WorldWideScience

Sample records for school-based teacher education

  1. Knowledge and attitude of secondary school teachers in Enugu to school based sex education.

    Science.gov (United States)

    Aniebue, P N

    2007-12-01

    To assess the knowledge and attitude to sex education among secondary school teachers in Enugu. 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 was used as instrument for data collection. Three hundred teachers, 215 females and 85 males were interviewed. The mean age of the teachers was 38.1+/-7.5 years. Sixty-nine (23.0%) had adequate knowledge of sex education and 282 (94.0%) approved the inclusion of sex education into the school curriculum. The commonest reason for disapproval of sex education was fear that it would lead to promiscuity amongst the students. Educational status and marital status of the teachers were significant determinants of positive attitude to sex education psex education according to the teachers is 11-15 years. Two hundred and thirty eight (79.3%) respondents were of the opinion that teachers needed to be trained to provide sex education to students and 244 (81.3%) admitted that sex education was not in the school curriculum. Secondary school teachers are in support of provision of sex education to students. However they need training and skills on how to present sex information in a positive manner to achieve the desired goal. There is need to include sex education in the school curriculum.

  2. The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers' Success and Self-Efficacy Beliefs

    Science.gov (United States)

    Hursen, Cigdem; Islek, Didem

    2017-01-01

    The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the…

  3. 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…

  4. Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review.

    Science.gov (United States)

    Lander, Natalie; Eather, Narelle; Morgan, Philip J; Salmon, Jo; Barnett, Lisa M

    2017-01-01

    Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention. The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was

  5. Examining the Professional, Technical, and General Knowledge Competencies Needed by Beginning School-Based Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Barrick, R. Kirby

    2013-01-01

    The philosophy behind the kind of teacher education one receives affects the preparedness of beginning agricultural education teachers. The purpose of this philosophical study was to examine and summarize the professional knowledge, technical knowledge, and general knowledge competencies needed in a comprehensive teacher education program to…

  6. Teachers? Attitudes towards and Comfort about Teaching School-Based Sexuality Education in Urban and Rural Tanzania

    OpenAIRE

    Mkumbo, Kitila Alexander

    2012-01-01

    Teachers? attitudes towards sexuality education are among the important predictors of their willingness to teach sexuality education programmes in schools. While there is a plethora of studies on teachers? attitudes towards sexuality in developed countries, there is a paucity of such studies in sub-Saharan Africa in general and Tanzania in particular. This study examined teachers? attitudes towards and comfort in teaching sexuality education in rural and urban Tanzania. The results show that ...

  7. School-Based Experiential Outdoor Education: A Neglected Necessity

    Science.gov (United States)

    James, Joan K.; Williams, Theresa

    2017-01-01

    In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic,…

  8. The Effect of School-Based Practice on Student Teachers' Attitudes towards Inclusive Education in Northern Ireland

    Science.gov (United States)

    Lambe, Jackie; Bones, Robert

    2007-01-01

    This study seeks to discover the attitudes to inclusion of those about to embark on initial teacher education in Northern Ireland and the extent to which an extended teaching practice in a non-selective placement school can influence attitude change. A cohort of 125 student teachers responded to a survey that explored their attitudes towards a…

  9. 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.…

  10. Modernizing Schools in Mexico: The Rise of Teacher Assessment and School-Based Management Policies

    Science.gov (United States)

    Echávarri, Jaime; Peraza, Cecilia

    2017-01-01

    In this paper we analyze the evolution of the teacher assessment policy and the origins of school-based management initiatives in the Mexican education context from the late 1980s until the last 2012-2013 Education Reform (RE2012-2013). Mexico joined the Global Education Reform Movement during the 1990s through the National Agreement for the…

  11. 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

  12. 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…

  13. Attitude of teachers to school based adolescent reproductive health ...

    African Journals Online (AJOL)

    Adults may facilitate or obstruct healthy sexual behaviours by adolescents; hence information on their attitude towards adolescent sexual behaviour, including contraceptive use is important. The attitude of teachers to school-based adolescent reproductive health services was assessed among two hundred and twenty three ...

  14. 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.

  15. Principles that underpin effective school-based drug education.

    Science.gov (United States)

    Midford, Richard; Munro, Geoffrey; McBride, Nyanda; Snow, Pamela; Ladzinski, Ursula

    2002-01-01

    This study identifies the conceptual underpinnings of effective school-based drug education practice in light of contemporary research evidence and the practical experience of a broad range of drug education stakeholders. The research involved a review of the literature, a national survey of 210 Australian teachers and others involved in drug education, and structured interviews with 22 key Australian drug education policy stakeholders. The findings from this research have been distilled and presented as a list of 16 principles that underpin effective drug education. In broad terms, drug education should be evidence-based, developmentally appropriate, sequential, and contextual. Programs should be initiated before drug use commences. Strategies should be linked to goals and should incorporate harm minimization. Teaching should be interactive and use peer leaders. The role of the classroom teacher is central. Certain program content is important, as is social and resistance skills training. Community values, the social context of use, and the nature of drug harm have to be addressed. Coverage needs to be adequate and supported by follow-up. It is envisaged that these principles will provide all those involved in the drug education field with a set of up-to-date, research-based guidelines against which to reference decisions on program design, selection, implementation, and evaluation.

  16. The effect of a school-based outdoor education program on Visual ...

    African Journals Online (AJOL)

    The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the ...

  17. School-Based Management: The Next Needed Education Reform.

    Science.gov (United States)

    Guthrie, James W.

    1986-01-01

    Recommends the implementation of school-based management systems as one way to meet government demands for educational reform. Describes the functions of principals, school advisory councils, school-site budgeting and accounting, and annual planning and performance reports in successful school-based management systems. Presents examples of…

  18. School-based In-service Teacher training

    DEFF Research Database (Denmark)

    Knudsen, Hans Jørgen; Hadzibegovic-Bubanja, Elvira; Nielsen, Søren P.

    -based initiatives as an integral part of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression...... of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression that it is possible to develop guidelines...... upper–secondary education). The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership...

  19. You Seize What Pops Up: A Qualitative Investigation of the Core Features of School-Based Agricultural Education Professional Development

    Science.gov (United States)

    Easterly, R.G., III.; Myers, Brian E.

    2017-01-01

    Desimone's core features of professional development (PD) guides the PD for teachers. The purpose of this study was to examine the PD practice of School-Based Agricultural Education (SBAE) teachers in the enthusiastic and growing career stage. Semi-structured telephone interviews were conducted with five teachers from five different states. The…

  20. School-Based Sexuality Education in Portugal: Strengths and Weaknesses

    Science.gov (United States)

    Rocha, Ana Cristina; Leal, Cláudia; Duarte, Cidália

    2016-01-01

    Portugal, like many other countries, faces obstacles regarding school-based sexuality education. This paper explores Portuguese schools' approaches to implementing sexuality education at a local level, and provides a critical analysis of potential strengths and weaknesses. Documents related to sexuality education in a convenience sample of 89…

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

    Science.gov (United States)

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

    2015-01-01

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

  2. Designing a Curriculum for Teacher Educators

    NARCIS (Netherlands)

    Lunenberg, Mieke

    2002-01-01

    SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

  3. Designing a Curriculum for Teacher Educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Elt, Introduction

    2013-01-01

    SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

  4. Process evaluation of school-based peer education for HIV ...

    African Journals Online (AJOL)

    In 2005, a survey was conducted among all the 27 high schools of Aden, which revealed low levels of knowledge on major prevention measures, and a high level of stigma and discrimination towards people living with HIV (PLWH). The results served as a baseline for implementing a school-based peer education ...

  5. The research landscape of school-based sexuality education

    DEFF Research Database (Denmark)

    Roien, Line Anne; Graugaard, Christian; Simovska, Venka

    2018-01-01

    pupils 6 to 12 years of age. Design/methodology/approach - The paper draws upon the methodology of systematic research mapping and presents a broad overview of research on sexuality education in a school setting for pupils aged 6-16. We searched the leading bibliographic databases in the field, i...... a rare, if not the first, comprehensive overview of research on school-based sexuality education including a focus on school children 6 to 12 years of age.......Purpose - The purpose of this paper is to map and discuss the overall characteristics of international research on school-based sexuality education, published in academic journals, with a particular focus on the framing of non-conservative approaches including sex education research targeting...

  6. 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…

  7. Guest Speakers in School-Based Sexuality Education

    Science.gov (United States)

    McRee, Annie-Laurie; Madsen, Nikki; Eisenberg, Marla E.

    2014-01-01

    This study, using data from a statewide survey (n = 332), examined teachers' practices regarding the inclusion of guest speakers to cover sexuality content. More than half of teachers (58%) included guest speakers. In multivariate analyses, teachers who taught high school, had professional preparation in health education, or who received…

  8. The Infusion of Inquiry-Based Learning into School-Based Agricultural Education: A Review of Literature

    Science.gov (United States)

    Wells, Trent; Matthews, Jennifer; Caudle, Lawrence; Lunceford, Casey; Clement, Brian; Anderson, Ryan

    2015-01-01

    Demands for increases in student achievement have led education professionals to incorporate various and rigorous teaching strategies into classrooms across the United States. Within school-based agricultural education (SBAE), agriculture teachers have responded to these challenges quite well. SBAE incorporates a wide variety of teaching and…

  9. Leadership for School-Based Teacher Professional Development: The Experience of a Chinese Preschool

    Science.gov (United States)

    He, Pan; Ho, Dora

    2017-01-01

    In recent years, the role of school principals in providing leadership, and the impact of that leadership in promoting teacher professional development for building school capacity has attracted increasing attention worldwide. The study described in this paper explores the practices of leadership for promoting school-based teacher professional…

  10. Cure4Kids for Kids: school-based cancer education outreach.

    Science.gov (United States)

    Van Kirk Villalobos, Aubrey; Quintana, Yuri; Ribeiro, Raul C

    2012-01-01

    In 2006, St. Jude Children's Research Hospital created Cure4Kids for Kids, a school-based outreach program. The objectives of this community education program are to teach about cancer and healthy lifestyles and to inspire an interest in science and health-related careers. A multidisciplinary team of St. Jude and outside experts developed and pilot tested age-appropriate educational materials and activities with 4th grade students. Eight schools and more than 800 children have participated in the program since 2006. Teachers and students have demonstrated a very positive response to the program for it being both fun and educational. Cure4Kids for Kids resources have been collected into a teacher's kit and are now freely available online at www.cure4kids.org/kids.

  11. Improving The Quality of Education Through School-Based Management: Learning From International Experiences

    Science.gov (United States)

    Grauwe, Anton De

    2005-07-01

    School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries, concerns remain about the possible detrimental impact of school-based management on school quality; equity among different schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as administrative transparency. The present study defines school-based management and, in view of its implementation in different world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element in the management work of the school principal.

  12. Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2016-01-01

    The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

  13. Peer-led, school-based nutrition education for young adolescents: feasibility and process evaluation of the TEENS study.

    Science.gov (United States)

    Story, Mary; Lytle, Leslie A; Birnbaum, Amanda S; Perry, Cheryl L

    2002-03-01

    Peer education has become a popular strategy for health promotion interventions with adolescents, but it has not been used widely in school-based nutrition education. This paper describes and reports on the feasibility of the peer leader component of a school-based nutrition intervention for young adolescents designed to increase fruit and vegetable intakes and lower fat foods. About 1,000 seventh-grade students in eight schools received the nutrition intervention. Of these, 272 were trained as peer leaders to assist the teacher in implementing the activities. Results from a multicomponent process evaluation based on peer leader and classroom student feedback, direct classroom observation, and teacher ratings and interviews are presented. Results show that peer-led nutrition education approaches in schools are feasible and have high acceptability among peer leaders, classroom students, and teachers.

  14. A Preliminary Evaluation of a School-Based Media Education and Reduction Intervention.

    Science.gov (United States)

    Bickham, David S; Hswen, Yulin; Slaby, Ronald G; Rich, Michael

    2018-06-01

    While media education and reduction programs have been proposed to prevent adverse health and academic outcomes related to heavy electronic media use among school-aged children, few have been formally piloted and evaluated. We used a quasi-experimental design to evaluate the effectiveness of Take the Challenge (TtC), a school-based media education/reduction program for the primary prevention of sleep deprivation, dysfunctional social-emotional behaviors, and poor academic performance. Sixth- to eighth-grade students at a rural Midwestern U.S. middle school received the TtC program, while a similar school in the same district served as the comparison group. Health-related and academic measures were collected from students and teachers at both schools before and after the intervention. The primary outcome measure was student-reported electronic media use (television, video games, Internet). Secondary measures included student health behaviors (student-reported sleep, exercise, and outdoor play) and academic activities (teacher-reported homework and classroom performance). Compared to the comparison group, students receiving TtC slept more and reduced television viewing, background television time, after-school video gaming, and weekend Internet use. Teachers reported increases in the extent to which TtC students completed homework assignments and stayed on task in the classroom. Well-designed school-based programs such as TtC can reduce electronic media use among middle-school children and improve related health and academic outcomes.

  15. How Do Teachers Learn Together? A Study of School-Based Teacher Learning in China from the Perspective of Organisational Learning

    Science.gov (United States)

    Zhang, Xiaolei; Wong, Jocelyn L. N.

    2018-01-01

    Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…

  16. Attitude of teachers to school based adolescent reproductive health ...

    African Journals Online (AJOL)

    2003-11-11

    Nov 11, 2003 ... Department of Community Health and Primary Health Care ... percent approved of teaching sex education to adolescents in schools, 55.6% approved of contraceptive use by the ..... own biases in the light of scientific facts.

  17. School-Based Primary School Sexuality Education for Migrant Children in Beijing, China

    Science.gov (United States)

    Liu, Wenli; Su, Yufen

    2014-01-01

    In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing. Over the past seven years, the project team has developed a school-based sexuality education curriculum using the "International Technical Guidance on Sexuality Education" published by…

  18. Constructing the Ideal Muslim Sexual Subject: Problematics of School-Based Sex Education in Iran

    Science.gov (United States)

    Tabatabaie, Alireza

    2015-01-01

    School-based sex education is an underdeveloped and challenging issue to address in Iran. This paper provides insights into the main challenges in developing and implementing school-based sex education in Iran. Through an investigation of one Iranian boys' school that, in contrast to the majority of Iranian educational institutions, has an…

  19. Community-Based Native Teacher Education Programs.

    Science.gov (United States)

    Heimbecker, Connie; Minner, Sam; Prater, Greg

    This paper describes two exemplary school-based Native teacher education programs offered by Northern Arizona University (NAU) to serve Navajo students and by Lakehead University (Ontario) to serve members of the Nishnabe Nation of northern Ontario. The Reaching American Indian Special/Elementary Educators (RAISE) program is located in Kayenta,…

  20. School-based intervention for childhood disruptive behavior in disadvantaged settings: A school-based RCT with and without active teacher support.

    NARCIS (Netherlands)

    Liber, J.M.; de Boo, G.M.; Huizenga, H.; Prins, P.J.M.

    2013-01-01

    Objective: In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support

  1. Teachers as Therapeutic Agents: Perceptions of a School-Based Mental Health Initiative

    Science.gov (United States)

    Lindo, Natalya A.; Taylor, Dalena Dillman; Meany-Walen, Kristin K.; Purswell, Katherine; Jayne, Kimberly; Gonzales, Terri; Jones, Leslie

    2014-01-01

    Teacher-child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher-child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom…

  2. 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.

  3. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers' meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-makig maps. The interpretation of the teachers......' meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students' learning. Furthermore......, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  4. Educating mathematics teacher educators

    DEFF Research Database (Denmark)

    Højgaard, Tomas; Jankvist, Uffe Thomas

    2014-01-01

    The paper argues for a three-dimensional course design structure for future mathematics teacher educators. More precisely we describe the design and implementation of a course basing itself on: the two mathematical competencies of modelling and problem tackling, this being the first dimension......; the two mathematical topics of differential equations and stochastics, this being the second dimension; and finally a third dimension the purpose of which is to deepen the two others by means of a didactical perspective....

  5. Teacher Educator Technology Competencies

    Science.gov (United States)

    Foulger, Teresa S.; Graziano, Kevin J.; Schmidt-Crawford, Denise A.; Slykhuis, David A.

    2017-01-01

    The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator…

  6. The meaning-making of science teachers participating in a school-based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The meaning-making of four science teachers involved in collaboratively analyzing video and other artifacts from practice in local science classrooms in a school-based professional development project is examined through repeated interviews and represented as meaning-making maps. The research aim...... is to examine how these collaborative inquiries make sense to the teachers: what they identify as outcomes, how they make use of inputs and support in their classrooms and in collegial interactions and how their ideas about teaching and learning of science might play a role. An adapted version...... learning of science in concrete situations. They refer to outcomes from sharing experiments with new tools and materials and refer to being encouraged to continue collaboration around science at the school. Beside this the teachers emphasize various outcomes apparently for each of them in areas where...

  7. The meaning-making of science teachers participating in as school based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The meaning-making of four science teachers involved in collaboratively analyzing video and other artifacts from practice in local science classrooms in a school-based professional development project is examined through repeated interviews and represented as meaning-making maps. The research aim...... is to examine how these collaborative inquiries make sense to the teachers: what they identify as outcomes, how they make use of inputs and support in their classrooms and in collegial interactions and how their ideas about teaching and learning of science might play a role. An adapted version...... learning of science in concrete situations. They refer to outcomes from sharing experiments with new tools and materials and refer to being encouraged to continue collaboration around science at the school. Beside this the teachers emphasize various outcomes apparently for each of them in areas where...

  8. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers......’ meaningmaking includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students’ learning. Furthermore, they all...... felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  9. Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa

    Science.gov (United States)

    Thakrar, Jayshree; Zinn, Denise; Wolfenden, Freda

    2009-01-01

    The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international…

  10. The Hemingway Project: A Collaborative School-based Program for Teacher Certification.

    Science.gov (United States)

    Butler, Shannon K.; And Others

    At Weber State University (Utah), teacher educators have collaborated with English faculty to design a pilot program (Hemingway Project) which serves as an initial effort to restructure the teacher education program. The program, funded by the Hemingway Foundation, is intended to provide greater integration of the university experience with actual…

  11. How science teachers' concerns about school-based assessment of practical work vary with time: the Hong Kong experience

    Science.gov (United States)

    Cheung, Derek; Yip, Din-Yan

    2004-02-01

    School-based assessment of science students' practical skills has two important roles--as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school-based assessment scheme for practical work. A 23-item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school-based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school-based assessment on student learning, their professional development in student assessment and the possible refinements in their school-based assessment scheme. Concerns-based interventions are suggested to help teachers grow professionally.

  12. "School Banding": Principals' Perspectives of Teacher Professional Development in the School-Based Management Context

    Science.gov (United States)

    Lee, Daphnee Hui Lin; Chiu, Chi Shing

    2017-01-01

    Purpose: The purpose of this paper is to explore how principals' leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach: The case study is situated within the context of school-based management, comprising reflective…

  13. School-based nutrition education: lessons learned and new perspectives.

    Science.gov (United States)

    Pérez-Rodrigo , C; Aranceta , J

    2001-02-01

    Nutrition is a major environmental influence on physical and mental growth and development in early life. Food habits during infancy can influence preferences and practices in later life and some evidence suggests fair to moderate tracking of food habits from childhood to adolescence. Studies support that good nutrition contributes to improving the wellbeing of children and their potential learning ability, thus contributing to better school performance. Children and young people who learn healthy eating habits, are encouraged to be physically active, to avoid smoking and to learn to manage stress, have the potential for reduced impact of chronic diseases in adulthood. Nutrition education is a key element to promoting lifelong healthy eating and exercise behaviours and should start from the early stages of life; it should also address the specific nutritional needs associated with pregnancy, including reinforcing breastfeeding. Food habits are complex in nature and multiple conditioning factors interact in their development. Young children do not choose what they eat, but their parents decide and prepare the food for them. During infancy and early childhood the family is a key environment for children to learn and develop food preferences and eating habits. As they grow and start school, teachers, peers and other people at school, together with the media and social leaders, become more important. Progressively children become more independent and start making their own food choices. The peer group is very important for adolescents and has a major influence in developing both food habits and lifestyles. Community trials suggest that nutrition education is an accessible effective tool in health promotion programmes with a focus on the development of healthy eating practices.

  14. Teachers in school-based technology innovations : A typology of their beliefs on teaching and technology

    NARCIS (Netherlands)

    Admiraal, Wilfried; Louws, Monika; Lockhorst, Ditte; Paas, Tineke; Buynsters, Michael; Cviko, Amina; Janssen, Caressa; de Jonge, Mario; Nouwens, Suzan; Post, Lysanne S.; van der Ven, Frauke; Kester, Liesbeth

    2017-01-01

    In many innovations in technology and education in secondary schools, teachers are the crucial agents of these innovations. To select, match and support groups of teachers for particular school projects, school principals could be supported with insights into teachers’ beliefs about teaching,

  15. To Be Alone or in a Group: An Exploration into How the School-Based Experiences Differ for Black Male Teachers across One Urban School District

    Science.gov (United States)

    Bristol, Travis J.

    2018-01-01

    One urban district administered the Black Male Teacher Environment Survey (BMTES) to each of its Black male teachers to measure their school-based experiences. This article highlights descriptive statistics from the 86 Black male teacher respondents. Findings suggest that participants' background characteristics and school-based experiences varied…

  16. On Reconceptualizing Teacher Education.

    Science.gov (United States)

    Yates, Robert; Muchisky, Dennis

    2003-01-01

    Raises questions about what has been referred to as a "reconceptualization of teacher education," which advocates that teacher education in TESOL focuses more on the act of teaching and learning to teach. Argues that this perspective threatens to deemphasize what language teachers need to know about language and language acquisition. (Author/VWL)

  17. Globalization and Teacher Education

    Science.gov (United States)

    Flinders, David J.

    2009-01-01

    Educational researchers and teacher educators are often concerned with immediate and practical questions. How can health teachers help youth avoid substance abuse? Should a high school biology teacher show Al Gore's "An Inconvenient Truth," or is that film too political for a science classroom? What sports should be included in a physical…

  18. Confirmatory Factor Analysis of the School-Based Assessment Evaluation Scale Among Teachers

    Directory of Open Access Journals (Sweden)

    Nor Hasnida Che Md. Ghazali

    2016-09-01

    Full Text Available The school-based assessment (SBA system is a holistic assessment system that is conducted in schools by subject teachers in assessing the students cognitive (intellect, affective (emotional and spiritual and psychomotor (physical aspects. It is in line with the National Philosophy of Education and the Standards-based School Curriculum in Malaysia. In order to evaluate the implementation of SBA, a measurement scale was validated. Questionnaire was used as an instrument for data collection. 776 primary and secondary school teachers were selected as respondents using stratified random sampling. The data was analyzed with SPSS and AMOS version 18. The aim of this paper was to explore different factor structures of the SBA evaluation scale by using the second-order Confirmatory Factor Analysis. Results indicated that the SBA evaluation model was a valid and reliable scale. The input measurement model was validated with two factors (personnel qualifications and physical infrastructure, process measurement model was validated with six factors (‘attitude’, ‘understanding’, ‘skills’, ‘challenges’, ‘moderation’ and ‘monitoring’ and product measurement model was validated with two factors (‘students’ attitude’ and ‘students’ motivation’. This study provides support for using a valid instrument in evaluating the implementation of SBA in schools. Furthermore, the CFA procedures used supported the conceptual framework set out earlier. Thus, it presents clearly the importance of the evaluation process of any education system to follow all the dimensions outlined in the evaluation model proposed by Daniel Stufflebeam.       Sistem Penilaian Berbasis Sekolah (SBA adalah sistem penilaian holistik yang dilakukan di sekolah-sekolah oleh guru mata pelajaran dalam menilai kognitif (kecerdasan, afektif (emosional dan spiritual dan psikomotorik (fisik siswa. Hal ini sejalan dengan Filsafat Pendidikan Nasional dan Kurikulum

  19. Teachers for Multicultural Education.

    Science.gov (United States)

    Rivlin, Harry N.; Gold, Milton J.

    Developing teachers for multicultural education is an essential assignment for teacher education and school administration today so that educators might help their students learn to live in a multicultural society. In an earlier view, public schools were considered the "great equalizers" among America's social institutions. The assumption was that…

  20. The Person over Standardisation: A Humanistic Framework for Teacher Learning in Diverse School-Based Contexts

    Science.gov (United States)

    Kazanjian, Christopher J.; Choi, Su-Jin

    2016-01-01

    This paper argues that the purpose of education is to help students realise their unique potentials and pursue inner directions. With this assumption, we critique the inadequacy of the current emphasis on standardisation and provide a theoretical framework for teacher education based on humanistic psychology. Three tenets of humanistic psychology,…

  1. The role of repetition and reinforcement in school-based oral health education-a cluster randomized controlled trial.

    Science.gov (United States)

    Haleem, Abdul; Khan, Muhammad Khalil; Sufia, Shamta; Chaudhry, Saima; Siddiqui, Muhammad Irfanullah; Khan, Ayyaz Ali

    2016-01-04

    Repetition and reinforcement have been shown to play a crucial role in the sustainability of the effect of Oral Health Education (OHE) programs. However, its relevance to school-based OHE imparted by different personnel is not depicted by the existing dental literature. The present study was undertaken to determine the effectiveness of the repeated and reinforced OHE (RR-OHE) compared to one-time OHE intervention and to assess its role in school-based OHE imparted by dentist, teachers and peers. The study was a cluster randomized controlled trial that involved 935 adolescents aged 10-11 years. Twenty four boys' and girls' schools selected at random in two towns of Karachi, Pakistan were randomly assigned to three groups to receive OHE by dentist (DL), teachers (TL) and peer-leaders (PL). The groups received a single OHE session and were evaluated post-intervention and 6 months after. The three groups were then exposed to OHE for 6 months followed by 1 year of no OHE activity. Two further evaluations at 6-month and 12-month intervals were conducted. The data were collected by a self-administered questionnaire preceded by a structured interview and followed by oral examination of participants. The adolescents' oral health knowledge (OHK) in the DL and PL groups increased significantly by a single OHE session compared to their baseline knowledge (p strategy. Although the OHK scores of the DL and PL groups decreased significantly at 12-month evaluation of RR-OHE (p play a key role in school-based OHE irrespective of educators. The trained teachers and peers can play a complementary role in RR-OHE.

  2. A nonpedagogical teacher education?

    DEFF Research Database (Denmark)

    Kvols, Anja Madsen; Madsen, Peter Hougaard; Beck, Mette Holdsendorf

    regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2011). Moreover, the teacher education has increased its focus on both research-based academic training and professional training at the same time. Our study is double – 1...... characterizes teacher professionalism? (Subject studies? Pedagogical studies? Professional training? Academic studies? Bildung studies? Etc.) - What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?...

  3. Experience, theory, and practical wisdom in teaching and teacher education

    NARCIS (Netherlands)

    Lunenberg, Mieke; Korthagen, Fred

    In this contribution, we discuss what it means to be a professional teacher with practical wisdom, and how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school?based. Building on theories

  4. Experience, theory, and practical wisdom in teaching and teacher education

    NARCIS (Netherlands)

    Lunenberg, Mieke; Korthagen, Fred

    2009-01-01

    In this contribution, we discuss what it means to be a professional teacher with practical wisdom, and how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories

  5. An Evaluation of Participation in a Schools-Based Youth Mental Health Peer Education Training Programme

    Science.gov (United States)

    O'Reilly, Aileen; Barry, James; Neary, Marie-Louise; Lane, Sabrina; O'Keeffe, Lynsey

    2016-01-01

    The use of peer education has been well documented within the discipline of health promotion, but not within the youth mental health domain. This paper describes an evaluation of an innovative schools-based peer education training programme that involved preparing young people to deliver a mental health workshop to their peers. Participants…

  6. The Research Landscape of School-Based Sexuality Education: Systematic Mapping of the Literature

    Science.gov (United States)

    Roien, Line Anne; Graugaard, Christian; Simovska, Venka

    2018-01-01

    Purpose: The purpose of this paper is to map and discuss the overall characteristics of international research on school-based sexuality education, published in academic journals, with a particular focus on the framing of non-conservative approaches including sexuality education research targeting young pupils 6-12 years of age.…

  7. Advocacy for School-Based Sexuality Education: Lessons from India and Nigeria

    Science.gov (United States)

    Samuels, Fiona; Kivela, Jari; Chetty, Dhianaraj; Herat, Joanna; Castle, Chris; Ketting, Evert; Baltussen, Rob

    2013-01-01

    Drawing on evidence from a wider study on the cost and cost-effectiveness of sexuality education programmes in six countries, and focusing on the examples of India and Nigeria, this paper argues that advocacy is a key, yet often neglected component of school-based sexuality education programmes, especially where sex and sexuality are politically…

  8. Cross-Cultural School-Based Encounters as Global Health Education

    Science.gov (United States)

    Bruselius-Jensen, Maria; Renwick, Kerry; Aagaard-Hansen, Jens

    2017-01-01

    Objective: Drawing on the concepts of the cosmopolitan person and democratic health education, this article explores the merits of primary school-based, cross-cultural dialogues for global health education. Design: A qualitative study of the learning outcomes of the Move/Eat/Learn (MEL) project. MEL facilitates cultural meetings, primarily…

  9. Teachers and Educational Policy.

    Science.gov (United States)

    United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.

    This study sets forth the results of an inquiry made at the request of UNESCO in the 30 countries in all parts of the world by four world teachers' organizations. Three organizations represent teachers in state systems and the fourth represents Catholic education. These teacher organizations chose 35 national organizations in countries spread over…

  10. Parental Attitudes Regarding School-Based Sexuality Education in Utah

    Science.gov (United States)

    Steadman, Mindy; Crookston, Benjamin; Page, Randy; Hall, Cougar

    2014-01-01

    Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach…

  11. CHARACTER EDUCATION IN ISLAMIC BOARDING SCHOOL- BASED SMA AMANAH

    Directory of Open Access Journals (Sweden)

    Nana Herdiana Abdurrahman

    2016-06-01

    Full Text Available This paper aims to describe findings of the study in pesantren-based SMA Amanah covering: 1 the principal policy in developing character education, 2 the methods used in developing character education, 3 students’ characteristics as the result of the character education process, 4 the problems encountered in the implementation of character education and the efforts made in addressing the implementation of character education at the school. This study applied qualitative method using descriptive technique. The data were collected through observation, interviews, and documentation. The findings of study showed that: 1 the principal’s policy in developing character education was carried out by implementing government policies in line with the school’s vision, mission, and programs; 2 the methods used in the process of character education were through role-modelling, assignments and nurturing, habituation, training programs, and  students’ participation in various types of activities, as well as the application of rewards and punishments; 3 the student's characteristics resulted from the character  education process were piousness and devotion as well as being able to apply their knowledge and piety in everyday life; 4 problems encountered in the implementation of character education  were different values and norms students brought from home; imbalance of facilities compared to the number of students; as well as teachers’ readiness to actually implement the new program, which  was character education. Meanwhile the efforts made to overcome those problems were namely developing personal, family, neighborhood or community characters, and making commitment of all related parties/stakeholdres of SMA Amanah.

