Teacher interpersonal behaviour and student attitudes in Brunei primary science classes classes

NARCIS (Netherlands)

Scott, R.; Brok, den P.J.; Fisher, D.; Staver, J.; Zandvliet, D.; Tillotson, J.; Anderson, C. W.; Crawley, F.

2004-01-01

This study investigated relationships between students’ perceptions of their teachers’ interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher-student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported

The Status of Corporal Punishment in Jordanian Primary Schools from the Perspectives Of: Teachers, Students, and Parents

Science.gov (United States)

Khateeb, Linda Ahmad

2015-01-01

The study aims to investigate the status of corporal punishment in Jordanian Primary schools from the perspectives of: Teachers, students, and parents. The corpus of the study comprises (95) Male and female teachers, (135) male and female students form Jordanian primary schools. Two questionnaire forms were used in this study: one for teachers and…

Teaching Competences Necessary for Developing Key Competences of Primary Education Students in Spain: Teacher Assessments

Science.gov (United States)

De-Juanas Oliva, Ángel; Martín del Pozo, Rosa; Pesquero Franco, Encarnación

2016-01-01

In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out "which teaching competences teachers consider are most necessary to facilitate learning of student key competences." Therefore, we conducted a study with a sample of 286…

The Assessment of Primary Education First Grade Turkish Coursebook, Student's Workbook and Teacher's Book Depending on Teachers' Opinions

OpenAIRE

Ayfer ŞAHİN

2008-01-01

In this study, the Turkish coursebook, student's workbook and the teacher's book that is delivered unpaid by the Ministry of Education to the teachers and students in primary education, first classes in 2007-2008 educational year; It is assessed depending on the teachers' opinions, the scale developed according to the criterias that has to be in the coursebooks which are determined in the instruction relating to the study and evaluation of Ministry of Education coursebooks and educational mea...

Primary Student Teachers' Perspectives of the Teaching of Fractions

Science.gov (United States)

Savas Basturk

2016-01-01

The aim of this study was to investigate primary student teachers' perspectives of the teaching of fractions, i.e. their PCK of fractions. The research design used for the study was a descriptive survey method. As data collection instrument, we conducted a questionnaire composing of 14 open and closed-ended questions. The questionnaire was…

The Perceived Credibility of Scientific Claims, Paranormal Phenomena, and Miracles among Primary Teacher Students: A Comparative Study.

Science.gov (United States)

Keranto, Tapio

2001-01-01

Presents data collected concerning scientific, religious, and magic-occult connections from Finnish, Estonian, and Michigan primary teacher students to answer questions such as Do we find any differences between the credibility estimates?, Are there any differences between primary teacher students raised in different societies and educated in…

Linking Teacher Quality, Student Attendance, and Student Achievement

Science.gov (United States)

Gershenson, Seth

2016-01-01

Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added…

Student Teachers' Distinctive Contributions to Research on Primary School Children's Beliefs about Knowledge and Knowing

Science.gov (United States)

Kershner, Ruth; Hargreaves, Linda

2012-01-01

Student teachers' research is usually valued more for its contribution to their professional learning than for its contribution to the research topic itself. This paper reports on a research collaboration with eight student primary teachers in England, intended to build on a previously established project investigating young children's…

Enhancing Student Self-Worth in the Primary School Learning Environment: Teachers' Views and Students' Views

Science.gov (United States)

Cushman, Penni; Cowan, Jackie

2010-01-01

This paper reports the findings from a study of teachers and students' views regarding self-worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self-worth in students' motivation and ability to learn. While the need to enhance self-worth in the classroom has been well established in the…

Primary Teacher Educators' Perception of Desired and Achieved Pedagogical Content Knowledge in Geography Education in Primary Teacher Training

Science.gov (United States)

Blankman, Marian; van der Schee, Joop; Volman, Monique; Boogaard, Marianne

2015-01-01

This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators…

Primary School Puberty/Sexuality Education: Student-Teachers' Past Learning, Present Professional Education, and Intention to Teach These Subjects

Science.gov (United States)

Goldman, Juliette D. G.; Coleman, Stephanie J.

2013-01-01

Primary school teachers are often tasked with puberty/sexuality education for students who are undergoing sexual maturation at ever-earlier ages. This study explores the changing trajectories of the pre-service learning and teaching of primary school puberty/sexuality education at an urban university, including student-teachers' childhood…

Promoting Reflexive Thinking and Adaptive Expertise through Video Capturing to Challenge Postgraduate Primary Student Teachers to Think, Know, Feel, and Act Like a Teacher

Science.gov (United States)

Sexton, Steven S.; Williamson-Leadley, Sandra

2017-01-01

This article reports on a study of how a 1-year, course-taught, master's level initial teacher education (ITE) program challenged primary student teachers (n = 4) in developing their sense of self-as-teacher. This study examined how the program's incorporation of video capturing technology impacted on these student teachers' development of…

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

Directory of Open Access Journals (Sweden)

Savović Branka B.

