on the basis of gender wise, locality wise, maritial wise, subject wise, technical skill wise, experience wise and possessing degree wise. Evaluation of Multimedia Perception scale (EMPS developed by the investigator with a relaibility of 0.89 and it collected 350 teachers from Tamil Nadu State of Indian Context. From the analysis, there is no significant differences between the perceptions of multimedia technology in terms of gender, locality and maritial status. The same perception was rejected on the basis of  subject, technical skills, higher degree level and their experiences. The quality of learning depends not only on the form of how the process is carried out but also on what content is taught and how the content is presented.

  18. Teacher Efficacy and Disciplinary Expectations in Charter Schools: Understanding the Link to Teachers' Career Decisions

    Science.gov (United States)

    Torres, A. Chris

    2016-01-01

    Much scholarly work describes a culture of low expectations in low-income, urban schools, the challenges these teachers face managing student behavior, and why these problems so strongly influence teacher turnover. By contrast, some urban charter schools, particularly those associated with high achieving Charter Management Organizations (CMOs),…

  19. Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

    Science.gov (United States)

    Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

    2016-01-01

    We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…

  20. Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development

    Science.gov (United States)

    Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.

    2012-01-01

    Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

  1. Teachers' Knowledge and Readiness towards Implementation of School Based Assessment in Secondary Schools

    Science.gov (United States)

    Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Md-Ali, Ruzlan

    2015-01-01

    School-Based Assessment (SBA) was implemented in Malaysian secondary schools in 2012. Since its implementation, teachers have faced several challenges to meet the aims and objectives of the School-Based Assessment. Based on these challenges this study aims to find the level of teachers' knowledge and readiness towards the implementation of…

  2. Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

    Science.gov (United States)

    del Carmen Salazar, Maria

    2010-01-01

    This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…

  3. Factors That Influence Middle School Mathematics Teachers' Willingness to Collaborate with School Librarians

    Science.gov (United States)

    Schnabel, Stephanie L.

    2017-01-01

    Collaboration between school libraries and classroom teachers can have a powerful impact on student learning. School librarians routinely collaborate with English language arts and social studies curriculum and less frequently with areas in STEM education. This research examines middle school mathematics teachers' extent of or willingness to…

  4. Examining the Relationship between Teacher Organizational Commitment and School Health in Turkish Primary Schools

    Science.gov (United States)

    Sezgin, Ferudun

    2009-01-01

    The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara.…

  5. Teachers' and School Leaders' Perceptions of Commercialisation in Australian Public Schools

    Science.gov (United States)

    Hogan, Anna; Thompson, Greg; Sellar, Sam; Lingard, Bob

    2018-01-01

    This paper explores teachers' and school leaders' perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper,…

  6. Growing Our Own: A Sustainable Approach to Teacher Education at Turtle Mountain Community College

    Science.gov (United States)

    Lamb, Carmelita

    2014-01-01

    Through its teacher education program, Turtle Mountain Community College (TMCC) is meeting the Anishinaabe of North Dakota's educational needs, strengthening tribal sovereignty and self-determination, and positively affecting people's lives. Pivotal to the success of the teacher education program are strongly committed faculty, supportive staff,…

  7. Music in the educational programs of primary school teachers

    OpenAIRE

    Virginia Coelho de Souza, Cássia

    2012-01-01

    Two situations indicate the need of bringing closer music education and the educational community. Elementary school teachers struggle to mediate a relation between their students and knowledge about music. In addition, a contradiction between Brazilian elementary schools and educational programs for primary school teacher exists, in relation to knowledge about music. In an attempt to bridge this gap, the present article aims to review the main ideas on educational programs for primary ...

  8. Innovative Noyce Program for Preparing High School Physics Teachers.

    Science.gov (United States)

    Hagedorn, Eric; Kosheleva, Olga; Wagler, Amy; Wagler, Ron

    2011-10-01

    The ``Robert Noyce Scholarships for Teaching Miners'' program at the University of Texas at El Paso currently consists of 14 mathematics majors minoring in secondary education, most of whom are preparing for the Mathematics-Physics Certification. From the time of their selection (junior year), till after they begin teaching, participants in this program will have financial support consisting of a 10,000 per year scholarship during the last two years in college. Programmatic support during these two years consists of four, half-day workshops emphasizing: 1) inquiry-based teaching, 2) mathematics & science integration, and 3) actual inquiry in the form of a senior research project. The workshops are facilitated by a team of university faculty and school district partners (EPISD and YISD). These district partners help with the workshops, but also mentor the scholars when placed at their classroom observation and student teacher sites. Once the scholars graduate and receive certification, they will experience unique induction year support: being hired in pairs or small groups and placed together in the same school. This placement with classmates combined with the mentoring of the same district personnel with whom they are familiar is hypothesized to be uniquely effective.

  9. Chinese school teachers' organizational citizenship behavior (OCB): Predictors and outcomes.

    Science.gov (United States)

    Li, Xia

    2013-08-01

    Teacher's organizational citizenship behavior (OCB) is a multifaceted construct that is critical to school effectiveness and to the education enterprise. Four hundred ninety-three teachers in eight different cities on the Chinese mainland were surveyed using the OCB scale developed by Bo Shiuan Cheng, a Taiwanese scholar. The antecedent and outcome variables of OCB were examined in this study. The results showed that the teachers' attitudinal characteristics of career satisfaction and career commitment, and the dispositional characteristic of locus of control, influenced teachers' OCB. In addition, teachers' OCB influenced their work performance as well as their career and organizational turnover intention. The implications of this study suggest a base of knowledge from which school administrators could enhance their school's organizational function and retain teachers. © 2013 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

  10. Empowerment, Leadership, and Teachers' Intentions to Stay in or Leave the Profession or Their Schools in North Carolina Charter Schools

    Science.gov (United States)

    Ndoye, Abdou; Imig, Scott R.; Parker, Michele A.

    2010-01-01

    Teacher attrition and migration plague many American schools. The situation is even more dire in charter schools across the country. On average, teacher attrition is 15 to 40% higher in charter schools than in traditional schools. This study examined the relationships among teacher empowerment, school leadership, and intentions to stay in or leave…

  11. Teacher Training to Handle Bullying in the School in Indonesia

    Directory of Open Access Journals (Sweden)

    Hidayatus Sholihah

    2016-02-01

    Full Text Available There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1 assisting teachers to differentiate between bullying and fighting or horse playing 2 developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

  12. Practices and representations of health education among primary school teachers.

    Science.gov (United States)

    Jourdan, Didier; Pommier, Jeanine; Quidu, Frédérique

    2010-02-01

    School is one of the key settings for health education (HE). The objectives of this study are to assess primary school teachers' self-reported teaching practices in HE and to describe their representation concerning their role in HE. A quantitative study was conducted on a sample of primary school teachers (n = 626) in two French regions in order to analyze their practices and representations in HE. A hierarchical clustering dendogram was performed on questions exploring representations of HE. Multiple linear regression analysis helped explain the motivation and self-perceived competency score. Three quarters of the teachers declare they work in HE. Only one third of them declare they work in a comprehensive HE perspective. The HE approach is often considered in terms of specific unique curriculum intervention. Two thirds of the teachers say they work alone in HE, the other third associate other partners and choose mainly school health services. Parents are rarely (12%) involved in HE initiatives. It is essentially the practice of HE, teacher training and teachers' representation of HE that condition their motivation to develop HE. Teachers can take different approaches to HE. Teachers' representation of HE plays an important role in the development of HE activities: some teachers consider that HE is the mission of the health professionals and the parents. Our expectations of teacher involvement should be realistic, should take into account the representations of their role, the difficulties they encounter, and should be sustained by specific training.