  12. Teacher Education in Scotland

    Science.gov (United States)

    Munn, Pamela

    2006-01-01

    Using the notion of travelling global policy, this paper discusses the ways in which teacher education in Scotland has responded to world-wide demands on school systems. It highlights the embedded practices which have resisted an unequivocal move to a market-based approach in initial teacher education and contrasts this with approaches to…

  13. Cross-cultural School Based Encounters as Health Education

    DEFF Research Database (Denmark)

    Bruselius-Jensen, Maria; Renwick, Kerry; Aagaard-Hansen, Jens

    2017-01-01

    : Qualitative analysis of 18 focus group discussions with 72 Danish and 36 Kenyan students. Results: Cross-cultural dialogues promoted students’ engagement and reflections on their own and peers’ health condition, access to education, food cultures, gender and family structures. Conclusion: Findings indicate...

  14. Laboratory Safety Needs of Kentucky School-Based Agricultural Mechanics Teachers

    Science.gov (United States)

    Saucier, P. Ryan; Vincent, Stacy K.; Anderson, Ryan G.

    2014-01-01

    The frequency and severity of accidents that occur in the agricultural mechanics laboratory can be reduced when these facilities are managed by educators who are competent in the area of laboratory safety and facility management (McKim & Saucier, 2011). To ensure teachers are technically competent and prepared to manage an agricultural…

  15. Enhancing school-based asthma education efforts using computer-based education for children.

    Science.gov (United States)

    Nabors, Laura A; Kockritz, Jennifer L; Ludke, Robert L; Bernstein, Jonathan A

    2012-03-01

    Schools are an important site for delivery of asthma education programs. Computer-based educational programs are a critical component of asthma education programs and may be a particularly important education method in busy school environments. The objective of this brief report is to review and critique computer-based education efforts in schools. The results of our literature review indicated that school-based computer education efforts are related to improved knowledge about asthma and its management. In some studies, improvements in clinical outcomes also occur. Data collection programs need to be built into games that improve knowledge. Many projects do not appear to last for periods greater than 1 year and little information is available about cultural relevance of these programs. Educational games and other programs are effective methods of delivering knowledge about asthma management and control. Research about the long-term effects of this increased knowledge, in regard to behavior change, is needed. Additionally, developing sustainable projects, which are culturally relevant, is a goal for future research.

  16. Students' learning processes during school-based learning and workplace learning in vocational education : a review

    NARCIS (Netherlands)

    Dr. Harmen Schaap; Dr. Liesbeth Baartman; Prof.Dr. Elly de Bruijn

    2012-01-01

    This article reviews 24 articles in order to get a structured view on student's learning processes when dealing with a combination of school-based learning and workplace learning in vocational education. It focuses on six main themes: students' expertise development, students' learning styles,

  17. Effectiveness of primary school-based oral health education in West Java, Indonesia.

    NARCIS (Netherlands)

    Hartono, S.W.; Lambri, S.E.; Palenstein Helderman, W.H. van

    2002-01-01

    A study in West Java has indicated that involvement of primary health care personnel and schoolteachers in oral health education (OHE) at primary schools is a feasible approach that is sustainable. AIM: The present study aims to assess the effects of that school-based OHE programme on pupils who had

  18. A Formative Evaluation of Healthy Habits, Healthy U: A Collaborative School-Based Cancer Education Program

    Science.gov (United States)

    Anderson, Alicia; Spear, Caile; Pritchard, Mary; George, Kayla; Young, Kyle; Smith, Carrie

    2017-01-01

    Purpose: Healthy Habits, Healthy U (HHHU) is a two-day school-based primary prevention cancer education program that uses interactive classroom presentations designed to help students learn how to reduce their cancer risks. HHHU is a collaboration between a local cancer hospital, school district and university. HHHU incorporates real cancerous and…

  19. School-Based Management: The Changing Locus of Control in American Public Education.

    Science.gov (United States)

    Drury, Darrel; Levin, Douglas

    School-based management is a reinvention and countermovement to a broader historical trend to centralize and standardize American education. The present study represents one component of the Organisation for Economic Cooperation and Development's project to investigate how schools in 12 member nations can most effectively respond to recent…

  20. Community Attitudes toward School-Based Sexuality Education in a Conservative State

    Science.gov (United States)

    Dunn, Michael S.; Thompson, Sharon H.; M'Cormack, Fredanna A. D.; Yannessa, John F.; Duffy, Jennifer L.

    2014-01-01

    The purpose of this study was to assess community attitudes toward school-based abstinence-plus sexuality education. A dual sampling approach of landlines and cell phones resulted in 988 adults from two counties completing "The South Carolina Survey of Public Opinion on Pregnancy Prevention." Among respondents, 87.1% supported…

  1. PRACTICUM EXPERIENCE IN TEACHER EDUCATION

    African Journals Online (AJOL)

    User

    therefore, argued that the academic program of the teacher education should be coupled ... practicum which provides students with supervised experiences and help the student teachers to ... Lecturer, Department of Pedagogy, Eduction Faculty, Jimma University. ... teachers, different approaches to teacher .... Leadership.

  2. Examining Teacher Framing, Student Reasoning, and Student Agency in School-Based Citizen Science

    Science.gov (United States)

    Harris, Emily Mae

    This dissertation presents three interrelated studies examining opportunities for student learning through contributory citizen science (CS), where students collect and contribute data to help generate new scientific knowledge. I draw on sociocultural perspectives of learning to analyze three cases where teachers integrated CS into school science, one third grade, one fourth grade, and one high school Marine Biology classroom. Chapter 2 is a conceptual investigation of the opportunities for students to engage in scientific reasoning practices during CS data collection activities. Drawing on science education literature and vignettes from case studies, I argue that the teacher plays an important role in mediating opportunities for students to engage in investigative, explanatory, and argumentative practices of science through CS. Chapter 3 focuses on teacher framing of CS, how teachers perceive what is going on (Goffman, 1974) and how they communicate that to students as they launch CS tasks. Through analysis of videos and interviews of two upper elementary school teachers, I found that teachers frame CS for different purposes. These framings were influenced by teachers' goals, orientations towards science and CS, planning for instruction, and prior knowledge and experience. Chapter 4 examines how students demonstrate agency with environmental science as they explore their personal interests across their third grade classroom, school garden, and science lab contexts, through the lens of social practice theory (Holland, Lachicotte, Skinner, & Cain, 1998). Through analysis of classroom observations, student interviews, teacher interviews and important moments for three focal students, I found that student agency was enabled and constrained by the different cultures of the classroom, garden, and science lab. Despite affordances of the garden and science lab, the teachers' epistemic authority in the classroom permeated all three contexts, constraining student agency. In

  3. Dangerous Omissions: Abstinence-Only-until-Marriage School-Based Sexuality Education and the Betrayal of LGBTQ Youth

    Science.gov (United States)

    Elia, John P.; Eliason, Mickey J.

    2010-01-01

    To gain an understanding of how abstinence-only-until-marriage school-based sexuality education has been exclusionary, it is important to explore how heteronormativity has been endorsed, played out, and reproduced ever since school-based sexuality education has been offered in the United States. Such an exploration reveals glaring evidence that…

  4. 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.

  5. Reform of teacher education and teacher educator competences

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    Despite it is well known known and recognized that teacher educators’ competences play a decisive role for the education of new teachers and also for the quality of the profession as such very little research is conducted on the competences of teacher educators and their training. It is also...... an established fact that the implementation of teacher education reforms to a large extent stands and falls with the competences of the teacher educators. Not least it is of importance that teacher educators possess the kind of competences that are needed to meet the intentions of a reform. Failing teacher...... educator competences might just as well be an explanation for frequent reforms in teacher education as it can be failure of the reforms themselves. Danish teacher education was in 2012 reformed for the third time in only fifteen years, but teacher educator competences were not mapped at all during...

  6. Teachers as Rural Educators

    Science.gov (United States)

    Kristiansen, Andrew

    2014-01-01

    In the article, education is seen as a hierarchical cultural encounter between urban and rural values and ways of life. Good teachers do not only deliver curriculum, they also consider the needs and values of their students, as well as those of the local community. The article discusses how teachers' competence, knowledge and attitudes can affect…

  7. School-based assessments in high-stakes examinations in Bhutan: a question of trust? : exploring inconsistencies between external exam scores, school-based assessments, detailed teacher ratings, and student self-ratings

    NARCIS (Netherlands)

    Luyten, Johannes W.; Dolkar, Dechen

    2010-01-01

    This study explores the validity of school-based assessments when they serve to supplement scores on central tests in high-stakes examinations. The school-based continuous assessment (CA) marks are compared to the marks scored on the central written Bhutan Certificate of Secondary Education (BCSE)

  8. The effect of a school-based outdoor education program on Visual ...

    African Journals Online (AJOL)

    Outdoor education in teaching and learning is being increasingly used as an ... development of the students' problem-solving and higher order thinking ...... Figure 6 Teacher profiles aiming at achieving more effective visual arts education with ...

  9. The Shaping Healthy Choices Program: design and implementation methodologies for a multicomponent, school-based nutrition education intervention.

    Science.gov (United States)

    Scherr, Rachel E; Linnell, Jessica D; Smith, Martin H; Briggs, Marilyn; Bergman, Jacqueline; Brian, Kelley M; Dharmar, Madan; Feenstra, Gail; Hillhouse, Carol; Keen, Carl L; Nguyen, Lori M; Nicholson, Yvonne; Ontai, Lenna; Schaefer, Sara E; Spezzano, Theresa; Steinberg, Francene M; Sutter, Carolyn; Wright, Janel E; Young, Heather M; Zidenberg-Cherr, Sheri

    2014-01-01

    To provide a framework for implementation of multicomponent, school-based nutrition interventions. This article describes the research methods for the Shaping Healthy Choices Program, a model to improve nutrition and health-related knowledge and behaviors among school-aged children. Longitudinal, pretest/posttest, randomized, controlled intervention. Four elementary schools in California. Fourth-grade students at intervention (n = 252) and control (n = 238) schools and their parents and teachers. Power analyses demonstrate that a minimum of 159 students per group will be needed to achieve sufficient power. The sample size was determined using the variables of nutrition knowledge, vegetable preference score, and body mass index percentile. A multicomponent school-based nutrition education intervention over 1 academic year, followed by activities to support sustainability of the program. Dietary and nutrition knowledge and behavior, critical thinking skills, healthy food preferences and consumption, and physical activity will be measured using a nutrition knowledge questionnaire, a food frequency questionnaire, a vegetable preferences assessment tool, the Test of Basic Science Process Skills, digital photography of plate waste, PolarActive accelerometers, anthropometrics, a parent questionnaire, and the School and Community Actions for Nutrition survey. Evaluation will include quantitative and qualitative measures. Quantitative data will use paired t, chi-square, and Mann-Whitney U tests and regression modeling using P = .05 to determine statistical significance. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  10. Spreading Awareness of Stroke through School-Based Education: A Pooled Analysis of Three Community-Based Studies.

    Science.gov (United States)

    Hino, Tenyu; Yokota, Chiaki; Nishimura, Kunihiro; Nakai, Michikazu; Kato, Suzuka; Kuwabara, Kazuyo; Takekawa, Hidehiro; Arimizu, Takuro; Tomari, Shinya; Wada, Shinichi; Ohnishi, Hideyuki; Toyoda, Kazunori; Okamura, Tomonori; Minematsu, Kazuo

    2018-03-12

    Advancing school-based education is a promising means to spread knowledge pertaining to stroke. The aim of the current study was to clarify whether stroke lessons provided by schoolteachers could deliver stroke knowledge to children (aged 9-11 years) and their parents, at a similar level to when taught by medical staff. Schoolteachers conducted lessons on stroke for school children using the educational materials we prepared (i.e., the teacher group; 1051 children and 719 parents). This was compared with our previous data from Akashi city and Tochigi prefecture, in which the stroke lessons were conducted by medical staff (i.e., the medical group; 1031 children and 756 parents). Three campaigns were conducted between September 2014 and May 2016. Each child was given education materials to take home to discuss stroke with their parents. The children and their parents answered questionnaires on stroke knowledge, at baseline, immediately after the lesson, and at 3 months after the lesson. Compared with the time point before the lesson, both children and parents instructed by the teacher group showed significant increases in the scores about stroke symptoms and risk factors, immediately and at 3 months after the lesson (P educational material, adequately delivered knowledge of stroke to children and parents, in a manner that was similar to when medical staff delivered this information. Copyright © 2018 National Stroke Association. Published by Elsevier Inc. All rights reserved.

  11. Effect of a school-based oral health education programme in Wuhan City, Peoples Republic of China

    DEFF Research Database (Denmark)

    Petersen, Poul Erik; Peng, Bin; Tai, Baojun

    2004-01-01

    OBJECTIVES: To assess oral health outcomes of a school-based oral health education (OHE) programme on children, mothers and schoolteachers in China, and to evaluate the methods applied and materials used. DESIGN: The WHO Health Promoting Schools Project applied to primary schoolchildren in 3...... in experimental schools adopted regular oral health behaviour such as toothbrushing, recent dental visits, use of fluoride toothpaste, with less frequent consumption of cakes/biscuits compared to controls. In experimental schools, mothers showed significant beneficial oral health developments, while teachers...... showed higher oral health knowledge and more positive attitudes, also being satisfied with training workshops, methods applied, materials used and involvement with children in OHE. CONCLUSIONS: The programme had positive effects on gingival bleeding score and oral health behaviour of children...

  12. The Effectiveness of School-Based Nutritional Education Program among Obese Adolescents: A Randomized Controlled Study

    OpenAIRE

    In-Iw, Supinya; Saetae, Tridsanun; Manaboriboon, Boonying

    2012-01-01

    The purpose of the study was to determine the change in body weight and body mass index (BMI), as well as diet behaviors at 4 months after intervention between obese adolescent girls who participated in the school-based nutritional education program, addressed by pediatrician, compared to those who attended regular nutritional class. Methods. 49 obese girls were recruited from a secondary school. Those, were randomized into 2 groups of intervention and control. The intensive interactive nutri...

  13. Tobacco use related attitudes and behaviors in Indian Adolescents: association with school-based prevention education

    Directory of Open Access Journals (Sweden)

    Jagdish Khubchandani

    2017-06-01

    Full Text Available Background: Adolescent tobacco use in India has increased substantially within the past few decades. Schools can serve as an important avenue for prevention education, but little is known about the current practices of Indian schools in relation to tobacco use prevention education. Methods: To assess the extent and influence tobacco use prevention education in Indian schools,we analyzed the Global Youth Tobacco Survey data for India, which was a population-based study of a national random sample of 10112 students from 180 private and public schools.Variables such as student demographic profile, tobacco use behavior, perceptions about tobacco use, and exposure to school-based tobacco use prevention education were considered for analyses. Results: Prevalence of any form of tobacco use (14% and current smoking (8% was found to differ by gender. A quarter of the students believed that boys who smoke are more attractive or have more friends compared to non-smokers, and almost half of the students reported that smoking and health were never discussed as a part of a lesson in school. The association between school-based prevention education and tobacco use behavior was assessed (after adjustment forage, gender, and parental smoking. Students who were educated in school about tobacco use and its effects were significantly more likely to have negative attitude toward tobacco use and less likely to report use of tobacco. Conclusion: School-based tobacco use prevention education has beneficial influence on adolescents in India. Given the early age of initiation of tobacco use, school curricula in India should emphasize on tobacco use prevention education.

  14. Effects of School-Based Educational Interventions for Enhancing Adolescents Abilities in Critical Appraisal of Health Claims: A Systematic Review.

    Directory of Open Access Journals (Sweden)

    Lena V Nordheim

    Full Text Available Adolescents are frequent media users who access health claims from various sources. The plethora of conflicting, pseudo-scientific, and often misleading health claims in popular media makes critical appraisal of health claims an essential ability. Schools play an important role in educating youth to critically appraise health claims. The objective of this systematic review was to evaluate the effects of school-based educational interventions for enhancing adolescents' abilities in critically appraising health claims.We searched MEDLINE, Embase, PsycINFO, AMED, Cinahl, Teachers Reference Centre, LISTA, ERIC, Sociological Abstracts, Social Services Abstracts, The Cochrane Library, Science Citation Index Expanded, Social Sciences Citation Index, and sources of grey literature. Studies that evaluated school-based educational interventions to improve adolescents' critical appraisal ability for health claims through advancing the students' knowledge about science were included. Eligible study designs were randomised and non-randomised controlled trials, and interrupted time series. Two authors independently selected studies, extracted data, and assessed risk of bias in included studies. Due to heterogeneity in interventions and inadequate reporting of results, we performed a descriptive synthesis of studies. We used GRADE (Grading of Recommendations, Assessment, Development, and Evaluation to assess the certainty of the evidence.Eight studies were included: two compared different teaching modalities, while the others compared educational interventions to instruction as usual. Studies mostly reported positive short-term effects on critical appraisal-related knowledge and skills in favour of the educational interventions. However, the certainty of the evidence for all comparisons and outcomes was very low.Educational interventions in schools may have beneficial short-term effects on knowledge and skills relevant to the critical appraisal of health

  15. Effects of School-Based Educational Interventions for Enhancing Adolescents Abilities in Critical Appraisal of Health Claims: A Systematic Review.

    Science.gov (United States)

    Nordheim, Lena V; Gundersen, Malene W; Espehaug, Birgitte; Guttersrud, Øystein; Flottorp, Signe

    2016-01-01

    Adolescents are frequent media users who access health claims from various sources. The plethora of conflicting, pseudo-scientific, and often misleading health claims in popular media makes critical appraisal of health claims an essential ability. Schools play an important role in educating youth to critically appraise health claims. The objective of this systematic review was to evaluate the effects of school-based educational interventions for enhancing adolescents' abilities in critically appraising health claims. We searched MEDLINE, Embase, PsycINFO, AMED, Cinahl, Teachers Reference Centre, LISTA, ERIC, Sociological Abstracts, Social Services Abstracts, The Cochrane Library, Science Citation Index Expanded, Social Sciences Citation Index, and sources of grey literature. Studies that evaluated school-based educational interventions to improve adolescents' critical appraisal ability for health claims through advancing the students' knowledge about science were included. Eligible study designs were randomised and non-randomised controlled trials, and interrupted time series. Two authors independently selected studies, extracted data, and assessed risk of bias in included studies. Due to heterogeneity in interventions and inadequate reporting of results, we performed a descriptive synthesis of studies. We used GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) to assess the certainty of the evidence. Eight studies were included: two compared different teaching modalities, while the others compared educational interventions to instruction as usual. Studies mostly reported positive short-term effects on critical appraisal-related knowledge and skills in favour of the educational interventions. However, the certainty of the evidence for all comparisons and outcomes was very low. Educational interventions in schools may have beneficial short-term effects on knowledge and skills relevant to the critical appraisal of health claims. The small

  16. Special Education Teachers' Attitudes and Perceptions of Teamwork

    Science.gov (United States)

    Malone, D. Michael; Gallagher, Peggy A.

    2010-01-01

    One hundred and eighty-four special education teachers serving school-based intervention teams completed the "Attitudes About Teamwork Survey", the "Team Characteristics Survey", and the "Team Process Perception Survey". Respondents' regard for the team process in planning and implementing supports for children with disabilities was generally…

  17. State Teacher Evaluation and Teacher Education

    Science.gov (United States)

    Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.

    2015-01-01

    Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…

  18. Sexuality education in Ghana and Mozambique : An examination of colonising assemblages informing school-based sexuality education initiatives

    NARCIS (Netherlands)

    Miedema, E.; Oduro, G.Y.; Rasmussen, M.L.; Allen, L.

    2017-01-01

    This chapter analyses the historical and socio-political contexts of the design and delivery of school-based sexuality education for young women and men in two sub-Saharan African countries: Ghana and Mozambique. The chapter interrogates colonising tendencies within, and created through,

  19. Examining Another Source of Recruitment for Agriculture Education Teachers

    OpenAIRE

    Smith, Colten

    2018-01-01

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

  20. A school-based, teacher-mediated prevention program (ERASE-Stress) for reducing terror-related traumatic reactions in Israeli youth: a quasi-randomized controlled trial.

    Science.gov (United States)

    Gelkopf, Marc; Berger, Rony

    2009-08-01

    Since September 2000 Israeli children have been exposed to a large number of terrorist attacks. A universal, school-based intervention for dealing with the threat of terrorism as well as with terror-related symptoms, ERASE-Stress (ES), was evaluated in a male religious middle school in southern Israel. The program was administered by the homeroom teachers as part of the school curriculum. It consists of 12 classroom sessions each lasting 90 minutes, and included psycho-educational material, skill training and resiliency strategies delivered to the students by homeroom teachers. One hundred and fourteen 7th and 8th grade students were randomly assigned to the ES intervention or were part of a waiting list (WL). They were assessed on measures of posttraumatic symptomatology, depression, somatic symptoms and functional problems before and 3 months after the intervention or the WL period. Three months after the program ended, students in the experimental group showed significant reduction in all measures compared to the waiting-list control group. The ERASE-Stress program may help students suffering from terror-related posttraumatic symptoms and mitigate the negative effects of future traumatic experiences. Furthermore, a school-based universal program such as the ERASE-Stress may potentially serve as an important and effective component of a community mental health policy for communities affected by terrorism.

  1. Effectiveness of a randomized school-based intervention involving families and teachers to prevent excessive weight gain among adolescents in Brazil.

    Directory of Open Access Journals (Sweden)

    Diana B Cunha

    Full Text Available To evaluate the effectiveness of a school-based intervention involving the families and teachers that aimed to promote healthy eating habits in adolescents; the ultimate aim of the intervention was to reduce the increase in body mass index (BMI of the students.Paired cluster randomized school-based trial conducted with a sample of fifth graders.Twenty classes were randomly assigned into either an intervention group or a control group.From a total of 574 eligible students, 559 students participated in the study (intervention: 10 classes with 277 participants; control: 10 classes with 282 participants. The mean age of students was 11 years.Students attended 9 nutritional education sessions during the 2010 academic year. Parents/guardians and teachers received information on the same subjects.Changes in BMI and percentage of body fat.Intention-to-treat analysis showed that changes in BMI were not significantly different between the 2 groups (β = 0.003; p = 0.75. There was a major reduction in the consumption of sugar-sweetened beverages and cookies in the intervention group; students in this group also consumed more fruits.Encouraging the adoption of healthy eating habits promoted important changes in the adolescent diet, but this did not lead to a reduction in BMI gain. Strategies based exclusively on the quality of diet may not reduce weight gain among adolescents.Clinicaltrials.gov NCT01046474.

  2. Community and school-based health education for dengue control in rural Cambodia: a process evaluation.

    Science.gov (United States)

    Khun, Sokrin; Manderson, Lenore

    2007-12-05

    Dengue fever continues to be a major public health problem in Cambodia, with significant impact on children. Health education is a major means for prevention and control of the National Dengue Control Program (NDCP), and is delivered to communities and in schools. Drawing on data collected in 2003-2004 as part of an ethnographic study conducted in eastern Cambodia, we explore the approaches used in health education and their effectiveness to control dengue. Community health education is provided through health centre outreach activities and campaigns of the NDCP, but is not systematically evaluated, is under-funded and delivered irregularly; school-based education is restricted in terms of time and lacks follow-up in terms of practical activities for prevention and control. As a result, adherence is partial. We suggest the need for sustained routine education for dengue prevention and control, and the need for approaches to ensure the translation of knowledge into practice.

  3. Community and school-based health education for dengue control in rural Cambodia: a process evaluation.

    Directory of Open Access Journals (Sweden)

    Sokrin Khun

    Full Text Available Dengue fever continues to be a major public health problem in Cambodia, with significant impact on children. Health education is a major means for prevention and control of the National Dengue Control Program (NDCP, and is delivered to communities and in schools. Drawing on data collected in 2003-2004 as part of an ethnographic study conducted in eastern Cambodia, we explore the approaches used in health education and their effectiveness to control dengue. Community health education is provided through health centre outreach activities and campaigns of the NDCP, but is not systematically evaluated, is under-funded and delivered irregularly; school-based education is restricted in terms of time and lacks follow-up in terms of practical activities for prevention and control. As a result, adherence is partial. We suggest the need for sustained routine education for dengue prevention and control, and the need for approaches to ensure the translation of knowledge into practice.

  4. Evaluation of school-based reproductive health education program for adolescent girls.

    Science.gov (United States)

    Golbasi, Zehra; Taskin, Lale

    2009-01-01

    To evaluate the effectiveness of school-based reproductive health education for adolescent girls on the reproductive knowledge level of the girls. This research was carried out as a quasi-experimental study at two vocational girls high schools, one of which was used as the study school and the other as the control school. The study group (97 students) consisted of three classes representing every grade. The control group consisted of students selected likewise (92 students). Reproductive health education was given to students in the study group for 10 weeks; the control group was not subjected to any educational program. The impact of the program was evaluated with reproductive health knowledge test designed for this study. A pretest evaluated baseline knowledge, and a posttest measured the gain in knowledge. Baseline knowledge score of students in study and control group were similar and low (p > 0.05). We found that the reproductive health knowledge level of students in the study group increased significantly after the program of education. Post-test knowledge scores (75.03 +/- 13.82) of the students in the study group were higher than those of the control group (36.65 +/- 14.17). The results showed students' low baseline knowledge and a good ability to learn. A school-based reproductive health education is needed to promote knowledge and prevention in reproductive health among teenagers.

  5. The effect of a school-based educational intervention on menstrual health: an intervention study among adolescent girls in Bangladesh

    NARCIS (Netherlands)

    Haque, S.E.; Rahman, M.; Itsuko, K.; Mutahara, M.; Sakisaka, K.

    2014-01-01

    Objectives: To assess the impact of a school-based menstrual education programme on: (1) menstrual knowledge, beliefs and practices, (2) menstrual disorders experienced, and (3) restrictions on menstruating adolescents. Design: Intervention study. Setting: Araihazar area, Bangladesh. Participants:

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

    OpenAIRE

    Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

  7. School-based intervention for childhood disruptive behavior in disadvantaged settings: a randomized controlled trial with and without active teacher support.

    Science.gov (United States)

    Liber, Juliette M; De Boo, Gerly M; Huizenga, Hilde; Prins, Pier J M

    2013-12-01

    In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support (ATS) versus educational teacher support (ETS) (CBT + ATS vs. CBT + ETS). Screening (n = 1,929) and assessment (n = 224) led to the inclusion of 173 children ages 8-12 years from 17 elementary schools. Most of the children were boys (n = 136, 79%) of low or low-to-middle class socioeconomic status (87%); the sample was ethnically diverse (63% of non-Western origin). Children received CBT + ATS (n = 29) or CBT + ETS (n = 41) or were entered into a waitlist control condition (n = 103) to be treated afterward (CBT + ATS, n = 39, and CBT + ETS, n = 64). Effect sizes (ES), clinical significance (reliable change), and the results of multilevel modeling are reported. Ninety-seven percent of children completed treatment. Teachers and parents reported positive posttreatment effects (mean ES = .31) for CBT compared with the waitlist control condition on disruptive behavior. Multilevel modeling showed similar results. Clinical significance was modest. Changes had remained stable or had increased at 3-months follow-up (mean ES = .39). No consistent effect of teacher condition was found at posttreatment; however, at follow-up, children who received ETS fared significantly better. This study shows that a school-based CBT program is beneficial for difficult-to-reach children with disruptive behavior: The completion rate was remarkably high, ESs (mean ES = .31) matched those of previous studies with targeted intervention, and effects were maintained or had increased at follow-up.

  8. School-Based Interventions Going Beyond Health Education to Promote Adolescent Health: Systematic Review of Reviews.

    Science.gov (United States)

    Shackleton, Nichola; Jamal, Farah; Viner, Russell M; Dickson, Kelly; Patton, George; Bonell, Christopher

    2016-04-01

    Health education in school classrooms can be effective in promoting sexual health and preventing violence and substance use but effects are patchy and often short term. Classroom education is also challenging because of schools' increasing focus on academic-performance metrics. Other school-based approaches are possible, such as healthy school policies, improving how schools respond to bullying, and parent outreach, which go beyond health education to address broader health determinants. Existing systematic reviews include such interventions but often alongside traditional health education. There is scope for a systematic review of reviews to assess and synthesize evidence across existing reviews to develop an overview of the potential of alternative school-based approaches. We searched 12 databases to identify reviews published after 1980. Data were reviewed by two researchers. Quality was assessed using a modified Assessing the Methodological Quality of Systematic Reviews checklist and results were synthesized narratively. We screened 7,544 unique references and included 22 reviews. Our syntheses suggest that multicomponent school-based interventions, for example, including school policy changes, parent involvement, and work with local communities, are effective for promoting sexual health and preventing bullying and smoking. There is less evidence that such intervention can reduce alcohol and drug use. Economic incentives to keep girls in school can reduce teenage pregnancies. School clinics can promote smoking cessation. There is little evidence that, on their own, sexual-health clinics, antismoking policies, and various approaches targeting at-risk students are effective. There is good evidence that various whole-school health interventions are effective in preventing teenage pregnancy, smoking, and bullying. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  9. Bridging Theory and Practice in Teacher Education: Teaching Schools--A Bridge Too Far?

    Science.gov (United States)

    Gravett, Sarah; Ramsaroop, Sarita

    2015-01-01

    The study reported on in this article stems from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa (2011). This framework proposes the establishment of teaching schools to strengthen teacher education. This article reports on a qualitative inquiry into the views of school-based personnel and the…

  10. Teachers' Attitudes towards Adolescent Sexuality and Life Skills Education in Rural South Africa

    Science.gov (United States)

    Smith, Kelley Alison; Harrison, Abigail

    2013-01-01

    This study investigated the attitudes of 43 teachers and school administrators towards sex education, young people's sexuality and their communities in 19 secondary schools in rural KwaZulu-Natal, South Africa, and how these attitudes affect school-based HIV prevention and sex education. In interviews, teachers expressed judgemental attitudes…

  11. Teacher Education--Online.

    Science.gov (United States)

    Leach, Jenny

    1996-01-01

    The Open University of United Kingdom's Postgraduate Certificate of Education program is an 18-month, part-time course that annually trains over 1000 graduate teachers via electronic conferencing and open learning methods. The program provides every student and tutor with a Macintosh computer, printer, and modem and builds on face-to-face contacts…

  12. Lesbian, gay, bisexual, transgender, queer, and questioning youths' perspectives of inclusive school-based sexuality education.

    Science.gov (United States)

    Gowen, L Kris; Winges-Yanez, Nichole

    2014-01-01

    Sexuality education is perceived as one way to prevent unhealthy sexual behaviors. However, current sexuality education materials are not tailored to fit the needs of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, and many have been critiqued for disenfranchising these populations. This study solicited the perspectives of LGBTQ youth on their experiences with school-based sexuality education in order to create a framework of LGBTQ-inclusive sexuality education. Five semistructured focus groups (N = 30 LGBTQ participants) were conducted to investigate the sexuality education experiences of LGBTQ youth and to solicit youth suggestions for improving the inclusiveness of sexuality education curricula. Results indicate that LGBTQ youth perceive current sexuality education as primarily "exclusive," although examples of "inclusive" sexuality education were provided. In addition, participants provided suggestions for creating a more inclusive experience, such as directly discussing LGBTQ issues, emphasizing sexually transmitted infection (STI) prevention over pregnancy prevention, and addressing healthy relationships. Educators and policymakers can use these ideas to help improve the quality of sexuality education-not only to make it more inclusive for LGBTQ youth but to make sexuality education more inclusive for all young people.