2002-01-01

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

A multilevel analysis of teacher interpersonal behaviour and student attitudes in Brunei primary science classes

NARCIS (Netherlands)

Scott, R.; Brok, den P.J.; Fisher, D.; Putnam, R.; Borko, H.

2004-01-01

This study investigated relationships between students’ perceptions of their teachers’ interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher-student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported

Design and Development of a Geography Module for First-Year Primary Student Teachers

Science.gov (United States)

Blankman, Marian; van der Schee, Joop; Boogaard, Marianne; Volman, Monique

2016-01-01

This paper describes the result of a design study in which a geography course was developed and tested aiming to develop the Pedagogical Content Knowledge (PCK) of first-year primary student teachers. This resulted in a course called "Consciously Teaching Geography" with characteristics as (1) starting from students' preconceptions and…

Primary Pre-Service Teachers' Understanding of Students' Internalising Problems of Mental Health and Wellbeing

Science.gov (United States)

Bryer, Fiona; Signorini, Jessica

2011-01-01

An emerging national agenda for the mental health and wellbeing of young Australians has fostered an expectation that primary teachers can recognise and respond to students with internalising problems. A mixed method survey of fourth-year preservice teachers revealed patchy personal and practicum exposure to internalising problems and scant…

Teacher-Writer Memoirs as Lens for Writing Emotionally in a Primary Teacher Education Programme

Science.gov (United States)

Deegan, James G.

2008-01-01

This article examines student teachers' experiences of writing emotionally through the lens of teacher-writer memoirs. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers…

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

Science.gov (United States)

van Vondel, Sabine; Steenbeek, Henderien; van Dijk, Marijn; van Geert, Paul

2018-01-01

The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students' cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of…

Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception

Science.gov (United States)

Geerdink, Gerda; Bergen, Theo; Dekkers, Hetty

2011-01-01

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the…

Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

Science.gov (United States)

Mathers, Naomi; Pakakis, Michael; Christie, Ian

2011-09-01

The Victorian Space Science Education Centre (VSSEC) scenario-based programs, including the Mission to Mars and Mission to the Orbiting Space Laboratory, utilize methodologies such as hands-on applications, immersive learning, integrated technologies, critical thinking and mentoring. The use of a scenario provides a real-life context and purpose to what students might otherwise consider disjointed information. These programs engage students in the areas of maths and science, and highlight potential career paths in science and engineering. The introduction of a scenario-based program for primary students engages students in maths and science at a younger age, addressing the issues of basic numeracy and science literacy, thus laying the foundation for stronger senior science initiatives. Primary students absorb more information within the context of the scenario, and presenting information they can see, hear, touch and smell creates a memorable learning and sensory experience. The mission also supports development of teacher skills in the delivery of hands-on science and helps build their confidence to teach science. The Primary Mission to the Mars Base gives primary school students access to an environment and equipment not available in schools. Students wear flight suits for the duration of the program to immerse them in the experience of being an astronaut. Astronauts work in the VSSEC Space Laboratory, which is transformed into a Mars base for the primary program, to conduct experiments in areas such as robotics, human physiology, microbiology, nanotechnology and environmental science. Specialist mission control software has been developed by La Trobe University Centre for Games Technology to provide age appropriate Information and Communication Technology (ICT) based problem solving and support the concept of a mission. Students in Mission Control observe the astronauts working in the space laboratory and talk to them via the AV system. This interactive

Readiness of primary school teachers to accept disabled children

Directory of Open Access Journals (Sweden)

Đević Rajka

2009-01-01

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

Primary teachers' subject matter knowledge: decimals

Science.gov (United States)

Ubuz, Behiye; Yayan, Betül

2010-09-01

The main objective of this study was to investigate primary teachers' subject matter knowledge in the domain of decimals and more elaborately to investigate their performance and difficulties in reading scale, ordering numbers, finding the nearest decimal and doing operations, such as addition and subtraction. The difficulties in these particular areas are analysed and suggestions are made regarding their causes. Further, factors that influence this knowledge were explored. The sample of the study was 63 primary teachers. A decimal concepts test including 18 tasks was administered and the total scores for the 63 primary teachers ranged from 3 to 18 with a mean and median of 12. Fifty per cent of the teachers were above the mean score. The detailed investigation of the responses revealed that the primary teachers faced similar difficulties that students and pre-service teachers faced. Discrepancy on teachers' knowledge revealed important differences based on educational level attained, but not the number of years of teaching experience and experience in teaching decimals. Some suggestions have been made regarding the implications for pre- and in-service teacher training.

Design and Development of a Geography Module for First-year Primary Student Teachers

NARCIS (Netherlands)

Blankman, M.; van der Schee, J.; Boogaard, M.; Volman, M.