  13. Education program at the Massachusetts Institute of Technology research reactor for pre-college science teachers

    International Nuclear Information System (INIS)

    Hopkins, G.R.; Fecych, W.; Harling, O.K.

    1989-01-01

    A Pre-College Science Teacher (PCST) Seminar program has been in place at the Massachusetts Institute of Technology (MIT) Nuclear Reactor Laboratory for 4 yr. The purpose of the PCST program is to educate teachers in nuclear technology and to show teachers, and through them the community, the types of activities performed at research reactors. This paper describes the background, content, and results of the MIT PCST program

  14. College Rampage Renews School Safety Concerns

    Science.gov (United States)

    Maxwell, Lesli A.

    2007-01-01

    Coming just four days before the anniversary of the Columbine school shootings, the mass slayings by a student gunman at Virginia Polytechnic Institute last week revived vexing questions and raised familiar fears for educators across the country who grapple daily with ensuring the safety of their students and staffs. The April 16 killings provoked…

  15. Leadership that promotes teacher empowerment among urban middle school science teachers

    Science.gov (United States)

    Howard-Skipper, Joni

    In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal's agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed.

  16. The influence of school leadership on teachers' perception of teacher evaluation policy

    OpenAIRE

    Tuytens, Melissa; Devos, Geert

    2010-01-01

    The understanding of teachers' perception of new educational policy is crucial since this perception shapes the policy's implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers' perception of the new teacher evaluation policy. The conceptualisation of teachers' perception consists of three policy characteristics: practicality, need and clarifying function. Our results indi...

  17. Bullying in Basic School: the Perspectives of Teachers and Pupils

    Directory of Open Access Journals (Sweden)

    Katja Posnic

    2016-06-01

    Full Text Available The main purpose of our study was to investigate how basic school pupils and teachers perceive and understand bullying. The participants in the study were 58 teachers and 396 pupils in basic school. The results indicate that both teachers and pupils perceive verbal bullying as the most frequent form of bullying compared to physical and relational bullying. Pupils report perceiving more bullying than teachers. Both pupils and teachers perceive physical and verbal bullying as more serious forms of bullying compared to relational bullying and report feeling more empathy toward victims of these two forms of bullying. In addition, teachers report that they are more willing to intervene in cases of physical and verbal bullying. There are significant differences between pupils’ and teachers’ reports of the likelihood of teachers’ interventions in cases of bullying; compared to pupils teachers report a higher likelihood of their intervention..

  18. Help provided by school counsellor to teachers and students in behaviour management at secondary school

    OpenAIRE

    Atıcı, Meral; Çekici, Ferah

    2012-01-01

    The purpose of this study was to investigate the views of teachers, school counsellors, and students on counsellor help for dealing with misbehaviour at school. Qualitative data were collected from counsellors, teachers and students using interviews to address the research questions. Five counsellors, 20 teachers and 35 students in five high schools with a low socioeconomic level in Adana, Turkey, participated in the study. Data were analysed by using a content analysis technique. Results sho...

  19. Blogs, webinars and significant learning: A case report on a teacher training program for college teachers

    Directory of Open Access Journals (Sweden)

    Rodrigo Polanco-Bueno

    2013-02-01

    Full Text Available This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students’ learning outcomes. Second, they applied strategies of significant learning in the design of students’ learning experiences. The learning experience consisted in an International Certificate on Significant Learning integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants’ perceptions about the quality of the contents, evidence of learning and products (E-portfolios that served as content mastery evidences, as well as learning products produced by their students. DOI: 10.18870/hlrc.v3i1.72

  20. Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts

    Science.gov (United States)

    Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander

    2018-01-01

    This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using…

  1. Journalism Beyond High School.

    Science.gov (United States)

    Turner, Sally

    2001-01-01

    Discusses the shift from high school journalism to college journalism for students. Describes the role of the high school journalism advisor in that process. Offers checklists for getting to know a college publication. Outlines ways high school journalism teachers can take advantage of journalism resources available at local colleges and…

  2. Pre-Service Primary School Teachers' Spatial Abilities

    Science.gov (United States)

    Marchis, Iuliana

    2017-01-01

    Spatial abilities are used in many aspects of everyday life, thus developing these abilities should be one of the most important goal of Mathematics Education. These abilities should be developed starting with early school years, thus pre-school and primary school teachers have an important role in setting the foundation of these abilities. A…

  3. Responses of South African teachers to the challenge of school ...

    African Journals Online (AJOL)

    respond differently to the challenge of school integration; and a few teachers went against the ... to historicially white and Indian schools in search of quality education, a .... The race profile of the teaching cadre at these schools, however, had ..... greater challenge ahead goes beyond accommodating cultures in terms of the.

  4. Beyond "Autopsy Data": Bolstering Teacher Leadership, Morale, and School Improvement

    Science.gov (United States)

    Sterrett, William; Irizarry, Eric

    2015-01-01

    Teacher working conditions surveys provide biennial, comprehensive data regarding school leadership. This case describes how a Title I middle school principal proactively addresses end-of-year data to address identified needs and growth areas in a collaborative manner in her middle school. The principal works in a concerted manner with an…

  5. The Perception of Teachers and School Library Media Specialist on ...

    African Journals Online (AJOL)

    The Perception of Teachers and School Library Media Specialist on the Role of School Library Media Specialists in Selected Secondary Schools in Ogun State. ... Journal Home > Vol 9, No 1 (2012) >. Log in or Register to get access to full text ...

  6. Entrepreneurship Education in Schools: Empirical Evidence on the Teacher's Role

    Science.gov (United States)

    Ruskovaara, Elena; Pihkala, Timo

    2015-01-01

    Different approaches and methodologies for entrepreneurship education have been introduced for schools. However, a better theoretical and empirical understanding of the antecedents of entrepreneurship education is needed. The authors analyze what entrepreneurship education practices are used in schools and what role the school and the teacher are…

  7. Demand and Supply of Teachers to Secondary Schools in Anambra ...

    African Journals Online (AJOL)

    This study investigated the demand and supply of teachers to secondary schools in Anambra State of Nigeria due to school type. The survey design approach was adopted for this study. The population of the study comprised of all the secondary school principals, numbering 259 in the six education zones of Anambra State.

  8. U.S. Teachers' Perceptions of School Violence Prevention Programs

    Science.gov (United States)

    Chestnut, Natakie

    2016-01-01

    In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of…

  9. An Investigation of School Violence and Pre-Service Teachers

    Science.gov (United States)

    McCaleb, Karen Nykorchuk; Andersen, Amy; Hueston, Harry

    2008-01-01

    All educators need to be aware of issues regarding school violence. Recent years have shown that violence can happen in a variety of school settings. This study conducted a one-group, pretest-posttest, pre-experimental design to explore pre-service teachers' perceptions regarding school violence. First, pre-service educators were asked to complete…

  10. Secondary School Science and Mathematics Teachers, Characteristics and Service Loads.

    Science.gov (United States)

    Mills, Thomas J.