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

    Science.gov (United States)

    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…

  14. Event Management for Teacher-Coaches: Risk and Supervision Considerations for School-Based Sports

    Science.gov (United States)

    Paiement, Craig A.; Payment, Matthew P.

    2011-01-01

    A professional sports event requires considerable planning in which years are devoted to the success of that single activity. School-based sports events do not have that luxury, because high schools across the country host athletic events nearly every day. It is not uncommon during the fall sports season for a combination of boys' and girls'…

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

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

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

  16. School-based sleep education program improves sleep and academic performance of school-age children.

    Science.gov (United States)

    Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

    2016-05-01

    The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

  17. Impact of school-based educational programs on sexual behaviors among adolescents in northern Italy.

    Science.gov (United States)

    Bogani, Giorgio; Cromi, Antonella; Serati, Maurizio; Monti, Zelia; Apolloni, Chiara; Nardelli, Federica; Di Naro, Edoardo; Ghezzi, Fabio

    2015-01-01

    This article aimed to determine sexual behaviors among female and male adolescents in northern Italy. An anonymous self-administered questionnaire evaluating sexual attitudes was distributed in middle and high schools in northern Italy. Adolescents between 13 and 19 years of age were asked to participate at the survey. The study group included 664 participants. Overall, 164 (25%) adolescents had had at least one sexual intercourse. Among adolescents who have had sexual intercourse, 90 (55%) use condoms, 25 (15%) use hormonal contraception, and 49 (30%) do not use any contraception method. A total of 559 adolescents (84%) participated in school-based sexual education programs. This group had better knowledge on sexually transmitted diseases and contraception methods in comparison with adolescents who have never participated in such educational programs (p sexual behaviors was observed (p = 1.0). School-based sexual education programs improve knowledge of sexual transmitted diseases and contraception methods. However, this knowledge does not correlate to high-risk sexual behaviors reduction.

  18. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

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

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  19. Peer-Led, School-Based Nutrition Education for Young Adolescents: Feasibility and Process Evaluation of the TEENS Study.

    Science.gov (United States)

    Story, Mary; Lytle, Leslie A.; Birnbaum, Amanda S.; Perry, Cheryl L.

    2002-01-01

    Describes the feasibility of the peer leader component of a school-based nutrition intervention for young adolescents designed to increase fruit and vegetable consumption and lower fat consumption. Results from a multicomponent process evaluation involving participant feedback, observation, and teacher ratings and interviews indicated that…

  20. Beginning Teachers' Job Satisfaction: The Impact of School-Based Factors

    Science.gov (United States)

    Lam, Bick-har; Yan, Hoi-fai

    2011-01-01

    Using a longitudinal design, the job satisfaction and career development of beginning teachers are explored in the present study. Beginning teachers were initially interviewed after graduation from the teacher training programme and then after gaining a two-year teaching experience. The results are presented in a fourfold typology in which the…

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

    Science.gov (United States)

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

    2016-01-01

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

  2. Kickin' Asthma: school-based asthma education in an urban community.

    Science.gov (United States)

    Magzamen, Sheryl; Patel, Bina; Davis, Adam; Edelstein, Joan; Tager, Ira B

    2008-12-01

    In urban communities with high prevalence of childhood asthma, school-based educational programs may be the most appropriate approach to deliver interventions to improve asthma morbidity and asthma-related outcomes. The purpose of this study was to evaluate the implementation of Kickin' Asthma, a school-based asthma curriculum designed by health educators and local students, which teaches asthma physiology and asthma self-management techniques to middle and high school students in Oakland, CA. Eligible students were identified through an in-class asthma case identification survey. Approximately 10-15 students identified as asthmatic were recruited for each series of the Kickin' Asthma intervention. The curriculum was delivered by an asthma nurse in a series of four 50-minute sessions. Students completed a baseline and a 3-month follow-up survey that compared symptom frequency, health care utilization, activity limitations, and medication use. Of the 8488 students surveyed during the first 3 years of the intervention (2003-2006), 15.4% (n = 1309) were identified as asthmatic; approximately 76% of eligible students (n = 990) from 15 middle schools and 3 high schools participated in the program. Comparison of baseline to follow-up data indicated that students experienced significantly fewer days with activity limitations and significantly fewer nights of sleep disturbance after participation in the intervention. For health care utilization, students reported significantly less frequent emergency department visits or hospitalizations between the baseline and follow-up surveys. A school-based asthma curriculum designed specifically for urban students has been shown to reduce symptoms, activity limitations, and health care utilization for intervention participants.

  3. Primary Teacher Education in Malaysia

    Science.gov (United States)

    Ching, Chin Phoi; Yee, Chin Peng

    2012-01-01

    In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training…

  4. Teachers as School-Based Mentors for At-Risk Students: A Qualitative Study

    OpenAIRE

    Simões, Francisco; Alarcão, Madalena

    2013-01-01

    Background: Over the past decade, administrators have implemented school-based mentoring (SBM) programs in schools across several western countries. However, few studies have compared the views of mentors and parents regarding the factors that determine SBM success. Objectives: The purpose of this work is to explore the factors that may facilitate or undermine the completion of SBM goals, according to the perspectives of both mentors and parents. Methods: We conducted a qualitative stud...

  5. The Effectiveness of School-Based Nutritional Education Program among Obese Adolescents: A Randomized Controlled Study

    Directory of Open Access Journals (Sweden)

    Supinya In-Iw

    2012-01-01

    Full Text Available The purpose of the study was to determine the change in body weight and body mass index (BMI, as well as diet behaviors at 4 months after intervention between obese adolescent girls who participated in the school-based nutritional education program, addressed by pediatrician, compared to those who attended regular nutritional class. Methods. 49 obese girls were recruited from a secondary school. Those, were randomized into 2 groups of intervention and control. The intensive interactive nutritional program was provided to the intervention group. Weight and height, dietary record and % fat consumption, as well as self-administered questionnaires on healthy diet attitudes were collected at baseline and 4-month follow-up, and then compared between two groups. Results. There was a statistically significant change of BMI in the intervention group by  kg/m2 ( compared to the control group ( kg/m2, but no significant change in calorie and % fat consumption between groups. The attitudes on healthy eating behaviors in the intervention group were shown improving significantly (. Conclusions. Interactive and intensive nutritional education program as shown in the study was one of the most successful school-based interventions for obese adolescents.

  6. A school-based oral health educational program: the experience of Maringa- PR, Brazil.

    Science.gov (United States)

    Conrado, Carlos Alberto; Maciel, Sandra Mara; Oliveira, Márcia Regina

    2004-03-01

    The main purpose of this study was to evaluate the preliminary results of a school-based oral health educational strategy adopted in public primary schools from the city of Maringa, State of Parana, Brazil. The study sample was composed by 556 children and adolescents aged 6 to 17 years old, 124 schoolteachers and a group of 55 mothers. The educational approach was implemented for 18 months and consisted of reinforcements of interventions addressed to students and schoolteachers at school level and few activities targeted at the mothers, performed by means of home visits. Baseline and follow-up interviews focused on oral health care were undertaken for the entire study population. As a stimulus for the students to achieve proper oral hygiene habits, the simplified oral hygiene index was assessed at three different moments. A statistically significant improvement in their oral hygiene index (pstudied. They also point out the need of intensifying the preparation of schoolteachers in oral health topics, as well the instructions to the mothers for their oral health care. Moreover, they highlight the importance of the continuous implementation of school-based programs to promote the oral health.

  7. Counseling in teacher education

    DEFF Research Database (Denmark)

    Mølgaard, Dorthe Busk

    Counseling is about supporting and challenging students in making decisions, being adaptive, seeing opportunities and acquiring self-knowledge. Literaturesearch of articles about counseling research in nordic teacher education 2008-2013 shows no results. We started a participant-orientated pilotp......Counseling is about supporting and challenging students in making decisions, being adaptive, seeing opportunities and acquiring self-knowledge. Literaturesearch of articles about counseling research in nordic teacher education 2008-2013 shows no results. We started a participant......-orientated pilotproject about counseling in teacher education. The aim was to acquire knowledge about how students perceive counseling. This knowledge could help uncover potential areas of development for counselingpractice. In the pilotproject it is tested if the chosen method is suitable for bigger qualitative study....... The study is a qualitative questionnaire survey. The “lifeworld” is central, therefore a phenomenological and hermeneutical approach was chosen, where the student’s perception of the counseling is studied. Central themes: Setting of the counseling and progress of the counselingcourse, content and shape...

  8. Rethinking and Redesigning Teacher Education

    DEFF Research Database (Denmark)

    Baltzersen, Johnny

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

  9. Perceptions of middle school educators in Hawai'i about school-based gardening and child health.

    Science.gov (United States)

    Ahmed, Ameena T; Oshiro, Caryn E; Loharuka, Sheila; Novotny, Rachel

    2011-07-01

    Childhood obesity prevention is a national priority. School-based gardening has been proposed as an innovative obesity prevention intervention. Little is known about the perceptions of educators about school-based gardening for child health. As the success of a school-based intervention depends on the support of educators, we investigated perceptions of educators about the benefits of gardening programs to child health. Semi-structured interviews of 9 middle school educators at a school with a garden program in rural Hawai'i were conducted. Data were analyzed using a grounded theory approach. Perceived benefits of school-based gardening included improving children's diet, engaging children in physical activity, creating a link to local tradition, mitigating hunger, and improving social skills. Poverty was cited as a barrier to adoption of healthy eating habits. Opinions about obesity were contradictory; obesity was considered both a health risk, as well as a cultural standard of beauty and strength. Few respondents framed benefits of gardening in terms of health. In order to be effective at obesity prevention, school-based gardening programs in Hawai'i should be framed as improving diet, addressing hunger, and teaching local tradition. Explicit messages about obesity prevention are likely to alienate the population, as these are in conflict with local standards of beauty. Health researchers and advocates need to further inform educators regarding the potential connections between gardening and health.

  10. Perceptions of Middle School Educators in Hawai‘i about School-based Gardening and Child Health

    Science.gov (United States)

    Oshiro, Caryn E; Loharuka, Sheila; Novotny, Rachel

    2011-01-01

    Background Childhood obesity prevention is a national priority. School-based gardening has been proposed as an innovative obesity prevention intervention. Little is known about the perceptions of educators about school-based gardening for child health. As the success of a school-based intervention depends on the support of educators, we investigated perceptions of educators about the benefits of gardening programs to child health. Methods Semi-structured interviews of 9 middle school educators at a school with a garden program in rural Hawai‘i were conducted. Data were analyzed using a grounded theory approach. Results Perceived benefits of school-based gardening included improving children's diet, engaging children in physical activity, creating a link to local tradition, mitigating hunger, and improving social skills. Poverty was cited as a barrier to adoption of healthy eating habits. Opinions about obesity were contradictory; obesity was considered both a health risk, as well as a cultural standard of beauty and strength. Few respondents framed benefits of gardening in terms of health. Conclusions In order to be effective at obesity prevention, school-based gardening programs in Hawai‘i should be framed as improving diet, addressing hunger, and teaching local tradition. Explicit messages about obesity prevention are likely to alienate the population, as these are in conflict with local standards of beauty. Health researchers and advocates need to further inform educators regarding the potential connections between gardening and health. PMID:21886287

  11. Understanding Ethics in School-Based Research

    Science.gov (United States)

    Bryan, Hazel; Burstow, Bob

    2018-01-01

    The notion of the "teacher as researcher" has been in the education lexicon since the mid-1970s. School-based research, we suggest, is currently enjoying something of a renaissance, flourishing within the emerging, complex school landscape. This empirical research engages with 25 school leaders to explore the ways in which…

  12. Teachers’ conflicting cultural schemas of teaching comprehensive school-based sexuality education in Kampala, Uganda

    NARCIS (Netherlands)

    de Haas, Billie; Hutter, Inge

    2018-01-01

    Teachers can feel uncomfortable teaching sexuality education when the content conflicts with their cultural values and beliefs. However, more research is required to understand how to resolve conflicts between teachers’ values and beliefs and those implicit in comprehensive approaches to sexuality

  13. Teachers’ conflicting cultural schemas of teaching comprehensive school-based sexuality education in Kampala, Uganda

    NARCIS (Netherlands)

    de Haas, B. (Billie); I. Hutter (Inge)

    2018-01-01

    textabstractTeachers can feel uncomfortable teaching sexuality education when the content conflicts with their cultural values and beliefs. However, more research is required to understand how to resolve conflicts between teachers’ values and beliefs and those implicit in comprehensive approaches to

  14. Value Added?: Teachers' Investments in and Orientations toward Parent Involvement in Education

    Science.gov (United States)

    Schecter, Sandra R.; Sherri, Dana L.

    2009-01-01

    Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through…

  15. 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…

  16. Building Future Directions for Teacher Learning in Science Education

    Science.gov (United States)

    Smith, Kathy; Lindsay, Simon

    2016-04-01

    In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

  17. Family homework and school-based sex education: delaying early adolescents' sexual behavior.

    Science.gov (United States)

    Grossman, Jennifer M; Frye, Alice; Charmaraman, Linda; Erkut, Sumru

    2013-11-01

    Early sexual activity can undermine adolescents' future school success and health outcomes. The purpose of this study was to assess the role of a family homework component of a comprehensive sex education intervention in delaying sexual initiation for early adolescents and to explore what social and contextual factors prevent adolescents from completing these family homework activities. This mixed methods study included 6th- and 7th-grade survey responses from 706 students at 11 middle school schools receiving a sex education intervention, as well as interviews from a subset of 33, 7th-grade students from the larger sample. Adolescents who completed more family homework assignments were less likely to have vaginal intercourse in 7th grade than those who completed fewer assignments, after controlling for self-reports of having had vaginal intercourse in 6th grade and demographic variables. Participants' explanations for not completing assignments included personal, curriculum, and family-based reasons. Family homework activities designed to increase family communication about sexual issues can delay sex among early adolescents and contribute to school-based sex education programs. Successful sex education programs must identify and address barriers to family homework completion. © 2013, American School Health Association.

  18. Moral values in teacher education

    NARCIS (Netherlands)

    Veugelers, W.; Peterson, P.; Baker, E.; McGaw, B.

    2010-01-01

    Moral values are interwoven in all aspects of teaching: in the curriculum, in the school culture, and as moral examples in teachers' behavior. Working with values is an essential part of teaching. Educating students to become teachers requires the teachers to learn how values are embedded in

  19. Teacher-Education-Desiring-Machines

    Science.gov (United States)

    Cole, David R.; Gannon, Susanne

    2017-01-01

    In this article, the authors argue that the notion of a teacher and the coexisting teacher education processes are being progressively emptied out, and replaced by the model of a corporate worker, serving the needs of a post-industrial financial capitalist society. They assert that teachers have had their identities stripped of their previous…

  20. Teacher preparedness for inclusive education

    African Journals Online (AJOL)

    lynette

    man rights had been abused for centuries. The human rights issue in ... the empowerment of educators/teachers is once again neglected in the. South African ..... Previous experience and training in working with children with special education ...

  1. School-Based Educational Intervention to Improve Children's Oral Health-Related Knowledge.

    Science.gov (United States)

    Blake, Holly; Dawett, Bhupinder; Leighton, Paul; Rose-Brady, Laura; Deery, Chris

    2015-07-01

    To evaluate a brief oral health promotion intervention delivered in schools by a primary care dental practice, aimed at changing oral health care knowledge and oral health-related behaviors in children. Cohort study with pretest-posttest design. Three primary schools. One hundred and fifty children (aged 9-12 years). Children received a 60-minute theory-driven classroom-based interactive educational session delivered by a dental care professional and received take-home literature on oral health. All children completed a questionnaire on oral health-related knowledge and self-reported oral health-related behaviors before, immediately after, and 6 weeks following the intervention. Children's dental knowledge significantly improved following the intervention, with improvement evident at immediate follow-up and maintained 6 weeks later. Significantly more children reported using dental floss 6 weeks after the intervention compared with baseline. No significant differences were detected in toothbrushing or dietary behaviors. School-based preventative oral health education delivered by primary care dental practices can generate short-term improvements in children's knowledge of oral health and some aspects of oral hygiene behavior. Future research should engage parents/carers and include objective clinical and behavioral outcomes in controlled study designs. © 2014 Society for Public Health Education.

  2. School-Based HIV/AIDS Education Is Associated with Reduced Risky Sexual Behaviors and Better Grades with Gender and Race/Ethnicity Differences

    Science.gov (United States)

    Ma, Zhen-qiang; Fisher, Monica A.; Kuller, Lewis H.

    2014-01-01

    Although studies indicate school-based HIV/AIDS education programs effectively reduce risky behaviors, only 33 states and the District of Columbia in US mandate HIV/AIDS education. Ideally, school-based HIV/AIDS education should begin before puberty, or at the latest before first sexual intercourse. In 2011, 20% US states had fewer schools…

  3. Barriers and motivators to attaining a school-based MA in\\ud Education: a case study

    OpenAIRE

    Etherington, Margaret

    2014-01-01

    A school-based master’s programme was provided for teachers at a comprehensive in the East End of London, UK. Two traditional barriers to doing an MA (cost and travelling time) were removed. The study explores the extent to which teachers’ workload, family commitments and other external factors impact on the retention of MA participants. It was found that heavy job and family obligations were not necessarily predictors of failure to complete the course, and that personal values and aspiration...

  4. Action Research as a School-Based Strategy in Intercultural Professional Development for Teachers

    Science.gov (United States)

    Sales, Auxiliadora; Traver, Joan A.; Garcia, Rafaela

    2011-01-01

    Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007-2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and…

  5. When school-based, in-service teacher training sharpens pedagogical awareness

    DEFF Research Database (Denmark)

    Lund, Lea

    2018-01-01

    Research in the field of professional development (PD) stresses the importance of the development of professional learning communities (PLCs) designed to promote the process of inquiry in teaching. PLCs are of great importance with regard to both school improvement and in-service teacher training...

  6. Reclaiming Accountability in Teacher Education

    Science.gov (United States)

    Cochran-Smith, Marilyn; Carney, Molly Cummings; Keefe, Elizabeth Stringer; Burton, Stephani; Chang, Wen-Chia; Fernández, M. Beatriz; Miller, Andrew F.; Sánchez, Juan Gabriel; Baker, Megina

    2018-01-01

    Teacher accountability has been a major strategy for "fixing" education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes…

  7. Teacher Education: A Nontraditional Response.

    Science.gov (United States)

    Simbol, Mary Ann

    1989-01-01

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

  8. Physical Education Teachers' Organizational Commitment

    Science.gov (United States)

    Demir, Hayri

    2013-01-01

    The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

  9. Teacher Educators' Perceptions and Practices Pertaining to Multicultural Teacher Education.

    Science.gov (United States)

    Burcalow, Janet V.

    This study focuses on three questions: (1) What are the perceptions of teacher educators regarding five education approaches titled: "Educational Equality,""Cultural Understanding,""Individual Development,""Power Parity," and "Bilingual/Bicultural Education"? (2) Do variables such as age, race, gender, or professional responsibilities affect the…

  10. School-based strategies for oral health education of adolescents- a cluster randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Haleem Abdul

    2012-12-01

    Full Text Available Abstract Background Oral health education (OHE in schools has largely been imparted by dental professionals. Considering the substantial cost of this expert-led approach, the strategies relying on teachers, peer-leaders and learners themselves have also been utilized. However the evidence for comparative effectiveness of these strategies is lacking in the dental literature. The present study was conducted to compare the effectiveness of dentist-led, teacher-led, peer-led and self-learning strategies of oral health education. Methods A two-year cluster randomized controlled trial following a parallel design was conducted. It involved five groups of adolescents aged 10-11 years at the start of the study. The trial involved process as well as four outcome evaluations. The present paper discusses the findings of the study pertaining to the baseline and final outcome evaluation, both comprising of a self-administered questionnaire, a structured interview and clinical oral examination. The data were analyzed using Generalized Estimating Equations. Results All the three educator-led strategies of OHE had statistically higher mean oral health knowledge (OHK, oral health behavior (OHB, oral hygiene status (OHS and combined knowledge, behavior and oral hygiene status (KBS scores than the self-learning and control groups (p Conclusions The dentist-led, teacher-led and peer-led strategies of oral health education are equally effective in improving the oral health knowledge and oral hygiene status of adolescents. The peer-led strategy, however, is almost as effective as the dentist-led strategy and comparatively more effective than the teacher-led and self-learning strategies in improving their oral health behavior. Trail registration SRCTN39391017

  11. School-based intervention for childhood disruptive behavior in disadvantaged settings: A randomized controlled trial with and without active teacher support

    NARCIS (Netherlands)

    Liber, J.M.; de Boo, G.M.; Huizenga, H.; Prins, P.J.M.

    2013-01-01

    Objective: In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support

  12. An Evaluation of a School-Based Professional Development Program on Teachers' Efficacy for Technology Integration: Findings from an Initial Study

    Science.gov (United States)

    Skoretz, Yvonne; Childress, Ronald

    2013-01-01

    The purpose of this program evaluation was to determine the impact of a school-based, job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Participant bi-weekly journal postings were analyzed using Grappling's "Technology and Learning Spectrum" (Porter, 2001) to…

  13. Stress at Work and Its Subsequent Problems among Teachers of the Public Schools Which Operate the School-Based Violence Reduction Program (VRP) in Tulkarm Governorate

    Science.gov (United States)

    Oteer, Rabee

    2015-01-01

    This study aimed to identify the work-related stress and its subsequent problems among teachers of the public schools which operated the school-based Violence Reduction Program (VRP) in the governorate of Tulkarm during the second semester of 2015-2016. Besides, it aimed to identify the effect of specific variables, such as gender, specialization,…

  14. 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.

  15. A Holistic School-Based Nutrition Program Fails to Improve Teachers' Nutrition-Related Knowledge, Attitudes and Behaviour in Rural China

    Science.gov (United States)

    Wang, Dongxu; Stewart, Donald; Chang, Chun

    2016-01-01

    Purpose: The purpose of this paper is to examine the effectiveness of a holistic school-based nutrition programme using the health-promoting school (HPS) approach, on teachers' knowledge, attitudes and behaviour in relation to nutrition in rural China. Design/methodology/approach: A cluster-randomised intervention trial design was employed. Two…

  16. Views on Values Education: From Teacher Candidates to Experienced Teachers

    Science.gov (United States)

    Iscan, Canay Demirhan

    2015-01-01

    This study aimed to identify the views of experienced class teachers and class teacher candidates on values education. It conducted standard open-ended interviews with experienced class teachers and teacher candidates. The study group comprised 9 experienced class teachers from different socio-economic levels and 9 teacher candidates with…

  17. School-Based Health Education Programmes, Health-Learning Capacity and Child Oral Health--related Quality of Life

    Science.gov (United States)

    Freeman, Ruth; Gibson, Barry; Humphris, Gerry; Leonard, Helen; Yuan, Siyang; Whelton, Helen

    2016-01-01

    Objective: To use a model of health learning to examine the role of health-learning capacity and the effect of a school-based oral health education intervention (Winning Smiles) on the health outcome, child oral health-related quality of life (COHRQoL). Setting: Primary schools, high social deprivation, Ireland/Northern Ireland. Design: Cluster…

  18. School-Based Education Programs for the Prevention of Child Sexual Abuse: A Cochrane Systematic Review and Meta-Analysis

    Science.gov (United States)

    Walsh, Kerryann; Zwi, Karen; Woolfenden, Susan; Shlonsky, Aron

    2018-01-01

    Objective: To assess evidence of the effectiveness of school-based education programs for the prevention of child sexual abuse (CSA). The programs deliver information about CSA and strategies to help children avoid it and encourage help seeking. Methods: Systematic review including meta-analysis of randomized controlled trials (RCTs), cluster…

  19. School-Based Sex Education and Neuroscience: What We Know about Sex, Romance, Marriage, and Adolescent Brain Development

    Science.gov (United States)

    Ballonoff Suleiman, Ahna; Johnson, Megan; Shirtcliff, Elizabeth A.; Galván, Adriana

    2015-01-01

    Background: Many school-based abstinence-only sex education curricula state that sexual activity outside of marriage is likely to have harmful psychological effects. Recent advances in neuroscience have expanded our understanding of the neural underpinnings of romantic love, marriage, sexual desire, and sexual behavior and improved our…

  20. Impact and Cost-Effectiveness Analysis of the National School-Based Sexuality Education Programme in Estonia

    Science.gov (United States)

    Kivela, Jari; Haldre, Kai; Part, Kai; Ketting, Evert; Baltussen, Rob

    2014-01-01

    Policy-makers making decisions on the implementation of school-based sexuality education (SE) programmes face two important questions: (1) what are the costs of implementing and scaling up SE programmes, and (2) what are the impacts? This paper responds to these questions by retrospectively assessing costs, impact and cost-effectiveness of the…

  1. The Effectiveness of HIV/AIDS School-Based Sexual Health Education Programmes in Nigeria: A Systematic Review

    Science.gov (United States)

    Amaugo, Lucky Gospel; Papadopoulos, Chris; Ochieng, Bertha M. N.; Ali, Nasreen

    2014-01-01

    HIV/AIDS is one of the most important public health challenges facing Nigeria today. Recent evidence has revealed that the adolescent population make up a large proportion of the 3.7% reported prevalence rate among Nigerians aged 15-49 years. School-based sexual health education has therefore become an important tool towards fighting this problem.…

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

    Science.gov (United States)

    Spillane, Nancy Kay

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

  3. Supporting Teachers in Inclusive Education

    Directory of Open Access Journals (Sweden)

    Alekhina S.V.

    2015-03-01

    Full Text Available The article regards the issues of support provision to teachers involved in inclusive education as the main requirement for successful realization of inclusion. The methodological framework used in the study is a resource approach. The article describes the ways of extending the means of supporting teachers. The article also arguments for consolidating all the educators of inclusive schools into inclusive teams equally interested in joint work of administration and educators of intervention programs.

  4. Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers

    Science.gov (United States)

    Haynes, J. Chris; Stripling, Christopher T.

    2014-01-01

    School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural…

  5. Benefits of Cultural Immersion Activities in a Special Education Teacher Training Program.

    Science.gov (United States)

    Minner, Sam; And Others

    The Rural Special Education Project (RSEP) is a school-based, special education teacher preparation program located on the Navajo Reservation. The program, which is a partnership between Northern Arizona University and Kayenta Unified School District, immerses Anglo participants in Navajo culture and heightens their awareness of cross-cultural and…

  6. Enhancing Teacher Efficacy in Special Education.

    Science.gov (United States)

    McDaniel, Elizabeth A.; McCarthy, Holly DiBella

    1989-01-01

    A special education teacher's sense of teaching efficacy and personal teaching efficacy influences teacher motivation and effort, teacher-student interactions, and student achievement. Methods for enhancing teachers' sense of efficacy are suggested. (JDD)

  7. Assessing the Learning Needs of Student Teachers in Texas regarding Management of the Agricultural Mechanics Laboratory: Implications for the Professional Development of Early Career Teachers in Agricultural Education

    Science.gov (United States)

    Saucier, P. Ryan; McKim, Billy R.

    2011-01-01

    Skills needed to manage a laboratory are essential knowledge for all school-based, agriculture teachers who instruct agricultural mechanics curriculum (Saucier, Terry, & Schumacher, 2009). This research investigated the professional development needs of Texas agricultural education student teachers regarding agricultural mechanics laboratory…

  8. School-based education programmes for the prevention of unintentional injuries in children and young people.

    Science.gov (United States)

    Orton, Elizabeth; Whitehead, Jessica; Mhizha-Murira, Jacqueline; Clarkson, Mandy; Watson, Michael C; Mulvaney, Caroline A; Staniforth, Joy Ul; Bhuchar, Munish; Kendrick, Denise

    2016-12-27

    Unintentional injuries are the leading cause of death in children aged four to 18 years and are a major cause of ill health. The school setting offers the opportunity to deliver preventive interventions to a large number of children and has been used to address a range of public health problems. However, the effectiveness of the school setting for the prevention of different injury mechanisms in school-aged children is not well understood. To assess the effects of school-based educational programmes for the prevention of injuries in children and evaluate their impact on improving children's safety skills, behaviour and practices, and knowledge, and assess their cost-effectiveness. We ran the most recent searches up to 16 September 2016 for the following electronic databases: Cochrane Injuries Group Specialised Register; Cochrane Central Register of Controlled Trials; Ovid MEDLINE(R), Ovid MEDLINE(R) In-Process & Other Non-Indexed Citations; Ovid MEDLINE(R) Daily and Ovid OLDMEDLINE(R); Embase and Embase Classic (Ovid); ISI Web of Science: Science Citation Index Expanded; ISI Web of Science Conference Proceedings Citation Index-Science; ISI Web of Science: Social Sciences Citation Index; ISI Web of Science: Conference Proceedings Citation Index - Social Sciences & Humanities; and the 14 October 2016 for the following electronic databases: Health Economics Evaluations Database (HEED); Health Technology Assessment Database (HTA); CINAHL Plus (EBSCO); ZETOC; LILACS; PsycINFO; ERIC; Dissertation Abstracts Online; IBSS; BEI; ASSIA; CSA Sociological Abstracts; Injury Prevention Web; SafetyLit; EconLit (US); PAIS; UK Clinical Research Network Study Portfolio; Open Grey; Index to Theses in the UK and Ireland; Bibliomap and TRoPHI. We included randomised controlled trials (RCTs), non-randomised controlled trials (non-RCTs), and controlled before-and-after (CBA) studies that evaluated school-based educational programmes aimed at preventing a range of injury mechanisms. The

  9. Impact of school based oral health education programmes in India: a systematic review.

    Science.gov (United States)

    Gambhir, Ramandeep Singh; Sohi, Ramandeep Kaur; Nanda, Tarun; Sawhney, Gurjashan Singh; Setia, Saniya

    2013-12-01

    The teaching of Oral Health Education aims at preventing the dental disease and promoting dental health at early stages. Schools are powerful places to shape the health, education and well-being of our children. The objective of this study was to determine the impact of school dental health education programmes conducted in various parts of India. A systematic review from available literature was carried out. The study examined papers relating to oral health interventions which were published between 1992 and 2012. Ten articles were selected and included in the review. All the studies were found to contain the required information on the outcomes of school dental health programmes in India. Different methods were used to deliver oral health education. All the studies reported significant improvement in oral hygiene of school children after imparting dental health education. In some studies, school teachers were also trained to impart oral health education. Decreased level of awareness was found in children coming from low income families. Longer duration studies are needed to improve the results. School dental education programmes should be more focused on north-eastern Indian population.

