WorldWideScience

Sample records for school teachers implemented

  1. 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…

  2. 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…

  3. 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…

  4. Implementing Cooperative Learning in Australian Primary Schools: Generalist Teachers' Perspectives

    Science.gov (United States)

    Hennessey, Angela; Dionigi, Rylee A.

    2013-01-01

    To implement cooperative learning successfully in practice, teachers require knowledge of cooperative learning, its features and terms, and how it functions in classrooms. This qualitative study examined 12 Australian generalist primary teachers', understandings of cooperative learning and perceived factors affecting its implementation. Using…

  5. Predicting Teachers' Intentions to Implement School-Based Assessment Using the Theory of Planned Behaviour

    Science.gov (United States)

    Yan, Zi

    2014-01-01

    The theory of planned behaviour (TPB) was used to explore the Hong Kong teachers' intentions to implement school-based assessment (SBA) and the predictors of those intentions. A total of 280 teachers from Hong Kong secondary schools who had been involved in SBA were surveyed. Rasch-calibrated teacher measures were calculated for each of the 6…

  6. Primary Pre-Service Teachers' Perspectives on Constructivism and Its Implementation in the Schools

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    Savas Basturk

    2016-01-01

    The aim of this study was to determine pre-service teachers' perspectives on constructivism and its implementation in schools. In order to do this, a semi-structured interview was conducted with 12 primary pre-service teachers from the grades 2, 3, and 4. Four pre-service teachers were voluntarily selected from each grade for interview. Each…

  7. Implementation of school-based curriculum as perceived by secondary school teachers of English

    Directory of Open Access Journals (Sweden)

    Chuzaimah D. Diem

    2016-01-01

    Full Text Available Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2 there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3 there was a significant correlation between teachers’ certification status and their (i KTSP preparation, (ii teaching experience, and (iii involvement in dissemination program activities.

  8. Implementation of municipal health promoting projects in primary schools: teachers perspective

    DEFF Research Database (Denmark)

    Nordin, Lone Lindegard

    2013-01-01

    . The project is funded by the Danish Ministry of Science, University of Aarhus and Silkeborg municipality, and involves 5 primary schools, 23 teachers and 233 pupils from 7th to 9 class. The project is positioned within the critical approach to school health education and health promotion, developed......Implementation of municipally health promoting projects' in primary schools: teachers perspective Research question This paper discusses the findings from a qualitative research, that aimed to investigate how teachers in primary schools implemented municipal health promoting projects focusing...... that there is a “gap” between policy and practice according to aim, content and methods, and that teachers practice can be explained as coping mechanism. The key findings include: • Teachers practice is closer to traditional health education than critical health education. • Teachers priorities the mandatory teaching...

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

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    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. Empowerment among Teachers in Leadership Positions Involving ICT Implementation in Schools

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    Avidov-Ungar, Orit

    2018-01-01

    The study identifies motivational characteristics of empowerment among teachers in leadership positions involving information and communications technology (ICT) implementation in schools. The participants were 24 teachers who were candidates for an Information and Communications Technology Leadership Award. Analysis of the in-depth interviews…

  11. BLENDED LEARNING COURSE FOR FUTURE PRIMARY SCHOOL TEACHERS IMPLEMENTATION

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    Vira V. Kotkova

    2017-09-01

    Full Text Available Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implementation are summarized. Students’ academic performance of three years study is analyzed. The results of students’ questioning to determine their perception of blended learning course are described according to the following categories: the effectiveness of blended course, evaluation objectivity, motivation to study, the use of plagiarism in studies, understanding of blended learning course.

  12. Implementation of National Science Education Standards in suburban elementary schools: Teachers' perceptions and classroom practices

    Science.gov (United States)

    Khan, Rubina Samer

    2005-07-01

    This was an interpretive qualitative study that focused on how three elementary school science teachers from three different public schools perceived and implemented the National Science Education Standards based on the Reformed Teaching Observation Protocol and individual interviews with the teachers. This study provided an understanding of the standards movement and teacher change in the process. Science teachers who were experienced with the National Science Education Standards were selected as the subjects of the study. Grounded in the theory of teacher change, this study's phenomenological premise was that the extent to which a new reform has an effect on students' learning and achievement on standardized tests depends on the content a teacher teaches as well as the style of teaching. It was therefore necessary to explore how teachers understand and implement the standards in the classrooms. The surveys, interviews and observations provided rich data from teachers' intentions, reflections and actions on the lessons that were observed while also providing the broader contextual framework for the understanding of the teachers' perspectives.

  13. STEAM Enacted: A Case Study of a Middle School Teacher Implementing STEAM Instructional Practices

    Science.gov (United States)

    Herro, Danielle; Quigley, Cassie

    2016-01-01

    This paper examines the implementation practices of a 6th grade middle school teacher enacting STEAM (science, technology, engineering, art and math) teaching in his classroom after participating in a 45-hour STEAM professional development. Case study is used to detail the process, successes, and challenges. Project-based learning, technology…

  14. Teacher and School Characteristics and Their Influence on Curriculum Implementation

    Science.gov (United States)

    Roehrig, Gillian H.; Kruse, Rebecca A.; Kern, Anne

    2007-01-01

    Reform-based curriculum materials have been suggested as a mechanism to make inquiry-based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, [1998]; Powell & Anderson, [2002]). This research examines the implementation of a…

  15. Teacher Preparedness in the Implementation of the Integrated Business Studies Curriculum in Public Secondary Schools in Kenya

    Science.gov (United States)

    Jerotich, Florah; Kurgat, Susan J.; Kimutai, Chris K.

    2017-01-01

    The main purpose of this paper was to assess teacher preparedness in the implementation of the integrated Business Studies curriculum in public secondary schools in Kenya. Specifically, the study sought to: find out the level of preservice training of the Business Studies teachers implementing the integrated Business Studies curriculum and to find…

  16. Students' and Teachers' Experiences with the Implementation of Problem-Based Learning at a University Law School

    Science.gov (United States)

    Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten J.; Van der Molen, Henk T.

    2017-01-01

    A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor's program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about…

  17. Primary Physical Education (PE): School Leader Perceptions about Classroom Teacher Quality Implementation

    Science.gov (United States)

    Lynch, Timothy; Soukup, Gregory J., Sr.

    2017-01-01

    Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…

  18. Public School Teachers' Knowledge, Perception, and Implementation of Brain-Based Learning Practices

    Science.gov (United States)

    Wachob, David A.

    2012-01-01

    The purpose of this study was to determine K-12 teachers' knowledge, beliefs, and practices of brain-based learning strategies in western Pennsylvania schools. The following five research questions were explored: (a) What is the extent of knowledge K-12 public school teachers have about the indicators of brain-based learning and Brain Gym?; (b) To…

  19. Seismology in Schools an integrated approach to funding developing and implementing a coordinated programme for teachers and high school students

    Science.gov (United States)

    Blake, T. A.; Jones, A. G.; Campbell, G.

    2010-12-01

    success of the programme was targeting teachers who would be committed to its implementation and promotion in the school. Strong emphasis by DIAS was placed on providing teacher training days on the set-up and operation of the seismometer, and they were also trained in various animation software programmes used to enhance the learning capacities of the students in the classroom. Regular contact is maintained with the teachers in the programme throughout the academic year to support and encourage their work in the classroom. Teachers receive an SMS alert message from DIAS when an earthquake of Mag 5 has been recorded by the Irish National Seismic network which will then form part of the next lesson plan for Geography and Maths in the curriculum. Most participating schools have become affiliated to the IRIS International Schools Seismic Network site, and students upload the waveform seismic data in SAC format for the recorded seismic events at their school to share with schools internationally. Future developments in the programme will include the investigation of twinning of schools on different continents who are actively pursuing a seismology in schools programme.

  20. READINESS Of ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTING CHARACTERS INTEGRATED LEARNING IN THE SCIENCE SUBJECT

    Directory of Open Access Journals (Sweden)

    N. Hindarto

    2015-01-01

    Full Text Available Many problems that arise in today's society are rooted in the issue of morality as a result of the marginalization of the values of character. To solve this problem, need to be enforced the values of good character on every member of the community, and the proper way is through the educational process, including through education in schools ranging from elementary education to higher education. To find out whether the teachers in elementary schools are ready to take this work, the research conducted to determine the readiness of teachers and the problems associated with its implementation. Through a questionnaire calculated in descriptive percentage on a sample of elementary school teachers who are spread in Semarang, Semarang District and Temanggung, it can be concluded that in teachers’ view it is very important to integrate the learning of characters in the lesson. However, they need guidance /examples to develop learning model with its features, which integrate the values of the characters in the science subject.Banyak persoalan yang timbul di masyarakat dewasa ini berakar pada persoalan moralitas sebagai akibat terpinggirkannya nilai-nilai karakter, Untuk mengatasi persoalan ini, perlu ditegakkan lagi nilai nilai karakter yang baik pada setiap anggota masyarakat, dan cara yang tepat adalah melalui proses pendidikan, di antaranya melalui pendidikan di sekolah mulai dari pendidikan dasar sampai pendidikan tinggi. Untuk mengetahui apakah para guru pada Sekolah Dasar siap mengemban tugas ini, maka diadakan penelitian untuk mengetahui kesiapan para guru dan masalah-masalah yang terkait dengan pelaksanaannya. Melalui angket yang kemudian diolah secara deskriptive persentasi pada sampel guru SD yang tersebar di Kota Semarang, Kabupaten Semarang dan Kabupaten Temanggung, dapat diketahui bahwa para guru menganggap sangat penting untuk mengintegrasikan pembelajaran karakter dalam matapelajaran IPA. Namun demikian mereka membutuhkan bimbingan

  1. Group Coaching on Pre-School Teachers' Implementation of Pyramid Model Strategies: A Program Description

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    Fettig, Angel; Artman-Meeker, Kathleen

    2016-01-01

    The purpose of this article was to describe a group coaching model and present preliminary evidence of its impact on teachers' implementation of Pyramid Model practices. In particular, we described coaching strategies used to support teachers in reflecting and problem solving on the implementation of the evidence-based strategies. Preliminary…

  2. Teachers' Perceptions of School Organizational Climate as Predictors of Dosage and Quality of Implementation of a Social-Emotional and Character Development Program.

    Science.gov (United States)

    Malloy, Margaret; Acock, Alan; DuBois, David L; Vuchinich, Samuel; Silverthorn, Naida; Ji, Peter; Flay, Brian R

    2015-11-01

    Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools.

  3. Difficulties to implement interdisciplinary practices in state schools, appointed by Science teachers

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    Thaís Gimenez da Silva Augusto

    2007-03-01

    Full Text Available Teachers who try to introduce interdisciplinarys practices at São Paulo public schools, still find many difficulties. On present research, teachers from area of Sciences from Nature, participants by formation in service indicated which the difficulties for introduce of that practices into the High School. The analysis from the answers of this teachers shows that the main difficulties are: there is not time enough to be together with others teachers, research and dedicate the reading; the lack of knowledge in relation to contents of another disciplines; the difficulties of relationship with the school administration and absence of pedagogical coordination among the teachers´actions, beyond of the disinterest and undisciplined from the students.

  4. Opinion of Teachers and Directors About Implementation and Using of Information and Communication Technologies in Schools of Latvia

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    Porozovs Juris

    2016-12-01

    Full Text Available Modern education is closely connected with implementation and use of information and communication technologies (ICT in the teaching process. ICT is recommended to be used in schools in Europe to develop competences of students to become high-quality professionals and active citizens in the society. A questionnaire survey of teachers and directors of Latvian schools was carried out in order to evaluate the use of ICT in Latvian schools and attitude of teaching staff towards this process. The results of the questionnaire survey showed that Latvian schools are not supplied with ICT to a satisfactory level. It is necessary to raise the competence of many teachers in the field of ICT. The attitude of teachers to the use of ICT in the study process is more positive in comparison with school directors. Important factors for improvement of ICT use in schools are ICT training for teachers, computer accessibility for teaching staff, sufficient supply of qualitative ICT teaching materials and computers in schools and encouragement of teachers to use ICT.

  5. Initial Teacher Education for School Health Promotion in Austria: Does It Support the Implementation of the Health-Promoting School Approach?

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    Flaschberger, Edith

    2013-01-01

    Purpose: School health promotion is said to be most effective when implemented through a comprehensive, settings-based, whole-school approach. The purpose of this paper is to address the current lack of knowledge about the current state of teacher education for health promotion and its potential to further the development of settings-based…

  6. Musical-Pedagogical Conditions of Preparation of Teachers for the Implementation of Innovative Process at Modern School

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    Kovalev, Dmitry A.; Khussainova, Gulzada A.; Balagazova, Svetlana T.; Tamarasar, Zhankul

    2016-01-01

    This article considers improvement of public morale, raising the emotional and aesthetic culture of young people, their patriotic feelings by providing the musical-pedagogical conditions of training future teachers for the implementation of innovative processes in modern school. The world science would benefit from using the Kazakh musical…

  7. Teachers' Experience of the Implementation of Values in Education in Schools: "Mind the Gap"

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    Ferreira, C.; Schulze, S.

    2014-01-01

    In many societies violence, crime and intolerance have become an everyday reality. In this context teachers are responsible for facilitating values in education. The study aimed to investigate teachers' experiences of the implementation of values in education in classroom praxis. Constructivism was used as conceptual framework. Data were collected…

  8. Implementation of an Education Technology Policy in Namibia's High Schools: Through the Eyes of the Teacher

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    Boer, Perien Joniell

    2012-01-01

    The purpose of this study was to explore how Namibian high school teachers experienced the ICT policy for education in their schools. This mixed methods sequential explanatory design consists of two distinct phases: quantitative followed by qualitative (Creswell & Plano Clark, 2011). Quantitative data collection involved the distribution and…

  9. Effect evaluation of a web-based coaching intervention to support implementation of sex education among secondary school teachers : randomized controlled trial

    NARCIS (Netherlands)

    Schutte, Lisette; Mevissen, Fraukje E F; Meijer, Suzanne; Paulussen, Theo; van Empelen, Pepijn; Kok, Gerjo

    2017-01-01

    BACKGROUND: The quality of implementation is important to ensure the effectiveness of behavioral change interventions in practice. Implementing such programs with completeness and adherence is not an automatic process and may require additional support. In school settings, the support teachers

  10. Examining Behavioral Consultation plus Computer-Based Implementation Planning on Teachers' Intervention Implementation in an Alternative School

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    Long, Anna C. J.; Sanetti, Lisa M. Hagermoser; Lark, Catherine R.; Connolly, Jennifer J. G.

    2018-01-01

    Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students' return to their community school. Consistently implemented evidence-based classroom management is necessary toward this…

  11. Investigating Teachers' Beliefs in the Implementation of Science Inquiry and Science Fair in Three Boston High Schools

    Science.gov (United States)

    De Barros Miller, Anne Marie

    In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.

  12. Complexity of Choice: Teachers' and Students' Experiences Implementing a Choice-Based Comprehensive School Health Model

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    Sulz, Lauren; Gibbons, Sandra; Naylor, Patti-Jean; Wharf Higgins, Joan

    2016-01-01

    Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of…

  13. National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes

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    Pickering, Sharon Durham

    The purpose of this qualitative case study was to examine the perceptions of partner teachers and graduate fellows in 1 school regarding the barriers and successes made during their participation in a National Science Foundation Grant. This study included 9 partner teachers and 7 graduate fellows who participated in the Science First! NSF GK-12 Grant. There were 16 participants in this study. This study was conducted at North Side Elementary and East Tennessee State University. Partner teachers and graduate fellows were interviewed to gain perceptions of the barriers and successes of their participation in the implementation of the Science First! grant at North Side and East Tennessee State University from 2008-2013. A list of possible participants in the study was provided from the grant leadership team. The 16 participants in the study were chosen through purposeful sampling. During data analysis, 4 themes arose as successes and 4 themes arose as barriers. The success themes were (a) relationships, (b) mutual appreciation, (c) increased academic depth, and (d) professional growth. The barriers were (a) communication, (b) time, (c) expectations, and (d) preparation. Based on the research, the following conclusions were presented. The coordination of a major NSF-GK12 grant can provide STEM support and academic rigor for a high poverty school with leadership. Positive relationships between the graduate fellows and partner teachers as well as the 2 participating institutions are critical in fostering successful grant implementation. Professional growth through the grant partnerships was obtained. The participants gained a mutual appreciation for the roles and responsibilities of each other. There are ups and downs in implementing a large grant at 1 elementary school with a university, but the rewards of the potential to influence teacher practices in STEM and student learning are great. Recommendations from the study findings may assist future grant award winners or

  14. THEORETICAL ASPECTS OF READINESS OF TEACHERS IN VOCATIONAL SCHOOLS TO IMPLEMENT STUDENT-CENTERED APPROACH

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    Hanna Tkachuk

    2016-06-01

    Full Text Available This article deals with the problem of readiness for professional (educational activity of teachers in vocational schools. The paper determines the relevance of readiness of teachers of special subjects of vocational schools to personality-oriented professional interaction with students and singled pedagogical conditions that determine this process. The analysis of psychological and pedagogical literature on the interpretation of the concepts of "readiness" and "commitment to the professional (educational activities" is conducted. The features of this type of activity are revealed. It is determined that in the modern branch of science the phenomenon of readiness for professional work is studied at the personal, functional and personal-activity levels. The author suggests the generalized definition of "readiness for professional (teaching activity" in the context of personal interaction between the participants of the educational process of vocational school.

  15. A Qualitative Exploration of Implementation Factors in a School-Based Mindfulness and Yoga Program: Lessons Learned from Students and Teachers

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    Dariotis, Jacinda K.; Mirabal-Beltran, Roxanne; Cluxton-Keller, Fallon; Gould, Laura Feagans; Greenberg, Mark T.; Mendelson, Tamar

    2016-01-01

    Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators – students and their classroom teachers – merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings. PMID:28670007

  16. Classroom implementation of the practices learned in the Master of Chemistry Education program by the School District of Philadelphia's high school chemistry teachers

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    Jayaraman, Uma Devi

    This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self

  17. The Implementation of Pay for Performance in Idaho Schools: A Case Study of Teacher Perceptions

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    Staniec, Shelly Ann

    2013-01-01

    This is a qualitative narrative case study set in an Idaho high school where twelve educators offered their viewpoints on the implementation of Idaho's pay-for-performance legislation. In the spring of 2011, Idaho legislators passed laws aimed at increasing student performance and college or career readiness. These laws, known as Idaho's Students…

  18. Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia)

    Science.gov (United States)

    Harjali

    2017-01-01

    This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant…

  19. Opportunities and Challenges for Public Primary School Head Teachers in the Implementation of Free Primary Education in Kisumu Municipality, Kenya: An Analytical Assessment

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    Akech, Benta Achieng' Opul; Simatwa, Enose M. W.

    2010-01-01

    This study investigated opportunities and challenges for public primary school head teachers in the implementation of Free Primary Education in Kisumu municipality. Being a descriptive research, the study population consisted of 114 head teachers, 17,100 class seven and eight pupils in the municipality. Out of this, a sample of 37 head teachers…

  20. High School Teachers' Identities: Constructing Civic Selves

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    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…

  1. Reducing Teacher Stress by Implementing Collaborative Problem Solving in a School Setting

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    Schaubman, Averi; Stetson, Erica; Plog, Amy

    2011-01-01

    Student behavior affects teacher stress levels and the student-teacher relationship. In this pilot study, teachers were trained in Collaborative Problem Solving (CPS), a cognitive-behavioral model that explains challenging behavior as the result of underlying deficits in the areas of flexibility/adaptability, frustration tolerance, and problem…

  2. Teacher Consultation to Enhance Implementation of School-Based Restorative Justice

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    Mayworm, Ashley M.; Sharkey, Jill D.; Hunnicutt, Kayleigh L.; Schiedel, K. Chris

    2016-01-01

    Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received…

  3. Professional Competence of Student Teachers to Implement Species Identification in Schools – A Case Study from Germany

    Directory of Open Access Journals (Sweden)

    Petra Lindemann-Matthies

    2017-03-01

    Full Text Available This study investigates how well prepared student teachers are to implement species identification in school. Data were collected with the help of a questionnaire and a PowerPoint presentation in which local plant and animal species were presented. Participants (n = 357 correctly identified, on average, 23% of the plants and 44% of the animals. They identified plants mainly by flower characteristics and leaves, and animals mainly by shape and colour. Family and school were key sources of participants’ knowledge of species. The self-estimated competence of participants to identify species was positively correlated with their taxonomic knowledge and the amount of time they had spent on species identification during their own schooldays. The number of correctly identified plant and animal species increased with interest in identifying species and participation in species identification courses. Participants considered learner-centred education and experience-based learning, and the use of living organisms to be most important when identifying species in school.

  4. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    Science.gov (United States)

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  5. Innovatively Supporting Teachers' Implementation of School-Based Sex Education: Developing A Web-Based Coaching Intervention From Problem to Solution.