    Determined were the educational and professional backgrounds, and some aspects of the operational environment of teachers of secondary school science and mathematics (Grades 7-12) in the public and private schools of the United States during the school year 1960-61. A stratified random sampling method was used to ensure proportional representation…

  11. Role Perception among Faculty Members at Teacher Education Colleges

    Science.gov (United States)

    Grobgeld, Esther; Teichman-Weinberg, Ariela; Wasserman, Egoza; Barchilon Ben-Av, Mercedes

    2016-01-01

    The goal of this study was to examine how faculty members at academic colleges of education perceive their role and to consider elements of their work that need to be included in a professional profile definition. All faculty of one college of education were asked: "What are the tasks/obligations of a faculty member at a college of education?…

  12. Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

    Science.gov (United States)

    Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer

    2016-01-01

    School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…

  13. "Hey, I Saw Your Grandparents at Walmart": Teacher Education for Rural Schools and Communities

    Science.gov (United States)

    Eppley, Karen

    2015-01-01

    This is a case study about how teacher education might better prepare rural teacher candidates for rural schools. Parents, teachers, community members, and students associated with a rural school described what is important in the preparation of teachers for today's rural schools. Their goals and wishes for their children's school and community…

  14. High school mathematics teachers' perspectives on the purposes of mathematical proof in school mathematics

    Science.gov (United States)

    Dickerson, David S.; Doerr, Helen M.

    2014-12-01

    Proof serves many purposes in mathematics. In this qualitative study of 17 high school mathematics teachers, we found that these teachers perceived that two of the most important purposes for proof in school mathematics were (a) to enhance students' mathematical understanding and (b) to develop generalized thinking skills that were transferable to other fields of endeavor. We found teachers were divided on the characteristics (or features) of proofs that would serve these purposes. Teachers with less experience tended to believe that proofs in the high school should adhere to strict standards of language and reasoning while teachers with more experience tended to believe that proofs based on concrete or visual features were well suited for high school mathematics. This study has implications for teacher preparation because it appears that there is a wide variation in how teachers think about proof. It seems likely that students would experience proof very differently merely because they were seated in different classrooms.

  15. Professional Identity and Burnout among Pre-School, Elementary, and Post-Elementary School Teachers in Israel

    Science.gov (United States)

    Fisherman, Shraga

    2015-01-01

    The novelty of the present study is its attempt to distinguish between pre-school, elementary, and post-elementary school teachers, regarding the relationship between professional identity and burnout. Two hundred and forty teachers responded to two questionnaires: professional identity and teacher burnout scales. Pre-school teachers were found to…

  16. Developing Inclusive Pre-Service and In-Service Teacher Education: Insights from Zanzibar Primary School Teachers

    Science.gov (United States)

    Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo

    2017-01-01

    Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers' insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were…

  17. Teachers' Views on the Impact of Teacher-Student Relationships on School Dropout: A Bourdieusian Analysis of Misrecognition

    Science.gov (United States)

    Nairz-Wirth, Erna; Feldmann, Klaus

    2017-01-01

    Drawing on Pierre Bourdieu's relational theory this paper shows that many teachers misrecognize the impact of teacher-student relationships on school dropout. The study is based on a series of 60 semi-structured interviews with teachers from Austrian secondary schools. The analysis of the empirical data reveals that many teachers attribute school…

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

    NARCIS (Netherlands)

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

    2016-01-01

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

  19. An Application of the Questionnaire on Teacher Interaction and College and University Classroom Environment Inventory in a Multicultural Tertiary Context

    Science.gov (United States)

    Coll, Richard K.; Taylor, Neil; Fisher, Darrell L.

    2002-02-01

    The research reported in this inquiry consisted of the application of two classroom learning environment questionnaires developed in a Western context to a culturally diverse context, namely, the Pacific Islands. The College and University Classroom Environment Inventory (CUCEI) and Questionnaire on Teacher Interaction (QTI) instruments were administered to intact classes of first- and second-year science students ( n= 257) at a regional university in the Pacific Islands, containing a total of 12 ethnicities. The data reveal that the QTI instrument holds good reliability for all scales, whereas the CUCEI holds reliability for only two scales. This may be due to the simple nature of the questions on the QTI whereas the questions on the CUCEI require more interpretation, the latter exacerbated by the fact that English is a second or third language for most participants. Surprisingly, there were few differences in perceptions of teacher student interaction based on ethnicity, but substantial differences based on gender. As reported in previous classroom environment research at the secondary school level, in this study, females perceived their environment more favourably than males. The data for the QTI reveal that the students perceive their classrooms to be highly teacher dominated, consistent with previous naturalistic studies of secondary schools and exploratory studies at the tertiary level in Fiji. Since almost all the graduates from this institution become science teachers, a cycle is completed.

  20. The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning.

    Science.gov (United States)

    Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L

    2013-09-01

    This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.

  1. Formational Turning Points in the Transition to College: Understanding How Communication Events Shape First-Generation Students' Pedagogical and Interpersonal Relationships with Their College Teachers

    Science.gov (United States)

    Wang, Tiffany R.

    2014-01-01

    In the present study, I explored student-teacher interaction, student-teacher relationship formation and development, and the ways in which student-teacher interaction and relationships facilitated support and persistence for first-generation (FG) students during the transition to college. Using transition theory as a sensitizing framework, I took…

  2. Developing Teacher Expertise at Work: In-Service Trainee Teachers in Colleges of Further Education in England

    Science.gov (United States)

    Lucas, Norman; Unwin, Lorna

    2009-01-01

    This paper presents findings from a study of the experiences of in-service trainee teachers in colleges of further education in England on programmes run under the auspices of and through franchise arrangements with universities. It argues that there is a significant gap between the rhetoric of gaining teaching qualifications through a work-based…

  3. Assessing the Value of High School Accounting for the College Bound.

    Science.gov (United States)

    Friedlob, George T.; Cosenza, Robert M.

    1981-01-01

    Reports results of a survey of first-quarter college accounting principles students. It was found that a typically difficult college course may be made easier and student performance improved by giving high school accounting instruction its proper importance in the curriculum of the business-oriented, college-bound high school student. (CT)

  4. College Student for a Day: A Transition Program for High School Students with Disabilities

    Science.gov (United States)

    Novakovic, Alexandra; Ross, Denise E.

    2015-01-01

    High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief…

  5. Home School Relationships: Challenges for Teachers and Head Teachers in Pakistan

    Science.gov (United States)

    Safdar, Qamar

    2006-01-01

    The connection between home and school is referred to in various ways such as parent involvement, home-school relations or community involvement in schools. This paper conceptualize that connection as a "partnership" with parents being viewed as partners with teachers in educating children. Parental involvement at all stages is crucial…

  6. Becoming a science teacher: The competing pedagogies of schools and teacher education

    Science.gov (United States)

    Rozelle, Jeffrey J.

    A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the

  7. SCHOOL CONTEXT AND DANCE IN COLLECTIVE: CASE STUDY IN STATE COLLEGE MACHADO DE ASSIS

    Directory of Open Access Journals (Sweden)

    Tainã Silva Oliveira

    2015-12-01

    Full Text Available This research of a case study in State College Machado de Assis - CEMA, in order to analyze the school context and the reality of this dance school. The research is linked to the Institutional Program Initiation Purse in Teaching - PIBID, performed by scholarship students of the Bachelor's Degree in Dance at the Federal Institute of Education, Science and Technology -IFG Goiás, Campus Aparecida de Goiânia - Goiás. From analysis of diagnostic, highlighted the need to investigate and analyze a project of this school, that it is the creation and actions of a dance group called Danç'art. The methodology of the research, theoretical and field, permeated by the study authors and researchers that supported and provoked reflections. Brings inherent notes related to the school context which helps to think about the dance by the bias of a critical overview. For greater understanding of the school context were made questionnaires for students, for dance teacher, teachers of other subjects besides the director and coordinators. These studies validate and enable greater understanding of the need for experience and expansion looks about the dance school. From the field research through observations and interviews applied by scholars, we can see a devaluation by managers and teachers from other areas, which unfolds into challenges and contradictions, so that actions aimed at dance to expand and efetivem critically and consistently. Another objective is to cause a provocation and investigate the reality of dance in this context, from the following questions: what prompted the dance teacher to create the group and what look professional regarding the teaching of dance? What is the perception and interest of students to participate and be part of the group? What is an interactive dance and what is its importance in the perspective of a group of dance? How to give the processes of teaching, creation and testing of the group? Understanding the design of this

  8. Primary school mathematics teachers' ideas, beliefs, and practices ...

    African Journals Online (AJOL)

    kofi.mereku

    African Journal of Educational Studies in Mathematics and Sciences Vol. 12, 2016. 45 ... The study explored Ghanaian primary school mathematics teachers' ideas, beliefs and ...... Journal of science and technology, 24(2), 106 -115. Palmer ...