2016-01-01

This paper describes the result of a design study in which a geography course was developed and tested aiming to develop the Pedagogical Content Knowledge (PCK) of first-year primary student teachers. This resulted in a course called ‘Consciously Teaching Geography’ with characteristics as (1)

Greening Spanish primary schools: students and teachers attitudes to centres committed to sustainability

Directory of Open Access Journals (Sweden)

Poza-Vilches María de Fátima

2016-01-01

Full Text Available An environmental audit study is presented, based on the opinions of students and teachers about the possibilities of improvements to the environmental resource management of twelve primary education centres in the region of Andalucía (Spain, and the guidelines for implementing programs for curriculum greening that are committed to the environment and that makes it possible to undertake actions of sustainable development both inside and outside the classroom. The research follows a diagnostic methodology, focused on describing the models of environmental resources management at primary education centres in Andalucía, as well as their sustainability actions, commitments and programs from the perspective of both teachers and students. Finally, the results have been confirmed that there is a need to redefine the strategies for environmental management, intervention and participation of the entire educational community, approaching this from the design of educationally innovative actions focused on the socio-environmental problems of the local area.

The Development of Anti-Corruption Education Course for Primary School Teacher Education Students

Science.gov (United States)

Indawati, Ninik

2015-01-01

The purpose of this research was to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education course for Primary School Teacher Education students, who must be able to transfer anti-corruption values to learners. The research method refers to the development of procedural models, which is…

The Primary Student Teachers' Views about a Blended Learning Application in a Basic Physics Course

Science.gov (United States)

Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan

2012-01-01

In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…

Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

Science.gov (United States)

Forbes, Anne; Skamp, Keith

2016-02-01

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

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

Science.gov (United States)

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

2017-10-01

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

Turkish Primary School Teachers' Opinions about Problem Posing

Science.gov (United States)

Kilic, Cigdem

2013-01-01

Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers' opinions about problem posing…

Teachers' Discriminations in the Narratives of Primary School Students of Different Periods in Turkey: 1950s, 1970s and 1980s

Science.gov (United States)

Saglam, Mehmet; Sungu, Hilmi

2015-01-01

This study zeros in on rendering the teachers' discriminations among their students in various aspects in the narratives of primary school students of 1950s, 1970s and 1980s' Turkey. Construction and reconstruction of personal and social stories of teachers and students is also a sort of education and educational research. The method of the…

The Influence of Mathematics Professional Development, School-Level, and Teacher-Level Variables on Primary Students' Mathematics Achievement

Science.gov (United States)

Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard; Pugalee, David; Middleton, Catherina

2018-01-01

This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…

Investigating Middle School Math and Primary Teachers' Judgments of the Characteristics of Mathematically Gifted Students

Directory of Open Access Journals (Sweden)

Şule Güçyeter

2015-06-01

Full Text Available The purpose of this study was to investigate teachers’ judgments of mathematically gifted students’ characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161 by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers’ responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers’ branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers’ selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers’ experience. Key Words:

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…

Students' Understanding of Cloud and Rainbow Formation and Teachers' Awareness of Students' Performance

Science.gov (United States)

Malleus, Elina; Kikas, Eve; Kruus, Sigrid

2016-01-01

This study describes primary school students' knowledge about rainfall, clouds and rainbow formation together with teachers' predictions about students' performance. In our study, primary school students' (N = 177) knowledge about rainfall and rainbow formation was examined using structured interviews with open-ended questions. Primary school…

Primary Teachers' Reflections on Inquiry- and Context-Based Science Education

Science.gov (United States)

Walan, Susanne; Mc Ewen, Birgitta

2017-04-01

Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers' reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students' understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers' knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms

Science.gov (United States)

Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy

2017-06-01

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.

Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

Science.gov (United States)

Johnston, Jane; Ahtee, Maija

2006-01-01

This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

Primary Teachers Opinion about Homework

Science.gov (United States)

Matei, Stefania; Ciasca, Liliana

2015-01-01

Homework assignments trigger various perceptions and attitudes in students, parents or teachers: some overestimate them, others reject them, some do it with pleasure and to others they cause tears. Literature indicates both benefits and disadvantages of homework. In Romania, at primary level, homework is a systematic practice. The explanation is…

Competence of primary school teachers to teach students with dislexia

OpenAIRE

Kogovšek, Darja

2012-01-01

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

Recognizing the needs – Student teachers´ learning to teach from teaching

Directory of Open Access Journals (Sweden)

Pernilla Nilsson

2012-06-01

Full Text Available This paper is based on an exploration of the ways in which primary science student teachers recognize and learn about issues that shape their own professional learning. The paper discusses different perspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical content knowledge, and explores how elements of knowledge are to be recognized and further developed within primary teacher education. Primary science student teacher participants (n = 25 were stimulated to use portfolios as a tool to reflect upon situations within their six weeks teaching practice in pre- and primary schools in order to facilitate recognizing their knowledge needs. The results give an insight into what situations within the teaching practice that student teachers consider as important for their own learning to teach primary maths and science.