  10. 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…

  11. Improving educational achievement and anaemia of school children: design of a cluster randomised trial of school-based malaria prevention and enhanced literacy instruction in Kenya

    Directory of Open Access Journals (Sweden)

    Halliday Katherine E

    2010-10-01

    Full Text Available Abstract Background Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement. However, there is limited experimental evidence on the benefits of school-based malaria prevention or how health interventions interact with other efforts to improve education quality. This study aims to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya. Design A factorial, cluster randomised trial is being implemented in 101 government primary schools on the coast of Kenya. The interventions are (i intermittent screening and treatment of malaria in schools by public health workers and (ii training workshops and support for teachers to promote explicit and systematic literacy instruction. Schools are randomised to one of four groups: receiving either (i the malaria intervention alone; (ii the literacy intervention alone; (iii both interventions combined; or (iv control group where neither intervention is implemented. Children from classes 1 and 5 are randomly selected and followed up for 24 months. The primary outcomes are educational achievement and anaemia, the hypothesised mediating variables through which education is affected. Secondary outcomes include malaria parasitaemia, school attendance and school performance. A nested process evaluation, using semi-structured interviews, focus group discussion and a stakeholder analysis will investigate the community acceptability, feasibility and cost-effectiveness of the interventions. Discussion Across Africa, governments are committed to improve health and education of school-aged children, but seek clear policy and technical guidance as to the optimal approach to address malaria and improved literacy. This evaluation will be one of the first to simultaneously evaluate the impact of health and education interventions in the improvement of

  12. 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

  13. Expanding Roles: Teacher Educators' Perspectives on Educating English Learners

    Science.gov (United States)

    Daniel, Shannon; Peercy, Megan Madigan

    2014-01-01

    Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and…

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

    Science.gov (United States)

    Rozelle, Jeffrey J.

    classroom or not. To explore this disproportionate influence, this study documented the differences between the school-based placements and teacher education. Three contrasts were described. First, in schools, interns received support and assistance in real-time from cooperating teachers as they taught, while in teacher education, interns received support in planning for and reflecting on instruction. Second, in schools, interns and cooperating teachers' work had a task-orientation in which they solved concrete and contextualized problems together, while teacher educators were oriented toward ideas about teaching that might be generalized beyond the immediate context of the intern. Finally, in schools, interns acted like teachers. This meant dressing like a teacher, learning to use their bodies and voice in authoritative ways, and managing the physical space of the classroom. In teacher education classrooms, interns returned to talk and learn about teaching but reacquired the persona of students in their dress, movements, and social interactions. This study confirms the literature's consistent finding about the importance of cooperating teacher in the development of a student teacher's practices. In describing the worlds of the school and teacher education, it suggests reasons why the field experience acts as an influential "pedagogy of enactment" (Grossman, Hammerness, & McDonald, 2009) and discusses the implications for teacher education pedagogy.

  15. School-Based Sleep Education Programs for Short Sleep Duration in Adolescents: A Systematic Review and Meta-Analysis.

    Science.gov (United States)

    Chung, Ka-Fai; Chan, Man-Sum; Lam, Ying-Yin; Lai, Cindy Sin-Yee; Yeung, Wing-Fai

    2017-06-01

    Insufficient sleep among students is a major school health problem. School-based sleep education programs tailored to reach large number of students may be one of the solutions. A systematic review and meta-analysis was conducted to summarize the programs' effectiveness and current status. Electronic databases were searched up until May 2015. Randomized controlled trials of school-based sleep intervention among 10- to 19-year-old students with outcome on total sleep duration were included. Methodological quality of the studies was assessed using the Cochrane's risk of bias assessment. Seven studies were included, involving 1876 students receiving sleep education programs and 2483 attending classes-as-usual. Four weekly 50-minute sleep education classes were most commonly provided. Methodological quality was only moderate, with a high or an uncertain risk of bias in several domains. Compared to classes-as-usual, sleep education programs produced significantly longer weekday and weekend total sleep time and better mood among students at immediate post-treatment, but the improvements were not maintained at follow-up. Limited by the small number of studies and methodological limitations, the preliminary data showed that school-based sleep education programs produced short-term benefits. Future studies should explore integrating sleep education with delayed school start time or other more effective approaches. © 2017, American School Health Association.

  16. Reflective Practices for Teacher Education

    Directory of Open Access Journals (Sweden)

    Paulus Kuswandono

    2017-01-01

    Full Text Available Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.   DOI: https://doi.org/10.24071/llt.2012.150102

  17. TEACHER PERFORMANCE AND QUALITY EDUCATION

    Directory of Open Access Journals (Sweden)

    Guadalupe Iván Martínez-Chairez

    2016-07-01

    Full Text Available This research report comes from a study that developed during the school years, 2014-2015, 2015-206 in the southern state of Chihuahua, in the education sector 25 central regio, consisting of five school zones that provide their services to the municipalities of Meoqui, Julimes and Delicias. The study is of mixed cutting - correlational comprehensive sequential procedure. Some of the results is that teachers believe that quality education depends not only on their teaching performance, but there are four factors (school context, teachers, government who need to work collaboratively. In addition there is a correlation .578 between the years of service of teachers and their students score on standardized tests that impact on the teacher, but there is no relationship between teacher performance and quality education from the perspective of imputs.

  18. Effects of a school-based sexuality education program on peer educators: the Teen PEP model

    OpenAIRE

    Jennings, J. M.; Howard, S.; Perotte, C. L.

    2014-01-01

    This study evaluated the impact of the Teen Prevention Education Program (Teen PEP), a peer-led sexuality education program designed to prevent unintended pregnancy and sexually transmitted infections (STIs) including HIV among high school students. The study design was a quasi-experimental, nonrandomized design conducted from May 2007 to May 2008. The sample consisted of 96 intervention (i.e. Teen PEP peer educators) and 61 comparison students from five high schools in New Jersey. Baseline a...

  19. School-based education programmes for the prevention of child sexual abuse.

    Science.gov (United States)

    Walsh, Kerryann; Zwi, Karen; Woolfenden, Susan; Shlonsky, Aron

    2015-04-16

    Child sexual abuse is a significant global problem in both magnitude and sequelae. The most widely used primary prevention strategy has been the provision of school-based education programmes. Although programmes have been taught in schools since the 1980s, their effectiveness requires ongoing scrutiny. To systematically assess evidence of the effectiveness of school-based education programmes for the prevention of child sexual abuse. Specifically, to assess whether: programmes are effective in improving students' protective behaviours and knowledge about sexual abuse prevention; behaviours and skills are retained over time; and participation results in disclosures of sexual abuse, produces harms, or both. In September 2014, we searched CENTRAL, Ovid MEDLINE, EMBASE and 11 other databases. We also searched two trials registers and screened the reference lists of previous reviews for additional trials. We selected randomised controlled trials (RCTs), cluster-RCTs, and quasi-RCTs of school-based education interventions for the prevention of child sexual abuse compared with another intervention or no intervention. Two review authors independently assessed the eligibility of trials for inclusion, extracted data, and assessed risk of bias. We summarised data for six outcomes: protective behaviours; knowledge of sexual abuse or sexual abuse prevention concepts; retention of protective behaviours over time; retention of knowledge over time; harm; and disclosures of sexual abuse. This is an update of a Cochrane Review that included 15 trials (up to August 2006). We identified 10 additional trials for the period to September 2014. We excluded one trial from the original review. Therefore, this update includes a total of 24 trials (5802 participants). We conducted several meta-analyses. More than half of the trials in each meta-analysis contained unit of analysis errors.1. Meta-analysis of two trials (n = 102) evaluating protective behaviours favoured intervention (odds

  20. Challenges to Vocational Teacher Education.

    Science.gov (United States)

    Erickson, Richard C.

    1985-01-01

    Challenges to vocational teacher education include technological change that is sending large numbers of adults back to school; increasing numbers of women, minorities, and handicapped individuals who are seeking employment in nontraditional occupations; vocational preparation for jobs in the information economy; teacher recruitment; and creative…

  1. A school-based health education program can improve cholesterol values for middle school students.

    Science.gov (United States)

    Cotts, T B; Goldberg, C S; Palma Davis, L M; Durussel-Weston, J E; Aaronson, S M; Lin, K; Eagle, K A

    2008-09-01

    This prospective study aimed to measure the impact of a school-based multidisciplinary education program on risk factors for atherosclerosis in sixth-grade students. A prospective study was performed in which patients served as their own controls. Healthy sixth-grade students from three middle schools in a city of approximately 100,000 were exposed to an educational program promoting healthful habits through behavioral and environmental change. Risk factors including body mass index (BMI), systolic and diastolic blood pressure (SBP and DBP), cholesterol panel, and random blood glucose were measured before program initiation, then 5 months afterward. Of 711 sixth-graders at three middle schools, 287 (47% boys; mean age, 11.5 +/- 0.37 years) consented to participate in the study. The mean total cholesterol value decreased from 169 +/- 26 to 154 +/- 26 mg/dl (p value decreased from 86 +/- 25 to 84 +/- 23 mg/dl (p = 0.01), and the high-density lipoprotein (HDL) cholesterol value decreased from 56 +/- 13 to 50 +/- 13 mg/dl (p value decreased from 96 +/- 13 to 93 +/- 15 mm/dl (p = 0.01). The mean SBP did not change, showing 109 +/- 12.5 mmHg before the program and 108 +/- 11.5 mmHg afterward. The DBP decreased from 63.6 +/- 8.6 to 62.3 +/- 7.8 mmHg (p = 0.01). The Project Healthy Schools program is feasible and appears to be effective. The results showed significant improvement in risk factors for early atherosclerosis among sixth-grade students including total cholesterol, LDL cholesterol, random glucose levels, and diastolic blood pressure. Further study with a larger group and a longer follow-up period would be valuable.

  2. From Education Policy to Class Practices: Indonesian Secondary EFL Teachers’ Self-Efficacy in Developing School-Based EFL Syllabi

    Directory of Open Access Journals (Sweden)

    Dairabi Kamil

    2014-05-01

    Full Text Available The purpose of this quantitative inquiry was to examine the self-efficacy of Indonesian secondary school English as foreign language (EFL teachers in developing a school-based EFL syllabus. The data were collected through a survey to 98 secondary school EFL teachers in the District of Kerinci, Jambi Sumatra, Indonesia. The data were analyzed through the Rasch Analysis (Linacre 2004, 2006. The results revealed that the teachers had a high-self efficacy in developing the syllabus. However, they tended to be less efficacious on theoretical tasks in the syllabus development and on tasks that were not part of their responsibility in previous curricula. In addition, this study also produced an instrument for measuring teachers’ self-efficacy in developing the syllabus that can be used for similar purposes in other contexts.

  3. Educational Reconstruction and Today's Teacher Education.

    Science.gov (United States)

    Stone, Frank Andrews

    1994-01-01

    An educator reflects on preservice teachers in his class who were concerned with issues of interpersonal relations and classroom dynamics but not with socioeconomic, intercultural, and political contexts of education. Nevertheless, there were some faculty and students involved in urban schools bringing reconstructionist ideas of education for…

  4. Effects of a School-Based Sexuality Education Program on Peer Educators: The Teen PEP Model

    Science.gov (United States)

    Jennings, J. M.; Howard, S.; Perotte, C. L.

    2014-01-01

    This study evaluated the impact of the Teen Prevention Education Program (Teen PEP), a peer-led sexuality education program designed to prevent unintended pregnancy and sexually transmitted infections (STIs) including HIV among high school students. The study design was a quasi-experimental, nonrandomized design conducted from May 2007 to May…

  5. The Rural Special Education Project: A School-Based Program That Prepares Special Educators to Teach Native American Students.

    Science.gov (United States)

    Prater, Greg; And Others

    1996-01-01

    A Northern Arizona University program prepares preservice special education teachers to work with Native American children and families. University students live on the Navajo reservation and receive practical classroom experience at Kayenta Unified School District (Arizona). Anglo students are paired with Navajo students who act as "cultural…

  6. Physics Teachers' Views on Their Initial Teacher Education

    Science.gov (United States)

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

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

  7. Does the success of a school-based HPV vaccine programme depend on teachers' knowledge and religion? -- A survey in a multicultural society.

    Science.gov (United States)

    Ling, Woo Yin; Razali, Sharina Mohd; Ren, Chong Kuoh; Omar, Siti Zawiah

    2012-01-01

    Organized introduction of prophylactic human papillomavirus (HPV) vaccination can reduce the burden of cervical cancer in developing countries. One of the most effective ways is through a national school-based program. Information on teachers is therefore important since this group may have a disproportionate influence in the success of any implementation. To assess teachers' knowledge and perception of HPV, cervical cancer and HPV vaccine prior to commencing a school-based HPV vaccination program in a multiethnic, predominantly Muslim country. Factors associated with acceptability of the vaccine were identified. A bilingual questionnaire was applied to 1,500 secondary school teachers from 20 urban schools in Malaysia. Data collected were analyzed using SPSS version 17. 1,166 questionnaires were returned. From this group, 46.1% had never heard of HPV while 50.9% had never had a pap smear. However, 73.8% have heard of the HPV vaccine with 75% agreeing to have it. 96% considered themselves religious with 79.8% agreeing to have the vaccine. A national school-based HPV immunization program can be implemented effectively in a multiethnic, cultural and religious country despite limited knowledge of HPV-related pathology among teachers. In addition, the perception that religion has a negative influence on such a program is unwarranted.

  8. How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program.

    Science.gov (United States)

    Domitrovich, Celene E; Bradshaw, Catherine P; Berg, Juliette K; Pas, Elise T; Becker, Kimberly D; Musci, Rashelle; Embry, Dennis D; Ialongo, Nicholas

    2016-04-01

    A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers' own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers' beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.

  9. Relational competence in teacher education

    DEFF Research Database (Denmark)

    Grams Davy, Sarah

    This paper presents an ongoing research project aiming to develop both a research-based terminology as well as a practical approach to develop the concept of relational competence in Danish teacher education. The current practical part of Danish teacher education operates with three framing...... learning goals for students: Didactics, classroom leadership and relational work. Especially the latter, relational work, lacks in-depth description and definition in order to become a tangible concept based on which teacher students’ professional qualifications can be developed....

  10. A Connected Space for Early Experiential Learning in Teacher Education

    Directory of Open Access Journals (Sweden)

    Yong Yu

    2016-11-01

    Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

  11. School-Based Management and Citizen Participation: Lessons for Public Education from Local Educational Projects

    Science.gov (United States)

    Santizo Rodall, Claudia A.; Martin, Christopher James

    2009-01-01

    This article analyses changes that have occurred in the elementary education system in Mexico since 1992 when an administrative de-concentration process took place. This process was accompanied by legal modifications that created opportunities for social participation in public elementary schools affairs. As a result, some school communities in…

  12. Research and professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2006-01-01

    Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

  13. Can school-based oral health education and a sugar-free chewing gum program improve oral health?

    DEFF Research Database (Denmark)

    Peng, Bin; Petersen, Poul Erik; Bian, Zhuan

    2004-01-01

    The purpose of the study was to assess the outcome of school-based oral health education (OHE) and a sugar-free chewing gum program on the oral health status of children in terms of reduced caries increment and gingival bleeding over a period of 2 years. Nine primary schools randomly chosen from......'s oral hygiene; in certain circumstances children may benefit from using polyol-containing chewing gum in terms of reduced dental caries....

  14. Innovation in Teacher Education.

    Science.gov (United States)

    Turney, C., Ed.

    This document presents a study of directions, processes, and problems of innovation in teacher preparation with special reference to the Australian context and to the role of cooperating schools in the Australian teacher preparation program. The study emerged from two national research projects sponsored by the Australian Government--one seeking…

  15. Teachers' Stages of Concern for Media Literacy Education and the Integration of MLE in Chinese Primary Schools

    Science.gov (United States)

    Zhang, Hui; Zhu, Chang; Sang, Guoyuan

    2014-01-01

    Media literacy is an essential skill for living in the twenty-first century. School-based instruction is a critical part of media literacy education (MLE), while research on teachers' concerns and integration of MLE is not sufficient. The objective of this study is to investigate teachers' stages of concern (SoC), perceived need, school context,…

  16. Educating Teachers for Intercultural Education

    Science.gov (United States)

    Ermenc, Klara Skubic

    2015-01-01

    The paper begins with a short overview of the development of intercultural education and proposes a definition of interculturality in education as a pedagogical principle that guides the entire process of planning, implementing, and evaluating education at the systemic, curricular, school, and classroom levels to enable recognition and empowerment…

  17. Retraining Institute in Teacher Education

    Energy Technology Data Exchange (ETDEWEB)

    Byrd, H.B.; Jennings, R.

    1992-07-31

    This endeavor was comprised of three companion projects. They are interdependent components which together provide a significant enhancement to the existing programs in the School of Education at Norfolk state University.The primary focus of the project was in instructing regular and special education undergraduate students and teachers. As a result of this endeavor, instruction in science and engineering majors was enhanced.

  18. Promoting Special Educator Teacher Retention

    OpenAIRE

    Jeremy E. Vittek

    2015-01-01

    This article is a critical review of the literature on special education teacher attrition and retention. The research focused on journal articles from 2004 to present. The results of the study helped define special educator attrition and retention. The major themes present in the findings were job satisfaction, administrative support, induction programs, and mentoring. The literature shows a clear need for comprehensi...

  19. Teacher Training in Curative Education.

    Science.gov (United States)

    Juul, Kristen D.; Maier, Manfred

    1992-01-01

    This article considers the application of the philosophical and educational principles of Rudolf Steiner, called "anthroposophy," to the training of teachers and curative educators in the Waldorf schools. Special emphasis is on the Camphill movement which focuses on therapeutic schools and communities for children with special needs. (DB)

  20. Using an Online Tool to Support School-Based ICT Policy Planning in Primary Education

    Science.gov (United States)

    Vanderlinde, R.; Van Braak, J.; Tondeur, J.

    2010-01-01

    An important step towards the successful integration of information and communication technology (ICT) in schools is to facilitate their capacity to develop a school-based ICT policy resulting in an ICT policy plan. Such a plan can be defined as a school document containing strategic and operational elements concerning the integration of ICT in…

  1. Teacher Educators' Views on Inclusive Education and Teacher Preparation in Ghana

    Science.gov (United States)

    Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

    2016-01-01

    The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the…

  2. The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities

    Science.gov (United States)

    Butler, Brandon M.; Burns, Elizabeth; Frierman, Christina; Hawthorne, Katrice; Innes, Alisa; Parrott, James A.

    2014-01-01

    Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important…

  3. Promoting Special Educator Teacher Retention

    Directory of Open Access Journals (Sweden)

    Jeremy E. Vittek

    2015-06-01

    Full Text Available This article is a critical review of the literature on special education teacher attrition and retention. The research focused on journal articles from 2004 to present. The results of the study helped define special educator attrition and retention. The major themes present in the findings were job satisfaction, administrative support, induction programs, and mentoring. The literature shows a clear need for comprehensive administrative support to improve job satisfaction and the likelihood a special educator will remain in their job.

  4. Assessment of Educational Neuromyths among Teachers and Teacher Candidates

    Science.gov (United States)

    Canbulat, Tuncay; Kiriktas, Halit

    2017-01-01

    The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, "Educational neuromyths…

  5. Teacher Performance Assessment in Teacher Education: An Example in Malaysia

    Science.gov (United States)

    Gallant, Andrea; Mayer, Diane

    2012-01-01

    As part of a cross-cultural collaboration, a teacher performance assessment (TPA) was implemented during 2009 in three Malaysian institutes of teacher education. This paper reports on the TPA for graduating primary teachers in Malaysia. The investigation focused on the pre-service teachers' perceptions about whether the TPA provided them with an…

  6. 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

  7. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

  8. Speculations on Teacher Education: Recommendations from Research on Teachers' Cognitions.

    Science.gov (United States)

    Borko, Hilda; Shavelson, Richard J.

    1983-01-01

    Results of a review of the literature about teachers' pedagogical thoughts, judgments, decisions, and behavior are summarized and form the basis for recommendations for restructuring teacher education programs. Teacher educators should consider adopting the decision-making schema as a conceptual framework for organizing their programs. (Author/PP)

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

    Science.gov (United States)

    Hawley, Willis D., Ed.

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

  10. The effect of a school-based educational intervention on menstrual health: an intervention study among adolescent girls in Bangladesh.

    Science.gov (United States)

    Haque, Syed Emdadul; Rahman, Mosiur; Itsuko, Kawashima; Mutahara, Mahmuda; Sakisaka, Kayako

    2014-07-03

    To assess the impact of a school-based menstrual education programme on: (1) menstrual knowledge, beliefs and practices, (2) menstrual disorders experienced, and (3) restrictions on menstruating adolescents. Intervention study. Araihazar area, Bangladesh. 416 adolescent female students aged 11-16 years, in grade 6-8, and living with their parents. A school-based health education study conducted from April 2012 to April 2013. We randomly selected 3 of 26 high schools in the study area. We delivered 6 months of educational intervention by trained (by an obstetrician and gynaecologist) research assistants (RAs) on menstrual hygiene among school girls. RAs read the questionnaire and participants answered. The changes in knowledge, beliefs and practices regarding menstruation, menstrual disorders experienced, and the restrictions and behaviours practiced by menstruating adolescents were compared between the baseline and the follow-up assessments. After health education, participants reported a significant improvement (pmenstruation (78.6% vs 59.6%). The programme produced significant changes in the knowledge, beliefs and practices of menstrual hygiene, complications from lack of hygiene, and the behaviour and restrictions of the menstruating adolescents. These results demonstrate the feasibility of implementing a health education programme for adolescents on menstrual hygiene in secondary schools serving rural Bangladesh. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  11. Tactical Decision Competency of Preservice Physical Education Teacher Education Students

    Science.gov (United States)

    Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

    2013-01-01

    The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

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

    Science.gov (United States)

    de los Ríos, Cati; Souto-Manning, Mariana

    2015-01-01

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

  13. Picturebooks in Teacher Education: Eight Teacher Educators Share Their Practice

    Science.gov (United States)

    Daly, Nicola; Blakeney-Williams, Marilyn M.

    2015-01-01

    There is a great deal of contemporary research demonstrating the effective use of picturebooks in the classroom; however, there are few studies recording perceptions and use of picturebooks in Initial Teacher Education [ITE]. This study explores the reported use of picturebooks within a New Zealand university-based ITE degree programme. The data…

  14. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2 mai 2016 ... ... use are influencing educational practices and policy across the developing world. ... STF is an in-service teacher education program for high school teachers ... to use digital tools and resources in their classroom teaching.

  15. Social Web in Teacher Education and Teacher Training

    NARCIS (Netherlands)

    Gruber, Marion

    2011-01-01

    Gruber, M. R. (2011). Social Web in Teacher Education and Teacher Training. Presentation at the Workshop "Het gebruik van digitale collecties leermaterialen". April, 21, 2011, Eindhoven, The Netherlands: Open Universiteit, Studiecentrum Eindhoven.

  16. Implementing HIV/AIDS education: impact of teachers' training on HIV/AIDS education in Bangladesh.

    Science.gov (United States)

    Sarma, Haribondhu; Oliveras, Elizabeth

    2013-03-01

    School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers' training, the districts were divided into control and intervention areas and the teachers' ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/ AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.

  17. Identity Change during Vocational Teacher Education

    DEFF Research Database (Denmark)

    Duch, Henriette

    where the teacher is employed. Regardless of the teacher’s educational background, he has to attend the same course when he is employed at a vocational school. During that education, the teacher is in transition to become a vocational teacher. It is mandatory to complete the Diploma of Education in four...

  18. The moral aspects of teacher educators' practices

    NARCIS (Netherlands)

    Willemse, W.; Lunenberg, M.L.; Korthagen, F.

    2008-01-01

    The growing political, social and scientific attention that is being devoted to the moral aspects of teaching has implications for teacher education. This paper reports on a study of the actual moral education practices of 54 teacher educators within one institution. We encouraged these teacher

  19. Integration of Geospatial Science in Teacher Education

    Science.gov (United States)

    Hauselt, Peggy; Helzer, Jennifer

    2012-01-01

    One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class…

  20. Teacher Education in Nigeria: An Overview

    African Journals Online (AJOL)

    and briefly examined the development of teacher in Nigeria. The. (NCE) National Certificate in Education is seen as an important and basic requirement for teachers to practice. The objectives of teacher education and the role of Commission for Colleges of. Education as well as the Curriculum of the NCE were examined by.

  1. Teacher Education and "Politics of Humanity"

    Science.gov (United States)

    Waghid, Y.

    2011-01-01

    Since the demise of apartheid education, the development of policy in relation to teacher education in South Africa has undergone major adjustments. By far the most poignant conceptual and pragmatic change that teacher education has been subjected to points towards the cultivation of teachers who can enact their professions as democratic citizens.…

  2. Teachers' Concerns about Biotechnology Education

    Science.gov (United States)

    Borgerding, Lisa A.; Sadler, Troy D.; Koroly, Mary Jo

    2013-01-01

    The impacts of biotechnology are found in nearly all sectors of society from health care and food products to environmental issues and energy sources. Despite the significance of biotechnology within the sciences, it has not become a prominent trend in science education. In this study, we seek to more fully identify biology teachers' concerns…

  3. Changing the Education of Teachers.

    Science.gov (United States)

    Hawley, Willis D.; And Others

    This study examines the changes that have occurred in the ways colleges and universities in the Southern Regional Education Board (SREB) seek to prepare teachers. Particular focus is on the effects of state policies and on the role of college and university leaders in bringing about change. The study describes and explains changes in the way…

  4. An Innovative School-Based Intervention to Promote Healthy Lifestyles

    Science.gov (United States)

    Piana, Natalia; Ranucci, Claudia; Buratta, Livia; Foglia, Elena; Fabi, Marta; Novelli, Francesca; Casucci, Simone; Reginato, Elisa; Pippi, Roberto; Aiello, Cristina; Leonardi, Alessia; Romani, Giannermete; De Feo, Pierpaolo; Mazzeschi, Claudia

    2017-01-01

    Objective: To describe an innovative school-based intervention to promote healthy lifestyles. To evaluate its effects on children's food habits and to highlight the key components which contribute most to the beneficial effects obtained from children's, teachers' and parents' perspectives. Design: An educational tool to improve personal awareness,…

  5. School-Based Nutrition Education Intervention Using Social Cognitive Theory for Overweight and Obese Iranian Adolescent Girls: A Cluster Randomized Controlled Trial.

    Science.gov (United States)

    Bagherniya, Mohammad; Sharma, Manoj; Mostafavi Darani, Firoozeh; Maracy, Mohammad Reza; Safarian, Mohammad; Allipour Birgani, Ramesh; Bitarafan, Vida; Keshavarz, Seyed Ali

    2017-10-01

    Background Nowadays childhood obesity has become one the most challenging issue which is considered as a principle public health problem all around the world. This study was conducted with the aim of evaluating the impact of a 7-month school-based nutrition education intervention using social cognitive theory (SCT) to prevent obesity among overweight and obese adolescent girls. Method In this cluster randomized community trial after choosing schools, a total of 172 overweight and obese girl students participated in the study (87 in the intervention and 85 in the control group). A 7-month intervention based on SCT for students, their parents, and teachers was conducted. At baseline and end of the study, body mass index (BMI), waist circumstances (WCs), dietary intake, and psychological questionnaires regarding the SCT constructs were obtained. Results After 7 months, the mean of BMI and WCs reduced in the intervention group from 29.47 (4.05) to 28.5 (4.35) and from 89.65 (8.15) to 86.54 (9.76), respectively, but in comparison to the control group, they were not statistically significant ( p values .127 and .504, respectively). In the intervention group, nutritional behaviors and most of the psychological variables (self-efficacy, social support, intention, and situation) were improved in favor of the study and they were significant in comparison to the control group ( p < .05). Conclusion Although school-based nutrition education intervention using SCT did not change significantly BMI and WCs among the targeted population in this study, dietary habits as well as psychological factors improved significantly in the intervention group. This trial was registered in Iranian Registry of Clinical Trials, www.irct.ir (IRCT2013103115211N1).

  6. The development of community competence in the teacher education curriculum

    NARCIS (Netherlands)

    Dobber, M.; Vandyck, I.J.J.; Akkerman, S.F.; de Graaff, R.; Beishuizen, J.J.; Pilot, A.; Verloop, N.; Vermunt, J.D.

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay

  7. TEACHER-EDUCATOR VERSUS TEACHER-LEADER

    Directory of Open Access Journals (Sweden)

    Vincentas Lamanauskas

    2016-08-01

    Full Text Available Recently, in Lithuanian educational discourse there has been a lot of discussion about leadership. This has become so popular phenomenon that quite often one even does not go deep into the most important parameters of this phenomenon. Leadership phenomenon is not a very new thing, having started to be investigated more exhaustively as far back as the second half of the 20th century, however, over the last decade a lot of attention has been devoted to this in Lithuania. One can reasonably assert, that this is even a matter of fashion. During the aforementioned period, various questions such as teacher leadership, leadership development in schools (as if everyone has to be only a leader, leadership influence on organisation management and other have been investigated in one way or another.

  8. Promoting Mental Health Literacy among Educators: Critical in School-Based Prevention and Intervention

    Science.gov (United States)

    Whitley, Jessica; Smith, J. David; Vaillancourt, Tracy

    2013-01-01

    Teachers and other school staff play key roles as partners in the prevention, identification, and intervention of mental health difficulties among children and youth. However, it is essential that teachers are equipped with sufficient mental health literacy to engender effective practices in these areas. This article reviews the literature related…

  9. What Do Schools Want? Assessing Elementary School Administrator and Teacher Preferences Related to Nutrition Education Program Scheduling

    Science.gov (United States)

    Hermann, Janice; Parker, Stephany; Phelps, Josh; Brown, Barbara

    2011-01-01

    Extension is positioned to provide school-based nutrition education programs as required by the 2004 Child Nutrition and WIC Reauthorization Act. To enhance program acceptance and sustainability, it is important to consider school administrators' and teachers' interests and preferences regarding nutrition education programming. The project…

  10. Knowledge and Social Relationships in Teacher Education.

    Science.gov (United States)

    Bell, Adrian

    1981-01-01

    Based on Max Weber's three ideal types of education (charismatic education, education of the cultivated man, and specialized expert training), the article analyzes interpersonal interaction and students' educational identities in teacher training institutions in Britain. (DB)

  11. Maths4Stats: Educating teachers

    Directory of Open Access Journals (Sweden)

    Renette J. Blignaut

    2013-02-01

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

  12. The Perceived Effectiveness of the School Based Support Program: A National Capacity Building Initiative by the National Center for Educational Development at Qatar University

    Science.gov (United States)

    Abu-Tineh, Abdullah M.

    2015-01-01

    Purpose: This study aims to investigate the effectiveness of the school-based support program (SBSP) as perceived by teachers who participated in this program. SBSP was designed to collectively build the capacity and promote the overall quality of teaching and learning in identified independent schools in the State of Qatar.…

  13. Correctional Education Teachers' Teaching Competence and Use of ...

    African Journals Online (AJOL)

    Correctional Education Teachers' Teaching Competence Genet G. and Haftu H. 83. ORIGINAL ARTICLE. Correctional Education Teachers' ... Educational and Behavioral Sciences, Bahir Dar University. ** Assistant Professor, Teacher Education ... evaluation of available research, it is obvious that education programs in.

  14. Training Teachers in Special Needs Education in Tanzania: A Long ...

    African Journals Online (AJOL)

    This study examined the training of special education teachers in Tanzania. ... learning materials, few trained teachers, teacher attrition, negative attitudes, barrier to ... Keywords: Special needs education, disability, inclusive education, teacher ...