  9. Work Environment and Productivity among Primary School Teachers ...

    African Journals Online (AJOL)

    User

    International Multidisciplinary Journal, Ethiopia. Vol. 5 (5), Serial No. ... work environment of Nigeria primary school teachers to greater productivity ... changes on the structure and curriculum, recommend and prescribed teaching methods and ...

  10. Career cycle of general and special school teachers in Serbia

    Directory of Open Access Journals (Sweden)

    Marušić Milica

    2015-01-01

    Full Text Available The specificities of general and special school teachers’ work might influence their career differently. The aim of the study was to examine the career cycle of these teachers. A survey was conducted on a sample of 120 teachers from general and 95 from special schools. Five stages of career cycle were discovered: induction, competency building and enthusiasm, career frustration, stagnation, career wind-down. Results indicate that age, gender, intrinsic, and extrinsic factors of career choice can influence teachers’ career cycle. When these factors are controlled, special school teachers experience less enthusiasm and more willingness to retire than general school teachers. [Projekat Ministarstva nauke Republike Srbije, br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia i br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society

  11. Re-Engineering Primary School Teachers for Sustainable ...

    African Journals Online (AJOL)

    engineer primary school teachers for sustainable development in Onitsha North Local Government Area. Three research questions and a hypothesis were formulated to guide the study. Descriptive survey research design was used. 300 primary ...

  12. Re-Engineering Primary School Teachers for Sustainable ...

    African Journals Online (AJOL)

    Nekky Umera

    discipline conditions, sabbaticals for research and study are expected to improve ... needs such as money, status, and security are work context factors that affect teachers' ... give tecahers the satisfaction to committing themselves to school.

  13. Job satisfaction amongst teachers at special needs schools

    African Journals Online (AJOL)

    system. However, special schools themselves must be improved so that they offer quality .... (1977) identifies the reward of a job and its concomitant value as the most important ... job satisfaction can be described when teachers are motivated.

  14. Periodontal status and treatment needs of primary school teachers ...

    African Journals Online (AJOL)

    Periodontal status and treatment needs of primary school teachers in the absence of ... on probing, periodontal pocketing and treatment needs with CPITN and tooth ... Is In the form of oral prophylaxis and non-surgical periodontal treatment.

  15. College Readiness in California: A Look at Rigorous High School Course-Taking

    Science.gov (United States)

    Gao, Niu

    2016-01-01

    Recognizing the educational and economic benefits of a college degree, education policymakers at the federal, state, and local levels have made college preparation a priority. There are many ways to measure college readiness, but one key component is rigorous high school coursework. California has not yet adopted a statewide college readiness…

  16. Digital Libraries in the Classroom: Secondary School Teachers' Conception

    Science.gov (United States)

    Abrizah, A.; Zainab, A. N.

    2011-01-01

    This paper presents findings from a case study investigating secondary school teachers' understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and…

  17. Formative Assessment and the Classroom Teacher: Recommendations for School Psychologists

    Science.gov (United States)

    Williams, Stacy A. S.; Stenglein, Katherine

    2016-01-01

    In order for school psychologists to effectively work with teachers, it is important to understand not only the context in which they work, but to understand how educators consider and subsequently use data. Therefore, the purpose of this article is to examine how formative assessments are conceptualized in teacher training and pedagogical…

  18. School Psychologists' Experiences with Teacher-to-Student Mistreatment

    Science.gov (United States)

    Lyles, Sharon R. Brown

    2014-01-01

    The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…

  19. High School Physical Sciences Teachers' Competence in Some ...

    African Journals Online (AJOL)

    Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...

  20. Motivation among Public Primary School Teachers in Mauritius

    Science.gov (United States)

    Seebaluck, Ashley Keshwar; Seegum, Trisha Devi

    2013-01-01

    Purpose: The purpose of this study was to critically analyse the factors that affect the motivation of public primary school teachers and also to investigate if there is any relationship between teacher motivation and job satisfaction in Mauritius. Design/methodology/approach: Simple random sampling method was used to collect data from 250 primary…

  1. Knowledge and Attitude of Public Secondary School Teachers ...

    African Journals Online (AJOL)

    The study investigated knowledge and attitude of public secondary school teachers towards continuous assessment (CA) practices in Edo Central Senatorial District, Nigeria. The study was undertaken to determine the influence of gender, age, years of experience and area of educational specialization on teachers' attitude ...

  2. High School Teachers' Perceptions of Cyberbullying Prevention and Intervention Strategies

    Science.gov (United States)

    Stauffer, Sterling; Heath, Melissa Allen; Coyne, Sarah Marie; Ferrin, Scott

    2012-01-01

    Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in…

  3. Attracting the Best Teachers to Schools That Need Them Most

    Science.gov (United States)

    Walsh, Kate; Putman, Hannah; Lewis, Autumn

    2015-01-01

    Teaching is a difficult profession in ideal circumstances. The job requires immense talent and training when students have the overwhelming challenges associated with poverty. Teachers will succeed only if they are given excellent preparation and valuable fieldwork experience with effective teachers. School boards and leaders can and must insist…

  4. Everybody's Problem: Novice Teachers in Disadvantaged Mexican Schools

    Science.gov (United States)

    Martínez, Nora H.

    2014-01-01

    This paper explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The researchers employed the action research tradition. Problems were identified using participant observation during reflexive workshops conducted with novice teachers and…

  5. Understanding and Addressing Homophobia in Schools: A View from Teachers

    Science.gov (United States)

    Bhana, Deevia

    2012-01-01

    South African schools have been found to be homophobic. Teachers can play an important role in offering a critique of homophobia grounded in South Africa's legal claim to equality on the basis of sexual orientation. Currently there is a dearth of educational research about how teachers understand and address homophobia. By drawing upon focus-group…

  6. Teachers' Perceptions of Technology Integration in a Unified School District

    Science.gov (United States)

    Bloodman, Suzette L.

    2014-01-01

    A unified school district (USD) continues to invest millions of dollars into its technology integration initiatives with minimal academic gains. Since teachers are essential to effective technology integration, the purpose of this phenomenological study was to analyze the perceptions of 13 teachers within the USD relative to how they could more…

  7. Middle School Mathematics Teachers Panel Perspectives of Instructional Practicess

    Science.gov (United States)

    Ziegler, Cindy

    2017-01-01

    In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-a-vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the…

  8. Teacher and Administrator Views on School Principals' Accountability

    Science.gov (United States)

    Argon, Turkan

    2015-01-01

    The current study aims to identify teacher and administrator views regarding primary school principals' accountability. The case study model, a qualitative research method, was adopted in the study using the holistic single-case design. The working group was composed of a total of 56 individuals, 42 teachers and 14 administrators (11 principals…

  9. Pre-Service Teachers' Perceptions of Departmentalization of Elementary Schools

    Science.gov (United States)

    Liu, Fuchang

    2011-01-01

    This paper discusses the advantages and disadvantages of departmentalization of elementary schools, with an emphasis on teaching mathematics, as perceived by preservice teachers who shared their opinions through online discussion. Advantages include teachers' enthusiasm about and focused attention on the specialized area and students' easier…

  10. Collective Negotiations and Teacher Satisfaction in Selected Indiana Secondary Schools.

    Science.gov (United States)

    Davies, Paul R.; Kline, Charles E.