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

Science.gov (United States)

Abed, Osama H.; Abd-El-Khalick, Fouad

2015-01-01

Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these…

Teacher-student interpersonal behaviour in the Turkish primary to higher education context

NARCIS (Netherlands)

Telli, S.; Brok, den P.J.; Wubbels, T.; Brok, den P.J.; Tartwijk, van J.; Levy, J.

2012-01-01

Teacher- student interactions are relevant in many teaching and learning processes in the classroom. The literature consistently provides support for the premise that high-quality teacher-student relationships are an important factor in effective teaching. Teachers’ behaviours as perceived by

Music in the educational programs of primary school teachers

OpenAIRE

Virginia Coelho de Souza, Cássia

2012-01-01

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

Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

Directory of Open Access Journals (Sweden)

Helena Smrtnik Vitulič

2017-12-01

Full Text Available In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59 completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both measurements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%. At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the developmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual’s development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, that a child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study.

INVESTIGATION OF PRIMARY SCHOOL TEACHERS INDIVIDUAL INNOVATIVENESS

Directory of Open Access Journals (Sweden)

Zeynep YILMAZ ÖZTÜRK

2014-07-01

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

The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers

Science.gov (United States)

Anderson, Dayle

2015-01-01

Students' negative experiences of science in the primary sector have commonly been blamed on poor teacher content knowledge. Yet, teacher beliefs have long been identified as strong influences on classroom practice. Understanding the nature of teacher beliefs and their influence on primary science teaching practice could usefully inform teacher…

Science Student Teachers and Educational Technology: Experience, Intentions, and Value

Science.gov (United States)

Efe, Rifat

2011-01-01

The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

Case studies of beliefs of two in-service primary school teachers ...

African Journals Online (AJOL)

Within the mathematics teacher education program, a variety of teaching strategies and theories are discussed with the aim of changing the student teachers views about mathematics and its teaching. This study was conducted with two in-service primary school teachers as they progressed through a 4-year degree ...

A medical student in private practice for a 1-month clerkship: a qualitative exploration of the challenges for primary care clinical teachers.

Science.gov (United States)

Muller-Juge, Virginie; Pereira Miozzari, Anne Catherine; Rieder, Arabelle; Hasselgård-Rowe, Jennifer; Sommer, Johanna; Audétat, Marie-Claude

2018-01-01

The predicted shortage of primary care physicians emphasizes the need to increase the family medicine workforce. Therefore, Swiss universities develop clerkships in primary care physicians' private practices. The objective of this research was to explore the challenges, the stakes, and the difficulties of clinical teachers who supervised final year medical students in their primary care private practice during a 1-month pilot clerkship in Geneva. Data were collected via a focus group using a semistructured interview guide. Participants were asked about their role as a supervisor and their difficulties and positive experiences. The text of the focus group was transcribed and analyzed qualitatively, with a deductive and inductive approach. The results show the nature of pressures felt by clinical teachers. First, participants experienced the difficulty of having dual roles: the more familiar one of clinician, and the new challenging one of teacher. Second, they felt compelled to fill the gap between the academic context and the private practice context. Clinical teachers were surprised by the extent of the adaptive load, cognitive load, and even the emotional load involved when supervising a trainee in their clinical practice. The context of this rotation demonstrated its utility and its relevance, because it allowed the students to improve their knowledge about the outpatient setting and to develop their professional autonomy and their maturity by taking on more clinical responsibilities. These findings show that future training programs will have to address the needs of clinical teachers as well as bridge the gap between students' academic training and the skills needed for outpatient care. Professionalizing the role of clinical teachers should contribute to reaching these goals.

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

Science.gov (United States)

Abed, Osama H.; Abd-El-Khalick, Fouad

2015-03-01

Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.

Prospective Turkish Primary Teachers' Views about the Use of Computers in Mathematics Education

Science.gov (United States)

Dogan, Mustafa

2012-01-01

The use of computers and technology in mathematics education affects students' learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers' views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two…

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…

Student Teachers' Perceptions towards Teaching Practice Assessment

Science.gov (United States)

Chireshe, R.; Chireshe, E.

2010-01-01

The study investigated the perceptions of student teachers towards teaching practice assessment. Participants N=180:90 males, 90 females were randomly drawn from three primary school teachers' colleges in Masvingo Educational Region of Zimbabwe. A questionnaire was used to gather data from the respondents. A chi-square test was used to analyse the…

Whiteness and National Identity: Teacher Discourses in Australian Primary Schools

Science.gov (United States)

Walton, Jessica; Priest, Naomi; Kowal, Emma; White, Fiona; Fox, Brandi; Paradies, Yin

2018-01-01

The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that…

Effectiveness of Student Learning during Experimental Work in Primary School.