  15. Principals' and Special Education Teachers' Perceptions of Special Education Teachers' Roles and Responsibilities

    Science.gov (United States)

    Mott, Japhia

    2013-01-01

    This explanatory mixed methods study focuses on the perceptions of principals and special education teachers about special education teachers' roles and responsibilities. An online survey was conducted with 11 principals and 41 special education teachers (Resource Specialists and Special Day Class teachers). Independent semi-structured interviews…

  16. Defining Boundaries between School and Work: Teachers and Students' Attribution of Quality to School-Based Vocational Training

    Science.gov (United States)

    Jonasson, Charlotte

    2014-01-01

    School-based vocational training has been organised to support students' boundary crossing between school and work. Such training has the potential to engage students in relevant work-oriented schooling. Drawing on theories of boundary connections and symbolic resources, it is argued that school participants define and attribute quality to…

  17. Exploring student teachers' resistance to teacher education pedagogies

    NARCIS (Netherlands)

    Bronkhorst, L.H.; Koster, B.; Meijer, P.C.; Woldman, N.; Vermunt, J.D.

    2014-01-01

    Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged

  18. Secondary Special Education Teachers as Teacher Leaders: Redefining Their Role

    Science.gov (United States)

    Mulrine, Christopher F.; Huckvale, Manina Urgolo

    2014-01-01

    As the responsibilities and challenges of special education teachers at the secondary level increase, their roles are expanding to include mentor, coach, and facilitator for other teachers. In these roles, they lend their expertise and skills to become the new teacher leaders for today's inclusive secondary classroom settings.

  19. Teachers as Hackers: Implications for 21st Century Teacher Education

    Science.gov (United States)

    Wizel, Maya

    2017-01-01

    This qualitative study introduces a new framework for describing teachers who act innovatively in public schools--teachers as "hackers." It examines the characteristics and conditions under which teachers "hack" their classroom pedagogy to create disruptive innovation in the public education system and identify implications for…

  20. Training of Adult Education Teachers

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2012-01-01

    , and ongoing and extensive coaching related to the teachers' experiences of implementing CL. It was assumed that the competence development process would result in a higher usage of CL as well as an increasingly professional and more reflected application of the teaching method over the year. The results from...... into the course, teachers already perceived themselves as being able to apply the method. They also reported that their skills were developed further during the course. They found that they became better at solving educational challenges, that they became more satisfied with their own teaching, and that they were......The background of the study was that a group of teachers should develop competences in order to apply a new pedagogical approach, cooperative learning (CL), in a skilled manner. The total competence development process included theoretical knowledge about the method, practical training in its use...

  1. Training of adult education teachers

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2011-01-01

    , and ongoing and extensive coaching related to the teachers' experiences of implementing CL. It was assumed that the competence development process would result in a higher usage of CL as well as an increasingly professional and more reflected application of the teaching method over the year. The results from...... into the course, teachers already perceived themselves as being able to apply the method. They also reported that their skills were developed further during the course. They found that they became better at solving educational challenges, that they became more satisfied with their own teaching, and that they were......The background of the study was that a group of teachers should develop competences in order to apply a new pedagogical approach, cooperative learning (CL), in a skilled manner. The total competence development process included theoretical knowledge about the method, practical training in its use...

  2. Work Ability of Finnish Physical Education Teachers

    Science.gov (United States)

    Mäkelä, Kasper; Hirvensalo, Mirja

    2015-01-01

    In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

  3. Lessons for Teacher Education from Corporate Practice.

    Science.gov (United States)

    Houston, W. Robert

    1987-01-01

    Teacher education suffers from parochialism and is essentially the same today as it was 50 years ago. Corporate education programs are large and well developed, and adoption of their promising ideas could improve teacher education. Eight conclusions about corporate educational practices are presented from a study of corporate training programs…

  4. Training of adult education teachers in Denmark

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    The article presents the Danish adult educational system, the extend of adult learning and the objectives of the adult education program. It presents the teacher training institutions and programs and the programs for continuing education in practice. Further on the article presents and discus...... the pedagogical principles and theories behind the training of teachers in adult education....

  5. PETOM: Preservice Education for Teachers of Minorities.

    Science.gov (United States)

    Kamehameha Journal of Education, 1993

    1993-01-01

    The paper presents an overview of a two-year program called PETOM (Preservice Education for Teachers of Minorities), which receives funding from the Kamehameha Schools and the University of Hawaii to prepare teachers of underachieving minority children. The program educates teachers who can make school successful for Hawaii's minority students.…

  6. Teacher Educators' Attitude towards Computer: Perspective Bangladesh

    Science.gov (United States)

    Rahman, Mohammad Ataur

    2011-01-01

    This study examined how teacher educators perceive the attitude towards use of computer technology in Teachers' Training Colleges in Bangladesh. This study investigated teacher educators' computer attitudes by using the valid and reliable instruments of Loyd and Gressard's (1984) Computer Attitude Scale (CAS). The data was collected through …

  7. Preservice Agricultural Education Teachers' Mathematics Ability

    Science.gov (United States)

    Stripling, Christopher T.; Roberts, T. Grady

    2012-01-01

    The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

  8. Comprehensive Teacher Education: A Handbook of Knowledge.

    Science.gov (United States)

    American Association of Colleges for Teacher Education, Washington, DC.

    Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

  9. How teacher education can make a difference

    NARCIS (Netherlands)

    Korthagen, F.

    2010-01-01

    Many studies reveal a huge gap between theory and practice in teacher education, leading to serious doubts concerning the effectiveness of teacher education. In this paper, the causes of the gap between theory and practice are analysed. On this basis, and grounded in a three-level model of teacher

  10. Teacher Education and the Professional Perspectives of Student Teachers.

    Science.gov (United States)

    Tabachnick, B. Robert; And Others

    1979-01-01

    The perceptions and attitudes of elementary education majors engaged in student teaching are examined. The desirability of a mandatory student teaching component in preservice teacher education is questioned. (RJG)

  11. Special Education Teacher Preparation in Singapore's Dual Education System

    Science.gov (United States)

    Walker, Zachary

    2016-01-01

    Global comparisons of teacher education programs should start with an understanding of the school systems that teachers are being prepared for in their local contexts. The purpose of this article is to describe Singapore's dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate…

  12. General Education and Special Education Teachers' Attitudes towards Inclusion

    Science.gov (United States)

    Hernandez, David A.; Hueck, Susan; Charley, Carmen

    2016-01-01

    The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and to ascertain if levels of self-efficacy, teacher type, and education level were predictors of teachers' attitudes towards inclusion. Data were collected from 118 elementary and…

  13. Research trends in mathematics teacher education

    CERN Document Server

    Lo, Jane-Jane; Zoest, Laura RVan

    2014-01-01

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

  14. Attaining Success for Beginning Special Education Teachers.

    Science.gov (United States)

    McCabe, Marjorie; And Others

    1993-01-01

    Three case studies are presented that highlight problem scenarios relating to beginning special education intern teachers and explain how the teachers attained success. The cases focus on classroom management, adaptation of the core curriculum, and knowledge of instructional practices. (JDD)

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

    Science.gov (United States)

    Norman, Patricia J.

    2011-01-01

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

  16. Prospective Special Education Teachers' Metaphorical Perceptions on the Concept of Special Education Teacher

    Science.gov (United States)

    Deniz, Levent

    2016-01-01

    The aim of this research is to define the perceptions of prospective special education teachers regarding special education teacher through metaphors. Phenomenology design was used in this research. The study group comprised 116 third year prospective special education teachers studying at Marmara University, Ataturk Faculty of Education, Special…

  17. CO-CREATE: Teachers' Voices to Inform Special Education Teacher Education

    Science.gov (United States)

    Young, Kirsty

    2018-01-01

    Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the…

  18. Qualities of Ideal Teacher Educators

    Directory of Open Access Journals (Sweden)

    Nihal Tunca

    2015-04-01

    Full Text Available Abstract Generally, the relationship between the teacher educators' qualities and the quality of teacher education has not been discussed extensively in the literature. At the same time, various studies can be found in the eastern literature examining the characteristics of faculty members at the education faculties. The effect of teacher educators over teacher candidates has not been explored, and in this sense, there is limited number of studies examining faculty members at education faculties in Turkey. Mostly employing quantitative research designs, these studies have focused on faculty members in terms of various characteristics However, which qualities that faculty members should have as a whole have not been studied. However, faculty members, as well as teachers who are a matter of debate in terms of the qualities they are supposed to have should be examined in research studies. In this context, this study aims to identify the qualities that an ideal teacher educator should have from the perspective of education faculty students as future teachers. The current research is a qualitative study in phenomenology design. The participants of the study are third and fourth year 214 pre-service teachers from the departments of Science and Technology Teaching, Pre-School Teacher Education, Classroom Teacher Education, Social Studies Teaching and Turkish Language Teaching. Criterion sampling was used for participant selection. The data gathering tool consisted of an open-ended question that would reveal the qualities that an ideal teacher educator should have based on teacher candidates’ views. Junior and senior teacher candidates’ views were asked and the data were analyzed according to content analysis approach. As a result, the qualities that an ideal teacher educator should have been gathered under five main themes including ‘professional roles and responsibilities, professional values, personal characteristics, professional ethic

  19. School-based education programmes for the prevention of child sexual abuse.

    Science.gov (United States)

    Zwi, K J; Woolfenden, S R; Wheeler, D M; O'brien, T A; Tait, P; Williams, K W

    2007-07-18

    Child sexual abuse is a significant problem that requires an effective means of prevention. To assess: if school-based programmes are effective in improving knowledge about sexual abuse and self-protective behaviours; whether participation results in an increase in disclosure of sexual abuse and/or produces any harm; knowledge retention and the effect of programme type or setting. Electronic searches of Cochrane Central Register of Controlled Trials, MEDLINE, EMBASE, PsycINFO, CINAHL, Sociological Abstracts, Dissertation Abstracts and other databases using MESH headings and text words specific for child sexual assault and randomised controlled trials (RCTs) were conducted in August 2006. RCTs or quasi-RCTs of school-based interventions to prevent child sexual abuse compared with another intervention or no intervention. Meta-analyses and sensitivity analysis, using two imputed intraclass correlation coefficients (ICC) (0.1, 0.2), were used for four outcomes: protective behaviours, questionnaire-based knowledge, vignette-based knowledge and disclosure of abuse. Meta-analysis was not possible for retention of knowledge, likelihood of harm, or effect of programme type and setting. Fifteen trials measuring knowledge and behaviour change as a result of school-based child sexual abuse intervention programmes were included. Over half the studies in each initial meta-analysis contained unit of analysis errors. For behaviour change, two studies had data suitable for meta-analysis; results favoured intervention (OR 6.76, 95% CI 1.44, 31.84) with moderate heterogeneity (I(2)=56.0%) and did not change significantly when adjustments using intraclass coefficients were made. Nine studies were included in a meta-analysis evaluating questionnaire-based knowledge. An increase in knowledge was found (SMD 0.59; 0.44, 0.74, heterogeneity (I2=66.4%). When adjusted for an ICC of 0.1 and 0.2 the results were SMD 0.6 (0.45, 0.75) and 0.57 (0.44, 0.71) respectively. Heterogeneity decreased

  20. Prevention of smoking in adolescents with lower education: A school based intervention study

    NARCIS (Netherlands)

    Crone, M.R.; Reijneveld, S.A.; Willemsen, M.C.; Leerdam, F.J.M. van; Spruijt, R.D.; Hira Sing, R.A.

    2003-01-01

    Objective: To assess the effect of an antismoking intervention focusing on adolescents in lower education. Students with lower education smoke more often and perceive more positive norms, and social pressure to smoke, than higher educated students. An intervention based on peer group pressure and

  1. Exploring the comparative responsiveness of a core set of outcome measures in a school-based conductive education programme.

    Science.gov (United States)

    Wright, F V; Boschen, K; Jutai, J

    2005-05-01

    Conductive education (CE) is a holistic educational system that uses an active cognitive approach to teach individuals with motor disorders to become more functional participants in daily activities. While CE's popularity continues to grow in North America and Europe, its effectiveness has not been established. The lack of definition of responsive outcome measures for evaluation of CE programmes has limited the interpretability of conclusions from earlier studies evaluating effectiveness. To determine which measures from a core set were most responsive to physical, functional and psychosocial changes associated with a school-based CE programme. This was a one-group before and after data collection design using an 8-month follow-up period. We enrolled a referral sample of nine children with cerebral palsy in Kindergarten or Grade 1 (Gross Motor Function Classification System levels 3, 4 or 5). The study took place within a school-based CE programme at a Canadian children's rehabilitation centre. Children participated in a CE full-day class for an entire school year. Physical, functional, psychosocial and participation measures included: Gross Motor Function Measure (GMFM), Quality of Upper Extremity Skills Test (QUEST), Peabody Developmental Motor Scales, Paediatric Evaluation of Disability Inventory (PEDI), Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, Individualized Educational Plan, and Goal Attainment Scaling (GAS). Four children from the study's second year were also evaluated on the Impact on Family Scale (IFS), GAS and School Function Assessment. The Gross Motor Function Measure, QUEST, PEDI (Caregiver Assistance) and IFS were most responsive to change. GAS was useful in documenting and quantifying goals. Problems were encountered in evaluating self-esteem and school participation. Several strong measures of outcome were identified. Further work is needed to find valid and sensitive psychosocial and school participation

  2. School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools

    Science.gov (United States)

    Kougioumtzis, Konstantin; Patriksson, Goran

    2009-01-01

    During recent years, educational restructuring efforts have commonly regarded schools as both learning communities and sites for teachers' professional development. A plethora of attributes influence prerequisites as well as outcomes of the efforts, while teachers' local cultures constitute a cornerstone. More specifically, enhanced school-based…

  3. Current Training and Continuing Education Needs of Preschool and School-Based Speech-Language Pathologists regarding Children with Cleft Lip/Palate

    Science.gov (United States)

    Bedwinek, Anne P.; Kummer, Ann W.; Rice, Gale B.; Grames, Lynn Marty

    2010-01-01

    Purpose: The purpose of this study was to obtain information regarding the education and experience of preschool and school-based speech-language pathologists (SLPs) regarding the assessment and treatment of children born with cleft lip and/or palate and to determine their continuing education needs in this area. Method: A 16-item mixed-methods…

  4. School-Based and Community-Based Gun Safety Educational Strategies for Injury Prevention.

    Science.gov (United States)

    Holly, Cheryl; Porter, Sallie; Kamienski, Mary; Lim, Aubrianne

    2018-05-01

    Nearly 1,300 children in the United States die because of firearm-related injury each year and another 5,790 survive gunshot wounds, making the prevention of firearm-related unintentional injury to children of vital importance to families, health professionals, and policy makers. To systematically review the evidence on school-based and community-based gun safety programs for children aged 3 to 18 years. Systematic review. Twelve databases were searched from their earliest records to December 2016. Interventional and analytic studies were sought, including randomized controlled trials, quasi-experimental studies, as well as before-and-after studies or cohort studies with or without a control that involved an intervention. The low level of evidence, heterogeneity of studies, and lack of consistent outcome measures precluded a pooled estimate of results. A best evidence synthesis was performed. Results support the premise that programs using either knowledge-based or active learning strategies or a combination of these may be insufficient for teaching gun safety skills to children. Gun safety programs do not improve the likelihood that children will not handle firearms in an unsupervised situation. Stronger research designs with larger samples are needed to determine the most effective way to transfer the use of the gun safety skills outside the training session and enable stronger conclusions to be drawn.

  5. School-based early childhood education and age-28 well-being: effects by timing, dosage, and subgroups.

    Science.gov (United States)

    Reynolds, Arthur J; Temple, Judy A; Ou, Suh-Ruu; Arteaga, Irma A; White, Barry A B

    2011-07-15

    Advances in understanding the effects of early education have benefited public policy and developmental science. Although preschool has demonstrated positive effects on life-course outcomes, limitations in knowledge on program scale, subgroup differences, and dosage levels have hindered understanding. We report the effects of the Child-Parent Center Education Program on indicators of well-being up to 25 years later for more than 1400 participants. This established, publicly funded intervention begins in preschool and provides up to 6 years of service in inner-city Chicago schools. Relative to the comparison group receiving the usual services, program participation was independently linked to higher educational attainment, income, socioeconomic status (SES), and health insurance coverage, as well as lower rates of justice-system involvement and substance abuse. Evidence of enduring effects was strongest for preschool, especially for males and children of high school dropouts. The positive influence of four or more years of service was limited primarily to education and SES. Dosage within program components was mostly unrelated to outcomes. Findings demonstrate support for the enduring effects of sustained school-based early education to the end of the third decade of life.

  6. Elementary Preservice Teachers' and Teacher Educators' Perceptions of Financial Literacy Education

    Science.gov (United States)

    Henning, Mary Beth; Lucey, Thomas A.

    2017-01-01

    The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers' and teacher educators' beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision…

  7. Free teacher education in China : a study on free teacher program

    OpenAIRE

    Gao, Wen

    2009-01-01

    The supply and quality of teachers are the keys to the development of education. Teacher education is an important part of social education system. Chinese government have practiced free teacher education program in 2007 to improve teacher education. The purpose of this study is to present an overview of free teacher education in China. The contents, reasons and goals of free teacher education are illustrated in this study to analyze this new education program. Quantitative research meth...

  8. Preparing Teachers for Anti-oppressive Education

    DEFF Research Database (Denmark)

    Baber, Sikunder Ali

    2004-01-01

    While theories and recommendations continue to proliferate in the educational research literature on what it means to teach towards social justice and to prepare teachers for such teaching, so do concerns that these theories and recommendations fail to account for the ways that the contexts...... of teaching cultural contexts, national contexts, political contexts always affect teaching in idiosyncratic, unpredictable and even contradictory ways. Given that much educational research fails to trouble the US-centric nature of prevailing conceptions of social justice and teacher education......, it is important to learn about the unique as well as shared challenges facing teacher educators around the globe. In this article, teacher educators from Asia, Africa, North America and South America offer a sampling of initiatives in anti-oppressive teacher education; that is, initiatives to prepare teachers...

  9. Teacher Efficacy of Secondary Special Education Science Teachers

    Science.gov (United States)

    Bonton, Celeste

    Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

  10. Teachers' Misunderstanding: The Concept of Inclusive Education

    Science.gov (United States)

    Sanagi, Tomomi

    2016-01-01

    Teachers' misunderstanding the concept of inclusive education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of inclusive education with conjoint analysis and cluster analysis. The participants for this…

  11. Teachers' Beliefs about Neuroscience and Education

    Science.gov (United States)

    Zambo, Debby; Zambo, Ron

    2011-01-01

    Information from neuroscience is readily available to educators, yet instructors of educational psychology and related fields have not investigated teachers' beliefs regarding this information. The purpose of this survey study was to uncover the beliefs 62 teachers held about neuroscience and education. Results indicate there were three types of…

  12. The Attitudes of Teachers in Further Education.

    Science.gov (United States)

    Young, G. M.

    1980-01-01

    Reports a survey of educational attitudes among teachers and tutors in English colleges of education. Three domains were studied: naturalism-formalism in attitude toward pedagogic role and student-teacher interaction; egalitarianism-conservatism in attitude toward access to educational systems and resources; and liberalism-utilitarianism in…

  13. Teacher Professional Development with an Education for ...

    African Journals Online (AJOL)

    This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews ...

  14. Comparative clinical study testing the effectiveness of school based oral health education using experiential learning or traditional lecturing in 10 year-old children.

    Science.gov (United States)

    Angelopoulou, Matina V; Kavvadia, Katerina; Taoufik, Konstantina; Oulis, Constantine J

    2015-04-28

    School based oral health education through traditional lecturing has been found successful only in improving oral health knowledge, while has low effectiveness in oral hygiene and gingival health. The aim of this study was to evaluate the effectiveness of experiential learning (EL) oral health education to traditional lecturing (TL), on enhancing oral health knowledge, attitude and behavior as well as oral hygiene, gingival health and caries of 10-year-old children. Eighty-four children were recruited for the EL and 100 for the TL group from 3 locations in Greece. Data regarding oral health knowledge, attitude and behavior were collected via questionnaires. Data regarding dental plaque, gingivitis and caries were collected by clinical examination. The evaluation using questionnaires and clinical examination was assessed at baseline and 6 and 18 months afterwards. Two calibrated pediatric dentists examined the students using a periodontal probe and artificial light. Modified hygiene index (HI) was used for dental plaque recording, the simplified gingival index (GI-S) was used for gingivitis and DMFT, based on BASCD criteria, for dental caries. Based on a dedicated manual, the teacher applied in the classroom the oral health educational program using EL. EL group had statistically significant better hygiene than the TL at 6 months (p 0.05) and attitude (p > 0.05) at 6 months in comparison to baseline. EL program was found more successful than TL in oral hygiene improvement. Both oral health education programs improved the oral health knowledge, attitude and behavior of children. ClinicalTrials.gov (NCT02320162).

  15. Exploring associations between state education initiatives and teachers' sleep: A social-ecological approach.

    Science.gov (United States)

    Fujishiro, Kaori; Farley, Amy N; Kellemen, Marie; Swoboda, Christopher M

    2017-10-01

    Social policies that are not specifically aimed at impacting health can still have health consequences. State education reforms, such as standardized testing and stringent accountability for schools and teachers, may affect teacher health by changing their working conditions. This study explores associations between state education initiatives and teachers' sleep, an important predictor of productivity and chronic health conditions. The Behavioral Risk Factor Surveillance System 2013 and 2014 data sets provided sleep and demographic data for 7836 teachers in 29 states in the United States. We linked the teacher data to state education reform data from the U.S. Department of Education. Logistic regression was used to estimate odds ratios (ORs) of reporting inadequate sleep (i.e., state education policies after adjusting for demographic characteristics. Teachers had significantly higher odds of reporting inadequate sleep if their state financed professional development, sanctioned or rewarded schools based on student performance, and regulated classroom materials for state-wide common core standards (ORs ranging from 1.25 to 1.84). More strictly defined inadequate sleep (states to implement reforms through regulations and legislations, was also associated with inadequate sleep (OR = 1.41, p state education policies may have impacts on teacher sleep. Consequences of education reform for teacher health deserve more attention. Published by Elsevier Ltd.

  16. What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences.

    Science.gov (United States)

    Pound, Pandora; Langford, Rebecca; Campbell, Rona

    2016-09-13

    Although sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE. We aimed to investigate whether current provision meets young people's needs. Synthesis of qualitative studies of young people's views of their school-based SRE. Eligible studies originated from the UK, Ireland, the USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden. Studies of students aged 4-19 in full-time education, young adults ≤19 (not necessarily in full-time education) or adults ≤25 if recalling their experiences of school-based SRE. -69 publications were identified, with 55 remaining after quality appraisal (representing 48 studies). The synthesis found that although sex is a potent and potentially embarrassing topic, schools appear reluctant to acknowledge this and attempt to teach SRE in the same way as other subjects. Young people report feeling vulnerable in SRE, with young men anxious to conceal sexual ignorance and young women risking sexual harassment if they participate. Schools appear to have difficulty accepting that some young people are sexually active, leading to SRE that is out of touch with many young people's lives. Young people report that SRE can be negative, gendered and heterosexist. They expressed dislike of their own teachers delivering SRE due to blurred boundaries, lack of anonymity, embarrassment and poor training. SRE should be 'sex-positive' and delivered by experts who maintain clear boundaries with students. Schools should acknowledge that sex is a special subject with unique challenges, as well as the fact and range of young people's sexual activity, otherwise young people will continue to disengage from SRE and opportunities for safeguarding and improving their sexual health will be reduced. Published by the BMJ Publishing Group Limited. For permission

  17. Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana

    OpenAIRE

    Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

    2016-01-01

    The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, ...

  18. Supporting Structures for Education for Sustainable Development and School-Based Health Promotion

    Science.gov (United States)

    Madsen, Katrine Dahl; Nordin, Lone Lindegaard; Simovska, Venka

    2016-01-01

    The article aims to explore the following question: "How is education for sustainable development and health education in schools approached and contextualized at a municipal level, and what contradictions and tensions might local structures imply for sustainable health promoting school development?" Based on interviews with key agents…

  19. Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

    Science.gov (United States)

    Vera, Elizabeth M.; Heineke, Amy; Carr, Andrea L.; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin

    2017-01-01

    This study sought to expand the field's understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically, we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based…

  20. Public Opinion on School-Based Sex Education in South Carolina

    Science.gov (United States)

    Alton, Forrest L.; Valois, Robert F.; Oldendick, Robert; Drane, J. Wanzer

    2009-01-01

    The purpose of this article was to determine opinions on the use of abstinence only versus comprehensive sex education by registered voters in South Carolina. A cross-sectional, random-digit dial sample was utilized. Approximately 81% of respondents indicated support for sex education that emphasizes abstinence but also teaches about the benefits…

  1. School-Based Human Rights Education: Young Bahrainis' Knowledge and Understanding

    Science.gov (United States)

    Eid, Fatima H.

    2014-01-01

    The growing interest in Human Rights Education (HRE) is linked in this paper to the UN Convention on the Rights of the Child (CRC, 1989). The linkage between citizenship education and HRE is also highlighted, along with the necessary critiques of human rights pronouncements regarding the situation of HRE in Bahrain while the challenges ahead in…

  2. Towards Comparative Educational Administration: Building the Case for a Cross-Cultural School-Based Approach.

    Science.gov (United States)

    Dimmock, Clive; Walker, Allan

    1998-01-01

    Advocates a stronger comparative emphasis in the study of educational administration and management while acknowledging comparative educational administration's weak knowledge base. Clarifies the potential import of a comparative, cross-cultural perspective embracing five societal/cultural dimensions: individualism versus collectivism, power…

  3. The Effectiveness of Participatory Theatre with Early Adolescents in School-Based Sexuality Education

    Science.gov (United States)

    Ponzetti, James J., Jr.; Selman, Jan; Munro, Brenda; Esmail, Shaniff; Adams, Gerald

    2009-01-01

    Public concern about adolescent sexuality has garnered considerable interest in recent decades. Most teenagers are either thinking about or acting on their sexual impulses. Yet notable controversy exists regarding sexual education among youth. Adolescents report sexuality education must speak to issues of interest to them and be delivered in a…

  4. Cost analysis of school-based sexuality education programs in six countries

    NARCIS (Netherlands)

    Kivela, J.; Ketting, E.; Baltussen, R.M.P.M.

    2013-01-01

    BACKGROUND: Policy-makers who are making decisions on sexuality education programs face important economic questions: what are the costs of developing sexuality education programs; and what are the costs of implementing and scaling them up? This study responds to these questions by assessing the

  5. An Argument for Love in Intercultural Education for Teacher Education

    Science.gov (United States)

    Lanas, Maija

    2017-01-01

    This paper proposes rethinking intercultural education in teacher education, arguing that any discussion of student teachers' intercultural education should be connected more explicitly to a theoretical conceptualisation of love. The first part of the paper focuses on identifying discursive boundaries in engaging with intercultural education in…

  6. What Unites Us All: Establishing Special Education Teacher Education Universals

    Science.gov (United States)

    Darling, Sharon M.; Dukes, Charles; Hall, Kalynn

    2016-01-01

    The theoretical base that supports human universals served as a model for proposing special education teacher education universals. The human universals model is explained and put forth as a basis for identifying special education teacher education universals. Twenty-four English language journals from different countries representing four…

  7. How Do Primary Education Trainee Teachers Perceive Educational Psychology?

    Science.gov (United States)

    Alvarez, Ibis M.; Weise, Crista; Vall, Berta; González, Montserrat; Morodo, Andy

    2018-01-01

    Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers' self-perceived mastery of, and attributed…

  8. Family Background of Beginning Education Students: Implications for Teacher Educators

    Science.gov (United States)

    Stewart, Roger A.; Coll, Kenneth M.; Osguthorpe, Richard

    2013-01-01

    Teacher education has not historically focused on the social and emotional development of teachers even though there is evidence that such variables influence student success (Jennings & Greenberg, 2009). We believe such a focus is important and we explored variables in teacher education students' families of origin that underpin social and…

  9. Effect of the Dutch school-based education programme 'Taste Lessons' on behavioural determinants of taste acceptance and healthy eating: a quasi-experimental study.

    Science.gov (United States)

    Battjes-Fries, Marieke C E; Haveman-Nies, Annemien; Renes, Reint-Jan; Meester, Hante J; van 't Veer, Pieter

    2015-08-01

    To assess the effect of the Dutch school-based education programme 'Taste Lessons' on children's behavioural determinants towards tasting unfamiliar foods and eating healthy and a variety of foods. In a quasi-experimental study design, data on behavioural determinants were collected at baseline, four weeks and six months after the intervention in both the intervention and control group. Children completed consecutively three questionnaires in which knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards the two target behaviours were assessed. Teachers implemented on average a third of the programme activities. Multilevel regression analyses were conducted to compare individual changes in the determinants in the intervention group with those in the control group, corrected for children's gender and age. Effect sizes were expressed as Cohen's d. Dutch elementary schools. Forty-nine classes (1183 children, 9-12 years old) in grades 5-8 of twenty-one elementary schools. The intervention group showed a higher increase in knowledge (d=0·26, Peating healthy and a variety of foods. Full and repeated implementation of Taste Lessons in subsequent years might result in larger effects.

  10. Improvement of Educational Equity & Teacher Training

    Directory of Open Access Journals (Sweden)

    María J. Rodríguez

    2013-10-01

    Full Text Available Educational improvement for equity and professional teacher development are crucial issues concerning the essential right all students have of a good education. Firstly the article proposes a contextual reflection on improvement, some considerations related to well known traditions in the field and particularly the social justice and its relationships and implication for educational politics, curriculum, teaching, teacher and community. Secondly, it claims for the coherence of teacher professional development to educational equity. Different analysis and proposals are outlined related to policies and tasks the public administration should undertake and some dimensions of teacher education are considered attending educational equity criteria. Professional learning communities are described and valued as a hypothetical framework in order to improve equity and teacher education relationships.

  11. The identity of teacher educators in the changing context of teacher education in the Netherlands

    NARCIS (Netherlands)

    Swennen, J.M.H.; Volman, M.L.L.

    2013-01-01

    Little is known about the development of the professional identities of teacher educators, especially within historical and contemporary contexts of teacher education in the Netherlands. Teacher education is undergoing significant change and it is paramount to understand how this relates to the

  12. Career Intentions of Australian Physical Education Teachers

    Science.gov (United States)

    Mäkelä, Kasper; Whipp, Peter R.

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

  13. Empirical Moral Philosophy and Teacher Education

    Science.gov (United States)

    Schjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina; Afdal, Geir

    2016-01-01

    In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in…

  14. A Multicultural Fairy Tale for Teacher Educators

    Science.gov (United States)

    Robinson, Scott

    2014-01-01

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

  15. Robert Frost: Democracy, Teaching, and Teacher Education

    Science.gov (United States)

    Frank, Jeffery M.