    Science.gov (United States)

    Schutte, Lisette; van den Borne, Marieke; Kok, Gerjo; Meijer, Suzanne; Mevissen, Fraukje Ef

    2016-07-12

    Full program implementation is crucial for effectiveness but is often overlooked or insufficiently considered during development of behavioral change interventions. For school-based health promotion programs, teachers are key players in program implementation, but teacher support in this phase is mostly limited to technical support and information. To ensure optimal implementation of the Dutch school-based sexual health program Long Live Love, a Web-based coaching website was developed to support teachers in completeness and fidelity of program implementation. The aim of this paper is to provide insight into the process of systematic development of a Web-based coaching intervention to support teachers in their implementation of a school-based sexual health program. The intervention mapping (IM) protocol was applied for the development of a theory- and evidence-based intervention. The IM process begins with (1) a needs assessment, followed by (2) the formulation of change objectives, (3) the selection of theory-based intervention methods and practical applications that take the parameters for effectiveness into consideration, (4) integration of practical applications into an organized program, (5) planning for adoption, implementation, and sustainability of the program, and finally, (6) generating an evaluation plan to measure program effectiveness. Teacher's implementation behavior was characterized by inconsistently selecting parts of the program and not delivering (all) lessons as intended by program developers. Teachers, however, did not perceive this behavior as problematic, revealing the discrepancy between teacher's actual and perceived need for support in delivering Long Live Love lessons with completeness and fidelity. Teachers did, however, acknowledge different difficulties they encountered which could potentially negatively influence the quality of implementation. With the IM protocol, this Web-based coaching intervention was developed based on a concept

  6. Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher

    Science.gov (United States)

    Chitrangsan, Nadrudee; Sawekngam, Wichai; Thongthew, Sumlee

    2015-01-01

    This research aims to study and develop a curriculum management process by applying Lean concept for waste elimination to enhance curriculum implementation of primary school teacher. This study was conducted with a focus on qualitative data collection by dividing into 2 phases, including (1) analyze and synthesize relevant notions, theories,…

  7. Teachers' Social Capital as a Resource for Curriculum Development: Lessons Learnt in the Implementation of a Child-Friendly Schools Programme

    Science.gov (United States)

    Modipane, Mpho; Themane, Mahlapahlapana

    2014-01-01

    This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a descriptive research design…

  8. Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation

    OpenAIRE

    MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J.; Dubinsky, Janet M.

    2006-01-01

    The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU...

  9. 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…

  10. Implementing a Disciplinary-Literacy Curriculum for US History: Learning from Expert Middle School Teachers in Diverse Classrooms

    Science.gov (United States)

    Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark

    2014-01-01

    In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents' understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers' efforts…

  11. Using an adaptive expertise lens to understand the quality of teachers' classroom implementation of computer-supported complex systems curricula in high school science

    Science.gov (United States)

    Yoon, Susan A.; Koehler-Yom, Jessica; Anderson, Emma; Lin, Joyce; Klopfer, Eric

    2015-05-01

    Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention. Purpose: We propose a model of adaptive expertise to better understand teachers' classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas. Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14-47% advanced science proficiency. Design and methods: We used a holistic multiple case study methodology and collected data during the 2011-2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings. Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise. Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.

  12. Measuring implementation of a school-based violence prevention program : Fidelity and teachers' responsiveness as predictors of proximal outcomes

    NARCIS (Netherlands)

    Schultes, Marie Therese; Stefanek, Elisabeth; van de Schoot, Rens; Strohmeier, Dagmar; Spiel, Christiane

    2014-01-01

    When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation - fidelity and participant responsiveness - jointly influence proximal

  13. Designing and Implementing Performance Technology for Teachers

    Directory of Open Access Journals (Sweden)

    Joi L. Moore

    2004-06-01

    Full Text Available This paper synthesizes research findings from a performance analysis of teacher tasks and the implementation of performance technology. These findings are aligned with design and implementation theories to provide understanding of the complex factors and events that occur during the implementation process. The article describes the necessary elements and conditions for designing and implementing performance tools in school environments that will encourage usage, efficient performance, and positive attitudes. Two models provide a visual representation of causal relationships between the implementation factors and the technology user. Although the implementation process can become complex because of the simultaneous events and phases, it can be properly managed through good communication and strategic involvement of teachers during the design and development process. The models may be able to assist technology designers and advocates with presenting innovations to teachers who are frequently asked to try technical solutions for performance support or improvement.

  14. Extent of Parent-Teacher Association Involvement in the Implementation of Universal Basic Education Program in Primary Schools in Northern Senatorial District of Ondo State, Nigeria

    Directory of Open Access Journals (Sweden)

    Chidi Nnebedum

    2018-05-01

    Full Text Available Pupil’ absenteeism and lateness to school, dilapidated and shortage of relevant facilities in primary schools in the Northern Senatorial District of Ondo State seems to suggest lapses in parent-teacher association involvement in school affairs. This prompted the researchers to ascertain the extent of parent-teacher association (PTA involvement in the implementation of universal basic education program in primary schools in the Northern Senatorial District of Ondo State. Three research questions guided the study and three null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study was comprised of all 250 head teachers and all PTA members at all 250 primary schools in the Northern Senatorial District. Multiple stage sampling technique was used to sample 205 respondents made up of 75 head teachers and 130 PTA members. The researchers developed an instrument titled “Parent-Teacher Association Involvement in School Questionnaire (PTAISQ” which was used for data collection. The instrument was validated by three experts. The reliability of the instrument was ascertained using Cronbach alpha and it yielded an overall reliability coefficient value of .76. Mean and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at .05 level of significance. The findings of the study revealed among others that the extent of PTA involvement in maintenance of facilities in the implementation of universal basic education program in primary schools in the Northern Senatorial District of Ondo State was high. Based on the findings, recommendations were made and conclusions were drawn.

  15. 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.

  16. 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.

  17. Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation.

    Science.gov (United States)

    MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M

    2006-01-01

    The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

  18. Implementing a free school-based fruit and vegetable programme: barriers and facilitators experienced by pupils, teachers and produce suppliers in the Boost study.

    Science.gov (United States)

    Aarestrup, Anne Kristine; Krølner, Rikke; Jørgensen, Thea Suldrup; Evans, Alexandra; Due, Pernille; Tjørnhøj-Thomsen, Tine

    2014-02-11

    Multi-component interventions which combine educational and environmental strategies appear to be most effective in increasing fruit and vegetable (FV) intake in adolescents. However, multi-component interventions are complex to implement and often poorly implemented. Identification of barriers and facilitators for implementation is warranted to improve future interventions.This study aimed to explore implementation of two intervention components which addressed availability and accessibility of FV in the multi-component, school-based Boost study which targeted FV intake among Danish 13-year-olds and to identify barriers and facilitators for implementation among pupils, teachers and FV suppliers. We conducted focus group interviews with 111 13-year-olds and 13 teachers, completed class observations at six schools, and conducted telephone interviews with all involved FV suppliers. Interviews were transcribed, coded and analysed using qualitative analytical procedures. FV suppliers affected the implementation of the FV programme at schools and thereby pupils' intake through their timing of delivery and through the quality, quantity and variety of the delivered FV. Teachers influenced the accessibility and appearance of FV by deciding if and when the pupils could eat FV and whether FV were cut up. Different aspects of time acted as barriers for teachers' implementation of the FV programme: time spent on having a FV break during lessons, time needed to prepare FV and time spent on pupils' misbehaviour and not being able to handle getting FV. Teacher timing of cutting up and serving FV could turn into a barrier for pupils FV intake due to enzymatic browning. The appearance of FV was important for pupils' intake, especially for girls. FV that did not appeal to the pupils e.g. had turned brown after being cut up were thrown around as a part of a game by the pupils, especially boys. Girls appreciated the social dimension of eating FV together to a larger extent than boys

  19. Investigating the Challenges for Adopting and Implementing of Information and Communication Technologies (ICT by Isfahan High Schools Teachers: Based On the Model of Barriers in ICT Usage

    Directory of Open Access Journals (Sweden)

    Bibi Eshrat Zaman

    2012-02-01

    Full Text Available Relevance and usefulness of information and communication technologies (ICT have been investigated in many researches. There are many challenges for ICT users, especially for teachers that act as inhibitor factors for using ICT in their jobs. The main purpose of this paper was to investigate these challenges in the view point of high school teachers in Isfahan city based on ICT use barriers model. In the model, barriers have divided into four groups: organizational, managerial, educational, and financial-instrumental. The research was based on qualitative method. For analyzing data descriptive-analysis method was used. For gathering data, researcher made questionnaire including 5 open ended had been used. Survey population included teachers of all high schools in Isfahan city in 1387-88 academic years. 110 teachers were selected by using cluster random sampling method. For data analysis, content analysis method was used to calculate the mean and frequencies. Findings indicated that most teachers have explained the lack of proper in-service training programs for their use of ICT as the most important obstacles for using ICT in teaching. Lack of suitable managerial strategies for implementing ICT in curriculum, lack of organizational support and lack of financial resources and equipments in schools, respectively, were other barriers in using ICT in Iranian high schools.

  20. Teacher Implementation of "Bring Your Own Device" at a Suburban High School Serving High SES Students

    Science.gov (United States)

    Ross, Kyle

    2013-01-01

    As students gain access to personally-owned Mobile Communication Devices (MCDs), schools have begun to embrace MCDs as mobile-learning (m-learning) teaching and learning tools. A research gap currently exists for the innovation of m-learning with student-owned devices, which this study attempts to fill by answering the following Research Question:…

  1. A Senior Teacher's Implementation of Technology Integration

    Science.gov (United States)

    Tsai, Hsien-Chang

    2015-01-01

    This study investigated whether a senior teacher with many years of teaching experience, despite lacking adequate technology skills or contending with other barriers, can sufficiently implement technology integration in the classroom. The research was conducted between October 2013 and January 2014 and was focused on a junior high school biology…

  2. UWHS Climate Science: Uniting University Scientists and High School Teachers in the Development and Implementation of a Dual-Credit STEM-Focused Curriculum

    Science.gov (United States)

    Bertram, M. A.; Thompson, L.; Ackerman, T. P.

    2012-12-01

    The University of Washington is adapting a popular UW Atmospheric Sciences course on Climate and Climate Change for the high school environment. In the process, a STEM-focused teaching and learning community has formed. With the support of NASA Global Climate Change Education 20 teachers have participated in an evolving professional development program that brings those actively engaged in research together with high school teachers passionate about bringing a formal climate science course into the high school. Over a period of several months participating teachers work through the UW course homework and delve deeply into specific subject areas. Then, during a week-long summer institute, scientists bring their particular expertise (e.g. radiation, modeling) to the high school teachers through lectures or labs. Together they identify existing lectures, textbook material and peer-reviewed resources and labs available through the internet that can be used to effectively teach the UW material to the high school students. Through this process the scientists learn how to develop teaching materials around their area of expertise, teachers engage deeply in the subject matter, and both the university and high school teachers are armed with the tools to effectively teach a STEM-focused introductory course in climate science. To date 12 new hands-on modules have been completed or are under development, exploring ice-cores, isotopes, historical temperature trends, energy balance, climate models, and more. Two modules have been tested in the classroom and are ready for peer-review through well-respected national resources such as CLEAN or the National Earth Science Teachers Association; three others are complete and will be implemented in a high school classroom this year, and the remainder under various stages of development. The UWHS ATMS 211 course was piloted in two APES (Advanced Placement Environmental Science classrooms) in Washington State in 2011/2012. The high school

  3. Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE)

    Science.gov (United States)

    Schulz, Rachel Corinne

    This study investigated the intended teacher use of a technology-enhanced learning tool, Web-based Inquiry Science Environment (WISE), and the first experiences of teachers new to using it and untrained in its use. The purpose of the study was to learn more about the factors embedded into the design of the technology that enabled it or hindered it from being used as intended. The qualitative research design applied grounded theory methods. Using theoretical sampling and a constant comparative analysis, a document review of WISE website led to a model of intended teacher use. The experiences of four middle school science teachers as they enacted WISE for the first time were investigated through ethnographic field observations, surveys and interviews using thematic analysis to construct narratives of each teachers use. These narratives were compared to the model of intended teacher use of WISE. This study found two levels of intended teacher uses for WISE. A basic intended use involved having student running the project to completion while the teacher provides feedback and assesses student learning. A more optimal description of intended use involved the supplementing the core curriculum with WISE as well as enhancing the core scope and sequence of instruction and aligning assessment with the goals of instruction through WISE. Moreover, WISE projects were optimally intended to be facilitated through student-centered teaching practices and inquiry-based instruction in a collaborative learning environment. It is also optimally intended for these projects to be shared with other colleagues for feedback and iterative development towards improving the Knowledge Integration of students. Of the four teachers who participated in this study, only one demonstrated the use of WISE as intended in the most basic way. This teacher also demonstrated the use of WISE in a number of optimal ways. Teacher confusion with certain tools available within WISE suggests that there may be a

  4. Maltrato Entre Escolares (Bullying: Estrategias de Manejo que Implementan los Profesores al Interior del Establecimiento Escolar Child Bullying at School: Strategies Implemented by Teachers Inside the School

    Directory of Open Access Journals (Sweden)

    Flavia Tamar

    2005-05-01

    Full Text Available Esta investigación tuvo como objetivo conocer e identificar las estrategias que los profesores de enseñanza básica, que se desempeñan en 6º, 7º y 8º año, implementan para el manejo de situaciones de maltrato escolar entre pares. Los colegios seleccionados pertenecen a la comuna de Santiago Centro. El estudio se realizó a través de un diseño cualitativo de investigación, aplicando el enfoque de la Grounded Theory. Como técnicas de recolección de datos se utilizaron focus group y entrevistas individuales semi-estructuradas, tanto a profesores como a alumnos. La muestra quedó conformada por un total de 34 participantes. Los resultados principales permitieron describir e identificar que las estrategias resolutivas con características educativas inciden directamente en la promoción de climas escolares positivos y constructivos.This study's general objective was to know and identify the strategies that school teachers (6º, 7º and 8º grade implement to control child bullying. The schools chosen were two. They belong to Santiago Centre's Commune. A qualitative method was used, with the grounded theory's approach. Thirty-four (34 participants comprised the sample. Data were obtained using focus groups and individual interviews. The most important results made possible to describe and to identify that decision-making strategies with educational characteristics have a direct incidence in the generation of positive and constructive school climates.

  5. Training of Teachers and Teaching Services Specialists for the Design and Implementation of the "School Psychology Master Program

    Directory of Open Access Journals (Sweden)

    Maksimova L.A.

    2015-11-01

    Full Text Available The article presents the experience of organizing the training courses for teachers and teaching services specialists for design and implementation of the basic professional educational pedagogical master program in a psycho-pedagogical training direction (educational psychologist with enhanced internship for students in a context of networking. The authors submit a modular design of training program. The first module includes methodological bases of the design and implementation of the basic professional educational master program. The second module includes legal coverage of the design and implementation of the basic professional educational master program. The third module consists of design and implementation of the basic professional educational master program in a psycho-pedagogical training direction (educational psychologist. The program involves a variety of active and interactive educational technology, providing the development of professional activities: remote technology, expert seminars, design stations, panels and plenary discussions, business games, round-table discussions.

  6. Teachers' Reflections on Cooperative Learning: Issues of Implementation

    Science.gov (United States)

    Gillies, Robyn M.; Boyle, Michael

    2010-01-01

    Cooperative learning (CL) is a well documented pedagogical practice that promotes academic achievement and socialization, yet many teachers struggle with implementing it in their classes. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. Data from the…

  7. The development and implementation of a teacher education model in environmental science education for Indian Certificate of Secondary Education (ICSE) schools

    Science.gov (United States)

    Patil, Anuradha

    This research study is concerned with the teaching of Environmental Science in the ninth and tenth grades of ICSE schools in Mumbai, India and the development and implementation of a new teacher education model. The instructional strategies practiced by the teachers were investigated using a questionnaire, semi-structured interview schedule and classroom observation. Based on these data, a new model of teacher education was developed with the help of a small cohort of teachers. The rationale for the model was that it should be a non-prescriptive framework that provided a coherently organized, concise guide for environmental education teachers that incorporated modern perspectives on content knowledge, effective pedagogical practices including constructivist approaches and active learning, and a set of guidelines for effectively integrating pedagogy with science content knowledge. The model was in the form of a two-way matrix, with the columns providing the pedagogy and the rows indicating the content knowledge. The intersections of the columns and rows to form individual cells of the matrix yielded a synthesis of pedagogical content knowledge (PCK). The model was discussed with the participating teachers, who prepared revised lesson plans using the model and delivered the lessons, which were observed by the researcher. On using the model, the teaching became more student-centered, as the teachers strove to include constructive and inquiry-based approaches. The use of technology enhanced the effectiveness of the lessons and teachers evaluated the students on all three domains of learning (i.e., affective, cognitive, and psychomotor). Most teachers agreed that it was possible to use the model to plan their lesson and implement it in the classroom; however, they needed to put in more time and effort to get used to a change in their teaching methodology. There is no doubt that teacher professional development is a long process and change does not occur immediately

  8. 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…

  9. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-09-01

    students into a class research project that employs simple materials but leads to an elegant solution. It is highly likely that her students' conceptual understanding of solution properties, density, heat capacity, phase change, diffusion, and scientific inquiry was greatly enhanced by the experience. Other accounts of research by high school students in class, small-group, and individual settings will be published in future issues. I hope that the various approaches described will stimulate new ideas for student-conducted research to facilitate learning. One frustration that high school teachers and students may experience is difficult access to instrumentation needed to carry out investigations. Calculator Based Laboratory (CBL) and other new technologies provide some relatively low-cost solutions to the problem, but the cost of specialized sensors can still be a barrier. In this issue a method for constructing an electrode for determining carbon dioxide concentration is described (p 1253). The article is not identified with Secondary School Chemistry mark (t) because it might not be of interest to a large number of high school teachers, but if the idea is appealing I encourage you to read the article. JCE has received several submissions from high school teachers describing devices constructed by their students, so I know there is some interest in low-cost build-it-yourself instrumentation. If you are among those who find this type of article interesting, please let me know. It will guide me in assigning the SSC icon to articles. Beginning Anew, Again For many readers, this issue will arrive only a few weeks or days before the beginning of the new school year. Others will already have begun the new school year. One of the joys of teaching lies in the cyclic nature of the school year. Ideas from summer workshops and conferences can be developed and implemented. Fresh faces in our classrooms provide another opportunity to try new approaches and to perfect proven teaching

  10. Increasing the Chances of Implementing NGSS by Bolstering High School Teacher Knowledge and Views about Climate Change, a NICE NASA Example

    Science.gov (United States)

    Bleicher, R. E.

    2013-12-01

    Purpose of Presentation This paper will highlight how the results of this initial study foreshadow possibilities of NGSS (NGSS, 2013) playing out in high school classrooms in the near future. Research findings from a three-year NASA-funded project, Promoting Educational Leadership in Climate Science (PEL) will be presented. Objectives and Research Questions PEL aims to increase climate science literacy in high school teachers and students through scientific argumentation using authentic NASA data. This initial study focuses on the following questions: 1. Are teachers increasing their climate science knowledge? 2. Are there changes in teachers' views about climate change? 3. What resources and are provided to assist teachers to develop their students' scientific argumentation skills? Theoretical Framework Because of the changing nature of climate science knowledge and its relevance to societal issues, teachers must be able to understand the basic concepts and remain up-to-date on scientific issues. The need for a more thorough understanding of the concepts of climate change are highlighted by recent studies on the public perceptions and attitudes on the subject (Leiserowitz et al., 2013). Teachers need to understand the difference between skepticism as a characteristic of the nature of science and denial of climate change (Sommervillle & Hasol, 2011). Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. Generally, when teachers learn about a subject, they demonstrate more self-efficacy to teach about it (Bleicher & Lindgren, 2005). Analytic Strategy Data were analyzed using paired-samples t-tests, independent t -tests, and ANOVA. Latent class analysis was employed to analyze the Six America's Survey data. Correlational studies were conducted to examine possible relationships among variables. Findings in Brief Teachers' content knowledge increased

  11. 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…

  12. "It's a Battle… You Want to Do It, but How Will You Get It Done?": Teachers' and Principals' Perceptions of Implementing Additional Physical activity in School for Academic Performance.