    This paper reports a study that sought to determine whether differences in bargaining procedures are related to differences in teacher satisfaction or morale. Of the forty schools in the random sample, 27 were operating under traditional collective negotiation procedures -- teachers relatively unorganized; eight were operating under procedural…

  11. Teachers' Perception of their Role in the Classroom, School and ...

    African Journals Online (AJOL)

    The study sought to investigate and analyse teachers' perception of their role in the school and society in Harare Metropolitan Province and measure the extent to which teachers perceive their role as “diffuse” or just “restricted” to the traditional role of instruction. The investigation employed the survey research design, ...

  12. Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers

    Science.gov (United States)

    Buchs, Céline; Filippou, Dimitra; Pulfrey, Caroline; Volpé, Yann

    2017-01-01

    Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are…

  13. Prospective Pre-School Teachers' Attitudes towards Astronomy

    Science.gov (United States)

    Türk, Cumhur; Demir, Esra

    2016-01-01

    The purpose of this study is to examine the changes in prospective pre-school teachers' attitudes towards astronomy in terms of their grades. The study was conducted with 205 prospective teachers (1st, 2nd, 3rd, 4th graders) studying in the education faculty of a university in Eastern Anatolia region of Turkey. Astronomy Attitude Scale (AAS) was…

  14. Teachers Beliefs in Problem Solving in Rural Malaysian Secondary Schools

    Science.gov (United States)

    Palraj, Shalini; DeWitt, Dorothy; Alias, Norlidah

    2017-01-01

    Problem solving is the highest level of cognitive skill. However, this skill seems to be lacking among secondary school students. Teachers' beliefs influence the instructional strategies used for students' learning. Hence, it is important to understand teachers' beliefs so as to improve the processes for teaching problem solving. The purpose of…

  15. Supporting Children's Mental Health in Schools: Teacher Views

    Science.gov (United States)

    Graham, Anne; Phelps, Renata; Maddison, Carrie; Fitzgerald, Robyn

    2011-01-01

    Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students' social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and…

  16. Whiteness and National Identity: Teacher Discourses in Australian Primary Schools

    Science.gov (United States)

    Walton, Jessica; Priest, Naomi; Kowal, Emma; White, Fiona; Fox, Brandi; Paradies, Yin

    2018-01-01

    The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that…

  17. The Schoolhouse Network: How School Buildings Affect Teacher Collaboration

    Science.gov (United States)

    Spillane, James P.; Shirrell, Matthew

    2018-01-01

    In recent years, teacher collaboration has emerged as an important strategy to drive improvement, informed by research showing how on-the-job interactions can boost teacher development and effectiveness. Schools across the United States are adjusting their professional cultures and workplace practices in response, creating formal opportunities for…

  18. Dimensions of Teacher Burnout: Relations with Potential Stressors at School

    Science.gov (United States)

    Skaalvik, Einar M.; Skaalvik, Sidsel

    2017-01-01

    The purpose of this study was to analyze how four potential stressors in the school environment (discipline problems, time pressure, low student motivation, and value dissonance) were related to dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 1145 teachers from grade 1…

  19. Investigation of Job Satisfaction Levels of School Administrators and Teachers

    Science.gov (United States)

    Sener, Gönül; Boydak Özan, Mukadder

    2017-01-01

    The main purpose of the research is to determine the job satisfaction levels of school administrators and teachers. The descriptive method based on screening model for revealing the existing situation was used in the study. An attempt to determine the job satisfaction levels of administrators and teachers in educational organizations was made in…

  20. Turkish Primary School Teachers' Opinions about Problem Posing

    Science.gov (United States)

    Kilic, Cigdem

    2013-01-01

    Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers' opinions about problem posing…

  1. The use of technology at school: teachers' point of view

    Directory of Open Access Journals (Sweden)

    Sandra Legrottaglie

    2014-12-01

    One system deals with positive and negative values, while the other is based on conceptual contrapositions. The results reveal that, despite their generally positive view of technology, teachers see many factors preventing real educational use. Furthermore, we found that school level influences the type of factors teachers reported.

  2. The American Public School Teacher: Past, Present, and Future

    Science.gov (United States)

    Drury, Darrel; Baer, Justin

    2011-01-01

    At its heart are the National Education Association's "Status of the American Public School Teacher" surveys, which are conducted every five years and offer unprecedented insights into the professional lives and experiences of teachers nationwide. This volume analyzes and summarizes the survey's findings, while also offering commentaries…

  3. Understanding the Relationship between School Culture and Teacher Leadership

    Science.gov (United States)

    Kabler, April Lynn

    2013-01-01

    The purpose of this quantitative study was to examine the correlational relationship between school culture factors and the appearance of teacher leadership within the organization. Schien's Organizational Culture Theory and Danielson's Teacher Leadership Theory serve as the framework for this study. Data for the study were collected using the…

  4. Conflicts at Schools and Their Impact on Teachers

    Science.gov (United States)

    Göksoy, Süleyman; Argon, Türkan

    2016-01-01

    Based on teacher views, the study was set out to identify school conflicts, reasons behind them, their impact and responses to conflicts. The study undertaken via survey model utilized a qualitative research method. Study group of the study was composed of 57 classroom and subject matter teachers employed in Bolu central district during 2014-2015…

  5. Teachers' Professional Development in Schools: Rhetoric versus Reality

    Science.gov (United States)

    Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

    2014-01-01

    Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

  6. Changing Perceptions of Teacher Candidates in High-Needs Schools

    Science.gov (United States)

    DeJarnette, Nancy K.

    2016-01-01

    Candidates enter teacher education programs with established beliefs about diversity and urban education. These belief systems impact decisions that teacher candidates make both now and in the future. Providing opportunities for candidates to spend quality time in an urban Professional Development School (PDS) setting with the support and guidance…

  7. Meaningful work and secondary school teachers' intention to leave

    OpenAIRE

    Janik, M.; Rothmann, S.

    2015-01-01

    The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments were used: Work-role Fit Scale, Job Enrichment Scale, Co-worker and Supervisor Relationships Scales, Psychological Meaningfulness Scale and Turnove...

  8. Strengthening Leadership Competencies of Thai Secondary School Teachers

    OpenAIRE

    Chaiyot Wanutha; Kowat Tesaputa; Anan Sri-Ampai

    2017-01-01

    The research aimed 1) to investigate components and indicators of the leadership competencies of secondary school teachers, 2) to explore the existing situations and desirable situations of secondary school teachers’ leadership competencies, 3) to study the techniques to strengthen teachers’ leadership competencies, 4) to develop the teacher-leadership competencies strengthening program, and 5) to find out the results of implementing the program to improve the teacher’s ...