Science.gov (United States)

Logar, Ana; Peklaj, Cirila; Ferk Savec, Vesna

2017-09-01

The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.

The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

Directory of Open Access Journals (Sweden)

Hao Lei

2018-01-01

Full Text Available This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs and negative academic emotions (NAEs] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.

Rating Students' Problem Behaviour: The Role of Teachers' Individual Characteristics

Science.gov (United States)

Kokkinos, Constantinos M.; Kargiotidis, Apostolos

2016-01-01

This study examined the role of teachers' personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student's behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout.…

Using Online Blogs to Develop Student Teachers' Behaviour Management Approaches

Science.gov (United States)

Reupert, Andrea; Dalgarno, Barney

2011-01-01

This paper reports on a study involving 74 third and 17 fourth year student teachers enrolled in a Bachelor of Education (Primary) course at an Australian regional, multi-campus university. These pre-service primary teachers completed the single semester, compulsory subject Managing the Learning Environment, which involves the application of…

Are We Exacerbating Students' Learning Disabilities? An Investigation of Preservice Teachers' Attributions of the Educational Outcomes of Students with Learning Disabilities

Science.gov (United States)

Woodcock, Stuart; Vialle, Wilma

2011-01-01

While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were…

Interrogation in Teacher-Student Interaction in Bahasa Indonesia Learning at Elementary School

Directory of Open Access Journals (Sweden)

Akmal Hamsa

2014-08-01

Full Text Available Interrogation in Teacher-Student Interaction in Bahasa Indonesia Learning at Elementary School. This study aimed to describe the form, function, and questioning strategies teachers in teacher-student interrogation in Bahasa Indonesia learning in elementary school. Data sourced from four teacher of elementary school, SDN Tamangapa and SD Inpres Tamangapa. Data were obtained by (1 recording, (2 documentation, (3 field notes, (4 interview. The results showed that: (1 the form of questioning the teacher in the teacher-student interaction in Bahasa Indonesia learning in primary schools generally examined the low-level thinking skills, (2 functions of teacher questions are generally intended to check student understanding, and (3 teachers utilize a variety of strategies in addressing student answers correctly and the apparent hesitation. Some disadvantages are indicated teachers in providing interrogation.

A medical student in private practice for a 1-month clerkship: a qualitative exploration of the challenges for primary care clinical teachers

Directory of Open Access Journals (Sweden)

Muller-Juge V

2017-12-01

Full Text Available Virginie Muller-Juge, Anne Catherine Pereira Miozzari, Arabelle Rieder, Jennifer Hasselgård-Rowe, Johanna Sommer, Marie-Claude Audétat Unit of Primary Care, Faculty of Medicine, University of Geneva, Geneva, Switzerland Purpose: The predicted shortage of primary care physicians emphasizes the need to increase the family medicine workforce. Therefore, Swiss universities develop clerkships in primary care physicians’ private practices. The objective of this research was to explore the challenges, the stakes, and the difficulties of clinical teachers who supervised final year medical students in their primary care private practice during a 1-month pilot clerkship in Geneva.Methods: Data were collected via a focus group using a semistructured interview guide. Participants were asked about their role as a supervisor and their difficulties and positive experiences. The text of the focus group was transcribed and analyzed qualitatively, with a deductive and inductive approach.Results: The results show the nature of pressures felt by clinical teachers. First, participants experienced the difficulty of having dual roles: the more familiar one of clinician, and the new challenging one of teacher. Second, they felt compelled to fill the gap between the academic context and the private practice context. Clinical teachers were surprised by the extent of the adaptive load, cognitive load, and even the emotional load involved when supervising a trainee in their clinical practice. The context of this rotation demonstrated its utility and its relevance, because it allowed the students to improve their knowledge about the outpatient setting and to develop their professional autonomy and their maturity by taking on more clinical responsibilities.Conclusion: These findings show that future training programs will have to address the needs of clinical teachers as well as bridge the gap between students’ academic training and the skills needed for

Teacher feedback during active learning: current practices in primary schools.

Science.gov (United States)

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-06-01

Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

Identification misconception of primary school teacher education students in changes of matters using a five-tier diagnostic test

Science.gov (United States)

Bayuni, T. C.; Sopandi, W.; Sujana, A.

2018-05-01

This research was conducted on third grade students (III) semester six, with sample number 84 respondents. The method used in this research is descriptive method. This article identifies the misconceptions of Primary School Teacher Education students by using a five tier diagnostic test research instrument, a question adapted to three chemical representations accompanied by an open reason and a level of confidence in the choice of answers. The categorization of the five tier diagnostic test scoring is divided into four namely, understand the concept, lack of concept, misconception and not understand the concept. Questionnaire in the form of a closed questionnaire is used to determine the factors that cause misconception. The data obtained is misconception has the highest percentage on the concept of substance properties and changes in its form. The highest incidence of misconceptions is due to self-factors. The conclusion is that five tier diagnostic tests can be used to uncover misconceptions of elementary school teachers and assist teachers in presenting lesson material tailored to the chemical representation so that students can understand the concept of the nature of matter and change its form well.

Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities

Science.gov (United States)

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

2015-01-01

Objective Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools. Method Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively. Results Four teacher attributes—age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities. Conclusion The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools. PMID:26317862

Teachers' use of classroom assessment in primary school mathematics education in the Netherlands

NARCIS (Netherlands)

Veldhuis, M.; van den Heuvel-Panhuizen, M.; Vermeulen, Jorine; Eggen, Theodorus Johannes Hendrikus Maria

2013-01-01

This paper reports on a survey of the classroom assessment practices of Dutch primary school teachers in mathematics education. We investigated, using an online questionnaire, how teachers collect information on their studentś progress and how teacherś assessment methods, purposes, and beliefs about

Student and Teacher Success: The Impact of Computers in Primary Grades.

Science.gov (United States)

Drexler, Nancy Gadzuk; And Others

This paper discusses the impact of computers on student learning as reported by teachers participating in a study of a computer-based language arts instructional program for the early elementary grades--the Apple Learning Series: Early Language (ALS-EL). Although they found the program difficult to evaluate, some teachers stated that the ALS-EL…

Student Teachers' Perceptions about the Impact of Internet Usage on Their Learning and Jobs

Science.gov (United States)

Gialamas, Vasilis; Nikolopoulou, Kleopatra; Koutromanos, George

2013-01-01

This study investigated student teachers' perceptions about the impact of internet usage on their learning and future jobs. The sample consisted of 448 student teachers from the Early Childhood and Primary Education Departments at the National University of Athens, in Greece. Student teachers' perceptions regarding the impact of internet usage on…

`All We Did was Things Like Forces and Motion …': Multiple Discourses in the development of primary science teachers

Science.gov (United States)

Danielsson, Anna; Warwick, Paul

2014-01-01

Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching informed by scientific literacy for all, it is important to take into account various, sometimes competing, science teacher and primary teacher Discourses. The aim of this paper is to explore how such Discourses are constituted in the context of learning to teach during a 1-year university-based Post Graduate Certificate of Education course. The empirical data consist of semi-structured interviews with 11 student teachers. The analysis identifies 5 teacher Discourses and we argue that these can help us to better understand some of the tensions involved in becoming a primary teacher with a responsibility for teaching science: for example, in terms of the interplay between the student teachers' own educational biographies and institutionally sanctioned Discourses. One conclusion is that student teachers' willingness and ability to embrace a Discourse of science education, informed by the aim of scientific literacy for all, may be every bit as constrained by their experience of learning science through 'traditional schooling' as it is by their confidence with respect to their own subject knowledge. The 5 Discourses, with their complex interrelations, raise questions about which identity positions are available to students in the intersections of the Discourses and which identity positions teacher educators may seek to make available for their students.

Teachers Using Annotations to Engage Students in Assessment Conversations: Recontextualising Knowledge

Science.gov (United States)

Willis, Jill; Adie, Lenore

2014-01-01

Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used…

Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

Science.gov (United States)

Bailey, Judy

2013-01-01

Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

Using collective argumentation to engage students in a primary mathematics classroom

Science.gov (United States)

Brown, Raymond

2017-02-01

This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints of using CA to enrich student engagement with mathematics. The design of the research was based on a teaching experiment that sought to capture the influence of social and cultural processes on learning and development. Participants included primary and secondary school teachers and their mathematics classes. This article focuses on the practice of one female primary school teacher. Data sources included interview transcripts, report writings, journal entries and observational records. Data were analysed using a participation framework. Findings suggest that aspects of CA such as students explaining and justifying ideas and presenting ideas to the whole class can be used by teachers to promote student engagement with mathematics.

Variables that predict academic procrastination behavior in prospective primary school teachers

Directory of Open Access Journals (Sweden)

Asuman Seda SARACALOĞLU

2016-04-01

Full Text Available This study aimed to examine the variables predicting academic procrastination behavior of prospective primary school teachers and is conducted using the correlational survey model. The study group is composed of 294 undergraduate students studying primary school teaching programs in faculties of education at Adnan Menderes, Pamukkale, and Muğla Sıtkı Koçman Universities in Turkey. The data collection instruments used were the Procrastination Assessment Scale Students (PASS, Academic Self-Efficacy Scale (ASES, and Academic Motivation Scale (AMS. While analyzing the gathered data, descriptive analysis techniques were utilized. Moreover, while analyzing the data, power of variables namely reasons of academic procrastination, academic motivation, and academic efficacy to predict prospective primary school teachers’ academic procrastination tendencies were tested. For that purpose, stepwise regression analysis was employed. It was found that nearly half of the prospective primary school teachers displayed no academic procrastination behavior. Participants’ reasons for procrastination were fear of failure, laziness, taking risks, and rebellion against control. An average level significant correlation was found between participants’ academic procrastination and other variables. As a result, it was identified that prospective primary school teachers had less academic procrastination than reported in literature and laziness, fear of failure, academic motivation predicted academic procrastination.