    Science.gov (United States)

    van den Berg, Vera; Salimi, Rosanne; de Groot, Renate H M; Jolles, Jelle; Chinapaw, Mai J M; Singh, Amika S

    2017-09-30

    School is an ideal setting to promote and increase physical activity (PA) in children. However, implementation of school-based PA programmes seems difficult, in particular due to schools' focus on academic performance and a lack of involvement of school staff in program development. The potential cognitive and academic benefits of PA might increase chances of successful implementation. Therefore, the aim of this qualitative study was: (1) to explore the perceptions of teachers and principals with regard to implementation of additional PA aimed at improving cognitive and academic performance, and (2) to identify characteristics of PA programmes that according to them are feasible in daily school practice. Twenty-six face-to-face semi-structured interviews were conducted with primary school teachers (grades 5 and 6) and principals in The Netherlands, and analysed using inductive content analysis. Teachers and principals expressed their willingness to implement additional PA if it benefits learning. Time constraints appeared to be a major barrier, and strongly influenced participants' perceptions of feasible PA programmes. Teachers and principals emphasised that additional PA needs to be short, executed in the classroom, and provided in "ready-to-use" materials, i.e., that require no or little preparation time (e.g., a movie clip). Future research is needed to strengthen the evidence on the effects of PA for academic purposes, and should examine the forms of PA that are both effective as well as feasible in the school setting.

  13. 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 ...

  14. 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)

  15. 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

  16. 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…

  17. 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/

  18. Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education

    Science.gov (United States)

    Schwab, Susanne; Hellmich, Frank; Görel, Gamze

    2017-01-01

    This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self-Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple-group confirmatory factor analysis (for the two…

  19. Toward interdependence: Implementation of cooperative learning in primary schools

    NARCIS (Netherlands)

    Krol-Pot, K.

    2005-01-01

    The present dissertation concerns the implementation of cooperative learning in Dutch primary schools. The focus was on the process of implementation in four experimental schools and on the outcomes at the levels of the school, the teacher and the student. Chapters 1, 2, and 3 constitute the

  20. The primary school teachers’ competence in implementing the 2013 curriculum

    Directory of Open Access Journals (Sweden)

    Maba Wayan

    2018-01-01

    Full Text Available This study was conducted to analyze the competence of primary school teachers in implementing the 2013 curriculum. The 2013 curriculum has been implemented in almost all schools and there are still many unsuccessful implementations in several Indonesian schools. Therefore it is important to study the teachers’ competence in implementing the 2013 curriculum. A qualitative research design was carried out in this study by utilizing argumentative descriptive analysis. The data was collected by carrying out in depth interviews to the primary schools teachers who were selected by random sampling techniques. The results of this study indicated that primary school teachers have insufficient competence in implementing the 2013 curriculum especially in designing lesson plan, lesson plan implementation and assessment practices. Consequently, it is recommended that further intensive training and focus group discussion should be held to improve the teachers’ competence in implementing the 2013 curriculum.

  1. School-based diagnosis and treatment of malaria by teachers using rapid diagnostic tests and artemisinin-based combination therapy: experiences and perceptions of users and implementers of the Learner Treatment Kit, southern Malawi.

    Science.gov (United States)

    Mphwatiwa, Treza; Witek-McManus, Stefan; Mtali, Austin; Okello, George; Nguluwe, Paul; Chatsika, Hard; Roschnik, Natalie; Halliday, Katherine E; Brooker, Simon J; Mathanga, Don P

    2017-08-07

    Training teachers to diagnose uncomplicated malaria using malaria rapid diagnostic tests and treat with artemisinin-based combination therapy has the potential to improve the access of primary school children (6-14 years) to prompt and efficient treatment for malaria, but little is known about the acceptability of such an intervention. This qualitative study explored experiences and perceptions of users and implementers of a programme of school-based malaria case management via a first-aid kit-the Learner Treatment Kit (LTK)-implemented as part of a cluster-randomized controlled trial in Zomba district, Malawi. From 29 primary schools where teachers were trained to test and treat school children for malaria using the LTK, six schools were purposively selected on the basis of relative intervention usage (low, medium or high); school size and geographical location. In total eight focus group discussions were held with school children, parents and guardians, and teachers; and 20 in-depth interviews were conducted with key stakeholders at the school, district and national levels. Interviews were recorded, transcribed, and analysed using a thematic analysis approach. The LTK was widely perceived by respondents to be a worthwhile intervention, with the opinion that trained teachers were trusted providers of malaria testing and treatment to school children. Benefits of the programme included a perception of improved access to malaria treatment for school children; decreased school absenteeism; and that the programme supported broader national health and education policies. Potential barriers to successful implementation expressed included increased teacher workloads, a feeling of inadequate supervision from health workers, lack of incentives and concerns for the sustainability of the programme regarding the supply of drugs and commodities. Training teachers to test for and treat uncomplicated malaria in schools was well received by both users and implementers alike, and

  2. Teachers' Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes, and Barriers

    Science.gov (United States)

    Perikkou, Anastasia; Kokkinou, Eleni; Panagiotakos, Demosthenes B.; Yannakoulia, Mary

    2015-01-01

    Teachers' attitudes about school food environments and their readiness to implement school-based nutrition programs were investigated. A total of 1,436 primary-school teachers filled out a questionnaire on their demographic and professional characteristics and their attitudes, beliefs, and barriers for implementing health educational programs. The…

  3. Catalyst Schools' Implementation of the Learning School Approach. Catalyst Schools Research Study Report

    Science.gov (United States)

    Hammer, Patricia Cahape

    2016-01-01

    "Catalyst schools" were 28 elementary and secondary schools selected to participate in a pilot project begun in July 2014, which explored how best to support teacher professional learning through decentralization of decision making and implementation of the Learning School approach. The pilot project was the first phase in a statewide…

  4. The Impact of a Professional Development Model on Middle School Science Teachers' Efficacy and Implementation of Inquiry

    Science.gov (United States)

    Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

    2016-01-01

    This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…

  5. Issues and challenges in implementing mobile learning in malaysian schools

    OpenAIRE

    Mohamad, Mariam; Woollard, John

    2012-01-01

    This study describes the issues and challenges in implementing mobile learning via mobile phones to support English Language learning in Malaysian schools. The findings are drawn from interviews of English subject leaders, ICT subject leaders, head teachers and deputy head teachers from 4 schools in the United Kingdom. In addition, the study also describes the perspectives from the experts in education in Malaysia. They are English subject leaders, ICT subject leaders, head teachers, deputy h...

  6. 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

  7. 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

  8. 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.…

  9. The Relationship between Teachers' Implementation of Classroom Management Practices and Student Behavior in Elementary School

    Science.gov (United States)

    Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S.

    2018-01-01

    Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…

  10. A Mixed Method Approach to Understanding Teacher Empowerment in Georgia Schools after Implementation of the No Child Left Behind Legislation

    Science.gov (United States)

    Coble, Barbara S.

    2010-01-01

    The purpose of this study was to examine teachers' current and retrospective perceptions of empowerment within the context of the No Child Left Behind Legislation. Much of the empowerment research to date was conducted prior to the No Child Left Behind (NCLB) Act which was signed into law in January, 2002. The legislation mandates that K-12 public…

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

    Science.gov (United States)

    Revilla, Anita Tijerina; Asato, Jolynn

    2002-01-01

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

  12. 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.…

  13. 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.

  14. Implementing Measures of Teacher Effectiveness

    Science.gov (United States)

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

    2012-01-01

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

  15. 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.

  16. Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

    Science.gov (United States)

    Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

    2015-12-01

    A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

  17. Teachers' implementation of writing as a process in English ...

    African Journals Online (AJOL)

    This descriptive study investigated teachers' implementation of writing as a process in English classrooms of Ghimbi Preparatory School. To this effect, two basic research questions were raised. To deal with these research questions, observation, questionnaire and interview were used. One hundred and twenty students ...

  18. How Do Novice Art Teachers Define and Implement Meaningful Curriculum?

    Science.gov (United States)

    Bain, Christina; Newton, Connie; Kuster, Deborah; Milbrandt, Melody

    2010-01-01

    Four researchers collaborated on this qualitative case study that examined 11 first-year novice art teachers' understanding and implementation of meaningful curriculum. Participants were selected through a criterion method sampling strategy; the subjects were employed in rural, urban, and suburban public school districts. In order to conduct a…

  19. 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…

  20. 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...

  1. 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...

  2. Data Analysis and Data-Driven Decision-Making Strategies Implemented by Elementary Teachers in Selected Exited Program Improvement Safe Harbor Schools in Southern California

    Science.gov (United States)

    Senger, Karen

    2012-01-01

    Purpose: The purposes of this study were to investigate and describe how elementary teachers in exited Program Improvement-Safe Harbor schools acquire student achievement data through assessments, the strategies and reflections utilized to make sense of the data to improve student achievement, ensure curriculum and instructional goals are aligned,…

  3. Mapping Teachers' Perceptions on Technology Use Using the iTEaCH Implementation Model: A Case Study of a Singapore School

    Science.gov (United States)

    Choy, Michael; Ng, Yeow Ling

    2015-01-01

    Schools have seen an exponential increase in the range of Information and Communications Technology (ICT) being utilised for learning and teaching over the past decade. What is exciting is not just more technology but that there are more types of technology which teachers can choose from, based on their own pedagogical preferences. Set in the…

  4. The Case of Middle and High School Chemistry Teachers Implementing Technology: Using the Concerns-Based Adoption Model to Assess Change Processes

    Science.gov (United States)

    Gabby, Shwartz; Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

    2017-01-01

    An ongoing process of reforming chemical education in middle and high schools in our country introduced the technology-enhanced learning environment (TELE) to chemistry classes. Teachers are encouraged to integrate technology into pedagogical practices in meaningful ways to promote 21st century skills; however, this effort is often hindered by…

  5. 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.

  6. 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…

  7. Design, implementation and evaluation of a training programme for school teachers in the use of malaria rapid diagnostic tests as part of a basic first aid kit in southern Malawi.

    Science.gov (United States)

    Witek-McManus, Stefan; Mathanga, Don P; Verney, Allison; Mtali, Austin; Ali, Doreen; Sande, John; Mwenda, Reuben; Ndau, Saidi; Mazinga, Charles; Phondiwa, Emmanuel; Chimuna, Tiyese; Melody, David; Roschnik, Natalie; Brooker, Simon J; Halliday, Katherine E

    2015-09-17

    With increasing levels of enrolment, primary schools present a pragmatic opportunity to improve the access of school children to timely diagnosis and treatment of malaria, increasingly recognised as a major health problem within this age group. The expanded use of malaria rapid diagnostic tests (RDTs) and artemisinin combination therapy (ACT) by community health workers (CHWs) has raised the prospect of whether teachers can provide similar services for school children. We describe and evaluate the training of primary school teachers to use a first aid kit containing malaria RDTs and ACT for the diagnosis and treament of uncomplicated malaria in school children in southern Malawi. We outline the development of the intervention as: (1) conception and design, (2) pilot training, (3) final training, and (4) 7-month follow up. The training materials were piloted at a four-day workshop in July 2013 following their design at national stakeholders meetings. The evaluation of the pilot training and materials were assessed in relation to increased knowledge and skill sets using checklist evaluations and questionnaires, the results of which informed the design of a final seven-day training programme held in December 2013. A follow up of trained teachers was carried out in July 2014 following 7 months of routine implementation. A total of 15 teachers were evaluated at four stages: pilot training, two weeks following pilot, final training and seven months following final training. A total of 15 and 92 teachers were trained at the pilot and final training respectively. An average of 93 % of the total steps required to use RDTs were completed correctly at the final training, declining to 87 % after 7 months. All teachers were observed correctly undertaking safe blood collection and handling, accurate RDT interpretation, and correct dispensing of ACT. The most commonly observed errors were a failure to wait 20 minutes before reading the test result, and adding an incorrect volume

  8. Exploring Barriers to Implementing a School-Wide Positive Behavioral Intervention and Support Program

    Science.gov (United States)

    Gay, Ronald Lynn

    2016-01-01

    This study examined factors related to the implementation of a School Wide Positive Behavioral Intervention and Support (SWPBIS) program at a large middle school in the United States. Parent Teacher Student Association volunteers at the school reported that teacher fidelity to implementation of SWPBIS activities was inconsistent, threatening the…

  9. Implementing School Improvement Strategies.

    Science.gov (United States)

    McDonnell, Lorraine M.

    In the face of fiscal crisis, today's education reform measures must be both cost-efficient and classroom effective. Experience shows that successful measures incorporate lessons gained from the growth years of the 1970's. New teaching practices, for example, can be transferred from site to site; schools can use to their advantage past efforts of…

  10. Implementation Guide: Leading School Change

    Science.gov (United States)

    Whitaker, Todd

    2010-01-01

    This two-part "Implementation Guide" will help to deepen your understanding and sharpen your ability to implement each of the strategies discussed in "Leading School Change: Nine Strategies to Bring Everybody on Board" (ED509821). Part One offers discussion questions and activities which focus on each of the nine strategies. They can be completed…

  11. 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…

  12. 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 ...

  13. 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…

  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. Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers

    Science.gov (United States)

    Ertmer, Peggy A.; Simons, Krista D.

    2006-01-01

    While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K--12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to…

  16. Habituation Model of Implementing Environmental Education in Elementary School

    DEFF Research Database (Denmark)

    Zaenuri, Z.; Sudarmin, S.; Utomo, Y.

    2017-01-01

    is designed using a qualitative approach. This study is focused on the implementation of environmental education in primary schools. Data collection uses observation sheet instrument (observation), focused interview, and Focus Group Discussion (FGD). The research data were analyzed descriptively. The results......The purpose of this study is to analyze the implementation of environmental education in Elementary School. The study was conducted at SDN 1 Kota Banda Aceh. The research subjects are school residents (students, teachers, education personnel, principals, and school committees). This research...... show that the implementation of environmental education can be realized in habituation to maintain personal hygiene, class cleanliness, and worship together according to his beliefs and sports....

  17. 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 ...

  18. 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…

  19. 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.

  20. 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…

  1. 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

  2. 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…

  3. Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

    Science.gov (United States)

    Leary, Heather; Severance, Samuel; Penuel, William R.; Quigley, David; Sumner, Tamara; Devaul, Holly

    2016-01-01

    This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to…

  4. The readiness of schools in Zimbabwe for the implementation of early childhood education

    Directory of Open Access Journals (Sweden)

    Ezron Mangwaya

    2016-02-01

    Full Text Available This qualitative study focuses on primary schools' state of readiness for the introduction of early childhood education. Adopting a multiple case study design, the article explores, through semi-structured interviews and documentation, school heads, teachers-in-charge and classroom teachers' perceptions of their respective schools' state of readiness for the installation and implementation of early childhood education. The study established that, while classroom teachers were adequately qualified to implement early childhood education, teachers-in-charge were not. Secondly, school heads received limited induction for the introduction and implementation of early childhood education. Additionally, inadequate teaching-learning resources and lack of on-going teacher support contributed to schools' lack of readiness for the introduction of early childhood education. The study recommends interventions that curriculum planners and implementers can utilise in order to create conditions that enable primary schools to be ready for introducing and implementing early childhood education.

  5. 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.

  6. 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 ...

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. Especially for High School Teachers

    Science.gov (United States)

    Emory Howell, J.

    1999-11-01

    More Feature Articles This Month This issue contains a larger-than-usual number of Secondary School Chemistry feature articles (see side-bar). Mary Harris, who teaches in St. Louis, Missouri, and her student, Lauren Picard, contributed an account of student research on the cuprammonium rayon process (p 1512). In addition to being informative and interesting, the article provides a model for student-teacher interaction in carrying out an independent research project. Two North Carolina teachers, Charles Roser and Catherine McCluskey, describe how to use a Calculator Based Laboratory (interface) to measure the kinetics of the reaction that occurs when a lightstick is activated (p 1514). The method and the easy-to-construct device they made could be used with other systems, as well. Don't Throw Away the Carrier Sheet All areas of JCE Online are now accessible to all JCE subscribers. To find out how you can benefit, read the article appearing on p 1599, Now That I Have It, What Can I Do with It? Jon Holmes, Editor of JCE Online, explains in the article how you can use this resource most effectively. Access to several areas, such as full text access to articles, requires that you log in. The mailing label on the carrier sheet that accompanies your Journal each month contains a password that you need to log in. That is why you need to keep the carrier sheet, at least until you have logged in for the first time and either memorized the number or written it in a safe place. Detailed instructions for logging on are found by clicking on the "How to Log On" link, which appears near the upper left corner of the JCE Online Home Page, jchemed.chem.wisc.edu. If you read a school library copy you need to ask your librarian what password you need to log in. Congratulations Among the recipients of the most prestigious American Society Awards (p 1481) are two individuals who have given generously of their time and energy to the cause of chemical education. Both are familiar names to

  12. 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...

  13. Technology Use in Rwandan Secondary Schools: An Assessment of Teachers' Attitudes towards Geographic Information Systems (GIS)

    Science.gov (United States)

    Akinyemi, Felicia O.

    2016-01-01

    Technology use is evident in all spheres of human endeavour. Focusing on technology use in education, this paper examines teachers' attitudes towards geographic information system (GIS). An assessment was made of GIS teachers in Rwandan secondary schools. Key areas covered include how GIS is implemented in schools, teachers' attitudes and…

  14. Attitude towards Inclusive Education: The Perspective of Slovenian Preschool and Primary School Teachers

    Science.gov (United States)

    Štemberger, Tina; Kiswarday, Vanja Riccarda

    2018-01-01

    The paper is built on premises that teachers' attitude is one of the most important factors of implementing inclusive education and it focuses on preschool and primary school teachers' attitudes towards inclusive education. The purpose of the study was to establish what attitude Slovenian preschool and primary school teachers hold towards…

  15. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-07-01

    Secondary School Feature Articles * Super Science Connections, by Patricia B. McKean, p 916 * A pHorseshoe, by Roger Plumsky, p 935 National Conferences in Your Part of the Country For the past several months, considerable space in this column has been devoted to forthcoming national conferences and conventions and to highlights of conferences past. For some of us, location is fairly unimportant; but for most of us travel costs and time are both factors to consider when choosing a conference. The community of high school chemistry teachers is favored by the number of national conventions and conferences that are held each year in different locations. In 1999, for example, the spring National Meeting of the American Chemical Society was in Anaheim and the National Science Teachers Association National Convention was in Boston. This summer CHEMED '99 will be held in Fairfield, CT, August 1-5, and the fall National ACS Meeting will be in New Orleans. Teachers from the mid-South especially should consider attending the High School Program at New Orleans, described below by Lillie Tucker Akin, Chairperson of the Division's High School Program Committee. The event will be held on Sunday to minimize conflicts with the beginning of the school year. JCE at CHEMED '99 Stop by the JCE booth at CHEMED '99 in the exhibits area to learn more about the wide array of print and nonprint resources you can use in your classroom and laboratory. Members of the editorial staff will be on hand to talk with you. You are invited to participate in a workshop, "Promoting Active Learning through JCE Activity Sheets and Software", on Monday, August 1, 8:30-10:30. The free hands-on workshop is number WT11 and we encourage you to include it among your choices in the blanks provided on the third page of the registration form. We will also conduct an interactive session to listen to ideas for making the Journal more useful to you. Check the final program for location and time or inquire at the JCE

  16. 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...

  17. Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

    Science.gov (United States)

    Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

    2013-11-01

    Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

  18. Free Teacher Education Policy Implementation in China

    Science.gov (United States)

    Hagin, Dean A.

    2012-01-01

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

  19. An Investigation into Implementation of ICT in Primary Schools, in Kenya, in the Light of Free Laptops at Primary One: A Case Study of Teachers Implementing ICT into Their Teaching Practice

    Science.gov (United States)

    Tonui, Betty; Kerich, E.; Koross, R.

    2016-01-01

    Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected…

  20. Classroom Teachers' Perceptions of the Implementation and Effects of Full Inclusion.

    Science.gov (United States)

    Sardo-Brown, Deborah; Hinson, Stephanie

    1995-01-01

    Describes a survey of 51 graduate students/full-time teachers at schools implementing full inclusion programs. Participants expressed their views concerning implementation methods, effects on instructional practices, community reactions, and advantages and disadvantages. Schools need to do a better job of explaining the rationale for full…

  1. The iPad as an Instructional Tool: An Examination of Teacher Implementation Experiences

    Science.gov (United States)

    Benton, Brandie Kay

    2012-01-01

    At present, handheld devices and tablet computers are infiltrating public schools across the nation, the most popular model being the Apple iPad. Schools and teachers are attempting to integrate the devices and are using a variety of methods and models for implementation. The purpose of this study was to examine the implementation of the iPad as…

  2. Implementing the Rock Challenge: Teacher Perspectives on a Performing Arts Programme

    Science.gov (United States)

    Jones, Mathew; Murphy, Simon; Salmon, Debra; Kimberlee, Richard; Orme, Judy

    2004-01-01

    The Rock Challenge is a school-based performing arts programme that aims to promote healthy lifestyles amongst secondary school students. This paper reports on teacher perspectives on the implementation of The Rock Challenge in nine English schools. This study highlights how performing arts programmes, such as The Rock Challenge, are unlikely to…

  3. Teacher and Leader Perceptions Concerning the Implementation of a Web-Based Data Warehouse for Instructional Decision-Making

    Science.gov (United States)

    Curtis, Jennifer Lee

    2010-01-01

    The purpose of this study was to identify, describe, and examine the perceptions of teachers and leaders when implementing a Web-based data warehouse (DW) for instructional decision-making in a K-12 public school setting. It identified the challenges and benefits of DW implementation by measuring teacher and leader concerns, studied teacher and…

  4. Teacher and student supports for implementation of the NGSS

    Science.gov (United States)

    Severance, Samuel

    Through three articles, this dissertation examines the use of supports for implementing the Next Generation Science Standards (NGSS) within a large urban school district. Article one, titled Organizing for Teacher Agency in Curricular Co-design, examines the need for coherent curriculum materials that teachers' had a meaningful role in shaping and how the use of a co-design approach and specific tools and routines can help to address this need. Article two, titled Relevant Learning and Student Agency within a Citizen Science Design Challenge, examines the need for curriculum materials that provide students with learning experiences they find relevant and that expands their sense of agency and how a curriculum centered around a community-based citizen science design challenge can help achieve such an aim. Article three, titled Implementation of a Novel Professional Development Program to Support Teachers' Understanding of Modeling, examines the need for professional development that builds teachers' understanding of and skill in engaging their students in the practice of developing and using models and how a novel professional development program, the Next Generation Science Exemplar, can aid teachers in this regard by providing them with carefully sequenced professional development activities and specific modeling tools for use in the classroom.