  9. Burnout Syndrome in High School Teachers' in Bilecik, Bozuyuk

    Directory of Open Access Journals (Sweden)

    Ahmet Topuzoglu

    2009-06-01

    Full Text Available AIM: Burnout syndrome is manifested by physical exhaustion, long lasting tiredness and feelings of hopelessness. And also it consists of individual’s negative attitudes towards to life, occupation and the other persons. Burnout frequently seen in the occupations who work face to face with people like doctors, polices, nurses and managers. Generally teachers’ burnout level is higher than other occupations. Our aim is to determine the burnout levels and related factors of teachers working in high school of Bilecik Bozuyuk. METHODS: Totally 228 teachers participated to this cross sectional study (participating rate is %90.4. To find out the burnout level in these teachers Maslach Burnout Inventory was used. RESULTS: Of the total participants 52.1% were women, median age of participants were 33.0 years (Quartiles: 28.0–40.0 years There was no relation between the burnout level and the years in the occupation, weekly working time and the school that they educated. Occupational high school teachers, unwilingly occupation choosing, bad physical work environment, violence experience in the school significantly had higher points from burn out scale. CONCLUSION: Burnout level was higher in high school teachers, who didn’t want to be a teacher and who were working at bad physical environment and who had violence experience. [TAF Prev Med Bull 2009; 8(3.000: 217-222

  10. Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

    Science.gov (United States)

    Bohr, Teresa M.

    This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

  11. The Roles of Teachers' Work Motivation and Teachers' Job Satisfaction in the Organizational Commitment in Extraordinary Schools

    Science.gov (United States)

    Tentama, Fatwa; Pranungsari, Dessy

    2016-01-01

    Teachers' work motivation and teachers' job satisfaction are the factors influencing the organizational commitment. This research is aimed to empirically examine the roles of teachers' work motivation and teachers' job satisfaction in the commitment of the organization in extraordinary schools. The subjects of the research are the teachers in…

  12. 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.

  13. Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools

    Directory of Open Access Journals (Sweden)

    Fahima Salman Jaka

    2015-12-01

    Full Text Available This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.

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

    Science.gov (United States)

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

    2011-01-01

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

  15. An Exploratory Study of Taiwanese Mathematics Teachers' Conceptions of School Mathematics, School Statistics, and Their Differences

    Science.gov (United States)

    Yang, Kai-Lin

    2014-01-01

    This study used phenomenography, a qualitative method, to investigate Taiwanese mathematics teachers' conceptions of school mathematics, school statistics, and their differences. To collect data, we interviewed five mathematics teachers by open questions. They also responded to statements drawn on mathematical/statistical conceptions and…

  16. STEM Education through the Perspectives of Secondary Schools Teachers and School Administrators in Turkey

    Science.gov (United States)

    Çevik, Mustafa; Özgünay, Esma

    2018-01-01

    The aim of this study is to explore the views of science, mathematics and information technologies teachers working in secondary schools and administrators of the schools, in which these teachers are working, regarding STEM. This research is based on a survey model in which quantitative data tools were used to directly obtain the opinions of…

  17. A Multilevel Analysis of Teacher and School Academic Optimism in Taiwan Elementary Schools

    Science.gov (United States)

    Wu, Jason Hsinchieh; Lin, Chunn-Ying

    2018-01-01

    Research on teacher and school academic optimism has abounded ever since these two constructs were confirmed and shown to have positive effects on student achievement. However, one overlooked research question is the nested association between teacher and school academic optimism. This study intends to fill this gap by using hierarchical linear…

  18. School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact

    Science.gov (United States)

    Public Impact, 2008

    2008-01-01

    Individual teachers have the largest single school effect on student performance. Documented experience also indicates that individual teachers in high-poverty schools can effect rapid, dramatic student learning improvements within their own classrooms. Organization-wide change of a similar magnitude takes a broader effort with daring leadership…

  19. Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

    Science.gov (United States)

    Serrano, Vanessa

    2012-01-01

    The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

  20. Teachers' Views on Risk Factors for Problematic School Absenteeism in Swedish Primary School Students

    Science.gov (United States)

    Gren-Landell, Malin; Ekerfelt Allvin, Cornelia; Bradley, Maria; Andersson, Maria; Andersson, Gerhard

    2015-01-01

    In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years.…

  1. The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning.

    Science.gov (United States)

    Arnold, J.; Wider-Lewis, F.; Miller-Jenkins, A.

    2017-12-01

    This poster is a description of the challenges and success of implementing climate studies lessons for pre-service teachers to engage student teaching pedagogy and content skill based learning. Edward Waters College is a historical black college with an elementary education teacher program focused on urban elementary school teaching and learning. Pre-Service Elementary Educator Students often have difficulty with science and mathematics content and pedagogy. This poster will highlight the barriers and successes of using climate studies lessons to develop and enhance pre-service teachers' knowledge of elementary science principles particularly related to climate studies, physical and earth space science.

  2. Teachers' Work and Innovation in Alternative Schools

    Science.gov (United States)

    Bascia, Nina; Maton, Rhiannon

    2016-01-01

    Toronto boasts a large and diverse system of public alternative schools: schools where democratic practices, student access and a commitment to public education are fundamental. There are academic schools; schools with thematically focused curricula; schools driven by social movement principles such as antiracism and global education; schools for…

  3. A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

    Science.gov (United States)

    Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

    2017-01-01

    A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions. PMID:28469587

  4. A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

    Science.gov (United States)

    Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

    2017-01-01

    A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions.

  5. Learning Outcomes in Sustainability Education among Future Elementary School Teachers

    Science.gov (United States)

    Foley, Rider W.; Archambault, Leanna M.; Hale, Annie E.; Dong, Hsiang-Kai

    2017-01-01

    Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary…

  6. Teacher Leaders in Denver Public Schools

    Science.gov (United States)

    Nazareno, Lori

    2015-01-01

    Teachers are increasingly dissatisfied. In one recent survey, 47 percent of teachers said they were not enthusiastic about their jobs, and another showed a sharp drop in teacher satisfaction since 2008, from 62 to 39 percent. This dissatisfaction does not stem from what one might think--stresses related to dealing with students and families.…

  7. Organisational Correlates of Secondary School Teachers' Job ...

    African Journals Online (AJOL)

    The major finding of the study revealed that teachers' job perception significantly relate to teachers' job commitment. Premised on the finding, it was recommended that all hands must be on deck, that the society at large should raise teachers' morale by viewing them as achievers. The teaching profession should be seen as ...

  8. Teacher Mathematical Literacy: Case Study of Junior High School Teachers in Pasaman

    Science.gov (United States)

    Ahmad, D.; Suherman, S.; Maulana, H.

    2018-04-01

    The aim of this paper was to examine the ability of junior high school mathematics teachers to solve mathematical literacy base Problems (PISA and PISA-like problems) for the case Pasaman regency. The data was collected by interviews and test. As the results of this study, teacher ability in solving mathematical literacy base problems for level 1 until 3 has been good, but for level 4 or above is still low. It is caused by teacher knowledge about mathematical literacy still few.

  9. Better data for teachers, better data for learners, better patient care: college-wide assessment at Michigan State University's College of Human Medicine

    Directory of Open Access Journals (Sweden)

    Aron C. Sousa

    2011-01-01

    Full Text Available When our school organized the curriculum around a core set of medical student competencies in 2004, it was clear that more numerous and more varied student assessments were needed. To oversee a systematic approach to the assessment of medical student competencies, the Office of College-wide Assessment was established, led by the Associate Dean of College-wide Assessment. The mission of the Office is to ‘facilitate the development of a seamless assessment system that drives a nimble, competency-based curriculum across the spectrum of our educational enterprise.’ The Associate Dean coordinates educational initiatives, developing partnerships to solve common problems, and enhancing synergy within the College. The Office also works to establish data collection and feedback loops to guide rational intervention and continuous curricular improvement. Aside from feedback, implementing a systems approach to assessment provides a means for identifying performance gaps, promotes continuity from undergraduate medical education to practice, and offers a rationale for some assessments to be located outside of courses and clerkships. Assessment system design, data analysis, and feedback require leadership, a cooperative faculty team with medical education expertise, and institutional support. The guiding principle is ‘Better Data for Teachers, Better Data for Learners, Better Patient Care.’ Better data empowers faculty to become change agents, learners to create evidence-based improvement plans and increases accountability to our most important stakeholders, our patients.