    2010-01-01

    The goal of this dissertation is to develop a connection between poetry and teacher education. I am motivated to undertake this project because poetry is an underappreciated resource, one that has a good deal to teach teachers. Specifically, I believe that poetry can teach teachers about how to creatively and democratically respond to problems of…

  16. Understanding Teachers' Concerns about Inclusive Education

    Science.gov (United States)

    Yadav, Monika; Das, Ajay; Sharma, Sushama; Tiwari, Ashwini

    2015-01-01

    This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon,…

  17. Changing the Epistemology of Teacher Education

    Science.gov (United States)

    Zeichner, Kenneth M.

    2009-01-01

    In this article, the author explores one issue that he believes is central to the preparation of teachers to teach in democratic societies: the question of who should prepare teachers to do this important work. Currently, there are basically two general approaches to the preservice education of teachers in the United States despite all the program…

  18. Teaching Music in Our Time: Student Music Teachers' Reflections on Music Education, Teacher Education and Becoming a Teacher

    Science.gov (United States)

    Georgii-Hemming, E.; Westvall, M.

    2010-01-01

    This article concerns students of music education in Sweden. It investigates the student teachers' perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various…

  19. Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

    Science.gov (United States)

    Ellerbrock, Cheryl R.; Cruz, Bárbara C.; Vásquez, Anete; Howes, Elaine V.

    2016-01-01

    Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on…

  20. Theory and practice in teacher education

    DEFF Research Database (Denmark)

    Knudsen, Lars Emmerik Damgaard

    Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession but not nece......Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession...... and videotaped in the last placement period and in the students’ phase of writing the bachelor thesis. The analysis demonstrates that the intended and practiced knowledge forms are cultural structured and bodily anchored in the self-images of the placement and teaching sites which points to a significant...... there are still significant contradictions between placement and teaching sites in the understandings of the means and ends of the teacher education program and in the relations between theory and practice. 3. The process of becoming academic and professional formation is in an interpellation process headed...

  1. 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.

  2. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-05-02

    May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

  3. education facilities and motivation of teachers & students

    African Journals Online (AJOL)

    User

    2017-12-28

    Dec 28, 2017 ... ... before two years ago, the priorities of the education and training system ... To analyze teachers' motivation in teaching in the Correction schools. 3. ..... Education programmes for prison inmates: Reward for offences or.

  4. Challenges to nordic teacher education programmes

    DEFF Research Database (Denmark)

    Rasmussen, Jens; Dorf, Hans

    2010-01-01

    and subjects in the Finnish teacher education program (pedagogical studies, quality of practice teaching, research base) and its strong focus on training future teachers for the teacher profession and a professional community play an important role in respect to recruitment and low drop-out rates.......  This article resumes a comparative study on the Nordic teacher education programs in Denmark, Finland, Iceland, Norway and Sweden (Nordisk Ministerråd/Nordic Council of Ministers, 2008). By focusing on the part of the study which is occupied with the structure and organisation of the Nordic...... teacher education programs it tries to find explanations for the fact that only the Finnish teacher education does not suffer from a decreasing number of applicants, from high drop-out rates, and from low retention rates. It is claimed that the strong emphasis on specific professional elements...

  5. 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

  6. A Survey of English Teenagers' Sexual Experience and Preferences for School-Based Sex Education

    Science.gov (United States)

    Newby, Katie; Wallace, Louise M.; Dunn, Orla; Brown, Katherine E.

    2012-01-01

    Rates of sexually transmitted infections and teenage pregnancy amongst the under-16s are causing increasing concern. There is limited evidence about the sexual behaviour and sex education preferences of this age group, especially of those from Black and minority ethnic groups. This study aimed to provide data on early heterosexual risk behaviour,…

  7. Effects of extra school-based physical education on overall physical fitness development

    DEFF Research Database (Denmark)

    Rexen, C T; Ersbøll, A K; Møller, N C

    2015-01-01

    First, this study aimed to investigate if four extra physical education (PE) lessons per week improved children's development in physical fitness. Second, to investigate if the extra PE lessons improved development in physical fitness for children with lower levels of fitness at baseline...

  8. Family Homework and School-Based Sex Education: Delaying Early Adolescents' Sexual Behavior

    Science.gov (United States)

    Grossman, Jennifer M.; Frye, Alice; Charmaraman, Linda; Erkut, Sumru

    2013-01-01

    Background: Early sexual activity can undermine adolescents' future school success and health outcomes. The purpose of this study was to assess the role of a family homework component of a comprehensive sex education intervention in delaying sexual initiation for early adolescents and to explore what social and contextual factors prevent…

  9. Students’ learning processes during school-based learning and workplace learning in vocational education : a review

    NARCIS (Netherlands)

    Schaap, H.; Baartman, L.K.J.; Bruijn, de E.

    2012-01-01

    Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in

  10. 'Let's move, let's not remain stagnant': nationalism, masculinism and school-based education in Mozambique

    NARCIS (Netherlands)

    Miedema, E.; Millei, Z.; Imre, R.

    2016-01-01

    In this chapter, I examine the role of public schools in shaping young people’s gendered understanding of citizenship and their "sense of place" in Mozambique. I seek to illuminate two interrelated features of processes of civil enculturation, which is defined as education for and about citizenship

  11. What Does "Empowerment" Mean in School-Based Sex and Relationships Education?

    Science.gov (United States)

    Spencer, Grace; Maxwell, Claire; Aggleton, Peter

    2008-01-01

    Policy and practice on sex and relationships education (SRE) in England often has the stated objectives of delaying sexual activity, reducing sexually transmitted infections and lowering rates of teenage conception. Underlying these objectives is the desire to support young people in making "informed choices" and developing the skills…

  12. Effect of a School-based Nutrition Education Program on the Nutritional Status of Primary School Children

    Directory of Open Access Journals (Sweden)

    Parisa Keshani

    2016-02-01

    Full Text Available Background and Objectives: Regarding the high prevalence of unhealthy food habits among Iranian children, we aimed to assess the effect of a school-based nutrition education program on nutritional status of primary school students in Shiraz. Materials and Methods: This randomized educational controlled trial was carried out on 221 primary school age children selected by cluster sampling in the elementary schools of Shiraz-Iran. The intervention consisted of 6 nutrition education sessions carried out through one year for children, using active learning methods. Mothers’ education was carried out in person in both lecture and question-answer sessions also via sending text messages and pamphlets. Weight, height and waist circumference (WC of children were measured before and after the intervention. Also a 168-item food frequency questionnaire was completed. Two separate nutrition knowledge questionnaires were filled up by children and their mothers. Data were analyzed using SPSS version 16. Results: 171 children (83 in the case and 88 in the control group, aged 9.5-10.5 years, completed the study. Anthropometric and nutritional knowledge of the participants in both the intervention and control groups was significantly increased. Weight, height, WC and nutritional knowledge increased significantly more in the intervention group compared to the controls. Consumption of fruits and vegetables decreased in the intervention group while plain sugar and fast foods intake increased among the controls. There were no significant differences between the changes in the intake of any of the food groups in the two groups. Conclusions: In conclusion, the designed nutrition education program could increase students’ nutritional knowledge, and lead to a non-significant change towards reducing the consumption of unhealthy foods such as fast foods, sweets and salty snacks.

  13. Four discourse models of physics teacher education

    OpenAIRE

    Larsson, Johanna; Airey, John

    2017-01-01

    In Sweden, as in many other countries, the education of high-school physics teachers is typically carried out in three different environments; the education department, the physics department and school itself during teaching practice. Trainee physics teachers are in the process of building their professional identity as they move between these three environments. Although much has been written about teacher professional identity (see overview in Beijaard, Meijer, & Verloop, 2004) little ...

  14. Teacher testing and implications for physical education

    OpenAIRE

    O'Sullivan, Mary; Tannehill, Deborah

    1990-01-01

    peer-reviewed There has been a dramatic increase in teacher testing in the last decade. State and national attention to this issue is evidenced by the amount of literature devoted to assessment in general and teacher testing in particular. An invitational conference was held last fall by the Educational Testing Service (ETS) to provide a forum for clarifying issues regarding uses of standardized tests in American education in general and teacher testing in particular. Flippo...

  15. A New State Model of Teacher Education.

    Science.gov (United States)

    Guthrie, James W.

    1983-01-01

    A new California law, Senate Bill 813, implies sweeping changes for teacher education in that state. The law permits districts to hire college graduates without teaching credentials and train them. It also requires all teachers to renew certification periodically. Implications for schools of education are discussed. (Author/PP)

  16. Multicultural Education: Teachers' Perceptions and Preparation

    Science.gov (United States)

    Alismail, Halah Ahmed

    2016-01-01

    This paper focuses on theory and practice in multicultural education as it pertains to the preparation of preservice teachers. The literature reviews the history and definition of multiculturalism and investigates multiple theoretical frameworks around the ongoing debate and issues of multicultural education. Teachers' perceptions of multicultural…

  17. Prospective Teachers' Personal Characteristics to Multicultural Education

    Science.gov (United States)

    Eskici, Menekse

    2016-01-01

    The aim of this paper is to determine prospective teachers' personal characteristics to multicultural education. It is also aimed to reveal whether there are meaningful differences in prospective teachers' personal characteristics to multicultural education according to their genders, age and number of siblings. The descriptive model was chosen to…

  18. Internationalizing Teacher Education: The Case of Belarus

    Science.gov (United States)

    Lugovtsova, Alena; Krasnova, Tatiana; Torhova, Anna

    2012-01-01

    This article describes the unique characteristics of internationalization in teacher education in the Republic of Belarus, by asking how the creation of a national system of teacher education after the USSR's disintegration has both enhanced and hindered internationalization. The question is answered by providing an overview of the specific…

  19. Toward (Whose) Morality in Teacher Education?

    Science.gov (United States)

    Milner, H. Richard; Delale-O'Connor, Lori

    2016-01-01

    Richard Milner, and Lori Delale-O'Connor offer their remarks on Daniel Lapsley & Ryan Woodbury's commentary (available in this v38 n3 2016 issue of "Action in Teacher Education") entitled "Moral Character Development for Teacher Education." They begin the conversation by commenting that Lapsley and Woodbury raise some…

  20. Mathematics Teacher Education: A Model from Crimea.

    Science.gov (United States)

    Ferrucci, Beverly J.; Evans, Richard C.

    1993-01-01

    Reports on the mathematics teacher preparation program at Simferopol State University, the largest institution of higher education in the Crimea. The article notes the value of investigating what other countries consider essential in mathematics teacher education to improve the mathematical competence of students in the United States. (SM)

  1. Work Adjustment of Vocational Education Teachers.

    Science.gov (United States)

    Muncrief, Martha Crawford

    To investigate work adjustment of vocational education teachers, a nation-wide study was conducted focusing on vocational needs, job satisfaction, and job success. The study involved 180 secondary teachers from three vocational areas, business, home economics, and industrial education. A multistage sampling process was utilized to select…

  2. Historiography in Graduate Technology Teacher Education

    Science.gov (United States)

    Flowers, Jim; Hunt, Brian

    2012-01-01

    A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write…

  3. Before, after, in and beyond Teacher Education

    Science.gov (United States)

    Garrett, H. James

    2013-01-01

    The author uses a trip to a Holocaust museum to explain and illustrate psychoanalytic concepts from Freud to Lacan in order to re-imagine persistent dilemmas in teacher education. The author suggests that psychoanalytic vocabularies provide an additional and productive lens to conceptualize productive possibilities in teacher education.

  4. Job Design for Special Education Teachers

    Science.gov (United States)

    Major, Amanda E.

    2012-01-01

    Special education teachers, especially those that teach students with behavioral/emotional challenges, have high attrition rates stemming from stress, job dissatisfaction, and low motivation. The external factors in the school setting and job contribute to special education teachers' attrition and disengagement. A relationship between motivation…

  5. Values Education and Some Suggestions to Teachers

    Science.gov (United States)

    Demirhan Iscan, Canay

    2011-01-01

    This paper focuses on the process, approaches and teacher roles in values education and offers recommendations for teachers. It uses print materials and Internet sources on values education. These sources were analyzed and synthesized to reveal certain cases and/or opinions. In addition to contemporary sources, older reference materials were also…

  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. Professional Standards for Australian Special Education Teachers

    Science.gov (United States)

    Dempsey, Ian; Dally, Kerry

    2014-01-01

    Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

  8. Concerns of the Novice Physical Education Teacher

    Science.gov (United States)

    Gordon, Evelyn J.

    2016-01-01

    The purpose of this case study was to examine novice physical education teachers in the first and second year of teaching. Participants included two novice physical education teachers, John in Year 1 and Mark in Year 2. Methodology included observations, semistructured interviews, and documents. Data were analyzed using open coding and constant…

  9. Teacher Educator Changing Perceptions of Theory

    Science.gov (United States)

    Smith, Kim; Hodson, Elaine; Brown, Tony

    2013-01-01

    An alternative formulation of the actor in educational action research is shown to refresh notions of theory within initial teacher education. Methodologically, the actor is depicted as identifying with ongoing cultural adjustments through reflective data. Specifically, the paper considers the experience of mature trainee teachers in the United…

  10. The Magic of Psychology in Teacher Education

    Science.gov (United States)

    Fendler, Lynn

    2012-01-01

    Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based…

  11. Policy windows for school-based health education about nutrition in Ecuador

    DEFF Research Database (Denmark)

    Torres, Irene

    2017-01-01

    The aim of this study is to identify opportunities in policy framing for critical health education (CHE) about food and nutrition in Ecuadorian schools. The research engages in a dialogue between the perspectives of critical nutrition and political ecology, as it seeks to clarify and develop...... through critical, democratic and collaborative processes, anchored in and supported by the local community. Based on a textual analysis of health, food and education policy documents, the study finds that concrete norms endorse a biomedical stance. Consequently, focus remains on prescribing individual...... behavior, and schools are regarded as intervention settings, rather than a site for generating change as would be the case of health promotion using a CHE viewpoint. However, the study finds the possibility for developing a CHE perspective in the overarching rationale of “good living”, which reaffirms...

  12. Issues in the Education of TESOL Teachers by Distance Education

    Science.gov (United States)

    Hall, David; Knox, John

    2009-01-01

    Language teacher education by distance (LTED) has become a widespread and important practice in the preservice and in-service education of teachers, and in language education internationally. The advent of the Internet has combined with developments in other information communication technologies, the globalisation of English, and the…

  13. Enterprise Education in Initial Teacher Education in Ireland

    Science.gov (United States)

    Tiernan, Peter

    2016-01-01

    Purpose: The purpose of this paper is to examine the impact of enterprise education on students' understanding of and attitudes to entrepreneurship and enterprise education in initial teacher education. Design/methodology/approach: This paper builds on current literature by introducing student teachers to the theory and practice of…

  14. Feeding Behavior and Nutrition Education in Primary School Students: A School-Based Study

    Directory of Open Access Journals (Sweden)

    Mahmut Kilic

    2016-01-01

    Full Text Available Aim: This study of nutrition education given to primary school students was conducted to determine the effects of feeding behavior. Material and Method: This is an intervention study. Research was made at elementary schools located in the center of the province of Yozgat among 6 grade students in 2012-2013. Students were divided into 2 groups by random. Students in the intervention (n=305 and control (n=233 groups were administered a questionnaire prepared by the researcher feeding behaviors. Nutrition surveys in the intervention group after the application of the selected class are given a standardized nutrition education by intern nurses. In data analysis, the dependent and independent samples Student%u2019s t-test, ANOVA for repeated measures multivariate analysis (repeated multiple general model, chi-square, correlation and regression analysis were used. Results: Seventy-one percent point nine of the students usually make breakfast before coming school, 24.5% often bring food to school, 79.4% have at least 3 meals a day, %41.3 at least 2 times eating something between meals. After a year of this habit of the students (49.3% increases in the frequency of eating something between meals as well as a reduction of approximately 10% was determined. In the study, positive and negative eating behavior could not gain the desired level of behavior change with the education given in schools to students. However, the decline in average scores positive eating behaviors, the intervention group (%uF8E5d=3.5 than in the control group (%uF8E5d=6.4 were found to be less. Discussion: Education is an important method meets the information needs of individuals, but is insufficient in creating behavior change in a short time.

  15. College students' experiences and attitudes regarding middle and high school-based breastfeeding education.

    Science.gov (United States)

    Spear, Hila J

    2007-10-01

    This study examined the attitudes and experiences of male and female college students relative to breastfeeding education within middle and high school programs of study. Findings revealed that 36.7% of the participants were taught about breastfeeding while enrolled in a specific course in high school; 11.3% received information about breastfeeding in middle school. Overall, participants expressed positive attitudes toward breastfeeding and were supportive of the promotion of breastfeeding within a formal educational setting. However, 54% disagreed with offering information about breastfeeding to middle school students. Furthermore, most (67.8%) participants found public breastfeeding to be unacceptable; 77.7% indicated that breastfeeding is an intimate behavior that should be kept private. School nurses are in a unique position to influence school health and science-related curricula designed to promote the health benefits of breastfeeding. More education is needed to teach young people about the advantages of breastfeeding and to make breastfeeding a socially and culturally acceptable lifestyle behavior.

  16. Teacher Identity Work in Mathematics Teacher Education

    Science.gov (United States)

    Neumayer-Depiper, Jill

    2013-01-01

    Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…

  17. The Desired Learning Outcomes of School-Based Nutrition/Physical Activity Health Education: A Health Literacy Constructed Delphi Survey of Finnish Experts

    Science.gov (United States)

    Ormshaw, Michael James; Kokko, Sami Petteri; Villberg, Jari; Kannas, Lasse

    2016-01-01

    Purpose: The purpose of this paper is to utilise the collective opinion of a group of Finnish experts to identify the most important learning outcomes of secondary-level school-based health education, in the specific domains of physical activity and nutrition. Design/ Methodology/ Approach: The study uses a Delphi survey technique to collect the…

  18. Determining the Effects of Cognitive Style, Problem Complexity, and Hypothesis Generation on the Problem Solving Ability of School-Based Agricultural Education Students

    Science.gov (United States)

    Blackburn, J. Joey; Robinson, J. Shane

    2016-01-01

    The purpose of this experimental study was to assess the effects of cognitive style, problem complexity, and hypothesis generation on the problem solving ability of school-based agricultural education students. Problem solving ability was defined as time to solution. Kirton's Adaption-Innovation Inventory was employed to assess students' cognitive…

  19. Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

    Science.gov (United States)

    Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

    2018-01-01

    Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

  20. Effect of the Dutch school-based education programme ‘Taste Lessons’ on behavioural determinants of taste acceptance and healthy eating: a quasi-experimental study

    NARCIS (Netherlands)

    Battjes-Fries, M.C.E.; Haveman-Nies, A.; Renes, R.J.; Meester, H.J.; Veer, van 't P.

    2015-01-01

    Objective To assess the effect of the Dutch school-based education programme ‘Taste Lessons’ on children’s behavioural determinants towards tasting unfamiliar foods and eating healthy and a variety of foods. Design In a quasi-experimental study design, data on behavioural determinants were collected

  1. Design, Implementation and Evaluation of School-Based Sexual Health Education in Sub-Saharan Africa: A Qualitative Study of Researchers' Perspectives

    Science.gov (United States)

    Sani, A. Sadiq; Abraham, Charles; Denford, Sarah; Mathews, Catherine

    2018-01-01

    This study investigated facilitators and challenges to designing, implementing and evaluating school-based sexual health education in sub-Saharan Africa, using interviews with intervention designers and researchers. At the pre-planning and planning stages, participants reported that facilitating factors included addressing the reproductive health…

  2. Effects of Selected Cultural, Financial, and School-Based Factors on Girl-Child's Educational Access and Socioeconomic Development in Sarkish Flower Farm, Nakuru County, Kenya

    Science.gov (United States)

    Ronoh, T. K.; Sang, A. K.; Sisungo, Z. W.; Mumiukha, C. K.; Ayub, M. J.

    2015-01-01

    This paper sought to establish the effects of selected cultural, financial, and school-based factors on the girl-child's access to educational and socioeconomic development in Kenya. It is arguably observed that various local and international conventions, treaties, commissions, and state actors have strived to promote the development of…

  3. Influencing College and Higher Education Choices in Disadvantaged Hispanic High School Students Through a School-Based Health Club.

    Science.gov (United States)

    Singh, Harsimran; Matza, Maria; Latham, Christine

    2017-06-01

    Statistics representing professional health care providers do not adequately reflect the shift in the nation's diverse population. Latinos are significantly underrepresented at all levels of appropriate academic programs critical for entry to health profession careers. This project describes the implementation of a student-run, faculty-facilitated Future Nurse and Health Club at a school (with majority Latino students) to emphasize the importance of higher education in health care. Demographic and psychosocial profiles of club members were also developed to understand community needs. The Future Nurse and Health Club was established in partnership with faculty and researchers representing a university-based nursing program, school officials, and community leaders. Both quantitative and qualitative data were collected from club members and their parents using a variety of techniques including questionnaires and focus groups. The findings of the study highlighted a variety of student- and parent-related factors including poor lifestyle habits and perceptions of support that could potentially influence Latino high school students' interest and progress in health care-related higher education. A school-based health career club involving active participation of parents and students with support from health care professionals such as academic nursing faculty has the potential to simultaneously raise student interest in health-related careers and health needs of their community.

  4. Effectiveness of school-based family asthma educational programs in quality of life and asthma exacerbations in asthmatic children aged five to 18: a systematic review.

    Science.gov (United States)

    Walter, Helen; Sadeque-Iqbal, Fatema; Ulysse, Rose; Castillo, Doreen; Fitzpatrick, Aileen; Singleton, Joanne

    2016-11-01

    Asthma is a common, chronic, non-communicable respiratory disease that affects millions of children worldwide. Asthma exacerbations can range from mild to severe and can have an unfavorable impact on the quality of life of children and their caregivers. Asthma exacerbations often result in absenteeism from school or work, activity intolerance and emergency hospital visits. One strategy to address this health issue in an attempt to improve health outcomes is school-based asthma educational programs. A review of the literature revealed that previous systematic reviews have examined similar topics on the effectiveness of school-based asthma educational programs that have included collaborative efforts between parents and schools. No systematic reviews were found that examined the effectiveness of school-based asthma educational programs that exclusively included children and their caregivers. Research has not been systematically reviewed to determine the effectiveness of a school-based asthma educational program within a familial context. To identify the best available evidence on the effectiveness of school-based family asthma educational programs that exclusively included both children and caregivers on the quality of life and number of asthma exacerbations of children aged five to 18 years with a clinical diagnosis of asthma. Children aged five to 18 years of any gender, race or ethnicity with a clinical diagnosis of asthma and their caregivers. School-based family asthma educational programs. Randomized controlled trials. Quality of life and the number of asthma exacerbations measured by either missed days from school or work, and/or physical activity intolerance, and/or emergency hospital visits. The search strategy aimed to find both published and unpublished studies from inception of the database to August 21, 2015. Quantitative papers selected for retrieval were assessed by two independent reviewers for methodological validity before inclusion in the review

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

    Science.gov (United States)

    Tsangaridou, Niki

    2016-01-01

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

  6. The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

    Science.gov (United States)

    Alseddiqi, M.; Mishra, R.; Pislaru, C.

    2012-05-01

    This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

  7. Becoming a teacher educator: experiences with a specific induction period for beginning teacher educators.

    NARCIS (Netherlands)

    dr Rita Schildwacht; MEd Marly Gootzen; dr.ir. Quinta Kools; MEd Marije Veraa

    2012-01-01

    Introduction and theoretical background In the past few years, there has been a growing interest in the specific position of beginning teacher educators. In the book 'Becoming a teacher Educator' (Swennen & Van der Klink, 2009) several chapters deal with this subject. In conclusion, teacher

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

    Science.gov (United States)

    Fernández, M. Beatriz

    2018-01-01

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

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

    Science.gov (United States)

    Akyeampong, Kwame

    2017-01-01

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

  10. Teacher Education Graduates' Choice (Not) to Enter the Teaching Profession: Does Teacher Education Matter?

    Science.gov (United States)

    Rots, Isabel; Aelterman, Antonia; Devos, Geert

    2014-01-01

    In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is…

  11. Using video in teacher education

    Directory of Open Access Journals (Sweden)

    Jo Towers

    2007-06-01

    Full Text Available This paper draws on a research study of elementary- and secondary-route preservice teachers in a two-year, after-degree teacher preparation programme. The paper includes excerpts of classroom data, taken from the author’s own university classroom, demonstrating preservice teachers’ responses to carefully selected video extracts of children learning mathematics in a high-school class also taught by the author. The paper includes commentary on some of the advantages and limitations of video as a teaching tool, develops an argument for the increased use, in both preservice teacher education and inservice teacher professional development, of videotaped episodes that focus on the learners rather than on the classroom teacher, and explores the value of having the teacher whose classroom is featured on the videos present for the discussion of the episodes. The paper explores the potential offered by video material to foster the belief that teaching is a learning activity by (i refocusing attention on the learner rather than the teacher in the analysis of classroom practices, (ii raising awareness of the importance of reflective practice, and (iii providing a prompt for the imaginative rehearsal of action. Résumé : Le présent article se fonde sur une étude technique portant sur des stagiaires des niveaux primaire et secondaire dans un programme de préparation à l’enseignement de deux ans après l’obtention du diplôme. L’article comprend des extraits de données en salle de classe qui proviennent de la salle de classe de l’université de l’auteur même, illustrant les réponses des stagiaires à des extraits vidéo choisis avec soins, extraits portant su des enfants apprenant les mathématiques dans une classe du secondaire dont l’enseignant est l’auteur. L’article comporte des commentaires sur certains des avantages et limites du vidéo comme outil d’enseignement, il présente un argument pour l’augmentation accrue, à la

  12. HPV.edu study protocol: a cluster randomised controlled evaluation of education, decisional support and logistical strategies in school-based human papillomavirus (HPV) vaccination of adolescents.

    Science.gov (United States)

    Skinner, S Rachel; Davies, Cristyn; Cooper, Spring; Stoney, Tanya; Marshall, Helen; Jones, Jane; Collins, Joanne; Hutton, Heidi; Parrella, Adriana; Zimet, Gregory; Regan, David G; Whyte, Patti; Brotherton, Julia M L; Richmond, Peter; McCaffrey, Kirsten; Garland, Suzanne M; Leask, Julie; Kang, Melissa; Braunack-Mayer, Annette; Kaldor, John; McGeechan, Kevin

    2015-09-15

    The National Human Papillomavirus (HPV) Vaccination Program in Australia commenced in 2007 for females and in 2013 for males, using the quadrivalent HPV vaccine (HPV 6,11,16,18). Thus far, we have demonstrated very substantial reductions in genital warts and in the prevalence of HPV among young Australian women, providing early evidence for the success of this public health initiative. Australia has a long history of school-based vaccination programs for adolescents, with comparatively high coverage. However, it is not clear what factors promote success in a school vaccination program. The HPV.edu study aims to examine: 1) student knowledge about HPV vaccination; 2) psycho-social outcomes and 3) vaccination uptake. HPV.edu is a cluster randomised trial of a complex intervention in schools aiming to recruit 40 schools with year-8 enrolments above 100 students (approximately 4400 students). The schools will be stratified by Government, Catholic, and Independent sectors and geographical location, with up to 20 schools recruited in each of two states, Western Australia (WA) and South Australia (SA), and randomly allocated to intervention or control (usual practice). Intervention schools will receive the complex intervention which includes an adolescent intervention (education and distraction); a decisional support tool for parents and adolescents and logistical strategies (consent form returns strategies, in-school mop-up vaccination and vaccination-day guidelines). Careful process evaluation including an embedded qualitative evaluation will be undertaken to explore in depth possible mechanisms for any observed effect of the intervention on primary and secondary outcomes. This study is the first to evaluate the relative effectiveness of various strategies to promote best practice in school-based vaccination against HPV. The study aims to improve vaccination-related psychosocial outcomes, including adolescent knowledge and attitudes, decision-making involvement, self

  13. A randomised controlled feasibility trial for an educational school-based mental health intervention: study protocol.

    Science.gov (United States)

    Chisholm, Katharine Elizabeth; Patterson, Paul; Torgerson, Carole; Turner, Erin; Birchwood, Max

    2012-03-22

    With the burden of mental illness estimated to be costing the English economy alone around £22.5 billion a year 1, coupled with growing evidence that many mental disorders have their origins in adolescence, there is increasing pressure for schools to address the emotional well-being of their students, alongside the stigma and discrimination of mental illness. A number of prior educational interventions have been developed and evaluated for this purpose, but inconsistency of findings, reporting standards, and methodologies have led the majority of reviewers to conclude that the evidence for the efficacy of these programmes remains inconclusive. A cluster randomised controlled trial design has been employed to enable a feasibility study of 'SchoolSpace', an intervention in 7 UK secondary schools addressing stigma of mental illness, mental health literacy, and promotion of mental health. A central aspect of the intervention involves students in the experimental condition interacting with a young person with lived experience of mental illness, a stigma reducing technique designed to facilitate students' engagement in the project. The primary outcome is the level of stigma related to mental illness. Secondary outcomes include mental health literacy, resilience to mental illness, and emotional well-being. Outcomes will be measured pre and post intervention, as well as at 6 month follow-up. The proposed intervention presents the potential for increased engagement due to its combination of education and contact with a young person with lived experience of mental illness. Contact as a technique to reduce discrimination has been evaluated previously in research with adults, but has been employed in only a minority of research trials investigating the impact on youth. Prior to this study, the effect of contact on mental health literacy, resilience, and emotional well-being has not been evaluated to the authors' knowledge. If efficacious the intervention could provide a

  14. Secondary General Education Teachers' Attitudes toward Inclusion

    Science.gov (United States)

    Wilson, Valerie A.

    2014-01-01

    Since the inception of the Individuals with Disabilities Education Improvement Act, educators have struggled with including students with disabilities in the general education classroom with their nondisabled peers. The inclusion educational model was utilized in this study to explore secondary teachers' attitudes toward inclusive educational…

  15. Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

    Science.gov (United States)

    Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena

    2017-05-01

    Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.

  16. Current Challenges to Teacher Education in Denmark

    DEFF Research Database (Denmark)

    Staugaard, Hans Jørgen; Rasmussen, Palle

    and other subjects. But the university colleges are not part of the regular university sector, so teacher education is still generally separated from the research-based university tradition. Currently this fact is much debated. Two main types of arguments are being put forward for relocating teacher...... education to universities. One is that it will improve the subject knowledge of teacher and thus enable them to raise the skill levels of Danish students in core subjects. This is deemed necessary in the wake of international comparative surveys of achievement (like the PISA). Another argument is that many......Until recently, teacher education in Denmark for primary and lower secondary school (the Folkeskole) was organised in separate teacher training colleges. During the last ten years two comprehensive reforms of the system of medium cycle higher education have been implemented, first the act...