  5. 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…

  6. 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…

  7. 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- ...

  8. 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…

  9. 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…

  10. 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…

  11. 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 ...

  12. 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…

  13. 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…

  14. CSR Model Implementation from School Stakeholder Perspectives

    Science.gov (United States)

    Herrmann, Suzannah

    2006-01-01

    Despite comprehensive school reform (CSR) model developers' best intentions to make school stakeholders adhere strictly to the implementation of model components, school stakeholders implementing CSR models inevitably make adaptations to the CSR model. Adaptations are made to CSR models because school stakeholders internalize CSR model practices…

  15. 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...

  16. 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

  17. Retrospective evaluation of factors that influence the implementation of CATCH in southern Illinois schools.

    Science.gov (United States)

    Bice, Matthew R; Brown, Stephen L; Parry, Thomas

    2014-09-01

    Coordinated Approach to Child Health (CATCH) is a school health program implemented in southern Illinois that focuses on physical activity and nutrition and consists of a classroom curriculum, physical education framework, and cafeteria guidelines. Though many schools agreed to implement CATCH, some schools implemented it better than others. This study examined implementation practices of classroom and physical education teachers and cafeteria supervisors. We surveyed 284 school employees at 36 elementary schools located in southern Illinois. Attention focused on organizational readiness, commitment to change, school leadership, implementation barriers, and innovation perceptions concerning degree of implementation of CATCH. Organizational readiness and implementation barriers were significant predictors of degree of implementation for school employees. Additionally, organizational readiness was reported a significant predictor of classroom teacher degree of implementation whereas leadership was a significant predictor of degree of implementation by physical education teachers. Data from this study can be used to enhance implementation of CATCH as well as other school health programs. This study provides educators evidence of why school employees have different implementation practices, evidence of what constructs influence degree of implementation most, and some explanation of school employee degree of implementation. © 2014 Society for Public Health Education.

  18. Sources of Knowledge of Departmental Policy on Child Sexual Abuse and Mandatory Reporting Identified by Primary School Student-Teachers

    Science.gov (United States)

    Goldman, Juliette D. G.; Grimbeek, Peter

    2011-01-01

    The introduction of a Department of Education policy on child sexual abuse and mandatory reporting is significant for school teachers. The mandatory reporting of child sexual abuse by school teachers carries wide-ranging and significant implications for the lives of school-aged children, and for the teachers who must implement the policy's…

  19. 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

  20. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2000-02-01

    Secondary School Feature Articles JCE Classroom Activity: #24. The Write Stuff: Using Paper Chromatography to Separate an Ink Mixture, p 176A Teaching Chemistry in the Midwinter Every year, forecasters around the world provide us with long-range predictions of what the seasons will afford us in the coming year. And each year, the weather provides a few surprises that the forecasters did not predict - such as a record amount of snow or record heat indexes, depending on where you live. Although the weatherman didn't predict it, we still must pull out our snow shovels or sun block and take the necessary steps to adapt to the situation. As teachers, we make predictions of teaching and learning goals that we aspire to achieve during a given year, and like the weather, the year brings surprises that aren't in line with our predictions. With that in mind, I would like to offer JCE as the scholastic snow shovel or sun shield you need to jump-start your class and reach the goals you have set. So find a warm (or cool) place, get comfortable, and spend some time with the February issue of JCE. Articles of General Interest in This Issue For readers living where snow falls, Williams's article on page 148 offers some historical background on the use of calcium chloride as a deicer. A diver that depends for its buoyancy upon gas given off by a chemical reaction is described by Derr, Lewis, and Derr in the article beginning on page 171. In her article appearing on pages 249-250, Wang describes a laboratory exercise that makes the mastery of solution preparation skills fun. The students' skill is tested by using the solutions they make to carry out the Briggs-Rauscher oscillating reaction. For high school class applications I recommend use of 3% hydrogen peroxide, described as an option in the article. A well-organized approach to separating an ink mixture, with some possibly new twists, is laid out in the student- and teacher-friendly format of JCE Classroom Activity: #24, pages

  1. 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

  2. Developing Cooperative Learning in Initial Teacher Education: Indicators for Implementation

    Science.gov (United States)

    Jolliffe, Wendy; Snaith, Jessica

    2017-01-01

    This paper examines the impact of supporting pre-service teachers to use cooperative learning in one initial teacher education institution in England. In a context where the government requires all teacher education to be "school-led" and where school partners do not commonly use cooperative learning (Baines, Rubie-Davies, and Blatchford…

  3. Teacher Opinions on the Implementation of Values Education in Teaching Turkish

    Science.gov (United States)

    Kirbas, Abdulkadir

    2017-01-01

    The aim of this study is to determine the realization levels of values education implementations in teaching Turkish by taking the opinions of Turkish teachers. The sample of this study conducted in the survey model comprises 108 Turkish teachers employed at different secondary schools in Erzurum, Bayburt, Gümüshane and Trabzon in the Spring…

  4. A Theory of Secondary Teachers' Adaptations When Implementing a Reading Intervention Program

    Science.gov (United States)

    Leko, Melinda M.; Roberts, Carly A.; Pek, Yvonne

    2015-01-01

    This study examined the causes and consequences of secondary teachers' adaptations when implementing a research-based reading intervention program. Interview, observation, and artifact data were collected on five middle school intervention teachers, leading to a grounded theory composed of the core component, reconciliation through adaptation, and…

  5. The Influence of Professional Development on Teachers' Implementation of the Teaching Personal and Social Responsibility Model

    Science.gov (United States)

    Lee, Okseon; Choi, Euichang

    2015-01-01

    The purpose of this study was to examine the influence of a professional development (PD) program on teachers' implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data…

  6. Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.

    Science.gov (United States)

    Kerebih, Habtamu; Abrha, Hailay; Frank, Reiner; Abera, Mubarek

    2016-11-12

    Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial.

  7. An analysis of curriculum implementation on high schools in Yogyakarta

    Science.gov (United States)

    Febriana, Beta Wulan; Arlianty, Widinda Normalia; Diniaty, Artina; Fauzi'ah, Lina

    2017-12-01

    This study aims to find out how the implementation of the curriculum at three schools in Yogyakarta. The selection of these three schools is based on the use of different curriculum in each school. The analysis was done by distributing questionnaire analysis of eight national education standards (NES). The purpose of this questionnaire is to find out how the curriculum implemented in the schools. In addition, to find out whether or not the implementation was done in accordance with the expectations of the curriculum. The questionnaire distributed in the form of indicators on each NES. These indicators include, Content Standards, Process Standards, Graduates Competency Standards, Teacher and Education Staff Standards, Facility and Infrastructure Standards, Management Standards, Financing Standards and Assessment Standards. Results of the observation indicate that there is a discrepancy between the expectations and the reality of the three schools observed.

  8. 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

  9. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2000-01-01

    Ideas and Resources in This Issue This issue contains a broad spectrum of topics of potential interest to high school teachers, including chemical safety, history, demonstrations, laboratory activities, electrochemistry, small group learning, and instructional software. In his report on articles published recently in The Science Teacher, Steve Long includes annotated references from that journal, and also from JCE, that provide timely and practical information (pp 21-22). The chemical significance of several anniversaries that will occur in the year 2000 are discussed in an article by Paul Schatz (pp 11-14). Scientists and inventors mentioned include Dumas, Wöhler, Goodyear, Joliot-Curie, Krebs, Pauli, Kjeldahl, and Haworth. Several discoveries are also discussed, including development of the voltaic pile, the use of chlorine to purify water, and the discovery of element 97, berkelium. This is the fourth consecutive year that Schatz has written an anniversaries article (1-3). Although most readers probably do not plan to be teaching in the years 2097-3000, these articles can make a nice addition to your file of readily available historical information for use now in meeting NSES Content Standard G (4). In contrast to the short historical summaries, an in-depth account of the work of Herman Boerhaave is provided by Trinity School (NY) teacher Damon Diemente. You cannot recall having heard of Boerhaave? Diemente explains in detail how Boerhaave's scientific observations, imperfect though they were, contributed significantly to the understanding of temperature and heat by scientists who followed him. Chemical demonstrations attract the interest of most of us, and Kathy Thorsen discusses several that appeared in Chem 13 News during the past year (pp 18-20). Included are demonstrations relating to LeChâtelier's principle, electronegativity, and the synthesis and reactions of carbon monoxide. Ideas for investigating the hydrophobic nature of Magic Sand are given in JCE

  10. Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

    Science.gov (United States)

    Klieger, Aviva; Yakobovitch, Anat

    2011-06-01

    The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

  11. 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…

  12. The Implementation of Character Education Model Based on Empowerment Theatre for Primary School Students

    Science.gov (United States)

    Anggraini, Purwati; Kusniarti, Tuti

    2016-01-01

    This study aimed at constructing character education model implemented in primary school. The research method was qualitative with five samples in total, comprising primary schools in Malang city/regency and one school as a pilot model. The pilot model was instructed by theatre coach teacher, parents, and school society. The result showed that…

  13. PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School

    Science.gov (United States)

    Nariman, Nahid; Chrispeels, Janet

    2016-01-01

    We explore teachers' efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a…

  14. Community building of (student) teachers and a teacher educator in a school-university partnership

    NARCIS (Netherlands)

    Vandyck, I.J.J.; van Graaff, R.; Pilot, A.; Beishuizen, J.J.

    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

  15. 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).

  16. A Climate for Self-Efficacy: The Relationship between School Climate and Teacher Efficacy for Inclusion

    Science.gov (United States)

    Hosford, Susan; O'Sullivan, Siobhán

    2016-01-01

    Teacher efficacy represents a key construct in exploring successful implementation of inclusive policy. Teachers' impression of school climate is shown to relate to teacher efficacy; however, few studies pay due deference to its context/specific conceptualisation, with a particular lacuna in research noted in an Irish mainstream primary school…

  17. Teacher Evaluation Policy as Perceived by School Principals: The Case of Flanders (Belgium)

    Science.gov (United States)

    Tuytens, Melissa; Devos, Geert

    2018-01-01

    In Flanders (Belgium), a new teacher evaluation policy was issued which placed a lot of autonomy with school principals to develop and implement a new teacher evaluation system. In this study, we explore how Flemish principals perceive the new teacher evaluation policy and what influences their perception. Results demonstrate that principals…

  18. Food Service Perspectives on National School Lunch Program Implementation.

    Science.gov (United States)

    Tabak, Rachel G; Moreland-Russell, Sarah

    2015-09-01

    Explore barriers and facilitators to implementation of the new National School Lunch Program (NSLP) policy guidelines. Interviews with eight food service directors using an interview guide informed by the Consolidated Framework for Implementation Research. Food service personnel; parents, teachers, school staff; and students were important stakeholders. Characteristics of the new NSLP policy guidelines were reported to create increased demands; resources alleviated some barriers. Directors reported increased food and labor costs, food sourcing challenges, decreased student participation, and organizational constraints as barriers to implementation. Creativity in menu planning facilitated success. Factors within the food service department, characteristics of implementing individuals and the new NSLP policy guidelines, and stakeholder involvement in the implementation process relate to successful implementation.

  19. 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…

  20. Digital competence in the Norwegian teacher education and schools

    Directory of Open Access Journals (Sweden)

    Rune Johan Krumsvik

    2011-03-01

    Full Text Available The purpose of this article is to examine how policy documents in Norway the last ten years have interpreted ICT and digital competence in teacher education and in school. Norway implemented in 2006 a new national curriculum which increased the status of digital competence to be the fifth basic skill in the Norwegian elementary school (stage 1-13. This was a historic event and never before has digital competence achieved such status in curricula, neither nationally nor internationally. The same has newly happened with the new General Plan for Teacher Education where digital competence has become the fifth basic skill in all subjects. However, both teacher educators and teachers lack sufficient digital competence to fulfil these ambiguous policy goals and therefore the article suggest how a model of digital competence can bridge some of the gap between the intentions in the policy documents and the teachers/teacher educators’ practise. At the same time the article attempts to elaborate our perception of the concept digital competence in an educational discourse and how one can define digital competence in light of a Scandinavian educational perspective. The research question in this article is: how can digital competence be defined and what are the foundations of digital competence in teacher education and schools in light of the policy documents in Norway?

  1. Insights into the Intrinsic and Extrinsic Challenges for Implementing Technology Education: Case Studies of Queensland Teachers

    Science.gov (United States)

    Finger, Glenn; Houguet, Belinda

    2009-01-01

    This study, embedded within the "Researching School Change in Technology Education" (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced by teachers during the implementation of technology education within primary school settings. The official publication and launch of…

  2. Active Shooter Response: Defensive Tactics And Tactical Decision Making For Elementary School Teachers And Staff

    Science.gov (United States)

    2017-12-01

    17 A.  HISTORY OF SCHOOL SHOOTINGS ...............................................17  B.  NEED FOR CHANGE ...tactical scenarios—teachers and school staff, for example—might have difficulty implementing the model when faced with multiple and changing variables. For... International School Safety and Security Council, ed. Robin Hattersley (Alexandria, VA: ASIS International School Safety and Security Council, 2016), 53

  3. Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms

    Science.gov (United States)

    Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard

    2016-01-01

    The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between…

  4. "It All depends...": Middle School Teachers Evaluate Single-Sex Classes

    Science.gov (United States)

    Spielhagen, Frances R.

    2011-01-01

    This mixed-methods study explored the effectiveness of single-sex classes according to key stakeholders in this educational reform--the teachers who choose or are hired to teach in single-sex classes and schools. Specifically, this study examined the on-the-ground experiences of middle school teachers as they attempted to implement a relatively…

  5. Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers

    Science.gov (United States)

    Morris, Lajuana Trezette

    2010-01-01

    The purpose of this study was to examine the implementation of brain-based instructional strategies by teachers serving at Title I elementary, middle, and high schools within the Memphis City School District. This study was designed to determine: (a) the extent to which Title I teachers applied brain-based strategies, (b) the differences in…

  6. The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

    Science.gov (United States)

    Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

    2018-01-01

    This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

  7. 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.

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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.

  16. 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 ...

  17. 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

  18. 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 ...

  19. 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 ...

  20. 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

  1. Implementing Green Walls in Schools

    Directory of Open Access Journals (Sweden)

    Michael B. McCullough

    2018-06-01

    Full Text Available Numerous studies in applied pedagogical design have shown that, at all educational levels, direct exposure to the natural environment can enhance learning by improving student attention and behaviors. Implementing green walls—a “vertical garden,” or “living wall” interior wall that typically includes greenery, a growing medium (soil or substrate and a water delivery system—provides environmental health benefits, but also provides a practical application within classrooms for minimizing directed attention fatigue in students by connecting them to “outdoor nature” within the indoor environment. Hands-on “project-based” learning is another pedagogical strategy that has proved to be effective across the spectrum of educational levels and across subject areas. Green walls have the potential to inspire critical thinking through a combination of project-based learning strategies and environmental education. The authors have outlined a curriculum involving the implementation of an indoor living wall system within a classroom-learning environment, incorporating project-based learning modules that interact with the wall. In conjunction with the passive health benefits of a green wall, project-based curriculum models can connect students interactively with indoor nature and have the potential to inspire real-world thinking related to science, technology, engineering, art, and mathematics fields within the indoor learning environment. Through a combination of these passive and interactive modes, students are connected to nature in the indoor environment regardless of weather conditions outdoors. Future research direction could include post-construction studies of the effectiveness of project-based curricula related to living walls, and the long-term impacts of implementing green walls in classrooms on school achievement and student behaviors.

  2. Implementing Green Walls in Schools.

    Science.gov (United States)

    McCullough, Michael B; Martin, Michael D; Sajady, Mollika A

    2018-01-01

    Numerous studies in applied pedagogical design have shown that, at all educational levels, direct exposure to the natural environment can enhance learning by improving student attention and behaviors. Implementing green walls-a "vertical garden," or "living wall" interior wall that typically includes greenery, a growing medium (soil or substrate) and a water delivery system-provides environmental health benefits, but also provides a practical application within classrooms for minimizing directed attention fatigue in students by connecting them to "outdoor nature" within the indoor environment. Hands-on "project-based" learning is another pedagogical strategy that has proved to be effective across the spectrum of educational levels and across subject areas. Green walls have the potential to inspire critical thinking through a combination of project-based learning strategies and environmental education. The authors have outlined a curriculum involving the implementation of an indoor living wall system within a classroom-learning environment, incorporating project-based learning modules that interact with the wall. In conjunction with the passive health benefits of a green wall, project-based curriculum models can connect students interactively with indoor nature and have the potential to inspire real-world thinking related to science, technology, engineering, art, and mathematics fields within the indoor learning environment. Through a combination of these passive and interactive modes, students are connected to nature in the indoor environment regardless of weather conditions outdoors. Future research direction could include post-construction studies of the effectiveness of project-based curricula related to living walls, and the long-term impacts of implementing green walls in classrooms on school achievement and student behaviors.

  3. The Roles of School Principal in the Implementation of Character Education at Boarding School

    Directory of Open Access Journals (Sweden)

    Asmendri Asmendri

    2014-07-01

    Full Text Available The success or failures of educational institutions in the implementation of character education in boarding schools or madrasah is determined by its leaders.  The school principal as a leader and educator should be a good model to all teachers and learners in the school.  In other words,  he or she will create a healthy school life, conducive and supportive school performance. There are seven principal’s roles in implementing character building the school. He or she should has a clear vision, rely on more collaborative approach,  responsive and proactive in responding to what is happening outside of school, be consistent in enforcing the rules, be active, give  many social rewards, and create a variety of rides or activities that can develop pro-social skills and devotion of students.

  4. 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

  5. Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention.

    Science.gov (United States)

    Domitrovich, Celene E; Pas, Elise T; Bradshaw, Catherine P; Becker, Kimberly D; Keperling, Jennifer P; Embry, Dennis D; Ialongo, Nicholas

    2015-11-01

    Evidence-based interventions are being disseminated broadly in schools across the USA, but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal classroom-based preventive intervention designed to improve student social-emotional competence and behavior. Specifically, dosage (i.e., number of games and duration of games) across the school year and quality (i.e., how well the game is delivered) of PAX GBG implementation across four time points in a school year were examined. Hierarchical linear modeling was used to examine the association between teacher-level factors (e.g., demographics, self-reports of personal resources, attitudes toward the intervention, and workplace perceptions) and longitudinal implementation data. We also accounted for school-level factors, including demographic characteristics of the students and ratings of the schools' organizational health. Findings indicated that only a few teacher-level factors were significantly related to variation in implementation. Teacher perceptions (e.g., fit with teaching style, emotional exhaustion) were generally related to dosage, whereas demographic factors (e.g., teachers' age) were related to quality. These findings highlight the importance of school contextual and proximal teacher factors on the implementation of classroom-based programs.

  6. How School Climate Influences Teachers' Emotional Exhaustion: The Mediating Role of Emotional Labor.

    Science.gov (United States)

    Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

    2015-10-08

    Currently, in China, improving the quality of teachers' emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p-12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers' perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers' perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers' use of appropriate emotional labor strategies should be implemented in schools in Mainland China.

  7. 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.