  10. Connecticut Professional School Counselors: College and Career Counseling Services and Smaller Ratios Benefit Students

    Science.gov (United States)

    Lapan, Richard T.; Whitcomb, Sara A.; Aleman, Nancy M.

    2012-01-01

    Results connect the implementation of the college and career counseling components of a comprehensive school counseling program and lower student-to-school-counselor ratios to a reduction in suspension rates and disciplinary incidents for Connecticut high school students. Principal ratings of college and career counseling services provided in…

  11. Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments

    Science.gov (United States)

    Parker, Elizabeth Cassidy; Draves, Tami J.

    2018-01-01

    We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the…

  12. Parent-Teacher Relationships in Elementary School: An Examination of Parent-Teacher Trust

    Science.gov (United States)

    Santiago, Rachel T.; Garbacz, S. Andrew; Beattie, Tiffany; Moore, Christabelle L.

    2016-01-01

    Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of…

  13. Job Satisfaction among Secondary Teachers in Korea: Effects of Teachers' Sense of Efficacy and School Culture

    Science.gov (United States)

    You, Sukkyung; Kim, Ann Y.; Lim, Sun Ah

    2017-01-01

    This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers' sense of job satisfaction. Previous research identified teachers with high job…

  14. Community Building of (Student) Teachers and a Teacher Educator in a School-University Partnership

    Science.gov (United States)

    Vandyck, Inne; de Graaff, Rick; Pilot, Albert; Beishuizen, Jos

    2012-01-01

    School-university partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student…

  15. Inclusive Education in Government Primary Schools: Teacher Perceptions

    Directory of Open Access Journals (Sweden)

    Itfaq Khaliq Khan

    2017-06-01

    Full Text Available The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers’ capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.

  16. Comparison of public and private school teachers and school principals’ opinions in Abuja, Nigeria

    Directory of Open Access Journals (Sweden)

    Deniz Ozcan

    2015-01-01

    Full Text Available This study aims to examine public and private school teachers’ opinions on different aspects of their professional associations and provisions and also asks principals about teachers’ conduct and their views on the Nigerian curriculum. To conduct this study, qualitative and quantitative research models were used to investigate differences between the two organizations. Quantitative data was collected by distributing questionnaires to 118 teachers in the Abuja Municipal Area Council (AMAC, Nigeria. To conduct the qualitative analysis, 15 teachers from two schools were selected (a total of 30 teachers to answer 5 discussion questions concerning their views on the Nigerian educational system. The findings revealed that private school teachers are at an advantage when it comes to provision of resources and technology, professional development and to some degree salaries. Both public and private school teachers felt being a teacher did not bring them respect in their community. Government policy makers need to study private schools and how they operate to see how they can make changes to produce the revolutionary reform needed in education. 30 principals’ interviews revealed that public school teachers are not easily held accountable for misconduct due to the structure of leadership, while private school teachers are held accountable and any form of unprofessionalism easily leads to termination of employment.

  17. The relationship between affect and constructivism as viewed by middle school science teachers

    Science.gov (United States)

    Black, Denise L.

    The purpose of this research was to examine middle school science teachers' perceptions of their students' affective behaviors at each level of the affective domain (receiving, responding, valuing, organization, characterization of value system), perceptions of the usefulness of constructivism as a curricular theory, and constructivist teaching strategies. This study investigated the relationship between affect and constructivism to determine if constructivist strategies can predict levels of affective behavior. Affect is a broad generalization that includes elements (i.e., interests, attitudes, values, emotions, and feelings). The importance of this research relates to enhancing learning, increasing achievement, participatory democracy, and facilitating understanding of science, as well as promoting the development of higher order thinking skills. A nonexperimental, descriptive research design was used to determine the relationship between affect and constructivism. A total of 111 middle school teachers participated in this study. Three instruments were used in this study: Taxonomy of Affective Behavior (TAB), Survey of Science Instruction (SSI), and a short demographic survey. Statistical significance obtained from one-sample t-tests provided evidence that teachers were aware that the affective domain was a viable construct. Statistical evidence of one-sample t-tests provided evidence that teachers perceived constructivism was useful to teach science to middle school students. Pearson product moment correlations results indicated statistically significant relationships between perceptions of constructivism and associated constructivist teaching strategies. Stepwise multiple linear regression analysis revealed a relationship between affect and constructivism. Teacher responses indicated they felt constrained from implementing constructivism due to an emphasis on testing. Colleges of education, curriculum specialists, science teachers, and school districts may

  18. Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School

    Science.gov (United States)

    Fleshman, Robin Earle

    This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework, laboratory work, and assessment? (3) Are portfolio community high school students of color college ready? Is there a relationship between students' science and mathematics performance and college readiness? The overarching objectives of the study are to learn, understand, and describe an urban portfolio community high school as it relates to science assessment and college readiness; to understand how the administration, teachers, and alumni perceive the use of portfolios in science learning and assessment; and to understand how alumni view their preparation and readiness for college and college science coursework, laboratory work, and assessments. The theoretical framework of this study encompasses four theories: critical theory, contextual assessment, self-regulated learning, and ethic of care. Because the urban high school studied partnered with a community-based organization (CBO), it identifies as a community school. Therefore, I provide context regarding the concept, culture, and services of community schools. Case study is the research design I used to explore in-depth this urban portfolio community high school, which involved mixed methods for data collection and analysis. In total, six alumni/current college students, five school members (administrators and teachers), and three CBO members (administrators, including myself) participated in the study. In addition to school artefacts and student portfolios collected, classroom and portfolio panel presentation observations and 13 semi-structured interviews were conducted to understand the portfolio-based approach as it pertains to science learning and assessment and college

  19. The Analysis of Social Teachers' Performance in the Senior High Schools of Ciamis Regency

    Science.gov (United States)

    Mulyadi, Endang; Yuniarsih, Tjutju; Disman; Supardan, Dadang

    2016-01-01

    This research is intended to analyze the principal's leadership, school cultures, teachers' welfare, achievement motivation and the competence of social teachers at Senior High Schools in Ciamis regency and their effects towards the teachers' performance. Population of this research are Social teachers at Senior High Schools in Ciamis regency,…

  20. Survey of college climates at all 28 US colleges and schools of veterinary medicine: preliminary findings.

    Science.gov (United States)

    Greenhill, Lisa M; Carmichael, K Paige

    2014-01-01

    In April 2011, a nationwide survey of all 28 US veterinary schools was conducted to determine the comfort level (college climate) of veterinary medical students with people from whom they are different. The original hypothesis was that some historically underrepresented students, especially those who may exhibit differences from the predominant race, ethnicity, religion, gender, or sexual orientation, experience a less welcoming college climate. Nearly half of all US students responded to the survey, allowing investigators to make conclusions from the resulting data at a 99% CI with an error rate of less than 2% using Fowler's sample-size formula. Valuable information was captured despite a few study limitations, such as occasional spurious data reporting and little ability to respond in an open-ended manner (most questions had a finite number of allowed responses). The data suggest that while overall the majority of the student population is comfortable in American colleges, some individuals who are underrepresented in veterinary medicine (URVM) may not feel the same level of acceptance or inclusivity on veterinary school campuses. Further examination of these data sets may explain some of the unacceptably lower retention rates of some of these URVM students on campuses.

  1. School-based In-service Teacher training

    DEFF Research Database (Denmark)

    Knudsen, Hans Jørgen; Hadzibegovic-Bubanja, Elvira; Nielsen, Søren P.