  17. Literacy teacher education principles and effective practices

    CERN Document Server

    Litt, Deborah G; Place, Nancy A

    2014-01-01

    Few resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Suppleme

  18. A randomised controlled feasibility trial for an educational school-based mental health intervention: study protocol

    Directory of Open Access Journals (Sweden)

    Chisholm Katharine

    2012-03-01

    Full Text Available Abstract Background With the burden of mental illness estimated to be costing the English economy alone around £22.5 billion a year 1, coupled with growing evidence that many mental disorders have their origins in adolescence, there is increasing pressure for schools to address the emotional well-being of their students, alongside the stigma and discrimination of mental illness. A number of prior educational interventions have been developed and evaluated for this purpose, but inconsistency of findings, reporting standards, and methodologies have led the majority of reviewers to conclude that the evidence for the efficacy of these programmes remains inconclusive. Methods/Design A cluster randomised controlled trial design has been employed to enable a feasibility study of 'SchoolSpace', an intervention in 7 UK secondary schools addressing stigma of mental illness, mental health literacy, and promotion of mental health. A central aspect of the intervention involves students in the experimental condition interacting with a young person with lived experience of mental illness, a stigma reducing technique designed to facilitate students' engagement in the project. The primary outcome is the level of stigma related to mental illness. Secondary outcomes include mental health literacy, resilience to mental illness, and emotional well-being. Outcomes will be measured pre and post intervention, as well as at 6 month follow-up. Discussion The proposed intervention presents the potential for increased engagement due to its combination of education and contact with a young person with lived experience of mental illness. Contact as a technique to reduce discrimination has been evaluated previously in research with adults, but has been employed in only a minority of research trials investigating the impact on youth. Prior to this study, the effect of contact on mental health literacy, resilience, and emotional well-being has not been evaluated to the authors

  19. 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

  20. Inculcating Character Education through EFL Teaching in Indonesian State Schools

    Science.gov (United States)

    Qoyyimah, Uswatun

    2016-01-01

    This paper describes how English as a Foreign Language (EFL) teachers in Indonesia have implemented the recent character education policy within an era of school-based curriculum reform. The character education policy required all teachers, EFL teachers included, to instil certain values in every lesson whilst the school-based curriculum reform…

  1. Enhancing Teacher Education in Primary Mathematics with Mobile Technologies

    Science.gov (United States)

    Schuck, Sandy

    2016-01-01

    A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where…

  2. Role of Teacher Educational Institutions in Developing Personality of Student Teachers

    Science.gov (United States)

    Prakash, Srinivasan; Xavier S. J., S. Amaladoss

    2014-01-01

    Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue…

  3. The Safety Tips for ATV Riders (STARs) programme: short-term impact of a school-based educational intervention.

    Science.gov (United States)

    Jennissen, Charles A; Peck, Jeffrey; Wetjen, Kristel; Hoogerwerf, Pam; Harland, Karisa K; Denning, Gerene M

    2015-06-01

    Since 1985, one-third of all US all-terrain vehicle (ATV)-related injuries and one-quarter of deaths involved victims safety education of youth could help reduce these tragedies. To assess the efficacy of the Safety Tips for ATV Riders (STARs) school-based programme targeting adolescents. A survey was anonymously administered before and after the programme to determine demographics, knowledge and reported likelihood of using the information learned. Over 4600 students in 30 Iowa schools participated from November 2010 to April 2013. Initially, 52% knew most ATVs are designed for one rider, 25% knew the recommended vehicle size for their age range and 42% knew riding on Iowa's roads was legal only for agricultural purposes. After the programme, this increased to 92%, 82% and 76%, respectively (psafety information learned, respectively; younger students, females and infrequent riders reported higher likelihoods. STARs increased short-term ATV safety knowledge and almost half the participants reported they would use the safety information presented. Males and frequent riders seemed more resistant, but some groups that may be more vulnerable to potential ATV crash and injury appeared amenable to the training with higher increases in postprogramme scores and greater intention of improving safety behaviours. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  4. The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature.

    Science.gov (United States)

    Rasberry, Catherine N; Lee, Sarah M; Robin, Leah; Laris, B A; Russell, Lisa A; Coyle, Karin K; Nihiser, Allison J

    2011-06-01

    The purpose of this review is to synthesize the scientific literature that has examined the association between school-based physical activity (including physical education) and academic performance (including indicators of cognitive skills and attitudes, academic behaviors, and academic achievement). Relevant research was identified through a search of nine electronic databases using both physical activity and academic-related search terms. Forty-three articles (reporting a total of 50 unique studies) met the inclusion criteria and were read, abstracted, and coded for this synthesis. Findings of the 50 studies were then summarized. Across all the studies, there were a total of 251 associations between physical activity and academic performance, representing measures of academic achievement, academic behavior, and cognitive skills and attitudes. Slightly more than half (50.5%) of all associations examined were positive, 48% were not significant, and 1.5% were negative. Examination of the findings by each physical activity context provides insights regarding specific relationships. Results suggest physical activity is either positively related to academic performance or that there is not a demonstrated relationship between physical activity and academic performance. Results have important implications for both policy and schools. Copyright © 2010 Elsevier Inc. All rights reserved.

  5. Evaluation of a school-based diabetes education intervention, an extension of Program ENERGY

    Science.gov (United States)

    Conner, Matthew David

    . The second questionnaire, adapted from a survey developed for the Starr County Diabetes Education Study (Garcia et al, 2001), measured general diabetes and diabetes management knowledge. A comparison group, a total of 19 students, also completed both surveys during the study period. Results: Significant increases (p<0.05) were seen in the post-intervention study group in general diabetes knowledge, diabetes management knowledge, and awareness of diabetes prevention strategies, when compared to the baseline study group and comparison group.

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

    Science.gov (United States)

    Hunter, Elizabeth

    1985-01-01

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

  7. The Prehistory of Teacher Trainees and the Consequences for Teacher Education.

    Science.gov (United States)

    Broekman, Harrie G. B.; Weterings, Johan M. J.

    1987-01-01

    Suggestions are provided for teacher educators to improve the initial stages of education for people preparing to be teachers of mathematics. The examples relate specifically to preparing mathematics teachers in Holland. (RH)

  8. The Case for History of Education in Teacher Education

    Science.gov (United States)

    Ediger, Marlow

    2018-01-01

    Students have much to benefit from courses pertaining to the history of the teaching profession. History of education, as a course to be taken in teacher education, has been greatly minimized in the ensuing years. Approximately six per cent of colleges/universities require a course in this area for prospective teachers. When being a student in the…

  9. Views of Physical Education Teachers on Values Education

    Science.gov (United States)

    Görgüt, Ilyas; Tutkun, Erkut

    2018-01-01

    Values education is very important for supporting and directing the attitudes and behaviors that brings from birth and changes by the effects of surroundings. The most effective people to provide this support after family are the teachers, especially the physical education teachers who are constantly communicating with the students. Therefore,…

  10. 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…

  11. Integrating Educational Technologies into Teacher Education: A Case Study

    Science.gov (United States)

    Rawlins, Peter; Kehrwald, Benjamin

    2014-01-01

    This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

  12. The effect of self-regulated strategy instruction and behavioral consultation on motivation : A longitudinal study on the effect of school-based interventions in secondary education.

    NARCIS (Netherlands)

    Minnaert, Alexander; Prince, Arnout; Opdenakker, Marie

    2017-01-01

    Studies show a decrease in students’ motivation in secondary education. Hence, it was investigated whether training of teachers could stop this decline. Two interventions were implemented in prevocational secondary education, being self-regulated strategy instruction and behavioral consultation

  13. Investigation of School-Based Staff Development Programs as a Means to Promote International Cooperation in Curriculum Improvement Through Teacher Training.

    Science.gov (United States)

    Thurber, John C.

    This study explores the feasibility of utilizing school-focused staff development programs in promoting international cooperation through transferability and/or adaptation of relevant aspects of this type of inservice education by foreign countries. The objective of this presentation is to develop interest in ways in which teachers in various…

  14. Educational Production and Teacher Preferences

    Science.gov (United States)

    Bosworth, Ryan; Caliendo, Frank

    2007-01-01

    We develop a simple model of teacher behavior that offers a solution to the ''class size puzzle'' and is useful for analyzing the potential effects of the No Child Left Behind Act. When teachers must allocate limited classroom time between multiple instructional methods, rational teachers may respond to reductions in class size by reallocating…

  15. Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know?

    Science.gov (United States)

    Garriott, Pamela Pruitt; Snyder, Lynne; Miller, Maurice

    2003-01-01

    Examined preservice teachers' beliefs about inclusive education for students with mild disabilities. Surveys of 239 undergraduate and graduate students indicated that while many preservice teachers held positive attitudes toward inclusive education, nearly half considered the special education classroom to be the optimum placement for students…

  16. Influencing Technology Education Teachers to Accept Teaching Positions

    Science.gov (United States)

    Steinke, Luke Joseph; Putnam, Alvin Robert

    2008-01-01

    Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey…

  17. Teacher Education in Nigeria: An Overview | Jibril | African ...

    African Journals Online (AJOL)

    The paper stresses the importance of teacher education and briefly examined the development of teacher in Nigeria. The (NCE) National Certificate in Education is seen as an important and basic requirement for teachers to practice. The objectives of teacher education and the role of Commission for Colleges of Education ...

  18. Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

    Science.gov (United States)

    Ensign, Jacque

    2009-01-01

    This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

  19. Teacher Leaders in Research Based Science Education

    Science.gov (United States)

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

    2001-12-01

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

  20. Teacher Identity Construction in Different Contexts of Teacher Education in Brazil.

    Science.gov (United States)

    Diniz-Pereira, Julio Emilio

    Considering current public policies for teacher education, recent educational reforms, and the renewed discussion of the teacher's role within contemporaneous approaches in the field of education, it is essential to discuss how teacher identity is gradually constructed in teacher education programs. This paper discusses processes of teacher…

  1. Teacher Passion and Distance Education Theory

    Science.gov (United States)

    Greenberger, Scott W.

    2012-01-01

    Despite a significant body of research on post-secondary distance education, harmonious passion has not been explored in relation to teacher presence. Teacher presence within a community of inquiry has been identified as an important influence and predictor of student performance. As such, determining the degree of relationship between teacher…

  2. The Struggle to Democratize German Teacher Education.

    Science.gov (United States)

    Pritchard, Rosalind M. O.

    1993-01-01

    Asserts that Europe is moving closer to political unity and the Single European Act will promote the professional mobility of teachers. Discusses attempts to introduce innovative models of teacher education likely to lead to greater equality within the teaching profession. (CFR)

  3. Reform in Teacher Education: A Sociological View.

    Science.gov (United States)

    Schlechty, Phillip C.

    This monograph examines preservice teacher education from the perspective of the sociologist. It emphasizes the need for furthering the cause of professionalism among teachers through the acquisition of knowledge, skills, attitudes, beliefs, and orientations of a profession, a process referred to as a socialization system. The publication offers a…

  4. Social Justice Advocacy in Graduate Teacher Education

    Science.gov (United States)

    Hoyle, Amy Gratch

    2018-01-01

    This article includes a description and analysis of a graduate teacher education course designed to engage teachers in taking action for social justice. In the course, students participate in a community of learners in which they examine their cultural identities and engage in social justice advocacy work. Students developed content knowledge and…

  5. Education Reform Sparks Teacher Protest in Mexico

    Science.gov (United States)

    Levinson, Bradley A.

    2014-01-01

    The current tumult in the Mexican education arena has deep roots in politics and tradition, but it is latter-day global competition and international measures of student performance that are driving reform efforts. Teacher strikes and demonstrations are not new in Mexico, but issues raised by today's protesting teachers represent a combination of…

  6. Educational Neuromyths among Teachers in Latin America

    Science.gov (United States)

    Gleichgerrcht, Ezequiel; Lira Luttges, Benjamin; Salvarezza, Florencia; Campos, Anna Lucia

    2015-01-01

    Neuroscientific knowledge has undeniably gained interest among educators worldwide. However, not all "brain facts" believed by teachers are supported by science. This study sought to evaluate the belief in these so-called "neuromyths" among 3,451 Latin American teachers. We found that, consistent with prior research among…

  7. Cultivating Environmental Citizenship in Teacher Education

    Science.gov (United States)

    Green, Carie; Medina-Jerez, William; Bryant, Carol

    2016-01-01

    Research on environmental action projects in teacher education is limited. Furthermore, projects that emphasize the role of citizens and governments in environmental problem-solving are scarce. The purpose of this study was to explore how participating in a political environmental action project influenced pre-service teachers' environmental…

  8. Perceptions of Prospective Teachers about Tolerance Education

    Science.gov (United States)

    Sahin, Cavus

    2011-01-01

    The purpose of this study is to ascertain the perceptions of prospective teachers about tolerance education. This research is a descriptive, qualitative study. A semi-structured and non-directive interview technique is used for collecting data. Research is carried out with 30 prospective teachers who attend Canakkale Onsekiz Mart University…

  9. Re-Visioning Teacher Education in Pennsylvania.

    Science.gov (United States)

    Hawley, Willis D.; Evertson, Carolyn M.

    This paper deals with the need to redefine and comprehensively restructure teacher education programs, emphasizing what teachers can best learn, in what contexts, and at what stages of their cognitive and social development as professionals. The report is organized into 5 parts: Part 1 concentrates on what schools should do that they are not…

  10. 34 CFR 300.18 - Highly qualified special education teachers.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Highly qualified special education teachers. 300.18... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE... special education teachers. (a) Requirements for special education teachers teaching core academic...

  11. New Perspectives on Teacher Education in Kuwait

    Science.gov (United States)

    Al-Sharaf, Adel

    2006-01-01

    This brief paper is part of a larger research project which examined the historical background of teaching in the Kuwaiti educational system before and after the Gulf War in 1990 in order to propose a new perspective on teacher education in Kuwait, particularly with regard to religious education. The author is interested in whether others have a…

  12. Feminist Pedagogy in Early Childhood Teachers' Education

    Science.gov (United States)

    Ziv, Haggith Gor

    2015-01-01

    This article discusses the theory and practice of applying critical feminist pedagogy in a teacher's training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student's education that…

  13. Microcomputers, Secondary Education and Teacher Training.

    Science.gov (United States)

    Atherton, Roy

    1979-01-01

    Reviews the use of computers in Great Britain's educational system, and discusses the development of computer science education, computer assisted instruction, standardization of software and hardware, computer awareness, computers in school administration and teacher training, and future trends for educational computing. (RAO)

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

    Science.gov (United States)

    Kok, Gerjo; Meijer, Suzanne; Mevissen, Fraukje EF

    2016-01-01

    Background 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. Objective 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. Methods 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. Results 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

  15. Attitudes of teachers education centers to special education inclusion

    Directory of Open Access Journals (Sweden)

    M.ª del Carmen PEGALAJAR PALOMINO

    2014-10-01

    Full Text Available This research aims to analyze the attitudes and perceptions towards inclusive education teacher that practices in special education centers in Andalusia. The paper has used a descriptive methodology, a total of 428 participating teachers and using data collection a semi structured questionnaire developed ad hoc. The results show how teachers of special education centers in Andalusia consider inclusive education as a pillar in education, while defining the mode of schooling in special education institutions as an educational response to students aimed at improving their quality of life and achieve greater personal independence and function in daily life activities. They also consider that the students enrolled in these schools has higher educational needs in the field of health, cognitive and social. It stands out even the existence of statistically significant differences in attitudes and perceptions of teachers as they have developed or no practical training related to the field of inclusive education during their initial training, being more favorable in the case of those without such training. Thus, we want to know the perceptions of these teachers on inclusive education to establish proposals for improvement in teacher education that lead to the development of a process of quality teaching and learning for pupils with severe and permanent disabilities.

  16. JAIF's teacher support activity on radiation education

    International Nuclear Information System (INIS)

    Kito, K.; Kudo, K.

    2016-01-01

    Japan Atomic Industrial Forum (JAIF) has been conducting science teacher support activities on radiation education since 2011, after the Fukushima NPP Accident, in cooperation with member organizations of the Japan Nuclear Human Resource Development Network (JN-HRD Net). (author)

  17. Biodiversity and Education for Sustainable Development in Teacher Education Programmes of Four Jamaican Educational Institutions

    Science.gov (United States)

    Collins-Figueroa, Marceline

    2012-01-01

    This article presents an account of biodiversity education in a national teacher education project in Jamaica. Four case studies are examined here. Document analyses and interviews of educators and student teachers are used to explore how biodiversity was addressed in teacher education curricula, the processes and outcomes of learning in education…

  18. Teacher Professionalism in Technical and Vocational Education

    Science.gov (United States)

    Tampang, B. L. L.; Wonggo, D.

    2018-02-01

    The advancement of a nation is largely determined by the advancement of education, and the field of education is on the teachers’ shoulders. Therefore, professionalism of teachers should be improved in performing their duties as facilitators, initiators, and motivators in achieving the competence of graduates. Teachers should be able to facilitate the learning process and pay attention to the development of learners in its various dimensions, leading to the ownership and development of intelligence, learning skills, attitudes, work skills, and social independence. Vocational education carried by Vocational High School, should not only provide theory, but also be coupled with the application or application of theory. It is time for us to rise up to give birth to professional experts in their fields, in accordance with the needs of the workforce. A professional teacher is required to have a work ethic and a high commitment to his profession, and always through continuous development through professional organizations, the internet, books, seminars, and the like. With the professionalism of teachers, then the future teacher does not appear again only as a teacher (teacher), such a prominent function during this, but switch as coach, counselor, and learning manager. Each Educational Institution of Education Personnel graduate and other college graduates who wish to become teachers are required to have at least the competence of the standard. Thus, teacher professionalism is a life-long and never-ending process. Developing and developing vocational education is an important and absolute thing to do, considering that approximately 80% of the workforce in the field is lower middle-level workforce.

  19. Effects of extra school-based physical education on overall physical fitness development--the CHAMPS study DK.

    Science.gov (United States)

    Rexen, C T; Ersbøll, A K; Møller, N C; Klakk, H; Wedderkopp, N; Andersen, L B

    2015-10-01

    First, this study aimed to investigate if four extra physical education (PE) lessons per week improved children's development in physical fitness. Second, to investigate if the extra PE lessons improved development in physical fitness for children with lower levels of fitness at baseline. This study was a longitudinal controlled school-based study. The study population consisted of 10 Danish public schools with children in preschool to fourth grade (cohorts 0-4) with 2.5-year follow-up. Six schools had extra PE and four schools had normal PE. In total 1247 children were included (normal PE = 536, extra PE = 711). Development in fitness was analyzed using a composite z-score from six fitness tests. Multilevel mixed-effects linear regression was used to examine the association between school type and development in fitness. Extra PE increased the total development of composite z-score units among children enrolled in cohort 4 and borderline in cohort 3 with 1.06 (95% confidence interval 0.48-1.65) and 0.52 z-score units (-0.06 to 1.09), respectively. Children in the lower 50 percentiles increased their development with 0.47 (0.08-0.85) z-score units. Extra PE in schools improved development in fitness for cohort 4 and borderline for cohort 3 among all children. Extra PE improved fitness development across all cohorts among children with low fitness levels. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  20. Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

    Science.gov (United States)

    Kern, Ben D.; Graber, Kim C.

    2017-01-01

    Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

  1. The Development of Community Competence in the Teacher Education Curriculum

    Science.gov (United States)

    Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

    2013-01-01

    Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

  2. Thinking, Language and Learning in Initial Teacher Education

    Science.gov (United States)

    Taylor, Nick

    2016-01-01

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

  3. Perceptions and Reflections of Music Teacher Education in Kenya

    Science.gov (United States)

    Akuno, Emily Achieng'

    2012-01-01

    This article builds on enquiry aimed to discover Kenyan music teachers' perceptions and expectations of their role; their view of the training they received; head teachers' perceptions and expectations of the role of the music teacher; and the expectations of both music teachers and head teachers of a music teacher education programme in Kenya.…

  4. School-based HIV/AIDS education is associated with reduced risky sexual behaviors and better grades with gender and race/ethnicity differences.

    Science.gov (United States)

    Ma, Zhen-qiang; Fisher, Monica A; Kuller, Lewis H

    2014-04-01

    Although studies indicate school-based HIV/AIDS education programs effectively reduce risky behaviors, only 33 states and the District of Columbia in US mandate HIV/AIDS education. Ideally, school-based HIV/AIDS education should begin before puberty, or at the latest before first sexual intercourse. In 2011, 20% US states had fewer schools teaching HIV/AIDS prevention than during 2008; this is worrisome, especially for more vulnerable minorities. A nationally representative sample of 16 410 US high-school students participating in 2009 Youth Risk Behavior Survey was analyzed. Multiple regression models assessed the association between HIV/AIDS education and risky sexual behaviors, and academic grades. HIV/AIDS education was associated with delayed age at first sexual intercourse, reduced number of sex partners, reduced likelihood to have forced sexual intercourse and better academic grades, for sexually active male students, but not for female students. Both male and female students who had HIV/AIDS education were less likely to inject drugs, drink alcohol or use drugs before last sexual intercourse, and more likely to use condoms. Minority ethnic female students were more likely to have HIV testing. The positive effect of HIV/AIDS education and different gender and race/ethnicity effects support scaling up HIV/AIDS education and further research on the effectiveness of gender-race/ethnicity-specific HIV/AIDS curriculum.

  5. Physics Teachers' Education (PTE): Problems and Challenges

    Science.gov (United States)

    Sassi, Elena; Michelini, Marisa

    A vast majority of the research results acknowledge the crucial role of teacher's education, as a vital tool in enhancing the quality of physics education. The projects like PISA, ROSE and TIMMS showcase the impact of teacher's education as a qualitative improvement in the physics learning environment. In Physics Education Research (PER), the impact of teacher's education had been addressed for the its role in the enhancement of positive interest among the students. The current world-wide state of the art characterizes a large variety of boundary conditions, traditions and practices that are being followed. In our present context, we foucus and discuss on the multidimensional challanges such as competencies needed, degrees required, problems encountered, support to be provided and the basic pre-requirements of Teacher's education for the secondary schools. We present some of the teaching methods and practices followed in coherent with, both, the Student centered and open learning environments along with some of the useful didactical indicators. Also, we potray a couple of research-based examples successfully experimented in Italy. Finally we propose some useful recommendations along with the criteria to be followed in the teachers education for the overall improvement.

  6. Effect of integrated school-based nutrition education on optimal dietary practices and nutritional status of school adolescents in Southwest of Ethiopia: a quasi-experimental study.

    Science.gov (United States)

    Tamiru, Dessalegn; Argaw, Alemayehu; Gerbaba, Mulusew; Ayana, Girmay; Nigussie, Aderajew; Belachew, Tefera

    2016-12-15

    Malnutrition and infection are major barriers to educational access and achievement in low-income countries and also work in conjunction with each other in deteriorating wellness and productivity of school adolescents. A quasi-experimental design was used to evaluate the effectiveness of school-based nutrition education using a peer-led approach, health promotion through school media and health clubs. Data were collected at baseline, midline and end line from sampled participants. To account for the effect of time trend, the difference was measured using a repeated measure analysis. Variables that have p≤0.25 in the bivariate analyses were entered into multivariables to determine the independent effect of interventions. There is a significant difference in food variety between food secure and insecure households (pschools (pschools, which positively associated with male gender (AOR=4.13, CI: 2.38, 7.15) and having a middle-income family (AOR=2.93, CI: 1.92, 6.15). This study showed that by integrating a dietary intervention into school-based activities, there might be significant improvements in dietary intake of primary school adolescents. Therefore, school-based nutrition education programs should be a part of comprehensive school health programs to reach the students and potentially their families.

  7. Teacher Education: A Panacea for National Development in Nigeria

    African Journals Online (AJOL)

    DrNneka

    social, economic and political transformation of the nation. ... Essentially, teachers have obligation to the development of education and teaching as a .... teacher education as the form of higher education he or she will pursue. In Nigeria today ...

  8. Theory-practice Dichotomy in Mathematics Teacher Education: An ...

    African Journals Online (AJOL)

    Theory-practice Dichotomy in Mathematics Teacher Education: An Analysis of Practicum ... Zimbabwe Journal of Educational Research ... practices in primary teacher education continue to create dichotomous gaps in this relationship.

  9. Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

    Science.gov (United States)

    Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

    2014-01-01

    The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

  10. Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses

    Science.gov (United States)

    Hemmi, Kirsti; Ryve, Andreas

    2015-01-01

    This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…

  11. The Impact of Globalization on Teacher Education: The Philippine Perspective

    Science.gov (United States)

    de Guzman, Allan B.; dela Rosa, Praxedes S. M.; Arcangel, Clotilde N.

    2005-01-01

    This qualitative study is an attempt to describe how administrators, teachers and researchers in a select group of teacher education institutions (TEIs) in the capital of the Philippines collectively view globalization. Specifically, concepts of a globalized teacher education, impact of globalization in teacher education, and problems of teacher…

  12. Quality of Work Life: Perceptions of Jordanian Special Education Teachers

    Science.gov (United States)

    Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

    2015-01-01

    The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

  13. Teacher preparedness for inclusive education

    African Journals Online (AJOL)

    lynette

    Department of Information Systems, Faculty of Economic & Management ... paredness of teachers for this new policy of inclusion. ... of inclusive classrooms, if viewed in global perspective (Dyson & .... teachers experience stress when including learners with special needs. ..... Stress areas and coping skills of South African.

  14. Teachers and Human Rights Education

    Science.gov (United States)

    Osler, Audrey; Starkey, Hugh

    2010-01-01

    Why do teachers need to be familiar with human rights? In multicultural societies, whose values take precedence? How do schools resolve tensions between children's rights and teachers' rights? Campaigners, politicians and the media cite human rights to justify or challenge anything from peaceful protest to military action. The phrase "human…

  15. Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

    Science.gov (United States)

    Gossman, Peter; Horder, Sue

    2016-01-01

    This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

  16. Constructivism as a Framework for Literacy Teacher Education Courses: The Cases of Six Literacy Teacher Educators

    Science.gov (United States)

    Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Beck, Clive

    2018-01-01

    This paper presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist…

  17. Lifelong Teacher Education in the Czechoslovakian Socialist Republic with Especial Reference to the Training of Teachers in Special Education.

    Science.gov (United States)

    Cerna, Marie

    1987-01-01

    The structure of the Czechoslovak system of preservice and inservice teacher education introduced by Education Act No. 29 of 1984 is described. The preparation of special education teachers is given particular emphasis. (Author/MT)

  18. A Practice Turn for Teacher Education?

    Science.gov (United States)

    Reid, Jo-Anne

    2011-01-01

    Within the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University, teacher education researchers have been quick to respond to the opportunities created by what is known as "the practice turn" that characterises contemporary theory around the globe and across disciplines. We are working,…

  19. Inclusive Education: Teacher Perspectives from Malaysia

    Science.gov (United States)

    Bailey, Lucy; Nomanbhoy, Alefiya; Tubpun, Tida

    2015-01-01

    This paper reports on a survey of views of inclusive education expressed by nearly 300 Malaysian primary school teachers involved in remedial literacy and numeracy education under the country's Literacy and Numeracy Strategy. Overall, the views expressed were positive towards the principle of inclusion. However, despite common professional…

  20. Theory in Teacher Education: Students' Views

    Science.gov (United States)

    Higgs, Leonie G.

    2012-01-01

    This paper investigates the views of Post Graduate Certificate in Education (PGCE) students' of the theoretical component in one of the modules in their teacher education programme. In this module students are exposed to the following theoretical frameworks: Empiricism, Critical Rationalism, Feminism, Critical Theory, African Philosophy and…

  1. Agency as Place in Teacher Education

    Science.gov (United States)

    Miller, Grant R.; Patrizio, Kami M.

    2015-01-01

    We build upon the conceptualizations of agency in teacher education presented in the three previous articles in this issue to address the question of "where" agency occurs in the context of globalization. We rely on theories of place and place-based education to illuminate the paradoxical dimensions of the global commons, raising…

  2. Retraining Institute in Teacher Education. Final report

    Energy Technology Data Exchange (ETDEWEB)

    Byrd, H.B.; Jennings, R.

    1992-07-31

    This endeavor was comprised of three companion projects. They are interdependent components which together provide a significant enhancement to the existing programs in the School of Education at Norfolk state University.The primary focus of the project was in instructing regular and special education undergraduate students and teachers. As a result of this endeavor, instruction in science and engineering majors was enhanced.

  3. Teacher Efficacy and Disproportional Special Education Recommendations

    Science.gov (United States)

    Branscombe, Peter

    2017-01-01

    According to literature, African American male students are disproportionately placed in special education programs throughout our national public school systems. Therefore, this study was intended to examine factors that may influence a teacher's decision to recommend students for special education services. The target population for this study…

  4. Recognition of International Education in Japanese Teachers

    Science.gov (United States)

    Yoshida, Masami

    2017-01-01

    Education for international understanding in Japan was focused to develop its own national identity as well as to recognize its coexistence through intercultural education. Then, we have investigated the opinions of Japanese school teachers in terms of their recognition of the necessary content to introduce school instruction of intercultural…

  5. WTO and Lifelong Education Strategies for Teachers

    Science.gov (United States)

    Wang, Zhi-guo; Zheng, Yu

    2006-01-01

    After China's entry into the World Trade Organization (WTO), teachers have been confronted with many opportunities and challenges. Lifelong education strategies are problems we should take into account carefully. This article expounds the objective demands, ideas, content, measures and functions of lifelong education.

  6. Relationships between Teacher Characteristics and Educational Technology

    Science.gov (United States)

    Schulze, Kurt Ronald

    2014-01-01

    Too often, teachers are using educational technology resources for administrative purposes instead of using these resources in a constructivist manner to enhance student learning. The study site was well behind the national average in overall educational technology use categories. The purpose of this explanatory correlational research was to…

  7. Reframing Teachers' Work for Educational Innovation

    Science.gov (United States)

    Kunnari, Irma; Ilomäki, Liisa

    2016-01-01

    The universities of applied sciences in Finland aim to support students in achieving work life competences by integrating authentic research, development and innovation (RDI) practices into learning. However, pursuing an educational change from a traditional higher education culture to a networked model of working is challenging for teachers. This…

  8. The Effectiveness of Psycho-Educational School-Based Child Sexual Abuse Prevention Training Program on Turkish Elementary Students

    Science.gov (United States)

    Cecen-Erogul, Ayse Rezan; Kaf Hasirci, Ozlem

    2013-01-01

    In Turkey, there is neither systematic nor structured child sexual abuse prevention programs for school-aged children in school settings. The main purpose of this study was to investigate the effectiveness of a school-based child sexual abuse prevention program on elementary school (4th grade) students. Quasi-experimental design with pretest,…

  9. Improving Teacher Education through Action Research. Routledge Research in Education

    Science.gov (United States)

    Hui, Ming-Fai, Ed.; Grossman, David L., Ed.

    2011-01-01

    There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to…

  10. Portfolio Development in Teacher Education and Educational Leadership.

    Science.gov (United States)

    Biddle, James

    The Ohio Consortium for Portfolio Development was established in 1988 as an interinstitutional research effort to integrate portfolio development into teacher education. A subphase focused on portfolio use by entry year teachers in a metropolitan school system. Personnel at Wright State University, Central State University, and the University of…

  11. Teacher Education Reform in Urban Educator Preparation Programs

    Science.gov (United States)

    Banks, Tachelle

    2015-01-01

    The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention…

  12. Physical Education Teacher's Attitudes towards Philosophy of Education and Technology

    Science.gov (United States)

    Turkeli, Anil; Senel, Omer

    2016-01-01

    The current study was carried out to find out the attitudes of physical education teachers towards educational philosophy and technology, and to determine the relationship between the philosophy of education that they adopt and their attitudes toward technology. With this aim, the study was conducted on 22 female and 69 male physical education…

  13. Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness.