  8. 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…

  9. Job stressors, personality and burnout in primary school teachers.

    Science.gov (United States)

    Kokkinos, Constantinos M

    2007-03-01

    Teaching is considered a highly stressful occupation. Burnout is a negative affective response occurring as a result of chronic work stress. While the early theories of burnout focused exclusively on work-related stressors, recent research adopts a more integrative approach where both environmental and individual factors are studied. Nevertheless, such studies are scarce with teacher samples. The present cross-sectional study sought to investigate the association between burnout, personality characteristics and job stressors in primary school teachers from Cyprus. The study also investigates the relative contribution of these variables on the three facets of burnout - emotional exhaustion, depersonalization and reduced personal accomplishment. A representative sample of 447 primary school teachers participated in the study. Teachers completed measures of burnout, personality and job stressors along with demographic and professional data. Surveys were delivered by courier to schools, and were distributed at faculty meetings. Results showed that both personality and work-related stressors were associated with burnout dimensions. Neuroticism was a common predictor of all dimensions of burnout although in personal accomplishment had a different direction. Managing student misbehaviour and time constraints were found to systematically predict dimensions of burnout. Teachers' individual characteristics as well as job related stressors should be taken into consideration when studying the burnout phenomenon. The fact that each dimension of the syndrome is predicted by different variables should not remain unnoticed especially when designing and implementing intervention programmes to reduce burnout in teachers.

  10. 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…

  11. 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…

  12. Characteristics of Israeli School Teachers in Computer-based Learning Environments

    Directory of Open Access Journals (Sweden)

    Noga Magen-Nagar

    2013-01-01

    Full Text Available The purpose of this research is to investigate whether there are differences in the level of computer literacy, the amount of implementation of ICT in teaching and learning-assessment processes and the attitudes of teachers from computerized schools in comparison to teachers in non-computerized schools. In addition, the research investigates the characteristics of Israeli school teachers in a 21st century computer-based learning environment. A quantitative research methodology was used. The research sample included 811 elementary school teachers from the Jewish sector of whom 402 teachers were from the computerized school sample and 409 were teachers from the non-computerized school sample. The research findings show that teachers from the computerized school sample are more familiar with ICT, tend to use ICT more and have a more positive attitude towards ICT than teachers in the non-computerized school sample. The main conclusion which can be drawn from this research is that positive attitudes of teachers towards ICT are not sufficient for the integration of technology to occur. Future emphasis on new teaching skills of collective Technological Pedagogical Content Knowledge is necessary to promote the implementation of optimal pedagogy in innovative environments.

  13. 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.

  14. The Development of e-tutorial on Implementation National Curriculum 2013 for Mathematics Teacher

    Science.gov (United States)

    Roza, Yenita; Satria, Gita; Nur Siregar, Syarifah

    2017-06-01

    Curriculum 2013 is the new national Curriculum in Indonesia that is targeted to be used in all Indonesian schools in 2019. At this time the teacher training continues but the number and locations of teachers very diffuse and time constraints to be an obstacle for the government to be able to conduct training for teachers. This research resulted in the e-tutorial which is designed for mathematics teachers in studying the process of Curriculum implementation. This product will assist the government in accelerating the preparation of teachers in implementation of Curriculum 2013. This e-tutorial contains the dynamics of Curriculum development, learning model, learning assessment, lesson plan, curriculum stages of implementation and government regulation that is relevant to the implementation of Curriculum 2013. The product development started with a needs analysis through discussions with mathematics teachers about their difficulties in the implementation of the Curriculum 2013. This e-tutorial was developed using Application of Adobe Director 11. This paper discusses the results of need analysis, process development and results of product revisions made based on input from teachers during the FGD. From the discussion, it can be concluded that this e-tutorial easily understood by teachers and help them to understand the implementation of Curriculum 2013

  15. 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

  16. 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.

  17. 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

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

    Directory of Open Access Journals (Sweden)

    Danae M. DINKEL

    2016-09-01

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

  19. Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities.

    Science.gov (United States)

    Vaz, Sharmila; Wilson, Nathan; Falkmer, Marita; Sim, Angela; Scott, Melissa; Cordier, Reinie; Falkmer, Torbjörn

    2015-01-01

    Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools. Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively. Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities. The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

  20. Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities.

    Directory of Open Access Journals (Sweden)

    Sharmila Vaz

    Full Text Available Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

  1. 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

  2. Implementing Open Approaches in the School.

    Science.gov (United States)

    O'Brien, E.

    Describing implementation procedures for an open educational approach in a rural English middle school (Necton Middle School located 25 miles outside Norwich, England), this paper presents the philosophies of the school's Head Mistress as she reflects upon the first year of operation. Emphasizing community involvement and sensitivity to the human…

  3. 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…

  4. 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…

  5. Attitudes of basic school teachers towards inclusive education in the southern province of Zambia

    OpenAIRE

    Muleya, Edmond Moses

    2006-01-01

    Review of literature indicates that successful implementation of inclusion in regular schools is enhanced when regular class teachers have positive attitudes towards inclusion. This investigation explored teachers attitude toward including children with special education needs in the regular classroom. A questionnaire survey was administered to 300 teachers from 3 zones in three different districts in southern province of Zambia. In general it was found that teachers had negative attitudes t...

  6. Implementing Marzano's Model: The Reality of Educational Leadership and School Reform

    Science.gov (United States)

    Keaveny, Stacy M.

    2013-01-01

    Federal and state guidelines for school reform dominate the landscape of public education. Florida and its school districts, as a Race to the Top state, are in the process of fully implementing a value-added model of teacher evaluation. Effective school leaders are calling upon the theoretical framework of transformational, visionary and…

  7. Pedagogical content knowledge and preparation of high school physics teachers

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2010-08-01

    Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  8. 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.

  9. The Implementation of Character Education at Senior High School

    Directory of Open Access Journals (Sweden)

    Julia

    2018-01-01

    Full Text Available This paper is aimed at analyzing the implementation of character education at Senior High School in Sumedang Regency, West Java, Indonesia. A content analysis method was employed to collect the data with interviews with six teachers from six different senior high schools, which represent the rural, transitional, and urban areas. The findings revealed that: (1 not all teachers understand the concept of character education; (2 the character education has not been done systematically or has not had the specific design/model for the teaching and learning process. Most teachers embedded the character values during the teaching and learning process as a form of character education. For example, through Qur’an recitation, learning tasks, group discussion, lecture, socio-drama, observation and admonition, and even through teachers’ model. Meanwhile, outside the class, character education was implemented through competition and extracurricular activities; (3 the evaluation of character education was relatively varied, such as an observation followed by admonition, group guidance, and also focusing on behavior and affective assessment in the classroom learning process. This research implied that it is needed to make a policy on a program development through the Bureau of Education to improve Senior High School teachers’ knowledge and skills in implementing the character education.

  10. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  11. 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…

  12. 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…

  13. 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…

  14. Teachers' Views of the Challenges of Teaching Grade 9 Applied Mathematics in Toronto Schools

    Science.gov (United States)

    Stoilescu, Dorian; McDougall, Douglas; Egodawatte, Gunawardena

    2016-01-01

    Mathematics teachers, mathematics department heads, curriculum leaders, and administrators from 11 schools in four school boards from Toronto, Ontario, Canada, participated in a project to improve the teaching and learning in grade 9 mathematics classrooms. In each of these schools, an implementation team was created, so that at least three…

  15. Toward an Understanding of How Teachers Change during School Reform: Considerations for Educational Leadership and School Improvement

    Science.gov (United States)

    Kaniuka, Theodore Stefan

    2012-01-01

    As the concept of distributed leadership and its concomitant organizational structures become more prevalent in schools, studying how teacher capacity can be enhanced and can be used as a catalyst for reform is important. This article documents the nature of how the implementation of a research-validated reform influenced what teachers thought…

  16. 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.

  17. 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.

  18. 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

  19. 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.

  20. 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.

  1. High School Teachers' Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate.

    Science.gov (United States)

    Johnson, Stacy R; Pas, Elise T; Loh, Deanna; Debnam, Katrina J; Bradshaw, Catherine P

    2017-03-01

    Although evidence-based practices for students' social, emotional, and behavioral health are readily available, their adoption and quality implementation in schools are of increasing concern. Teachers are vital to implementation; yet, there is limited research on teachers' openness to adopting new practices, which may be essential to successful program adoption and implementation. The current study explored how perceptions of principal support, teacher affiliation, teacher efficacy, and burnout relate to teachers' openness to new practices. Data came from 2,133 teachers across 51 high schools. Structural equation modeling assessed how organizational climate (i.e., principal support and teacher affiliation) related to teachers' openness directly and indirectly via teacher resources (i.e., efficacy and burnout). Teachers with more favorable perceptions of both principal support and teacher affiliation reported greater efficacy, and, in turn, more openness; however, burnout was not significantly associated with openness. Post hoc analyses indicated that among teachers with high levels of burnout, only principal support related to greater efficacy, and in turn, higher openness. Implications for promoting teachers' openness to new program adoption are discussed.

  2. Informing the Implementation of School-Wide Positive Behaviour Support in Singapore Preschools

    OpenAIRE

    LILY HUI SING LAU

    2017-01-01

    This thesis sought to inform the implementation of School-Wide Positive Behaviour Support (SWPBS) in Singapore preschools. Findings indicated that SWPBS implementation is likely to be perceived as needed by teachers, and that there is a need to focus on training teachers in SWPBS primary tier classroom management practices when SWPBS is implemented. Additionally, the Classroom Check-Up consultation model was shown to be a promising coaching model to be included in SWPBS training. A major cont...

  3. Epidemiology of Voice Disorders in Latvian School Teachers.

    Science.gov (United States)

    Trinite, Baiba

    2017-07-01

    The prevalence of voice disorders in the teacher population in Latvia has not been studied so far and this is the first epidemiological study whose goal is to investigate the prevalence of voice disorders and their risk factors in this professional group. A wide cross-sectional study using stratified sampling methodology was implemented in the general education schools of Latvia. The self-administered voice risk factor questionnaire and the Voice Handicap Index were completed by 522 teachers. Two teachers groups were formed: the voice disorders group which included 235 teachers with actual voice problems or problems during the last 9 months; and the control group which included 174 teachers without voice disorders. Sixty-six percent of teachers gave a positive answer to the following question: Have you ever had problems with your voice? Voice problems are more often found in female than male teachers (68.2% vs 48.8%). Music teachers suffer from voice disorders more often than teachers of other subjects. Eighty-two percent of teachers first faced voice problems in their professional carrier. The odds of voice disorders increase if the following risk factors exist: extra vocal load, shouting, throat clearing, neglecting of personal health, background noise, chronic illnesses of the upper respiratory tract, allergy, job dissatisfaction, and regular stress in the working place. The study findings indicated a high risk of voice disorders among Latvian teachers. The study confirmed data concerning the multifactorial etiology of voice disorders. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  4. Instructional decision making of high school science teachers

    Science.gov (United States)

    Carver, Jeffrey S.

    The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

  5. 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 ...

  6. Implementation of Block Scheduling in a Four-Year High School: A Literary Review and a Handbook for Administrators, Teachers and Parents.

    Science.gov (United States)

    Scroggins, Gary V.; Karr-Kidwell, PJ

    High schools today face problems of culturally diverse student populations, diversity of student learning styles, and a growing public perception that high schools do not adequately prepare their graduates for either work or college. This paper offers an extensive review of literature on block scheduling as well as a handbook for gaining support…

  7. 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…

  8. Attitude of teachers towards musically gifted students in grammar schools and vocational high-schools

    Directory of Open Access Journals (Sweden)

    Milošević Ivana

    2016-01-01

    Full Text Available Besides parents and schools, the teachers as well have a major role in identification of gifted students, in their acquisition of basic knowledge, improving skills, improving self-esteem and capability of solving various tasks. Attitude of teachers towards gifted students is based on the role which is imposed on the teacher and his ability to take advantage of his role maximally. The success in implementing this role is directly related to the personal traits of a teacher. They should be different from the routine teachers and have personal qualities. They are extremely capable, distinguished by open-mindness, flexibility and high self-respect, being involved in personal and professional development. They are enthusiastic (highly motivated and devoted to their professional call, having a talent for establishing social relations with children (patience, sensitivity, sense of humour and good communication skills.

  9. Intended Consequences: Challenging White Teachers' Habitus and Its Influence in Urban Schools Implementing an Arts-Based Educational Reform

    Science.gov (United States)

    Woollen, Susan; Otto, Stacy

    2014-01-01

    Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students' learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their…

  10. 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...

  11. A framework for high-school teacher support in Geosciences

    Science.gov (United States)

    Bookhagen, B.; Mair, A.; Schaller, G.; Koeberl, C.

    2012-04-01

    To attract future geoscientists in the classroom and share the passion for science, successful geoscience education needs to combine modern educational tools with applied science. Previous outreach efforts suggest that classroom-geoscience teaching tremendously benefits from structured, prepared lesson plans in combination with hands-on material. Building on our past experience, we have developed a classroom-teaching kit that implements interdisciplinary exercises and modern geoscientific application to attract high-school students. This "Mobile Phone Teaching Kit" analyzes the components of mobile phones, emphasizing the mineral compositions and geologic background of raw materials. Also, as geoscience is not an obligatory classroom topic in Austria, and university training for upcoming science teachers barely covers geoscience, teacher training is necessary to enhance understanding of the interdisciplinary geosciences in the classroom. During the past year, we have held teacher workshops to help implementing the topic in the classroom, and to provide professional training for non-geoscientists and demonstrate proper usage of the teaching kit. The material kit is designed for classroom teaching and comes with a lesson plan that covers background knowledge and provides worksheets and can easily be adapted to school curricula. The project was funded by kulturkontakt Austria; expenses covered 540 material kits, and we reached out to approximately 90 schools throughout Austria and held a workshop in each of the nine federal states in Austria. Teachers received the training, a set of the material kit, and the lesson plan free of charge. Feedback from teachers was highly appreciative. The request for further material kits is high and we plan to expand the project. Ultimately, we hope to enlighten teachers and students for the highly interdisciplinary variety of geosciences and a link to everyday life.

  12. Teaching Strategies Employed by ACSE English Teachers in Implementing CBLT in Tanzania

    Directory of Open Access Journals (Sweden)

    Wakati MALIVA

    2017-12-01

    Full Text Available English in Tanzania is taught as one of the major subjects at Advanced Certificate of Secondary School Education (ACSE. This paper explores the strategies employed by teachers in implementing the ACSE curriculum. The curriculum requires that the subject be taught using the competence based approach where learner-centred strategies are emphasized. The study employed mixed methods and descriptive design. Purposive sampling was used to get schools and teachers because it was only schools that had English as a major subject in the municipality that were selected. The findings reveal that the teacher-centerd strategies dominate the curriculum implementation as opposed to learner-centerd ones as required by the curriculum. The paper therefore recommends that teachers in Iringa municipality be oriented on the learner-centred strategies in the implementation of English at ACSE. It is further recommended that since oral language skills form a large part of the curriculum, these skills be assessed at both school and national based assessments if they are to be taught and learnt. This is because no teacher can waste time teaching what is not assessed and no student can take trouble to learn what is not assessed.

  13. 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,…

  14. 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…

  15. 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])…

  16. 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'…

  17. 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…

  18. Teaching STEM through Horticulture: Implementing an Edible Plant Curriculum at a STEM-Centric Elementary School

    Science.gov (United States)

    Graves, Leila A.; Hughes, Harrison; Balgopal, Meena M.

    2016-01-01

    School gardens are ideal places for students to ask and answer questions about science. This paper describes a case study of two 3rd grade teachers and two STEM coordinators who were recruited to implement and evaluate a horticultural-based curriculum developed for this study. Informed by the Teacher-Centered Systemic Reform model we conducted a…

  19. Backward Yakudoku: An Attempt to Implement CLT at a Japanese High School

    Science.gov (United States)

    Thompson, Gene; Yanagita, Mayuno

    2017-01-01

    How can Japanese teachers of English go about introducing more communicative activities suitable for their contexts? This article discusses an attempt by a high school teacher to implement communicative language teaching (CLT) in her classes while responding to institutional pressure to use "yakudoku" (a traditional grammar translation…

  20. What are the barriers to implementation of cardiopulmonary resuscitation training in secondary schools? A qualitative study.

    Science.gov (United States)

    Zinckernagel, Line; Malta Hansen, Carolina; Rod, Morten Hulvej; Folke, Fredrik; Torp-Pedersen, Christian; Tjørnhøj-Thomsen, Tine

    2016-04-25

    Cardiopulmonary resuscitation (CPR) training in schools is recommended to increase bystander CPR and thereby survival of out-of-hospital cardiac arrest, but despite mandating legislation, low rates of implementation have been observed in several countries, including Denmark. The purpose of the study was to explore barriers to implementation of CPR training in Danish secondary schools. A qualitative study based on individual interviews and focus groups with school leadership and teachers. Thematic analysis was used to identify regular patterns of meaning both within and across the interviews. 8 secondary schools in Denmark. Schools were selected using strategic sampling to reach maximum variation, including schools with/without recent experience in CPR training of students, public/private schools and schools near to and far from hospitals. The study population comprised 25 participants, 9 school leadership members and 16 teachers. School leadership and teachers considered it important for implementation and sustainability of CPR training that teachers conduct CPR training of students. However, they preferred external instructors to train students, unless teachers acquired the CPR skills which they considered were needed. They considered CPR training to differ substantially from other teaching subjects because it is a matter of life and death, and they therefore believed extraordinary skills were required for conducting the training. This was mainly rooted in their insecurity about their own CPR skills. CPR training kits seemed to lower expectations of skill requirements to conduct CPR training, but only among those who were familiar with such kits. To facilitate implementation of CPR training in schools, it is necessary to have clear guidelines regarding the required proficiency level to train students in CPR, to provide teachers with these skills, and to underscore that extensive skills are not required to provide CPR. Further, it is important to familiarise

  1. Teacher-Families Online Interactions and Gender Differences in Parental Involvement through School Data System: Do Mothers Want to Know More than Fathers about Their Children?

    Science.gov (United States)

    Blau, Ina; Hameiri, Mira

    2012-01-01

    The integration of School Systems in K-12, opens new possibilities for online interaction among teachers, students, and their parents. This paper examines three years of teacher-student and teacher-parent online interactions in seven Israeli secondary schools during the implementation of a school system called Mashov (meaning "feedback"…

  2. The influence of knowledge management implementation toward the quality of high schools

    Directory of Open Access Journals (Sweden)

    Hilda Ainissyifa

    2012-09-01

    Full Text Available The purpose of this study is to analyze the influence of knowledge management implementation toward the quality of high schools. This study was conducted among five high schools under an education foundation. The analysis models used in the study were correlation analysis and t-test. The respondents were used as the profession references are 86 teachers. The result of the study shows that knowledge management implementation has a positive and significant influence toward the quality of high schools.

  3. Implementing Elementary School Next Generation Science Standards

    Science.gov (United States)

    Kennedy, Katheryn B.

    Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.

  4. The implementation of school-based lesson study at elementary school

    Directory of Open Access Journals (Sweden)

    Purnomo Purnomo

    2017-07-01

    Full Text Available This study aims to describe and interpret the implementation of school-based lesson study in SDN I Kretek. This study uses the qualitative research. The data were collected through in-depth interviews, participant observation, field notes, and documentation. The data validity was determined through sources and techniques triangulation. The data were analyzed using the Interactive Analysis Model from Miles and Huberman. The results show: (1 the planning of school-based lesson study program at SDN 1 Kretek has been implemented from the beginning of the school year 2014/2015 by establishing school-based lesson study team. This team is responsible for planning, managing, and evaluating school-based lesson study program at SDN 1 Kretek, (2 school-based lesson study at SDN 1 Kretek is implemented in three phases, namely planning, implementation, and reflection, and (3 The evaluation of lesson study is conducted by each teacher who has conducted the open class and conducted thoroughly with a meeting by a team of school-based lesson study SDN 1 Kretek at the end of the school year.

  5. 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…

  6. Teachers' Self-Efficacy vs. Parental Involvement: Prediction and Implementation

    Science.gov (United States)

    Fisher, Yael; Kostelitz, Yifat

    2015-01-01

    This research examines the influence of teachers' views regarding parental involvement on their perception of self-efficacy. Data were collected from a sample of 319 Israeli elementary schools teachers. A path analysis procedure was employed to test the mediating effect of personal background and organizational variables and perceived parental…

  7. 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…

  8. 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,…

  9. 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.…

  10. 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…

  11. Evaluating the Implementation of the No-Fee Teacher Education Policy

    Science.gov (United States)

    Zhao, Yiran; Chang, Jindong

    2013-01-01

    This study used questionnaires and telephone interviews to survey the views of 245 former Southwest University no-fee preservice students on the implementation of the no-fee teacher education policy. Analysis of their feedback on questions pertaining to the in-school, graduation, and employment stages of the program found that: (1) Motivation to…

  12. Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory

    Science.gov (United States)

    Foley, Laura S.

    2011-01-01

    This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

  13. 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…

  14. 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…

  15. 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.

  16. Value Forming Education of Prospective Primary School Teachers in Kazakhstan and Germany

    Science.gov (United States)

    Utyupova, Gulnara Ye.; Baiseitova, Zhanar B.; Mukhamadiyeva, Aizhan A.