Burnout among primary school teachers in Iraq: prevalence and risk factors.

Science.gov (United States)

Al-Asadi, Jasim; Khalaf, Shukrya; Al-Waaly, Aqeel; Abed, Alaa; Shami, Sabah

2018-06-10

Studies from various parts of the world have shown that teachers are likely to suffer from burnout. So far, there has been no research on burnout among primary school teachers in Basrah, Iraq. We aimed to determine the prevalence and predisposing factors of self-reported burnout among primary school teachers in Basrah. This was a cross-sectional study in 32 governmental primary schools during November 2014-February 2015. A self-administered questionnaire was used to collect sociodemographic and work-related data using the Oldenburg Burnout Inventory. Of 800 questionnaires distributed, 706 (88.3%) were completed; 58.4% were from women. The prevalence of burnout was 24.5% (95% CI: 21.5-27.8). A statistically significant association was found between burnout and age, sex and marital status. Work-related factors that showed significant association with burnout were: work overload, problems related to career advancement, high number of students per class and student misbehaviour. Burnout is an important health problem among primary school teachers in Basrah. A number of risk factors, particularly those related to work, are amenable to modification since they are related to the education policy. Copyright © World Health Organization (WHO) 2018. Some rights reserved. This work is available under the CC BY-NC-SA 3.0 IGO license (https://creativecommons.org/licenses/by-nc-sa/3.0/igo).

Primary School Teachers' Knowledge, Attitudes and Views on Barriers to Inclusion in Jordan

Science.gov (United States)

Amr, Muna; Al-Natour, Mayada; Al-Abdallat, Bassam; Alkhamra, Hatem

2016-01-01

This study explores teachers' knowledge and attitudes toward the inclusion of students with special education needs (SEN) in mainstream schools in Jordan. It also examines the barriers the teachers perceived to hinder successful inclusions. The study sample consisted of 87 primary school teachers who responded to an open-ended questionnaire asking…

Revisiting Teaching Archetypes: Identifying Dominant Shaping Influences on Student Teacher's Identities

Science.gov (United States)

Sugrue, Ciaran

2004-01-01

The primary aim of this article is to identify and interrogate the lay theories of contemporary student teachers and to indicate and illustrate the manner in which these "theories" manifest both continuity and change when contrasted with teaching archetypes and previously articulated lay theories of student teachers in the setting. It is…

Developing a Model of Teaching English to Primary School Students

Directory of Open Access Journals (Sweden)

Suwarsih Madya

2004-01-01

Full Text Available Under the auspices of the Centre for Curriculum Decelopment, a three-cycle action research study was carried out in three primary schools in Yogyakarta with the aim of developing a model of teaching English to primary school students. The model consists of five parts: Opening, Content Focus, Language Focus, Communication Focus, and Closing. The model, requiring that learning tasks involve active participation of students, both physically and mentally, supported by the use of media suitable for young learners, was developmentally fully implemented. The results showed that efforts were mostly made to establish teacher-student rapport in the first cycle, in which success in classroom management was gradually reached. This led to the easier second cycle, which was characterized by increasing teacher talk (classroom English, the use of interesting media, and more active students' participation in the tasks involving various games which successfully elicited students' English. All of this was solidified in the third cycle. The conclusion is that with the three aspects being focused successively, teacher-student good rapport being established, various media being used, and competing and cooperative tasks being assigned in balance, joyful and effective learning is likely to occur.

Social Persuasions by Teachers as a Source of Student Self-Efficacy: The Moderating Role of Perceived Teacher Credibility

Science.gov (United States)

Won, Sungjun; Lee, Sun-Young; Bong, Mimi

2017-01-01

The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers' persuasion as a source of students' academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean…

Using the Fennema-Sherman Mathematics Attitude Scales with lower-primary teachers

Science.gov (United States)

Ren, Lixin; Green, Jennifer L.; Smith, Wendy M.

2016-06-01

The Fennema-Sherman Mathematics Attitude Scales (FSMAS) are among the most popular instruments used in studies of attitudes toward mathematics. However, the FSMAS has been mainly used among student populations and rarely used with teachers. In the present study, three scales from the FSMAS— Confidence, Effectance Motivation, and Anxiety—were revised and used with lower-primary (kindergarten to third grade) teachers. This study includes three parts: (1) a pilot study to ensure the modifications made to the FSMAS were appropriate to use with teachers, (2) confirmatory factor analyses to assess the factor structure of the revised FSMAS with 225 lower-primary teachers, and (3) measurement invariance analyses using data from a similar sample of 171 lower-primary teachers to examine whether the revised FSMAS measures each construct in the same way as in the previous sample. The final three-factor model, after removing three problematic items, achieves acceptable model fit, with each construct meeting all conditions for strict measurement invariance. Additionally, repeated measures analyses were performed on data collected from 39 in-service lower-primary teachers who participated in an elementary mathematics specialist program to examine the use of the revised FSMAS in program evaluation. Overall results suggest that researchers and program evaluators may use the revised FSMAS to reliably measure lower-primary teachers' mathematical attitudes, and it can be a valuable tool for evaluating the effectiveness of professional development programs.