    -based initiatives as an integral part of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression...... of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression that it is possible to develop guidelines...... upper–secondary education). The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership...

  2. Meaningful work and secondary school teachers' intention to leave

    Directory of Open Access Journals (Sweden)

    M. Janik

    2015-05-01

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

  3. Formation of Korean heritage school teachers' transnational identity

    Directory of Open Access Journals (Sweden)

    Hye Young Shin

    2017-06-01

    Full Text Available This study investigated the complex and shifting professional identities of female Korean heritage school female teachers as a transnational experience. Focus groups and individual interviews created a space for dialogic inquiry into their work experiences and personal and professional lives. The study explored teachers’ professional identity formation, which is influenced by gender and ethnicity within the institutional context of one of the largest heritage schools in the Washington, D.C. area. Teachers compared and reflected on their former and current teaching and learning experiences in Korea and the U.S., experiences raising 1st and 2nd generation children and volunteer experiences in U.S. schools, their workload, salary and status. It reports on their pedagogical insights concerning jueepshik, a traditional Korean cramming method of teaching, their thirst for knowledge, commitment to strengthen and revitalize the teaching of Korean and their aspirations to raise the status and power of teachers of Korean heritage language teachers.

  4. The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning

    Science.gov (United States)

    Mehta, Tara G.; Atkins, Marc S.; Frazier, Stacy L.

    2013-01-01

    This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers’ relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented. PMID:23935763

  5. Effect of School Climate, Work Stress and Work Motivation on the Performance of Teacher

    OpenAIRE

    Sinaulan, Ramlani Lina

    2016-01-01

    Performance is a form of behavior of a person or organization with achievement orientation. The study results are known (a) the school climate affect performance of teachers, b) there is influence of work stress on teacher performance, (c) work motivation effect on teacher performance, d) school climate influence on job motivation of teachers, and (e) work stress effect on work motivation of teachers. Suggestions studies (a) improving teacher performance should the top priority schools in sch...

  6. Modern Library Facilities to Enhance Learning in a Teachers' College

    African Journals Online (AJOL)

    This paper examines modern facilities for enhance teachers Education. A brief definition of the library was made well as attempt at what the objectives of an academic library should be. The concept, Education was examined and a brief but concise analysis of teacher education was also looked at. Modern ...

  7. An Empirical Study Based on the SPSS Variance Analysis of College Teachers' Sports Participation and Satisfaction

    OpenAIRE

    Yunqiu Liang

    2013-01-01

    The study on University Teachers ' sports participation and their job satisfaction relationship for empirical research, mainly from the group to participate in sports activities situation on the object of study, investigation and mathematical statistics analysis SPSS. Results show that sports groups participate in job satisfaction higher than those in groups of job satisfaction; sports participation, different job satisfaction is also different. Recommendations for college teachers to address...

  8. Teacher Self-Concept and Teacher Effectiveness as Perceived by Teachers of English and Students of Senior High Schools

    Directory of Open Access Journals (Sweden)

    Chuzaimah Dahlan Diem

    2016-02-01

    Full Text Available The purpose of this study was to investigate whether self-concept of EFL teachers influenced their effectiveness in teaching English as a foreign language, as perceived by both teachers and students. The study involved 275 EFL teachers and 88 senior high school students in South Sumatra. Variables of education, teaching experience, and age were analyzed using multiple regression analysis, and specific hypotheses were tested to see whether the addition of the other independent variables could add to the effectiveness of the teacher. The results showed significant relationships between self-concept and all the four factors used to define teacher effectiveness. The combination of self-concept and experience serves as the first salient factor influencing the four factors of teacher effectiveness in addition to self-concept alone. Education was also found to be a factor which influenced teacher effectiveness

  9. Strategies Used by Primary School Teachers to Manage Dyslexia in ...

    African Journals Online (AJOL)

    Learning disabilities are a common phenomenon among learners in primary schools. Dyslexia is one such learning disability prevalent in mainstream classes. Research studies on strategies used by primary school teachers to manage learners with dyslexia in mainstream classes are scarce. This study analysed strategies ...

  10. Parental Attitude and Teacher Behaviours in Predicting School Bullying

    Science.gov (United States)

    Erdogdu, M. Yüksel

    2016-01-01

    The main goal of this research is to present the relationship between "parental attitude and teacher behaviors in predicting school bullying". The population of this research is consisted of all primary school 4th grade students within Istanbul Küçükçekmece Municipality borders. Data were gathered from lower, mid and upper socio-economic…

  11. Collaborative Professional Development for Distributed Teacher Leadership towards School Change

    Science.gov (United States)

    Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

    2017-01-01

    Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

  12. Teacher-Led Change in Secondary School Physical Education

    Science.gov (United States)

    Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

    2016-01-01

    How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

  13. Teachers' Organisational Behaviour in Public and Private Funded Schools

    Science.gov (United States)

    Honingh, M. E.; Oort, F. J.

    2009-01-01

    Purpose: The purpose of this paper is to compare teachers' organisational behaviour in publicly- and privately-funded schools in the Dutch Vocational Education and Training (VET) sector. Design/methodology/approach: A percentage of all middle managers in publicly and privately funded schools (72 per cent and 43 per cent respectively) distributed…

  14. Managing Food Allergies at School: Teachers and Paraeducators

    Centers for Disease Control (CDC) Podcasts

    2015-01-20

    This podcast highlights the role of teachers and paraeducators in the management of food allergies in schools. It also identifies CDC food allergy resources for schools.  Created: 1/20/2015 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 1/20/2015.

  15. Teachers Assessment of Secondary School Effectiveness in Akwa ...

    African Journals Online (AJOL)

    The aim of the study was to determine how secondary school teachers in Akwa Ibom State of Nigeria assess their school effectiveness in terms of learning and teaching, planning and organizing teaching, guidance and counselling, leadership and ethos. Three hypotheses were raised. The population of study consisted of ...

  16. CERN High School Teachers Training Programme meets DG

    CERN Multimedia

    Brice, Maximilien

    2014-01-01

    CERN's DG Rolf Heuer met with the participants of the High School Teachers Training Programme on 23 July 2014 for a Q&A Session. Following the interaction, he met with the HST Working Group collaborating on a lesson plan for teaching SESAME in high schools.

  17. Preparing Future Teacher Leaders: Lessons from Exemplary School Systems

    Science.gov (United States)

    Schrum, Lynne; Levin, Barbara B.

    2013-01-01

    In this paper, we argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. Based on data collected during a year-long project to investigate award-winning schools and districts, we used observations, interviews and focus groups, and document analysis to glean lessons learned from leaders and…

  18. Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

    Science.gov (United States)

    Silveira, Jason M.; Goff, Sarah C.

    2016-01-01

    The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire…

  19. Skills among Teachers in Selected Public Secondary School ...

    African Journals Online (AJOL)

    The study examined the availability of ICT facilities and skills of secondary school teachers in Zaria Metropolis in Kaduna State, Nigeria. Two objectives were developed to guide the study. Five schools were surveyed. Two separate questionnaires was developed, one for ICT facilities and are administered to head of ICTs in ...

  20. Real Questions, Real Answers. Focusing Teacher Leadership on School Improvement.

    Science.gov (United States)

    Clarke, John H.; Sanborn, Stephen D.; Aiken, Judith A.; Cornell, Nancy A.; Goodman, Jane Briody; Hess, Karin K.

    This book examines how a relationship between the University of Vermont and school districts throughout the state enables teachers to earn graduate credits through year-long Problem-Based School Development Institutes. The institutes take participants through a cycle that includes identifying a problem, conducting background and action research,…