    2016-01-01

    Value education is one of the most effective forms of education. However, this system is applied only in developed countries due to a number of factors. The purpose of this study is to develop a method for training primary school teachers capable of implementing the value education system in developing countries. Teachers not only conveys…

  17. One High School English Teacher: On His Way to a Flipped Classroom

    Science.gov (United States)

    Shaffer, Shelly

    2016-01-01

    This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on "The Great Gatsby" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the…

  18. High School Physical Education Teachers' Attitudes and Use of Fitness Tests

    Science.gov (United States)

    Mercier, Kevin; Phillips, Sharon; Silverman, Stephen

    2016-01-01

    Recommendations for using and implementing fitness tests have been extensively researched and teachers' attitudes toward fitness tests are beginning to be studied. Less understood is how high school teachers use fitness tests and the role their attitudes toward fitness tests affect students' attitudes toward physical activity. The purpose of this…

  19. Primary School Teachers' Perceptions of Adequacy and Quality of Physical Facilities in Public Primary Schools under Free Primary Education

    Science.gov (United States)

    Muthima, Ndirangu Wahome; Udoto, Maurice O.; Anditi, Zephania O.

    2016-01-01

    The Free Primary Education (FPE) programme was commissioned in Kenya in January 2003 to provide basic education to all children of school going age and to ease the burden of cost sharing from the parents. However, even though the public primary school class teachers were to shoulder the greatest responsibility in the implementation of this…

  20. Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop

    Science.gov (United States)

    Sechler, Phares Lochiel Coleman

    State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type

  1. Factors influencing teacher decisions on school, classroom, and curriculum

    Science.gov (United States)

    Crocker, Robert K.; Banfield, Helen

    This article describes a study designed to explore sources of influence on the judgments made by science teachers on school characteristics, classroom features, and properties of a science curriculum. The study had its theoretical basis in the concept that members of a social organization operate under certain functional paradigms, which govern their approach to events within the organization, and particularly to the implementation of innovations. Empirically, the study formed part of the Canadian contribution to the Second International Science Study, and was based on a survey of some 2000 Canadian teachers. The survey used an adaptation of policy capturing methodology, in which teachers were presented with variations in a hypothetical scenario designed to simulate a decision-making situation. Results suggest that teachers' judgments center around a number of factors, the primary ones being concern for student ability and interest, teaching methods, and school spirit and morale. On the other hand, variations in the scientific basis of a curriculum appear to exert little influence. The results are interpreted as indicators of the major elements of teacher functional paradigms.

  2. 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...

  3. 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…

  4. 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…

  5. 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.

  6. Teachers Implementing Entrepreneurship Education: Classroom Practices

    Science.gov (United States)

    Ruskovaara, Elena; Pihkala, Timo

    2013-01-01

    Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…

  7. DESIGNING EDUCATIONAL PROCESS OF FORMING SOCIAL AND PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Zoia Shevtsiv

    2017-04-01

    lectures, workshops, seminars, laboratory classes, pedagogical practice and research, implementation of independent and individual work are the basic forms and methods of social and pedagogical competence of future primary school teacher in inclusive secondary schools. To design educational activities for developing social and pedagogical competence of future primary school teachers in inclusive secondary school prospects for further research in a given direction are identified.

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

    Science.gov (United States)

    Robinson, Susan Rubino

    2012-01-01

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

  9. The Implementation and Evaluation of Teacher Training in Gaming Instruction for Secondary Science: An Action Research Project

    Science.gov (United States)

    Sanders, Veronica

    2016-01-01

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that…

  10. Scaling-up an efficacious school-based physical activity intervention: Study protocol for the ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY cluster randomized controlled trial and scale-up implementation evaluation

    Directory of Open Access Journals (Sweden)

    Chris Lonsdale

    2016-08-01

    Full Text Available Abstract Background Despite the health benefits of regular physical activity, most children are insufficiently active. Schools are ideally placed to promote physical activity; however, many do not provide children with sufficient in-school activity or ensure they have the skills and motivation to be active beyond the school setting. The aim of this project is to modify, scale up and evaluate the effectiveness of an intervention previously shown to be efficacious in improving children’s physical activity, fundamental movement skills and cardiorespiratory fitness. The ‘Internet-based Professional Learning to help teachers support Activity in Youth’ (iPLAY study will focus largely on online delivery to enhance translational capacity. Methods/Design The intervention will be implemented at school and teacher levels, and will include six components: (i quality physical education and school sport, (ii classroom movement breaks, (iii physically active homework, (iv active playgrounds, (v community physical activity links and (vi parent/caregiver engagement. Experienced physical education teachers will deliver professional learning workshops and follow-up, individualized mentoring to primary teachers (i.e., Kindergarten – Year 6. These activities will be supported by online learning and resources. Teachers will then deliver the iPLAY intervention components in their schools. We will evaluate iPLAY in two complementary studies in primary schools across New South Wales (NSW, Australia. A cluster randomized controlled trial (RCT, involving a representative sample of 20 schools within NSW (1:1 allocation at the school level to intervention and attention control conditions, will assess effectiveness and cost-effectiveness at 12 and 24 months. Students’ cardiorespiratory fitness will be the primary outcome in this trial. Key secondary outcomes will include students’ moderate-to-vigorous physical activity (via accelerometers, fundamental movement

  11. Evaluating the Implementation and Effectiveness of GIS-Based Application in Secondary School Geography Lessons

    OpenAIRE

    Ali Ali

    2008-01-01

    The purpose of the study was to investigate the barriers preventing the use of Geographic Information Systems (GIS) in secondary school geography lessons and to determine its effectiveness on students success. A workshop focusing on ways to implement GIS-based application in the classroom for 14 teachers from nine high schools was conducted in 2006. The teachers were given GIS software, digital data for an application, and the necessary written documents describing the application. Due to var...

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. The Study of Literacy Reinforcement of Science Teachers in Implementing 2013 Curriculum

    Science.gov (United States)

    Dewi, W. S.; Festiyed, F.; Hamdi, H.; Sari, S. Y.

    2018-04-01

    This research aims to study and collect data comprehensively, new and actual about science literacy to improve the ability of educators in implementing the 2013 Curriculum at Junior High School Padang Pariaman District. The specific benefit of this research is to give description and to know the problem of science literacy problem in interaction among teacher, curriculum, facilities and infrastructure, evaluation, learning technology and students. This study uses explorative in deep study approach, studying and collecting data comprehensively from the interaction of education process components (curriculum, educator, learner, facilities and infrastructure, learning media technology, and evaluation) that influence the science literacy. This research was conducted in the districts of Padang Pariaman consisting of 17 subdistricts and 84 junior high schools managed by the government and private. The sample of this research is science teachers of Padang Pariaman District with sampling technique is stratified random sampling. The instrument used in this study is a questionnaire to the respondents. Research questionnaire data are processed by percentage techniques (quantitative). The results of this study explain that the understanding of science teachers in Padang Pariaman District towards the implementation of 2013 Curriculum is still lacking. The science teachers of Padang Pariaman District have not understood the scientific approach and the effectiveness of 2013 Curriculum in shaping the character of the students. To improve the understanding of the implementation of Curriculum 2013, it is necessary to strengthen the literacy toward science teachers at the Junior High School level in Padang Pariaman District.

  19. Diseño de un programa de educación en medios en la escuela primaria griega Implementation of a Media Literacy Training Program for Greek Elementary School Teachers

    Directory of Open Access Journals (Sweden)

    Bettina Davou

    2007-03-01

    Full Text Available En primer lugar, este trabajo posiciona Grecia como país ante la enseñanza con los medios en relación con otros países de su contexto, reflexionando sobre las actitudes de los educadores griegos ante los medios y las perspectivas que ofrece la alfabetización en medios en la educación primaria. En este sentido, describe una propuesta práctica de una intervención formativa a través de cursos iniciales en las escuelas donde se ponga en práctica un programa de alfabetización en medios, apoyado por la investigación y por las teorías de aprendizaje. This paper places Greece in the European media education context analysing teachers´attitudes towards media. It describes a practical proposal consisting in the implementation and development of a media literacy training programme for Elementary School based on investigation and learning theories.

  20. Oral health knowledge and attitudes of primary school teachers toward school-based oral health programs in Abha-Khamis, Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Shreyas Tikare

    2017-01-01

    Conclusions: The oral health knowledge among primary school teachers was found to be good with positive attitudes toward school-based oral health programs. The most significant barriers in implementing a school oral health program were administrative barriers. There is a need for concerned school authorities and health policy makers to address these barriers and to promote oral health in the community.

  1. 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.

  2. How Do Finnish Teacher Educators Implement Entrepreneurship Education?

    Science.gov (United States)

    Seikkula-Leino, Jaana; Satuvuori, Timo; Ruskovaara, Elena; Hannula, Heikki

    2015-01-01

    Purpose: The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators. Design/methodology/approach: Data were collected in…

  3. Connecting the dots : supporting the implementation of teacher design teams

    NARCIS (Netherlands)

    Binkhorst, Floor

    2017-01-01

    In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. Although several studies have shown that TDTs can contribute to teachers’ professional development, as well as to sustainable implementation of educational change by using the educational materials they

  4. Implementing Reform: Teachers' Beliefs about Students and the Curriculum

    Science.gov (United States)

    Bartiromo, Tara; Etkina, Eugenia

    2009-11-01

    This paper presents findings on how consistent teachers' perceptions of their students, their own role in the classroom, and the reformed curriculum are with the actual implementation of the reformed curriculum in the classroom. This study shows that the five participating teachers were consistent with their perceptions and their actual behavior in the classroom. The teachers who were engaged in designing the curriculum demonstrated consistent reformed teaching views and behaviors. The degree to which the teachers viewed the curriculum as useful to them and their students was an indicator of how reformed their teaching was as measured by the Reformed Teaching Observation Protocol (RTOP) [1][2]. Finally, it was determined that faithful implementation of a curriculum can mean faithfully implementing the theoretical foundation of the curriculum materials during instruction instead of implementing every component or lesson of the reformed curriculum.

  5. 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

  6. High school science teachers' perceptions of telecommunications utilizing a Concerns-Based Adoption Model (CBAM)

    Science.gov (United States)

    Slough, Scott Wayne

    The purpose of this study was to describe high school science teachers' perceptions of telecommunications. The data were collected through open-ended ethnographic interviews with 24 high school science teachers from five different high schools in a single suburban school district who had been in an emerging telecommunications-rich environment for two and one-half years. The interview protocol was adapted from Honey and Henriquez (1993), with the Concerns-Based Adoption Model (CBAM) (Bailey & Palsha, 1992) providing a conceptual framework for data analysis. For this study, the emerging telecommunications-rich environment included a district-wide infrastructure that had been in place for two and one-half years that included a secure district-wide Intranet, 24 network connections in each classroom, full Internet access from the network, four computers per classroom, and a variety of formal and informal professional development opportunities for teachers. Categories of results discussed include: (a) teacher's profession use of telecommuunications; (b) teachers' perceptions of student's use of telecommunications; (c) teachers' perceptions of barriers to the implementation of telecommunications; (d) teachers' perceptions of supporting conditions for the implementation of telecommunications; (e) teachers' perceptions of the effect of telecommunications on high school science instruction; (f) teachers' perceptions of the effect of telecommunications on student's learning in high school science; and (g) the demographic variables of the sex of the teacher, years of teaching experience, school assignment within the district, course assignment(s), and academic preparation. Implications discussed include: (a) telecommunications can be implemented successfully in a variety of high school science classrooms with adequate infrastructure support and sufficient professional development opportunities, including in classes taught by females and teachers who were not previously

  7. Creating an Education Research Acculturation Theory for Research Implementation in School

    Science.gov (United States)

    Chua, Yan Piaw; Tie, Fatt Hee; Don, Zuraidah Mohd

    2013-01-01

    This study investigates the implementation of educational research among urban secondary schools in Malaysia. The respondents include school teachers and administrators, lecturers in education institutions, and committee members of the state education departments. Data collected from interviews were coded and analyzed using open, axial and…

  8. Knowledge Management Implementation in the School Context: Case Studies on Knowledge Leadership, Storytelling, and Taxonomy

    Science.gov (United States)

    Cheng, Eric C. K.; Wu, S. W.; Hu, Jim

    2017-01-01

    Teachers and school administrators in Hong Kong have had to cope with more work and performance pressure as they strive to implement educational reforms aimed at deepening students' life-long learning skills. Management systems, which save time and transfer ideas, experiences, and knowledge more efficiently could help schools meet reform goals and…

  9. [Subtainable health promotion via organisational development--a model project for teachers in professional training schools].

    Science.gov (United States)

    Schumacher, L; Nieskens, B; Bräuer, H; Sieland, B

    2005-02-01

    The goal of this project is the development, implementation and evaluation of a concept designed for sustainable health promotion among occupational and trade school teachers. We assume that for sustainable health promotion -- along with a behavioral prevention program -- a change is necessary in the structure, as well as, the working and communication processes within schools. The realization of early teacher participation and self regulated cooperative groups initiates comprehensive and goal-oriented developmental processes in the project schools. The organizational development process was accomplished in the following way: At the beginning we conducted a diagnosis of school-specific and individual health risks and the resources available to the project schools. The results were reported for both the individual and for the teacher group. This was intended to clarify the potential for improvement and, thus, strengthen the teachers' motivation toward processes of change. Following the diagnosis, the teachers chose areas of stress-related strain and then worked in groups to develop and implement behaviour and working condition-oriented intervention strategies for health promotion. The diagnosis results confirm the necessity of school-specific health promotion: the schools demonstrate very different demand and resource profiles. Furthermore, is has become evident that the central success factor for health promotion in schools is the teachers' willingness for change. The individual and group reports of the diagnosis results seem to have made clear how essential individual and organisational changes are.

  10. The implementation of a discovery-oriented science education program in a rural elementary school

    Science.gov (United States)

    Liddell, Martha Sue

    2000-10-01

    This study focused on the implementation of a discovery-oriented science education program at a rural elementary school in Mississippi. The instructional leadership role of the principal was examined in the study through identification and documentation of processes undertaken by the principal to implement a discovery-oriented science education program school. The goal of the study was to develop a suggested approach for implementing a discovery-oriented science education program for principals who wish to become instructional leaders in the area of science education at their schools. Mixed methods were used to collect, analyze, and interpret data. Subjects for the study consisted of teachers, students, and parents. Data were collected through field observation; observations of science education being taught by classroom teachers; examination of the principal's log describing actions taken to implement a discovery-oriented science education program; conducting semi-structured interviews with teachers as the key informants; and examining attitudinal data collected by the Carolina Biological Supply Company for the purpose of measuring attitudes of teachers, students, and parents toward the proposed science education program and the Science and Technology for Children (STC) program piloted at the school. To develop a suggested approach for implementing a discovery-oriented science education program, data collected from field notes, classroom observations, the principal's log of activities, and key informant interviews were analyzed and group into themes pertinent to the study. In addition to descriptive measures, chi-square goodness-of-fit tests were used to determine whether the frequency distribution showed a specific pattern within the attitudinal data collected by the Carolina Biological Supply Company. The pertinent question asked in analyzing data was: Are the differences significant or are they due to chance? An alpha level of .01 was selected to determine

  11. 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.

  12. 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.

  13. Implementation of lesson study in physics teaching by group of teachers in Solok West Sumatera

    Science.gov (United States)

    Yurnetti, Y.

    2018-04-01

    This article based of collaborative classroom action research with science teachers group or MGMP at Solok West Sumatera; based on their willingness to implementation of lesson study by this group. The study started by discussing some problems according to the implementation of the lesson study, establishing the teaching materials, developing learning tools, defining the model teachers, conducting classroom activities, and reflecting by discussions. The preparation of this study includes some learning material according to temperature and heat; the observation form that led by observer teachers; teachers’s model impression and open questionnaire implementation of lesson study that applied to the students and teachers. This research got some information about the strengths and weaknesses of learning using lesson study from the students involved. To conclude, the implementation of lesson study should be able to support the principle of collaborative in learning. The challenge of this study is how to make a condition to gather some teachers in one school at a certain time because they have the schedule at their own school.

  14. High school Physical Sciences teachers' competence in some basic cognitive skills

    OpenAIRE

    Selvaratnam, Mailoo

    2011-01-01

    The successful implementation of the national high school Physical Sciences curriculum in South Africa, which places strong emphasis on critical thinking and reasoning abilities of students, would need teachers who are competent in cognitive skills and strategies. The main objectives of this study were to test South African high school Physical Sciences teachers' competence in the cognitive skills and strategies needed for studying Physical Sciences effectively and also to identify possible r...

  15. The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

    Science.gov (United States)

    Dewi, L. P.; Djohar, A.

    2018-04-01

    This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

  16. High school teachers' perspectives on effective approaches for teaching biology to students with special needs

    Science.gov (United States)

    Kos, Agnieszka

    The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.

  17. Applicability of Balanced Scorecard System in Primary Schools According to Opinions of Education Inspectors, Managers and Teachers

    Science.gov (United States)

    Gündüzalp, Seda; Arabaci, Imam Bakir

    2017-01-01

    This study was carried out in order to specify the opinions of the staff working as manager, teacher and educational inspectors at primary schools about the implementation of balanced scorecard in education institutions. To perform that aim the staffs serving as manager, teacher and inspector at the primary Schools nearby center of Elazig Province…

  18. 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…

  19. 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

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. Professional Development and Teacher Self-Efficacy: Learning from Indonesian Modern Islamic Boarding Schools

    Directory of Open Access Journals (Sweden)

    Azam Othman

    2017-03-01

    Full Text Available This study highlights teachers’ involvement in professional development (PD activities teachers in the Darussalam Modern Islamic Boarding School (DMIBS, East Java, Indonesia. It evaluates the implementation of PD programs by identifying teachers` perception toward PD they participated in. The study used a survey research approach to investigate professional development and the level of teacher`s self-efficacy at the boarding school. The majority of teachers have a high level of satisfaction toward the implementation of PD activities in DMIBS in terms of course content, instructor, relevancy to teaching practice and course management. Also, teachers reported that the school had given them an adequate opportunity to participate in different types of PD activities. However, the study did not find significant differences between the length of teaching experience and teachers’ academic qualifications in teachers` perceptions towards PD activities. Some studies found that teachers with higher levels of academic qualification, showed higher and increased levels of efficacy. However, the current study did not show similar results as teachers with degrees and DMIBS qualifications respectively showed no significant differences in their levels of efficacy. This indicates that having different academic qualifications did not affect the increase in teachers` efficacy.

  13. Challenges Encountered by Connecticut Partner School Districts when Implementing Legislatively Required District Improvement Plans: An Exploratory Study

    Science.gov (United States)

    Martins, Meghan G.

    2010-01-01

    This research developed a survey that measures the degree to which challenges are experienced by school and district leaders, and teachers, when attempting to implement legislatively required District Improvement Plans (DIPs). The data indicate that there are certainly challenges when implementing DIPs and that teachers report experiencing a…

  14. 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...

  15. Empowerment Patterns of Leaders in ICT and School Strengths Following the Implementation of National ICT Reform

    Science.gov (United States)

    Avidov-Ungar, Orit; Shamir-Inbal, Tamar

    2013-01-01

    The Ministry of Education in Israel has, over the past two years, been running an education program designed to lead the implementation of ICT (Information and Communications Technology) in schools. Implementation of the program is accompanied by training and support of teachers selected to be ICT leaders. The role of the ICT leader is divided to…

  16. 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.

  17. 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.

  18. 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…

  19. 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 ...

  20. 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…

  1. 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.

  2. 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…

  3. A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools

    Science.gov (United States)

    Kaur, Berinderjeet; Tay, Eng Guan; Toh, Tin Lam; Leong, Yew Hoong; Lee, Ngan Hoe

    2018-03-01

    A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used—their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of "Mathematics pedagogy in Singapore secondary schools" that is evidence based.

  4. 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'…

  5. Preparing perservice teachers to teach elementary school science

    Science.gov (United States)

    Lewis, Amy D.

    The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.

  6. Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

    Directory of Open Access Journals (Sweden)

    Hamed Mubarak Al-Awidi

    2017-03-01

    Findings\tTeachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical. Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

  7. 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 ...

  8. 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.

  9. 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 ...

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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)

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Implementing inquiry-based kits within a professional development school model

    Science.gov (United States)

    Jones, Mark Thomas

    2005-07-01

    Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the

  2. 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…

  3. 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…

  4. Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

    Science.gov (United States)

    Wang, Jianlan; Buck, Gayle A.

    2016-08-01

    Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

  5. 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 ...

  6. 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.

  7. 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…

  8. 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…

  9. Obstacles for physical education teachers in public schools: an unsustainable situation

    Directory of Open Access Journals (Sweden)

    Renata Osborne

    Full Text Available Abstract The study aimed to identify difficulties and aspirations of physical education teachers at public schools in Niterói, inspired by UNESCO's quality physical education goal. An action research containing quantitative and qualitative data was conducted. Thirty-five physical education teachers completed a questionnaire and seven teachers were interviewed. The results indicated that the major difficulties faced were low wages, precarious infrastructure and lack of materials. Physical education is devalued, the space allocated is inadequate, and it is treated as mere recreation. Teachers criticized the lack of commitment of some colleagues who work without planning. They also complained about undisciplined students and lack of interest from their families. They aspire to self-improvement, infrastructure improvements, and more support from school and families. Teachers who do not educate and lack of support from school and government are an unsustainable reality. A synergy of efforts should be implemented, based on a systems view.