    Science.gov (United States)

    Barrett-Williams, Shannon L; Franks, Padra; Kay, Christi; Meyer, Adria; Cornett, Kelly; Mosier, Brian

    Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity-related professional development time (42% [136 of 323] vs 14% [48 of 341]). The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity

  14. Teaching ePortfolios in Teacher Education

    Directory of Open Access Journals (Sweden)

    Peter Groißböck

    2012-11-01

    Full Text Available Especially when starting their career in the induction phase, young teachers need personal, profession-related and social support. Young teachers can get personal support with a mentoring system, profession-related support in seminars and social support with peer-learning. E-portfolios offer ways to accompany those learning processes and are a central tool for the documentation of individual student progress in the induction phase of teachers. In this article a concept of teaching e-portfolios for the induction phase is presented, showing a basic structure, essential conditions and possible risks. Additionally this article also includes practical thoughts to the use of e-portfolios in basic teacher education and further teacher training.

  15. Indonesian teachers' epistemological beliefs and inclusive education.

    Science.gov (United States)

    Sheehy, Kieron; Budiyanto; Kaye, Helen; Rofiah, Khofidotur

    2017-01-01

    A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers' type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers' epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different contexts.

  16. (ICT) and Teacher Education in the 21st Century Nigeria

    African Journals Online (AJOL)

    Information Communication Technology (ICT) and Teacher Education in the 21st ... The teacher is one of the most important factors in the business of teaching and ... inadequate facilities as factors that can impair ICT use in teachers training.

  17. Exploring the Association between Transformational Leadership and Teacher's Self-Efficacy in Greek Education System: A Multilevel SEM Model

    Science.gov (United States)

    Gkolia, Aikaterini; Koustelios, Athanasios; Belias, Dimitrios

    2018-01-01

    The main aim of this study is to examine the effect of principals' transformational leadership on teachers' self-efficacy across 77 different Greek elementary and secondary schools based on a centralized education system. For the investigation of the above effect multilevel Structural Equation Modelling analysis was conducted, recognizing the…

  18. Career intentions of Australian physical education teachers

    OpenAIRE

    Mäkelä, Kasper; Whipp, Peter R

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers’ career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers’ work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to...

  19. Guidelines for Becoming a Teacher Leader in Rural Special Education

    Science.gov (United States)

    Collins, Belva C.; Leahy, Maria Marsella; Ault, Melinda Jones

    2017-01-01

    Special education teachers have a unique set of skills and opportunities to become leaders in the field of education. Some rural special education teachers, however, may not see themselves as potential leaders or believe they have opportunities to be leaders. This article provides guidelines for rural special education teachers to consider in…

  20. "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.…

  1. Mentors matter! What makes a mentor teacher a successful mentor teacher?

    NARCIS (Netherlands)

    van der Linden, H.; Koet, T.

    2012-01-01

    In the Netherlands, as in other European countries, school based teacher training is more and more common and successful in teacher education, it strengthens the connection between teacher training institutes and schools. The Dutch secretary of Education van Bijsterveld (2010) called it 'a great

  2. [The role of physical education teachers to support overweight and obese pupils].

    Science.gov (United States)

    Jodkowska, Maria; Oblacińska, Anna; Tabak, Izabela; Radiukiewicz, Katarzyna

    2010-01-01

    School-based physical education (PE) is often proposed as a strategy for obesity prevention and treatment. Thus the role of PE teachers is crucial on this field. The purpose of this study was to investigate the perception of PE teachers towards overweight and obese pupils aged 13-15 years, especially psychosomatic problems and support for obese adolescents in realisation of physical activity programme. A random sample of 185 PE teachers from 112 lower secondary schools in Poland were surveyed regarding their perception of pupils obesity and their support for obese adolescents. PE teachers observed many negative features among obese pupils: Two thirds of teachers (67% male and 74% teachers with work experience 6-10 years) observed decreased physical fitness and exercise capacity in this group of pupils. Body-related barriers in obese pupils and anxiety caused by weight related peer teasing were observed by respectively 30% and 20% teachers more often women teachers and teachers with shorter work experience. PE teachers were engaged in activities to support obese pupils: 90% of them assessed obese pupils by personal development, 70% conducted counseling and 20% cooperated with obese pupils' parents. Two third of teachers reported successes in their work with obese pupils. Their difficulties were connected with body-related barriers in pupils (24%), and aversion to exercise and physical efforts and location of PE lessons at school (9-16%). 1. The PE teachers can play an important role in preventing and combating obesity in pupils. 2. PE teachers should be motivated to organize interesting PE lessons, school sport and competitions for both normal and overweight pupils.

  3. TEACHER EDUCATION FOR DISTANCE LEARNING BASED SPECIAL EDUCATION IN PAKISTAN

    Directory of Open Access Journals (Sweden)

    Tanzila NABEEL

    2009-01-01

    Full Text Available Special education is a mode of education in which specially designed instruction material and environment is required to meet the diverse requirements of children with special needs. In Pakistan, Open University (AIOU exclusively initiated a program for teacher preparation for Special Children through distance learning. This was a unique program of its kind with no precedence of defined services for Special Teachers’ Preparation. Dept of Special Education AIOU - through Distance learning system, offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of Visual Impairment, Physical Disabilities, Hearing Impairment, Intellectual Disability, Learning Disability and Inclusive Education. The Open University has a well established regional network, outreach system providing educational counseling and guiding services to its students. University has 32 regional campuses with 86 part-time regional coordinating officers throughout the country for providing assistance to the Regional campuses. Over 900 study centers are established during the semester and are managed through the university’s regional campuses. Each student is assigned to a tutor who is a subject specialist. To maintain consistency of on and off campus observations, University faculty conducts reliability observations with adjunct Supervisors. Their professional growth impacts the quality of the teaching cadre. It was for the first time in the history of teacher training institutes of Pakistan that a teacher training program at Masters Level in the area of Special Education was offered through distance education. This paper gives the experiences, methodology and successes as outcome of the Distance- learning Special-Educator Program in Pakistan. Also highlighted is the Special Teacher Preparation Model through Distance Education System. Increased program completion rates support the fact that Open University faculty have become better

  4. Reciprocal Learning between Canada and China in Teacher Education and School Education:Partnership Studies of Practice in Cultural Context

    Institute of Scientific and Technical Information of China (English)

    Shijing XU; F.Michael CONNELLY

    2017-01-01

    In this introduction we describe the purpose and structure of the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada (SSHRC) in 2013-2020,and describe the project's practice-based methodology along with a discussion of selected preliminary results.The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results.The heart of this work is the collaborative activity and voices of Chinese and Canadian educators.We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project.We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project.

  5. Adding a Social Marketing Campaign to a School-Based Nutrition Education Program Improves Children's Dietary Intake: A Quasi-Experimental Study.

    Science.gov (United States)

    Blitstein, Jonathan L; Cates, Sheryl C; Hersey, James; Montgomery, Doris; Shelley, Mack; Hradek, Christine; Kosa, Katherine; Bell, Loren; Long, Valerie; Williams, Pamela A; Olson, Sara; Singh, Anita

    2016-08-01

    Evidence supports the use of social marketing campaigns to improve nutrition knowledge and reinforce the effects of nutrition education programs. However, the additional effects of parent-focused social marketing with nutrition education have received little attention. Our aim was to assess the impact of the Iowa Nutrition Network's school-based nutrition education program (Building and Strengthening Iowa Community Support for Nutrition and Physical Activity [BASICS]) and the benefits of adding a multichannel social marketing intervention (BASICS Plus) to increase parent-directed communication. A quasi-experimental design with three study conditions compared a school-based nutrition education program (BASICS) with a school-based and social marketing intervention (BASICS Plus) and a no-treatment comparison group. The study included 1,037 third-grade students attending 33 elementary schools and their parents. Measures included parents' reports of their children's in-home consumption of fruits and vegetables (F/V) and use of low-fat/fat-free milk. Data on F/V were collected using a modified version of the University of California Cooperative Extension Food Behavior Checklist; and data on milk use were collected using two questions from the National Health and Nutrition Examination Survey. Multilevel, mixed-effect regression models that account for correlation within repeated measures and children within school were used to compare the mean change over time in the outcome variable for one study group with the mean change over time for another study group. Children in BASICS increased mean consumption of fruit by 0.16 cups (P=0.04) compared with children in the comparison group. Children in BASICS Plus increased mean consumption of fruit by 0.17 cups (P=0.03) and mean consumption of vegetables by 0.13 cups (P=0.02). Children in BASICS Plus were 1.3 times (P=0.05) more likely to use low-fat/fat-free milk than children in either the BASICS group or the comparison group

  6. Teachers' Perceptions and Practices of STEAM Education in South Korea

    Science.gov (United States)

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

    2016-01-01

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

  7. Analysing Teacher Knowledge for Technology Education in Primary Schools

    Science.gov (United States)

    Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

    2012-01-01

    Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how…

  8. Perceptions of physical education and sports teachers towards folk ...

    African Journals Online (AJOL)

    ... to the teachers' specialties. Subsequent to the teachers who specialised in folk dance, the teachers who had the most positive attitude towards folk dance were the teachers in the martial arts (wrestling, judo, boxing, taekwondo) group. Keywords: Attitudes/Perceptions; Folk dance; Physical education; Sport; Teachers.

  9. Elementary science education: Dilemmas facing preservice teachers

    Science.gov (United States)

    Sullivan, Sherry Elaine

    Prospective teachers are involved in a process of induction into a culture of teaching that has rules, or codes of conduct for engaging in teaching practice. This same culture of teaching exists within a larger culture of schooling that also has values and norms for behaviors, that over time have become institutionalized. Teacher educators are faced with the challenging task of preparing preservice teachers to resolve dilemmas that arise from conflicts between the pressure to adopt traditional teaching practices of schooling, or to adopt inquiry-based teaching practices from their university methods classes. One task for researchers in teacher education is to define with greater precision what factors within the culture of schooling hinder or facilitate implementation of inquiry-based methods of science teaching in schools. That task is the focus of this study. A qualitative study was undertaken using a naturalistic research paradigm introduced by Lincoln and Guba in 1985. Participant observation, interviews, discourse analysis of videotapes of lessons from the methods classroom and written artifacts produced by prospective teachers during the semester formed the basis of a grounded theory based on inductive analysis and emergent design. Unstructured interviews were used to negotiate outcomes with participants. Brief case reports of key participants were also written. This study identified three factors that facilitated or hindered the prospective teachers in this research success in implementing inquiry-based science teaching in their field placement classrooms: (a) the culture of teaching/teacher role-socialization, (b) the culture of schooling and its resistance to change, and (c) the culture of teacher education, especially in regards to grades and academic standing. Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change

  10. The Emergent Nature of Strategic Mediation in ESL Teacher Education

    Science.gov (United States)

    Kaur, Kuldip

    2015-01-01

    This article concentrates on a practitioner-driven approach to teacher education aimed at advancing ESL teachers' instructional knowledge about writing. Based on activity-centred interaction between a group of Malaysian English teachers and their teacher educator, the discussion demonstrates (1) the emergent, unplanned nature of strategic…

  11. The Time Is Now! Creating Technology Competencies for Teacher Educators

    Science.gov (United States)

    Foulger, Teresa S.; Graziano, Kevin J.; Slykhuis, David; Schmidt-Crawford, Denise; Trust, Torrey

    2016-01-01

    The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the knowledge, skills, and attitudes of the teacher educators within their teacher preparation programs.…

  12. Teacher Educators and the Production of Bricoleurs: An Ethnographic Study.

    Science.gov (United States)

    Hatton, Elizabeth

    1997-01-01

    Reports and discusses data from an ethnographic study of teacher educators in which a metaphor for teachers' work as bricolage generates a hypothesis about teacher education as a conservative determinant of teachers' work. Discusses the results and reasons why the theoretical adequacy of the bricolage explanation needs improvement. (DSK)

  13. Metaphoric Perceptions of Teachers and Pre-Service Teachers about 4+4+4 Education System

    Science.gov (United States)

    Aykac, Necdet; Bilgin, Hilal; Kabaran, Hasret

    2016-01-01

    This study aims to determine the perceptions of teachers and pre-service teachers about 4+4+4 education system via the metaphors they have developed. In this study, the opinions of teachers and pre-service teachers are described with qualitative approach. The participants of the study are 137 primary school 1st grade teachers, working in Mugla in…

  14. Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey

    Science.gov (United States)

    Sariçam, Hakan; Sakiz, Halis

    2014-01-01

    The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,…

  15. Turkish Primary Science Teachers' Perceptions of an Ideal Teacher Education System

    Science.gov (United States)

    Korkmaz, Hunkar; Altindag, Ahmet

    2017-01-01

    The goals of this descriptive study were to determine Turkish pre-service science teachers' perceptions of an ideal teacher education system. The sample consisted of 137 pre-service teachers, including 74 females and 63 males. The questionnaire was based on open-ended questions and was developed to investigate ideal teacher education system…

  16. Designing a Reflective Teacher Education Course and Its Contribution to ELT Teachers' Reflectivity

    Science.gov (United States)

    Tajik, Leila; Pakzad, Kazem

    2016-01-01

    Researchers in the present study planned a reflective teacher education course and documented the contribution of such a course to improving teachers' reflectivity. Five English teachers took part in the reflective teacher education course designed by the researchers. To record how the course could help improve reflective teaching, researchers…

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

    Science.gov (United States)

    Kretchmar, Kerry; Zeichner, Ken

    2016-01-01

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

  18. 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…

  19. Teachers' meanings regarding educational practice

    NARCIS (Netherlands)

    Berg, R.M. van den

    2002-01-01

    In this article, a number of scientific schools of thought and research results are reviewed and found to show the importance of identifying the existential attributions of teachers. Important points of anchor are existential phenomenology and symbolic interactionism, the approach to organizations

  20. Quality of secondary preservice mathematics teacher education programs

    OpenAIRE

    Gómez, Pedro

    2005-01-01

    Characterizing the quality of teacher education programs and courses Supported by the Ministry of Science and Technology Working for three years Three universities working on secondary mathematics pre- service teacher education Almeria, Cantabria and Granada With a common model

  1. Ethical and Moral Matters in Teaching and Teacher Education

    Science.gov (United States)

    Bullough, Robert V., Jr.

    2011-01-01

    The author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. Comparisons are made and a summary of findings offered.

  2. Esthetic Education in Teacher Education (LEEP).

    Science.gov (United States)

    Texas Tech Univ., Lubbock.

    The Lubbock Esthetic Education Program (LEEP) is being offered as a field-based experience which combines theory and practice. As an interdisciplinary arts-education program conducted by teams composed of arts and education faculty and graduate and undergraduate students of Texas Tech University, LEEP is concerned with developing esthetic…

  3. Teacher education - meeting the needs of the new generation

    DEFF Research Database (Denmark)

    2014-01-01

    Temanr. fra konferencen: Teacher Education: Meeting the Needs of the New Generation 33rd Annual Seminar of International Society for Teacher Education, Hong Kong Baptist University, Hong Kong, May 27 – 31, 2013......Temanr. fra konferencen: Teacher Education: Meeting the Needs of the New Generation 33rd Annual Seminar of International Society for Teacher Education, Hong Kong Baptist University, Hong Kong, May 27 – 31, 2013...

  4. 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...

  5. The Role of Educational Psychology in Teacher Education: Three Challenges for Educational Psychologists

    Science.gov (United States)

    Patrick, Helen; Anderman, Lynley H.; Bruening, Paige S.; Duffin, Lisa C.

    2011-01-01

    We argue that this is a crucial time for educational psychology as a field to refocus its attention on the evidence base for its contribution to teacher education. In revisiting the recommendations of the APA Division 15 committee charged with examining the role of educational psychology in teacher education (Anderson et al., 1995), we note…

  6. Educational Technology Classics: The Science Teacher and Educational Technology

    Science.gov (United States)

    Harbeck, Richard M.

    2015-01-01

    The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

  7. School-based sexual health education interventions to prevent STI/HIV in sub-Saharan Africa: a systematic review and meta-analysis.

    Science.gov (United States)

    Sani, A Sadiq; Abraham, Charles; Denford, Sarah; Ball, Susan

    2016-10-10

    School-based sexual health education has the potential to provide an inclusive and comprehensive approach to promoting sexual health among young people. We reviewed evaluations of school-based sexual health education interventions in sub-Saharan Africa to assess effectiveness in reducing sexually transmitted infections and promoting condom use. We searched ten electronic databases, hand-searched key journals, and reference lists of included articles for potential studies. Data were extracted on outcomes, intervention characteristics, methods and study characteristics indicative of methodological quality. Where possible, data were synthesized using random effect meta-analysis. Intervention features found predominantly in effective interventions were noted. The initial search retrieved 21634 potentially relevant citations. Of these, 51 papers reporting on 31 interventions were included. No evaluation reported statistically significant effects on the incidence or prevalence of Human Immunodeficiency Virus and Herpes Simplex Virus 2 infections. However, intervention participants reported statistically significant greater condom use in both randomised controlled trials and non-randomised trials for short (less than 6 months) follow-up periods (OR = 1.62, 95 % CI = 1.03-2.55 and OR = 2.88, 95 % CI = 1.41-5.90 respectively). For intermediate (6-10 months) and long-term (more than 10 months) follow-up periods, the effect was statistically significant (OR = 1.40, 95 % CI = 1.16-1.68) and marginally significant (OR = 1.22, 95 % CI = 0.99-1.50) among the randomised trials respectively. Only 12 of the 31 interventions reported implementation details, out of which seven reported on fidelity. School-based sexual health education has the potential to promote condom use among young people in sub-Saharan Africa. However, further work is needed to develop and evaluate interventions that have measurable effects on sexually transmitted infections.

  8. On Teachers' Sound Personality in Modern Higher Education

    Institute of Scientific and Technical Information of China (English)

    加鹏飞; 黄丽颖; 姜丽

    2009-01-01

    This paper aims at the discussion on teachers' personality. Personality education has already been regarded as a part of whole education. Thus it is very necessary for those who are teachers or who are going to be teachers to know something about teachers' personality. This paper intends to discuss teachers' personality from the following aspects: what is teachers' personality; what are the standards of a sound personality of a teacher; what the effects of teacher's personality on students are; how to develop a sound personality.

  9. The practices and challenges of teacher educators' professional ...

    African Journals Online (AJOL)

    Teachers' professional development is the core of educational improvement. Thus, the main purpose of this study was to assess the practices and challenges of teacher educators' professional development through Lesson Study in Oromia colleges of teacher education. To this effect, descriptive survey method was used.

  10. Towards a Complicated Conversation: Teacher Education and the Curriculum Turn

    Science.gov (United States)

    Phelan, Anne M.

    2011-01-01

    Historically, research in teacher education has played a practical role deriving its questions directly either from "the doing" of teacher education and/or having sought to directly improve "the doing" of teacher education. As a result, a tendency towards moral, intellectual and institutional parochialism has confined both the…

  11. Privilege, Compromise, or Social Justice: Teachers' Conceptualizations of Inclusive Education

    Science.gov (United States)

    Lalvani, Priya

    2013-01-01

    This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support…

  12. Teachers Envisioning Future Geography Education at Their Schools

    Science.gov (United States)

    Béneker, Tine; Palings, Hans; Krause, Uwe

    2015-01-01

    One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their curriculum-making competences. In a master course at Fontys…

  13. Predictors of Teacher Educators' Research Productivity

    Science.gov (United States)

    Nasser-Abu Alhija, Fadia M.; Majdob, Arin

    2017-01-01

    This study examined the relationship between teacher educators' research productivity (RP) and their background and professional characteristics, attitudes, motives, obstacles and time devoted to research. The sample included 161 teacher educators from four teacher education colleges in Israel. The findings indicate the significance of five…

  14. Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education

    Science.gov (United States)

    Ryve, Andreas; Nilsson, Per; Mason, John

    2012-01-01

    Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…

  15. Special Education Teachers' Nature of Science Instructional Experiences

    Science.gov (United States)

    Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

    2016-01-01

    Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

  16. Changes in Teacher Education in Thailand 1978-2014

    Science.gov (United States)

    Thongthew, Sumlee

    2014-01-01

    This paper reviews the long attempt to transform teacher education in Thailand. Although a brief summary of educational systems and models of teacher preparation from 1892 to 1973 has been provided, the prime focus of the paper is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and…

  17. 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…

  18. In-Service Teacher Education: Some Suggestions for Improvement ...

    African Journals Online (AJOL)

    This paper therefore examines teacher education, especially in-service teacher education and how it has been practised elsewhere. It is hoped that education policy makers will take note of some of the issues raised in this paper as the one day workshop which has hitherto been the most used strategy of in-service teacher ...

  19. Cuban Voices: A Case Study of English Language Teacher Education

    Science.gov (United States)

    Smith, Steven John

    2016-01-01

    This case study uses qualitative research methods and a postcolonial paradigm to listen to the voices of Cuban teacher educators describing how they educate and prepare English language teachers in Cuba. English language teacher education in Cuba includes features that are considered innovative, contemporary and good practice in the Western world.…

  20. Refueling the STEM and Special Education Teacher Pipelines

    Science.gov (United States)

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

    2016-01-01

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

  1. Examining Secondary Special Education Teachers' Literacy Instructional Practices

    Science.gov (United States)

    Leko, Melinda M.; Handy, Tamara; Roberts, Carly A.

    2017-01-01

    This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses indicate predominant foci of secondary special education teachers' reading…

  2. Virtues and Well-Being of Korean Special Education Teachers

    Science.gov (United States)

    Kim, So-Young; Lim, Young-Jin

    2016-01-01

    Although much emphasis has been paid to stress and burnout among special education teachers, little attention has been paid to their well-being. This study aimed to examine relations between virtues and well-being among Korean special education teachers. Virtues and well-being of 115 Korean special education teachers were assessed using the…

  3. The Education of Japanese Teachers: Lessons for the United States?

    Science.gov (United States)

    Hawley, Willis D.

    This descriptive depiction of teacher education in Japan begins with a profile of Japanese teachers, their characteristics, salary scale, and the kinds of classrooms and schools they work in. A description of the conventional pattern of teacher education in Japan is organized in its sequential order: preservice education, induction, inservice…

  4. Teachers envisioning future geography education at their schools

    NARCIS (Netherlands)

    Beneker, Tine; Palings, Hans; Krause, Uwe

    2015-01-01

    One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their

  5. The Use of Emancipatory Pedagogy in Teacher Education.

    Science.gov (United States)

    Gordon, Beverly M.

    1986-01-01

    Suggests that teacher education is historically grounded in a 19th century conception of education, influenced by social Darwinism and scientific determinism. Looks at the benefits of incorporating emancipatory pedagogy in teacher education programs, through the study of such master teachers as Sylvia Ashton-Warner, Cynthia Brown, and Charles…

  6. Improving access to school based education for South African children in rural areas who have a tracheostomy: A case series and recommendations.

    Science.gov (United States)

    Mahomva, Chengetai; Harris, Sue; Seebran, Narvanie; Mudge, Bridget; Catlin, Brian; Davies, Louise

    2017-01-01

    Currently few children with tracheostomies attend rural mainstreams schools in South Africa limiting their ability to gain an education. We sought to document the current school experience for the few children attending school who have tracheostomies and devise educational tools for teachers and administrators that will facilitate greater acceptance and safety in classrooms for this population. The four patients that are currently attending school with a tracheostomy were identified from the patient records of a tertiary hospital with a pediatric tracheostomy home based care service. With the aid of a Zulu language translator, the mothers and classroom teachers completed a semi structured interview and closed item questionnaire in their home and school, respectively. Schools were visited to understand and describe the settings in which the children and their teachers were being asked to function. Tools for education were developed in conjunction with key stakeholders at schools already hosting such children. The key teacher-identified barriers to enrollment were: teacher unfamiliarity with tracheostomies, uncertainty about the school's liability, and concerns about the response of other children. The safety barriers identified were: greater than 60 children per classroom - limiting teacher's ability to attend to the child with a tracheostomy, lack of running water, pit latrines separate from school threatening hygiene and isolating the child when they leave to use the latrines & sandy classrooms which can result in sand entering the airway. Identified needs for successful school placement include providing tracheostomy supplies and suctioning equipment, hand hygiene materials and training teachers in: identification of respiratory distress, performance of emergency tracheostomy changes, CPR. Children with tracheostomies could likely successfully attend South African rural mainstream public schools with a training program for teachers. As a first step, an

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

    Science.gov (United States)

    Chavez-Reyes, Christina

    2011-01-01

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

  8. Redefining Teacher Education: The Theories of Jerome Bruner and the Practice of Training Teachers.

    Science.gov (United States)

    Orlofsky, Diane D.

    This book issues a call for the reform of teacher education from within each individual methods classroom. It challenges teacher educators to use the learning theories of Jerome Bruner as a catalyst for constructing their own narrative concerning teacher education. It provides practical applications of theory in order to improve pedagogical…

  9. Developing Partnerships in the Provision of Youth Mental Health Services and Clinical Education: A School-Based Cognitive Behavioral Intervention Targeting Anxiety Symptoms in Children.

    Science.gov (United States)

    Waters, Allison M; Groth, Trisha A; Sanders, Mary; O'Brien, Rosanne; Zimmer-Gembeck, Melanie J

    2015-11-01

    Clinical scientists are calling for strong partnerships in the provision of evidence-based treatments for child mental health problems in real-world contexts. In the present study, we describe the implementation of a cognitive-behavioral intervention (CBI) to address grade 5 children's anxiety symptoms. The CBI arose from a long-standing partnership between University and Education Department stakeholders. The partnership integrates school-based, evidence-informed treatment delivery with clinical education, and also supports a school-based psychology clinic to provide assessment and treatment services to children attending schools within the catchment area and clinical training for university graduate students. Children in the active condition (N=74) completed the CBI during regular class time, while children in the control condition (N=77) received the standard classroom curriculum. Children's anxiety and depressive symptoms, threat interpretation biases (perceived danger and coping ability), and perceptions of their social skills were assessed before and after condition. Children in the active condition reported significant improvements in self-reported anxiety symptoms, and perceptions of their social skills and coping ability, whereas no significant differences were observed for children in the control condition from pre- to post-assessment. For a subset of children assessed 12 months after the CBI (n=76), symptom improvement remained stable over time and estimates of danger and coping ability showed even greater improvement. Results demonstrate the value of strong stakeholder partnerships in innovative youth mental health services, positive child outcomes, and clinical education. Copyright © 2015. Published by Elsevier Ltd.

  10. Valuing Initial Teacher Education at Master's Level

    Science.gov (United States)

    Brooks, Clare; Brant, Jacek; Abrahams, Ian; Yandell, John

    2012-01-01

    The future of Master's-level work in initial teacher education (ITE) in England seems uncertain. Whilst the coalition government has expressed support for Master's-level work, its recent White Paper focuses on teaching skills as the dominant form of professional development. This training discourse is in tension with the view of professional…

  11. Informal Music Learning, Improvisation and Teacher Education

    Science.gov (United States)

    Wright, Ruth; Kanellopoulos, Panagiotis

    2010-01-01

    This paper explores firstly the sense in which improvisation might be conceived of as an informal music education process and, secondly, the effects of a course in free improvisation on student teachers' perceptions in relation to themselves as musicians, music as a school subject and children as musicians. The results of a study conducted in two…

  12. Some "Wonderings" about Literacy Teacher Education.

    Science.gov (United States)

    Alvermann, Donna E.

    2001-01-01

    Ponders whether there exists a knowledge base for teaching others how to teach reading. Discusses the distinction between "social constructionism" and "social constructivism." Notes that literacy teacher educators who conceive of literacy as critical social practice do not deny the cognitive or behavioral aspects of reading, writing, and speaking,…

  13. Democracy and Teacher Education: Setting Priorities

    Science.gov (United States)

    Goodman, Jesse H.

    2009-01-01

    As John Dewey noted in his last book, each generation, in its turn, must assume responsibility as caretaker of democracy. He noted that one should never take democracy for granted. Everyone lives in an imperfect democracy, and teacher educators should play their part in protecting, nurturing, and advancing democratic ideals, rituals, values, and…

  14. Repositioning teacher education: Strategy for equipping the ...

    African Journals Online (AJOL)

    The past decade has seen globalization and emerging technologies fundamentally transforming every society (developing and developed alike) by creating a knowledge economy that influences the way people live and interact with one another. Obviously, the teacher is quite conversant with the processes of education, ...

  15. Free Teacher Education Policy Implementation in China

    Science.gov (United States)

    Hagin, Dean A.

    2012-01-01

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

  16. Educational Assessment Knowledge and Skills for Teachers

    Science.gov (United States)

    Brookhart, Susan M.

    2011-01-01

    The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…

  17. Utilization of ICT by Moral Education Teachers

    Science.gov (United States)

    Narinasamy, Ilhavenil a/p; Mamat, Wan Hasmah Wan

    2013-01-01

    Studies show that information and communications technology (ICT) integration in many classrooms today enhances students' learning and skills acquisition. Thus, it is necessary for teachers to integrate ICT in their classrooms. This paper discusses the need to incorporate ICT in Moral Education. This study adopts the qualitative approach design…

  18. A Technological Teacher Education Program Planning Model.

    Science.gov (United States)

    Hansen, Ronald E.

    1993-01-01

    A model for technology teacher education curriculum has three facets: (1) purpose (experiential learning, personal development, technological enlightenment, economic well-being); (2) content (professional knowledge, curriculum development competence, pedagogical knowledge and skill, technological foundations); and (3) process (planned reflection,…

  19. [Safety in physical education - a teacher's perspective].

    Science.gov (United States)

    Greier, K; Heinzle, A; Nepo, S; Ratschiller, J; Gafriller, R; Riechelmann, H

    2015-03-01

    A high percentage of all sports injuries occur during school sports. The aim of this study was to collect statements and opinions of sports teachers for safety in physical education. In a cross-sectional study, 296 teachers (202 with, 94 without a teaching qualification in "exercise and sports") at 77 Tyrolean "New Middle Schools" (former secondary schools) were interviewed. They judged various statements on school sports safety using a 5-point verbal rating scale. Irrespective of gender, teachers with a teaching qualification stated significantly more frequently (p = 0.015) that they have participated in continuing education on accident prevention than had their colleagues without qualification. The same applies to the checking of gymnastic and sports equipment before use (p sportswear in physical education than did their male counterparts. Of all respondents, 57 % knew about technical faults in sports halls, which have also been reported to the school administration. In more than half (58 %) of these, reported defects were repaired completely and in one-third (36 %), a partial repair was reported. Participants estimated that the major risk for school sports injuries was due to the low motor skills of the pupils, inhomogeneous groups, large numbers of pupils, outdated sports equipment, and ball games. Since about a third of all surveyed teachers had no teaching qualification in exercise and sports, this group should come into the focus of regular continuing education in accident prevention. © Georg Thieme Verlag KG Stuttgart · New York.

  20. Environmental Education. Teacher's Handbook, Grade 5.

    Science.gov (United States)

    Nashville - Davidson County Metropolitan Public Schools, TN.

    Prepared for use in the 5th grade, this teacher's handbook consists of 19 science units dealing with environmental education. Topics are ecology, language arts, rocks and fossils, soil, noise pollution, Nashville pioneers and American Indians, conservation, waste and litter, water pollution, compass and mapping, plants and trees, use of the…