  10. 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…

  11. The Implementation of an Interdisciplinary Co-planning Team Model Among Mathematics and Science Teachers

    Science.gov (United States)

    Brown, Michelle Cetner

    In recent years, Science, Technology, Engineering, and Mathematics (STEM) education has become a significant focus of numerous theoretical and commentary articles as researchers have advocated for active and conceptually integrated learning in classrooms. Drawing connections between previously isolated subjects, especially mathematics and science, has been shown to increase student engagement, performance, and critical thinking skills. However, obstacles exist to the widespread implementation of integrated curricula in schools, such as teacher knowledge and school structure and culture. The Interdisciplinary Co-planning Team (ICT) model, in which teachers of different subjects come together regularly to discuss connections between content and to plan larger interdisciplinary activities and smaller examples and discussion points, offers a method for teachers to create sustainable interdisciplinary experiences for students within the bounds of the current school structure. The ICT model is designed to be an iterative, flexible model, providing teachers with both a regular time to come together as "experts" and "teach" each other important concepts from their separate disciplines, and then to bring their shared knowledge and language back to their own classrooms to implement with their students in ways that fit their individual classes. In this multiple-case study, which aims to describe the nature of the co-planning process, the nature of plans, and changes in teacher beliefs as a result of co-planning, three pairs of secondary mathematics and science teachers participated in a 10-week intervention with the ICT model. Each pair constituted one case. Data included observations, interviews, and artifact collection. All interviews, whole-group sessions, and co-planning sessions were transcribed and coded using both theory-based and data-based codes. Finally, a cross-case comparison was used to present similarities and differences across cases. Findings suggest that the

  12. 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.

  13. Teachers' confidence in teaching HIV/AIDS and sexuality in South African and Tanzanian schools.

    Science.gov (United States)

    Helleve, Arnfinn; Flisher, Alan J; Onya, Hans; Kaaya, Sylvia; Mukoma, Wanjiru; Swai, Caroline; Klepp, Knut-Inge

    2009-06-01

    This study aimed to investigate how confident and comfortable teachers at Tanzanian and South African urban and rural schools are in teaching HIV/AIDS and sexuality. It also aimed at identifying factors associated with teacher confidence and investigated how reported confidence was associated with the implementation of educational programmes on HIV/AIDS and sexuality. A survey was conducted among South African grade 8 and 9 Life Orientation teachers, and among science teachers for grade 5 to 7 in public primary schools in Tanzania. Teachers' confidence levels were measured on a four-item scale (0-3). A total number of 266 teachers participated in a survey in 86 schools in South Africa and Tanzania. Overall, teachers report to be rather confident in teaching HIV/AIDS and sexuality. Tanzanian teachers reported higher levels of confidence then did their South Africa colleagues (2.1 vs. 1.8; p teaching was significantly associated with the numbers of years teaching HIV/AIDS and sexuality, formal training in these subjects, experience in discussing the topics with others, school policy and priority given to teaching HIV/AIDS and sexuality at school. Finally, confidence in teaching remained positively associated with self-reported successful implementation of school-based programmes after adjusting for gender, age, religion and numbers of years teaching HIV/AIDS and sexuality. Across urban and rural sites in South Africa and Tanzania teachers reported to be fairly confident in teaching HIV/AIDS and sexuality. Further strengthening of their confidence levels could, however, be an important measure for improving the implementation of such programmes.

  14. 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…

  15. 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.

  16. Implementing and Sustaining School Improvement. The Informed Educator Series

    Science.gov (United States)

    Protheroe, Nancy

    2011-01-01

    This "Informed Educator" examines research-proven strategies for implementing and sustaining school improvement by looking at the key elements of the process, enabling conditions for improvement, issues of school culture, and implementation. It also looks at school turnarounds and how to sustain school improvement once reforms are implemented.

  17. 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.

  18. 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.

  19. 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.

  20. Accuracy of Principal and Teacher Knowledge of School District Policies on Sun Protection in California Elementary Schools.

    Science.gov (United States)

    Buller, David B; Reynolds, Kim D; Berteletti, Julia; Massie, Kim; Ashley, Jeff; Buller, Mary Klein; Meenan, Richard T

    2018-01-18

    Policy is a key aspect of school-based efforts to prevent skin cancer. We explored the extent and accuracy of knowledge among principals and teachers in California public school districts about the elements specified in their district's written sun safety policy. The sample consisted of California public school districts that subscribed to the California School Boards Association, had an elementary school, adopted Board Policy 5141.7 for sun safety, and posted it online. The content of each policy was coded. Principals (n = 118) and teachers (n = 113) in elementary schools were recruited from September 2013 through December 2015 and completed a survey on sun protection policies and practices from January 2014 through April 2016. Only 38 of 117 principals (32.5%) were aware that their school district had a sun protection policy. A smaller percentage of teachers (13 of 109; 11.9%) than principals were aware of the policy (F 108 = 12.76, P < .001). We found greater awareness of the policy among principals and teachers who had more years of experience working in public education (odds ratio [OR] = 1.05, F 106 = 4.71, P = .03) and worked in schools with more non-Hispanic white students (OR = 7.65, F 109 = 8.61, P = .004) and fewer Hispanic students (OR = 0.28, F 109 = 4.27, P = .04). Policy adoption is an important step in implementing sun safety practices in schools, but districts may need more effective means of informing school principals and teachers of sun safety policies. Implementation will lag without clear understanding of the policy's content by school personnel.

  1. The effects of teacher fidelity of implementation of pathways to health on student outcomes.

    Science.gov (United States)

    Little, Melissa A; Riggs, Nathaniel R; Shin, Hee-Sung; Tate, Eleanor B; Pentz, Mary Ann

    2015-03-01

    Previous research has demonstrated the importance of ensuring that programs are implemented as intended by program developers in order to achieve desired program effects. The current study examined implementation fidelity of Pathways to Health (Pathways), a newly developed obesity prevention program for fourth- through sixth-grade children. We explored the associations between self-reported and observed implementation fidelity scores and whether implementation fidelity differed across the first 2 years of program implementation. Additionally, we examined whether implementation fidelity affected program outcomes and whether teacher beliefs were associated with implementation fidelity. The program was better received, and implementation fidelity had more effects on program outcomes in fifth grade than in fourth grade. Findings suggest that implementation in school-based obesity programs may affect junk food intake and intentions to eat healthfully and exercise. School support was associated with implementation fidelity, suggesting that prevention programs may benefit from including a component that boosts school-wide support. © The Author(s) 2013.

  2. SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Sri Ratnaningsih

    2017-12-01

    Full Text Available The research is aimed at investigating the teachers implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning, the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.

  3. How can schools and teachers benefit from Human Resources Management? Conceptualising HRM from content and process perspectives

    NARCIS (Netherlands)

    Runhaar, P.R.

    2017-01-01

    The necessity for schools to implement human resources management (HRM) is increasingly acknowledged. Specifically, HRM holds the potential of increasing student outcomes through the increased involvement, empowerment and motivation of teachers. In educational literature, however, little empirical

  4. Teacher Implementation and the Impact of Game-Based Science Curriculum Materials

    Science.gov (United States)

    Wilson, Christopher D.; Reichsman, Frieda; Mutch-Jones, Karen; Gardner, April; Marchi, Lisa; Kowalski, Susan; Lord, Trudi; Dorsey, Chad

    2018-01-01

    Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students' abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.

  5. Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

    Science.gov (United States)

    Blevins, Kathryn

    The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

  6. 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.

  7. Challenges to Successful Total Quality Management Implementation in Public Secondary Schools: A Case Study of Kohat District, Pakistan

    Science.gov (United States)

    Suleman, Qaiser; Gul, Rizwana

    2015-01-01

    The current study explores the challenges faced by public secondary schools in successful implementation of total quality management (TQM) in Kohat District. A sample of 25 heads and 75 secondary school teachers selected from 25 public secondary schools through simple random sampling technique was used. Descriptive research designed was used and a…

  8. 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.

  9. Interpreting Teachers' Perceptions of Contextual Influences on Sexuality Discourses within the School Curriculum: Lessons from Sex Health Education Teachers in Kampala, Uganda

    Science.gov (United States)

    Tushabomwe, Annette; Nashon, Samson Madera

    2016-01-01

    Analysis of key findings of a study that investigated six Ugandan teachers' perceptions of contextual influences on sexuality discourses revealed that though there is some form of sex education in schools and though teachers are very enthusiastic about its implementation, it is largely constrained by conflicting social stances held by various…

  10. Burnout among Swedish school teachers - a cross-sectional analysis.

    Science.gov (United States)

    Arvidsson, Inger; Håkansson, Carita; Karlson, Björn; Björk, Jonas; Persson, Roger

    2016-08-18

    Teachers are at high risk of stress-related disorders. This study aimed to examine the occurrence of burnout in a sample of Swedish school-teachers, to test a combined measure of three burnout dimensions on the individual level, to characterize associations between burnout and factors encountered during work and leisure time, and to explore any differences between the genders. A questionnaire of occupational, sociodemographic and life-style factors was answered by 490 teachers in school years 4-9. Outcome measures were (a) the single burnout dimensions of exhaustion, cynicism and professional efficacy (Maslach Burnout Inventory-General Survey), and (b) a combined measure based on high or low values in the three dimensions. The combined measure was used to stratify the study population into four levels (0-3) of burnout. Multivariable Poisson regression was applied on level 2 + 3 vs. level 0 + 1, for variables that we considered as relevant risk factors for burn out. Half of the teachers reported low values in all three dimensions (level 0), whereas 15 were classified as having high burnout in at least two out of the three dimensions (level 2 + 3), and 4 % in all three dimensions (level 3). Almost all psychosocial factors were incrementally more unfavourably reported through the rising levels of burnout, and so were dissatisfaction with the computer workstation, pain, sleep problems and lack of personal recovery. There was no association between gender and rising levels of overall burnout (p > 0.30). Low self-efficacy, poor leadership, high job demands and teaching in higher grades were the variables most clearly associated with burnout in multivariable Poisson regression. Even if circa 50 % of the teachers appear do well with respect to burnout, the results points to the need of implementing multifaceted countermeasures that may serve to reduce burnout.

  11. 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…

  12. An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

    Science.gov (United States)

    Sahingoz, Selcuk

    research found that several contextual factors contributed to teachers' instructional practices including internal and external issues such as school environment, limited resources, large class sizes, standardized test pressure, and limited accessibility to professional development. The findings provide insight on the readiness of middle school teachers to implement the Turkish Curriculum Framework, specifically, teacher readiness to put science inquiry instructional approaches into actual classroom practice. Given that new Turkish policy calls for greater inquiry instruction, this study can help inform teacher development efforts directed at promoting science inquiry instruction.

  13. Predicting the implementation of environmental education in Indiana K--8 schools

    Science.gov (United States)

    Yang, Li-Ling

    The purpose of this study was to identify the factors from the literature that influence teachers' implementation of environmental education (EE), and to predict the implementation of EE in the Indiana K--8 Schools by knowledge of these factors. By adapting two earlier instruments, a complete EE assessment instrument was developed, consisting of scales measuring teachers' implementation of EE, their pre-/in-service environmental training, their attitudes toward and competencies in teaching EE, their perceived barriers in teaching EE, and their significant life experiences related to the environment or EE. A questionnaire was sent to 1,200 randomly selected K--8 teachers in public schools throughout Indiana in April 2003, and 385 completed surveys were returned (32.1% return rate). The demographic characteristics of the respondents and the Indiana teacher population were found to be similar. Thus, the results from this study can be generalized to the Indiana teacher population. The construct validity and reliability of each scale were examined after the completion and return of the questionnaires by using factor analysis, item-test correlation analysis, and ANOVA, and also by assessing their alpha indices. It was found that all nine scales were homogeneous, valid, and reliable. Multiple regression analysis was calculated to predict the level of EE implementation in Indiana K--8 schools. Regression analyses indicated that the extent of the teachers' exposure to EE during their pre- and in-service training, the teachers' attitudes toward and competencies in teaching EE, and the barrier "EE not relevant to what I teach" were significant in the full model. This model accounted for 63% of the variance in the teachers' implementation of EE. The teachers' attitudes toward EE had the greatest effect on the teachers' EE implementation when compared to the other significant predictors in the model. The net effects of the extent of the teachers' pre-service and in

  14. 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 ...

  15. 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)

  16. Evaluation of the implementation of sport science programme in Malaysian secondary schools

    Directory of Open Access Journals (Sweden)

    Wee Eng Hoe

    2016-01-01

    Full Text Available This study evaluated a new sport science curriculum in Malaysian secondary schools. Four implementation dimensions (‘teaching ability’, ‘administration of sport science programme’, ‘teaching duty allocation’ and ‘non-human factors’ were examined. 135 schools and 94 teachers were surveyed. 81% teachers were male and 85% were under 40. About half of the respondents were trained in sport science and had 1-2 years teaching experience. Over 90% of teachers perceived they have knowledge to teach and can manage students. However, 80% felt they need more exposure and training. Male teachers were better than female teachers in managing students and conducting activities/experiments. Experienced teachers were better in conducting activities and experiments. Teachers majoring in sport science were more knowledgeable while PE majors found teaching sport science challenging. Most teachers perceived that teaching facilities, financial allocation and reference resources were inadequate. Majority of the administrators consulted teachers before assigning teaching load but failed to observe teaching. This research provides invaluable feedbacks on the implementation of the programme.

  17. What are the barriers to implementation of cardiopulmonary resuscitation training in secondary schools?

    DEFF Research Database (Denmark)

    Zinckernagel, Line; Malta Hansen, Carolina; Rod, Morten Hulvej

    2016-01-01

    OBJECTIVE: Cardiopulmonary resuscitation (CPR) training in schools is recommended to increase bystander CPR and thereby survival of out-of-hospital cardiac arrest, but despite mandating legislation, low rates of implementation have been observed in several countries, including Denmark. The purpose...... of the study was to explore barriers to implementation of CPR training in Danish secondary schools. DESIGN: A qualitative study based on individual interviews and focus groups with school leadership and teachers. Thematic analysis was used to identify regular patterns of meaning both within and across...... the interviews. SETTING: 8 secondary schools in Denmark. Schools were selected using strategic sampling to reach maximum variation, including schools with/without recent experience in CPR training of students, public/private schools and schools near to and far from hospitals. PARTICIPANTS: The study population...

  18. Teacher Perspectives on the Implementation of the PATHS Curriculum

    Science.gov (United States)

    Honess, Andrea; Hunter, Deborah

    2014-01-01

    The research was designed to add to the UK-based literature around the Promoting Alternative Thinking Strategies (PATHS) curriculum, a whole school emotional literacy and social competence intervention. Seven semi-structured interviews were carried out with class teachers and pastoral leads. Questionnaires were designed to explore a number of…

  19. GOOD PRACTICES REGARDING PRESCHOOL AND PRIMARY SCHOOL TEACHERS` INITIAL TRAINING

    Directory of Open Access Journals (Sweden)

    Gabriela V. KELEMEN

    2013-11-01

    Full Text Available The training of future preschool and primary school teachers at a high quality level is a main goal of our institution and all our efforts are channelled towards fulfilling it. Being a teacher is a science, a science based on competences acquired while attending well-structured lectures that mingle theoretical knowledge with practical assignments. Students acquire knowledge, abilities and develop field related competences during initial training but three years of study are not enough. The Law of Education regulates the following amendment: in order for a teacher to be well trained to meet the requirements of the third millennium it is necessary for him/her to continue the training in level II i.e. master degree, which provides additional competences. In this article we discuss a master programme developed within an European project that offers educational training according to the requirements of a high quality training both practical and theoretical. The components of the Master programme entitled Psychopedagogy of early education and young schooling containa curriculum adjusted to the requirements of a competitive higher education, the courses and seminars are the result of a thorough analysis of different educational models that have been implemented in other European countries. Currently, we are at the end of the first year and we want to share the good practices obtained so far.

  20. Implementation of CLIL in Lithuanian Secondary Schools: a Case Study

    Directory of Open Access Journals (Sweden)

    Vilma Bijeikienė

    2015-06-01

    Full Text Available In view of the existing research into the implementation of CLIL in Lithuania, it can be claimed that this wellestablished and globally applied teaching and learning methodology has already had some due appreciation in Lithuanian secondary schools. Nevertheless, there still exist numerous obstacles to the broader and more intensive application of CLIL which is strongly lagging behind in comparison to many other countries in Europe and world-wide. The present study aims at exploring the rich experience in CLIL implementation accumulated by Šiauliai Didždvario gymnasium and examining their multifaceted CLIL module which could be an important source of knowledge and practical know-how for other Lithuanian secondary education institutions planning to start implementing CLIL. The research follows a synthesis of qualitative and quantitative methodology including interviews with CLIL teachers, students and school administration. The study results in a SWOT analysis of implementing CLIL in Lithuania on the basis of CLIL practices at Šiauliai Didždvario gymnasium and sets forth some guidelines for its further advancement.

  1. Do Technological and Vocational High Schools Differentiate between Male and Female Teachers?

    Science.gov (United States)

    Rahayu, Y.; Abdullah, A. G.; Asfiyanur, E. P.; Putra, R. C.

    2018-02-01

    High Quality Vocational education is one way to create skilled and professional human resources. In the implementation of teaching and learning process there are many components that are very important one of them is the educator (teacher), where through the quality of teachers materials are expected to be well absorbed by students. Teachers generally consist of male and female teachers where in this era of teacher globalization teachers in vocational schools are not only dominated by male teachers, there are many women who serve as educators in unlimited vocational schools by selected majors. But the polemic is the issue of gender inequality that has been the subject of talks in various countries since 1979. Gender bias in education is the educational reality that benefits certain sexes, leading to gender inequality in which various forms of gender inequality occur in different regions. Female teachers in technology and engineering as a minority are deemed incompetent in understanding vocational materials and are deemed less able in the application of school practices than male teachers. But at this point it can be observed that the large number of female teachers who enter the world of teaching skills in vocational schools in Indonesia. Therefore, this research was conducted to find out the extent of gender differences in the influence of teaching styles on the learning process in SMK with the concentration of technique and technique. This research is planned to be implemented in a vocational high school in Indonesia with concentration of Department of Engineering and Technology which include the use of qualitative research collecting research data by using interview and survey technique

  2. Asthma Management in Educational Settings: Implementing Guideline-Based Care in Washington State Schools.

    Science.gov (United States)

    Evans-Agnew, Robin A; Klein, Nicole; Lecce, Sally

    2015-11-01

    Managing asthma in the schools is complex and requires careful planning. This article highlights key steps in implementing guideline-based care for children with asthma in Washington State schools: assessing students, establishing acuity, communicating with parents, and training staff. Advance planning can improve outcomes for students, parents, and school staff in managing this complex and prevalent disease. NASN recently developed asthma management guidelines. Developing state-specific guidelines provides an opportunity to speak specifically to state laws and nurse practice acts while also reinforcing the importance of specialized practice to school nurses, school administrators and teachers, parents, and students. © 2015 The Author(s).

  3. 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

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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 ...

  12. 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…

  13. 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,…

  14. 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).…

  15. 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

  16. 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.…

  17. 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…

  18. 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),…

  19. "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.…

  20. 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 ...

  1. Implementation of strategies to increase adolescents' access to fruit and vegetables at school

    DEFF Research Database (Denmark)

    Aarestrup, Anne Kristine; Jørgensen, Thea Suldrup; Jørgensen, Sanne Ellegaard

    2015-01-01

    schools. METHODS: We used data from 20 intervention schools involved in the school-based multicomponent Boost trial targeting 13-year-olds' FV consumption. The environmental components at school included daily provision of free FV and promotion of a pleasant eating environment. Questionnaire data......BACKGROUND: Access to fruit and vegetables (FV) is associated with adolescents' FV consumption. However, little is known about implementation of strategies to increase access to FV at schools. We examined the implementation of two environmental components designed to increase access to FV at Danish...... was collected by the end of the nine-month intervention period among 1,121 pupils (95%), from all school principals (n = 20) and half way through the intervention period and by the end of the intervention among 114 teachers (44%). The implementation of the components was examined descriptively using...

  2. The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

    Science.gov (United States)

    Abry, Tashia; Rimm-Kaufman, Sara E; Larsen, Ross A; Brewer, Alexis J

    2013-08-01

    This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, pteacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  3. Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

    Science.gov (United States)

    Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz

    2018-04-01

    The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  4. 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…

  5. 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.

  6. 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…

  7. 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 ...

  8. 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…

  9. 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 ...

  10. 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…

  11. 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 ...

  12. 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

  13. 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 ...

  14. 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 ...

  15. 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…

  16. 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.

  17. 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 ...

  18. 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…

  19. 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…

  20. 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.…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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,…

  6. 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…

  7. 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.…

  8. 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,…

  9. 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…

  10. 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…

  11. 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…

  12. Reforming vocational didactics by implementing a new VET teacher education

    DEFF Research Database (Denmark)

    Duch, Henriette; Andreasen, Karen Egedal

    2015-01-01

    from backgrounds with no tradition for education. Despite historical changes, the education as vocational college teacher also struggles with the interplay between theory and practice in the program and great diversity among vocational college teachers. Based on empirical data from focus group......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...... interviews with students from the Diploma of Vocational Pedagogy program and concepts developed by Bernstein and Bourdieu, the article analyzes how these aspects might affect the development of new vocational didactics. We know that it is not easy to change the culture of educational institutions...

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. Six teachers' experience with a video-based professional development program: Its implementation and development

    Science.gov (United States)

    Nelson, Marianne T.

    Many professional development programs fall short of accomplishing their objectives. Recently, programs have been developed that would appear to appeal to teachers and to enhance their potential to influence teachers' practice. My research describes six teachers' responses to a professional development program that employs video as a key feature. The Next Move program consists of eight two-hour sessions, and includes a one-hour video intended to stimulate discussion among a group of teachers. All group participants were invited to participate in the study. My interview sample consisted of six teachers from two groups who volunteered to participate in the study. The first group consisted of four study participants from an urban district. Twelve teachers from this district attended the initial session. Of these, seven became regular participants who completed all sessions. Most of them registered for the graduate credit option. Two study participants were from a single suburban elementary school that had five teachers; they occasionally met jointly with a group from another elementary school, so the numbers varied. Teachers volunteering for this study had from four to seventeen years experience. They were all Caucasian and included four women and two men. My data set consists of three interviews with each teacher, one at the start of the program, one after the last session, and one at the end of the school year. I interviewed each facilitator and jointly interviewed the program's producer and project manager. Additional data was obtained from observation of program sessions and classrooms. Print data sources were the program guide and the project summative evaluation. The data analysis suggests a poor match between the funder's intent and what the teachers expected, based on the program title and information in the promotional flyer. Because of these discontinuities, the program failed to meet its objectives fully. However, some interesting benefits did appear. For

  19. Information for Participants Implementing Integrated Pest Management in Schools

    Science.gov (United States)

    Parents, school faculty and staff, school administrators, and pest management professionals all have important roles in planning and implementing school IPM. Find out about these roles and resources available to help.

  20. Exploring determinants of completeness of implementation and continuation of a Dutch school-based healthy diet promotion programme

    NARCIS (Netherlands)

    Bessems, K.M.H.H.; Assema, P. van; Vries, N.K. de; Paulussen, T.W.G.M.

    2014-01-01

    Strategies to promote implementation of school-based health promotion (HP) programmes should be designed to suit determinants of implementation and continuation. This study explored determinants of completeness of teachers' implementation of a healthy diet promotion programme and of their intention

  1. Comparing varieties of in-service English Language Training for primary school teachers in Norway

    Directory of Open Access Journals (Sweden)

    James Coburn

    2014-09-01

    Full Text Available International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two different kinds of courses are outlined and the designs of the courses presented through document analysis interspersed with extracts from interviews with teacher trainers. Strengths and weaknesses of the two different kinds of courses are compared. The study concludes that if English teaching in primary schools in Norway is to improve towards 2030, there is a need for the introduction of new programs and structures for the development of teacher trainers with primary school teaching experience, and for the systematic development of networks of primary school English teachers with the aim of nurturing and sustaining their professional development

  2. Teachers in the Implementation of the Nigerian Universal Basic ...

    African Journals Online (AJOL)

    This paper examines the relevance of teachers in the implementation of the Universal Basic Education (UBE) mathematics curricula. It discusses the meaning, objectives and structure of the UBE programme. The mathematics curricula in the Universal Basic Education programme are highlighted. The paper identifies and ...

  3. Constraints in Teacher Training for Computer Assisted Language Testing Implementation

    Science.gov (United States)

    Garcia Laborda, Jesus; Litzler, Mary Frances

    2011-01-01

    Many ELT examinations have gone online in the last few years and a large number of educational institutions have also started considering the possibility of implementing their own tests. This paper deals with the training of a group of 24 ELT teachers in the Region of Valencia (Spain). In 2007, the Ministry of Education provided funds to determine…

  4. 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,...

  5. Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

    Science.gov (United States)

    Cook, Nicole D.

    This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

  6. Implementation E-Learning among Jordanian School's Management

    Science.gov (United States)

    Hamadin, Khaled

    2017-01-01

    This study is designed to determine the level of E-learning Implementation in Jordan schools management. The study also investigated the Implementation of secondary School management towards the use of e-learning. A survey research design was used. A questionnaire was adopted and sent to secondary School management (N = 250) in Jordan schools in…

  7. Developing an Implementation Guideline to International Standard School for Schools under Secondary Educational Service Area Office 25

    Directory of Open Access Journals (Sweden)

    Worawut Poltree

    2017-09-01

    Full Text Available The objectives of developing an implementation guideline to international standard school for schools under secondary educational service area office 25 were ; 1 to study present and problem an implementation guideline to international standard school for schools under secondary educational service area office 25 and 2 to develop an implementation guideline to international standard school for schools under secondary educational service area office 25. There were 68 samples ; administrators, deputy administrators, head of quality management systems, and academic teachers by purposive sampling. The tools used to collect the data were the five level scale questionnaire and structured interviews. Data were analyzed using mean, standard deviation, and descriptive analysis. The researcher set the research by 2 phase. The first phase educated present and problem an implementation guideline to international standard school for schools under secondary educational service area office 25. The research was assessed feasibility of developing an implementation guideline to international standard school for schools under secondary educational service area office 25 by 5 experts. The research results were: 1. The present and problem an implementation guideline to international standard school for schools under secondary educational service area office 25 found that the overall present were at the high level and each one was at the high level. The overall problem were at the low and each one was at the moderate 2 aspects ; The leadership and the focus on personnel. Then it was at the low level. 2. Developing an implementation guideline to international standard school for schools under secondary educational service area office 25 found that 1 the leadership had set with the vision, values, performance of the school’s senior leadership, including good governance of the school, implementation of the ethics law, and responsibility for the community, 2 strategic

  8. Institutional And Teacher Readiness For Inclusive Education In Schools Of Hithadhoo Addu Maldives A Study Of The Perceptions Of Teachers

    Directory of Open Access Journals (Sweden)

    Mariyam Shareefa

    2015-08-01

    Full Text Available The Inclusive Educational Policy of Maldives Ministry of Education 2013 declares that all students should be given equal educational opportunities regardless of their physical intellectual social emotional or other conditions. The aim of this study was to find out what teachers believe perceive and feel about their schools readiness for inclusive education with regard to the school leadership school climate curriculum instructions individual student support and teachers knowledge skills and attitudes. The secondary purpose was to investigate the main challenges that deter inclusivity in the four government schools of Hithadhoo Addu. A mixed approach with survey and focus group interview methods were used in the study. A total of 153 teachers participated in the survey and 10 teachers were in the focus group sessions. The findings revealed that in general teachers had a positive view towards all the readiness factors related to inclusive education. However the results indicated substantial challenges that may impede successful implementation of inclusive education. These challenges include lack of knowledge and skills on inclusive education lack of facilities lack of awareness among all stakeholders curriculum difficulties and time restrictions.

  9. Long Live Love+: evaluation of the implementation of an online school-based sexuality education program in the Netherlands.

    Science.gov (United States)

    van Lieshout, Sanne; Mevissen, Fraukje; de Waal, Esri; Kok, Gerjo

    2017-06-01

    Schools are a common setting for adolescents to receive health education, but implementation of these programs with high levels of completeness and fidelity is not self-evident. Programs that are only partially implemented (completeness) or not implemented as instructed (fidelity) are unlikely to be effective. Therefore, it is important to identify which determinants affect completeness and fidelity of program implementation. As part of the launch of Long Live Love+ (LLL+), an online school-based sexuality education program for adolescents aged 15-17, we performed a process evaluation among teachers and students to measure the levels of completeness and fidelity, identify factors influencing teachers' implementation, and to evaluate the students' response. Sixteen Biology teachers from nine secondary schools throughout the Netherlands who implemented LLL+ were interviewed and 60 students participated in 13 focus group discussions. Results showed that teachers' completeness ranged between 22-100% (M = 75%). Fidelity was high, but many teachers added elements. Teachers and students enjoyed LLL+, particularly the diversity in the exercises and its interactive character. The most important factors that influenced implementation were time and organizational constraints, lack of awareness on the impact of completeness and fidelity, and student response. These factors should be taken into account when developing school-based prevention programs. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

  10. 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)

  11. 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…

  12. 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.

  13. Health-care conditions in elementary schools and teachers' knowledge of childhood asthma.

    Science.gov (United States)

    Canitez, Yakup; Cekic, Sukru; Celik, Ugur; Kocak, Abdulkadir; Sapan, Nihat

    2016-02-01

    For the adequate control of asthma in school-age children, it is recommended that teachers, school health personnel and administrators should have sufficient knowledge of how to manage asthma during school hours. To investigate asthma health care in elementary schools, and teachers' knowledge of childhood asthma and its management. The extent of knowledge of childhood asthma in 2779 teachers in 141 elementary schools (children aged 6-14, grades 1-8) in Bursa, the fourth largest city in Turkey, was evaluated. Section I comprised questions about asthma health-care in schools, Section II teachers' knowledge of the main characteristics of asthma and Section III (Likert Scale) teachers' detailed knowledge of the signs, triggering factors, treatment and general knowledge of asthma. The findings of Section I demonstrated that the organisation of health-care for asthma in schools was insufficient. Of the teachers questioned, 14·7% were not even aware and only 1% and 9·6% of the teachers had been made aware by school health personnel and school records, respectively, of asthmatic children. Only 27·3% of the teachers stated that they were responsible for the health of an asthmatic child. The majority of teachers (70%) said that asthmatic children could use the medication (e.g. inhalers) themselves. In Section II, there were between 44·1% and 75·5% correct answers, while in Section III this figure ranged from 3·3% to 78·4%. The correct answer rate was 60·4% for Sections II and III combined. The results of Sections II and III showed that the teachers' knowledge of asthma was poor in many respects. Teachers who stated that they had asthma or had first-degree relatives with asthma, or those with 10 or more years' experience provided significantly more correct answers in Sections II and III combined than did those without these characteristics (Phealth care for asthma (asthma management policies) in schools. The implementation of asthma education programmes for teachers

  14. Regular School Teachers’ Concerns and Perceived Barriers to Implement Inclusive Education in New Delhi, India

    Directory of Open Access Journals (Sweden)

    Nisha Bhatnagar

    2014-07-01

    Full Text Available Since the passage of The Persons with Disabilities (PWD Act in 1995 and subsequent implementation of various policies and programs by the Indian government to enhance the participation of students with disabilities in regular schools, there has been a steady growth of inclusive education. Such initiatives, however, have placed new demands on schools, especially on teachers who have the major responsibility for implementing inclusion at the classroom level. Literature from other countries indicates that for inclusion to be successful, it is essential that classroom teachers’ concerns about implementing such programs be identified and systematically addressed. Unfortunately, there is a paucity of research about teacher concerns regarding inclusive education in India. This study was undertaken to identify the concerns and perceived barriers of regular school teachers in Delhi, India about the inclusion of students with disabilities. Respondents were secondary school teachers working in schools in Delhi that were involved in teaching special needs children. Two focus group interviews and 20 individual semi-structured interviews were conducted to collect data from the participants. The flexible qualitative analysis program QRS NVivo was utilized for data analysis. Three concerns and eleven barrier themes emerged

  15. 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…

  16. 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…

  17. 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.…

  18. 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…

  19. 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…

  20. 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…

  1. 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.…

  2. 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

  3. Change Forces: Implementing Change in a Secondary School for the Common Good

    Science.gov (United States)

    Melville, Wayne; Bartley, Anthony; Weinburgh, Molly

    2012-01-01

    In this article, we investigate the change forces that act on administrators, subject department chairpersons and teachers as they seek to implement a change in a Canadian secondary school. Using a case study methodology, our analysis of the data uses Sergiovanni's (1998) six change forces: bureaucratic, personal, market, professional, cultural,…

  4. Food allergies in school: design and evaluation of a teacher-oriented training action.

    Science.gov (United States)

    Ravarotto, Licia; Mascarello, Giulia; Pinto, Anna; Schiavo, Maria Rita; Bagni, Marina; Decastelli, Lucia

    2014-12-04

    Food allergies are perceived as a significant problem in school environments; as a result, a teacher's ability to recognise and deal with allergic reactions is of fundamental importance to protect children's health. This paper includes the results of a study conducted for the purposes of designing, implementing and monitoring a specific set of teacher-oriented communication actions. The study involved designing, implementing and assessing five workshops. These workshops were designed on the basis of the analysis of perceptions and information needs investigated by three focus groups (25 teachers). The level of the teachers' knowledge and appreciation of the workshops was evaluated by using two structured questionnaires (n = 158). The teachers feel that they are insufficiently informed about food allergies; this knowledge gap is confirmed by an analysis of their knowledge before participating in the workshops. According to the teachers, the information which would be most useful to them has to do with the practical management of allergies in school. They feel that there is a lack of a professional contact person for precise and reliable information on health issues. The workshops seem to be appreciated as an information method. In addition, there appears to be a need to involve all children in awareness raising activities and education projects on this subject. There is an urgent need for training actions on food allergies in Italian schools, in particular the communication of practical information regarding the management of allergies and emergencies. More communication between the medical and school staff is, in particular, advisable.

  5. 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),…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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.…

  11. 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,…

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

    Directory of Open Access Journals (Sweden)

    John Barnett

    2007-01-01

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

  13. How best to measure implementation of school health curricula: a comparison of three measures.

    Science.gov (United States)

    Resnicow, K; Davis, M; Smith, M; Lazarus-Yaroch, A; Baranowski, T; Baranowski, J; Doyle, C; Wang, D T

    1998-06-01

    The impact of school health education programs is often attenuated by inadequate teacher implementation. Using data from a school-based nutrition education program delivered in a sample of fifth graders, this study examines the discriminant and predictive validity of three measures of curriculum implementation: class-room observation of fidelity, and two measures of completeness, teacher self-report questionnaire and post-implementation interview. A fourth measure, obtained during teacher observations, that assessed student and teacher interaction and student receptivity to the curriculum (labeled Rapport) was also obtained. Predictive validity was determined by examining the association of implementation measures with three study outcomes; health knowledge, asking behaviors related to fruit and vegetables, and fruit and vegetable intake, assessed by 7-day diary. Of the 37 teachers observed, 21 were observed for two sessions and 16 were observed once. Implementation measures were moderately correlated, an indication of discriminant validity. Predictive validity analyses indicated that the observed fidelity, Rapport and interview measures were significantly correlated with post-test student knowledge. The association between health knowledge and observed fidelity (based on dual observation only), Rapport and interview measures remained significant after adjustment for pre-test knowledge values. None of the implementation variables were significantly associated with student fruit and vegetable intake or asking behaviors controlling for pre-test values. These results indicate that the teacher self-report questionnaire was not a valid measure of implementation completeness in this study. Post-implementation completeness interviews and dual observations of fidelity and Rapport appear to be more valid, and largely independent methods of implementation assessment.

  14. Barriers and Facilitators for Teachers' Implementation of the Curricular Component of the Boost Intervention Targeting Adolescents' Fruit and Vegetable Intake

    DEFF Research Database (Denmark)

    Jørgensen, Thea Suldrup; Krølner, Rikke; Aarestrup, Anne Kristine

    2014-01-01

    OBJECTIVE: To examine barriers and facilitators to teachers' implementation of the curricular component of the school-based, multicomponent Boost intervention to promote fruit and vegetable intake among 13-year-olds guided by concepts of Diffusion of Innovations Theory and findings of previous...... and extra workload and motivated by a pre-intervention workshop and the thoroughness of the project. Detailed implementation manuals were helpful for some teachers but a barrier to others because they limited opportunities for adaptation. CONCLUSIONS AND IMPLICATIONS: Implementation of curricular activities...

  15. Historical short stories as nature of science instruction in secondary science classrooms: Science teachers' implementation and students' reactions

    Science.gov (United States)

    Reid-Smith, Jennifer Ann

    This study explores the use of historical short stories as nature of science (NOS) instruction in thirteen secondary science classes. The stories focus on the development of science ideas and include statements and questions to draw students' and teachers' attention to key NOS ideas and misconceptions. This study used mixed methods to examine how teachers implement the stories, factors influencing teachers' implementation, the impact on students' NOS understanding, students' interest in the stories and factors correlated with their interest. Teachers' implementation decisions were influenced by their NOS understanding, curricula, time constraints, perceptions of student ability and resistance, and student goals. Teachers implementing stories at a high-level of effectiveness were more likely to make instructional decisions to mitigate constraints from the school environment and students. High-level implementers frequently referred to their learning goals for students as a rationale for implementing the stories even when facing constraints. Teachers implementing at a low-level of effectiveness were more likely to express that constraints inhibited effective implementation. Teachers at all levels of implementation expressed concern regarding the length of the stories and time required to fully implement the stories. Additionally, teachers at all levels of implementation expressed a desire for additional resources regarding effective story implementation and reading strategies. Evidence exists that the stories can be used to improve students' NOS understanding. However, under what conditions the stories are effective is still unclear. Students reported finding the stories more interesting than textbook readings and many students enjoyed learning about scientists and the development of science idea. Students' interest in the stories is correlated with their attitudes towards reading, views of effective science learning, attributions of academic success, and interest in

  16. Teacher Methods in Teaching Arabic: A Case Study of One Senior High School in Jambi City

    Directory of Open Access Journals (Sweden)

    Mohamad Muspawi

    2017-12-01

    Full Text Available This research was conducted in one state senior high school in Jambi city aiming to get the whole picture about the methods of teachers in teaching Arabic vocabulary. We used a qualitative study with a case study approach. The participants of this research were teachers who taught Arabic vocabulary. The data were collected through interviews, documentation, and observation. The results showed that the methods used by the teachers in teaching Arabic vocabulary were mostly lecturing and demonstration. The obstacles faced by the teachers in Arabic vocabulary teaching were covered in several points namely, limited time allocation, teacher education background, infrastructure and lack of student interest in religious learning and expanding Arabic knowledge. We also presented the efforts by teachers to overcome the obstacles such as to motivate the students by telling them the importance of Arabic in international community as one of international students, to give practice tasks implementation, to sustainable evaluation and task.

  17. 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 ...

  18. Drug use prevention: factors associated with program implementation in Brazilian urban schools.

    Science.gov (United States)

    Pereira, Ana Paula Dias; Sanchez, Zila M

    2018-03-07

    A school is a learning environment that contributes to the construction of personal values, beliefs, habits and lifestyles, provide convenient settings for the implementation of drug use prevention programs targeting adolescents, who are the population group at highest risk of initiating drug use. The objective of the present study was to investigate the prevalence of factors associated with implementing drug use prevention programs in Brazilian public and private middle and high urban schools. The present population-based cross-sectional survey was conducted with a probability sample of 1151 school administrators stratified by the 5 Brazilian administrative divisions, in 2014. A close-ended, self-reported online questionnaire was used. Logistic regression analysis was used to identify factors associated with implementing drug use prevention programs in schools. A total of 51.1% of the schools had adopted drug use prevention programs. The factors associated with program implementation were as follows: belonging to the public school network; having a library; development of activities targeting sexuality; development of "Health at School Program" activities; offering extracurricular activities; and having an administrator that participated in training courses on drugs. The adoption of drug use prevention practices in Brazilian schools may be expanded with greater orchestration of schools through specialized training of administrators and teachers, expansion of the School Health Program and concomitant development of the schools' structural and curricular attributes.

  19. 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.

  20. Literacy Infrastructure, Access to Books, and the Implementation of the School Literacy Movement in Primary Schools in Indonesia

    Science.gov (United States)

    Laksono, K.; Retnaningdyah, P.

    2018-01-01

    Literacy Infrastructure and access to books are the foundation of literacy activity. Indonesia has regulations from the Ministry of Education and Culture requiring that 15 minutes should be used each day before the learning begins to read books other than textbooks. However, many schools are not yet obeying this requirement. The purposes of this study are to describe the literacy infrastructure in primary schools in Indonesia, to analyze access to books in primary schools, to explain the School Literacy Movement implementation, and to identify issues around the implementation of reading strategies in a context in which there is limited access to books. The questionnaire and interview study were conducted in 30 primary schools in East Java, Indonesia. The study concluded that the literacy infrastructure and access to books in 30 primary schools are below standard, but the school community enthusiastically implements the objectives of the School Literacy Movement. Many primary schools are already implementing good many reading strategies although there are some problems related to teacher competence.