Pattern of tobacco use among primary school teachers in Belgaum city, India – A Cross Sectional Study

Directory of Open Access Journals (Sweden)

Prashant Savadi

2013-09-01

Full Text Available Introduction The consumption of tobacco related products by the school teachers is a bad habit because it sends a wrong signal to young minds of students. It is injurious to health and is a waste of money and also is a wrong role model for the students.Objectives To find out the prevalence of pattern of tobacco use among primary school teachers in Belgaum city and to determine the factors influencing the use of tobacco among primary school teachers.Methods A cross-sectional study was conducted using random sampling technique among 400 teachers aged 21 to 60 years from 78 primary schools in Belgaum city during March to December 2009.Results Overall, prevalence of any form of tobacco use among primary school teachers was 14.50%. Only male teachers 46.03% used tobacco. 37.93% were using smoking type of tobacco, 46.56% used smokeless & 15.51%were using both types of tobacco products. Most of the users initiated tobacco use by 16 to 20 years of age. A substantial number of teachers initiated tobacco use for fun, imitation and peer pressure. 58.33% of the teachers were using tobacco due to un-satisfaction from profession, 37.50% due to family problems.Conclusion High proportion of male teachers used tobacco than female teachers, because of social norm. Almost all the teachers consciously avoided tobacco use in school premises. Students will be encouraged to start using tobacco, if they observe use of tobacco products by teachers who are the role models for students. It was concluded that it would be beneficial to conduct educational programs and seminars encouraging tobacco cessation to this professional group, along with school children.

Pattern of tobacco use among primary school teachers in Belgaum city, India – A Cross Sectional Study

Directory of Open Access Journals (Sweden)

Prashant Savadi

2013-01-01

Full Text Available Introduction The consumption of tobacco related products by the school teachers is a bad habit because it sends a wrong signal to young minds of students. It is injurious to health and is a waste of money and also is a wrong role model for the students. Objectives To find out the prevalence of pattern of tobacco use among primary school teachers in Belgaum city and to determine the factors influencing the use of tobacco among primary school teachers. Methods A cross-sectional study was conducted using random sampling technique among 400 teachers aged 21 to 60 years from 78 primary schools in Belgaum city during March to December 2009. Results Overall, prevalence of any form of tobacco use among primary school teachers was 14.50%. Only male teachers 46.03% used tobacco. 37.93% were using smoking type of tobacco, 46.56% used smokeless & 15.51%were using both types of tobacco products. Most of the users initiated tobacco use by 16 to 20 years of age. A substantial number of teachers initiated tobacco use for fun, imitation and peer pressure. 58.33% of the teachers were using tobacco due to un- satisfaction from profession, 37.50% due to family problems. Conclusion High proportion of male teachers used tobacco than female teachers, because of social norm. Almost all the teachers consciously avoided tobacco use in school premises. Students will be encouraged to start using tobacco, if they observe use of tobacco products by teachers who are the role models for students. It was concluded that it would be beneficial to conduct educational programs and seminars encouraging tobacco cessation to this professional group, along with school children.

The influence of student ethnicity on teacher expectations and teacher perceptions of warmth and competence

Directory of Open Access Journals (Sweden)

Raisa Akifyeva

2018-03-01

Full Text Available Background. Previous research shows that incorrect teacher expectations about students can affect students’ academic success. Moreover, students’ ethnicity was found to be one of the most influential characteristics affecting teacher expectations, which can be based on ethnic stereotypes. Most studies test this relationship by comparing teacher expectations of multiple ethnic groups; however, we propose here another perspective, assuming that the connection between ethnic stereotypes and expectations may be determined by the content of the stereotypes. Objective. This study examines the influence of students’ ethnicity on teacher expectations and stereotypes, as well as the relationship of teacher expectations and stereotypes toward ethnic minority students, by including the stereotype content model in the analysis. Design. Thirty-four primary school teachers participated in the experiment in which they analyzed six fictional profiles of students, two of which were experimental. The experimental profiles contained identical information (annual school grade, a teacher testimonial, gender, but differed in names of the students and their parents, and in their migration background. Thus, we manipulated only the information related to ethnicity and migration history of two students. Results. Teacher expectations about the performance of minority students were always unfavorable compared with expectations about the performance of the majority students, but their expectations about the abilities of minority and majority students, which include teachers’ beliefs about students’ educational skills, attitudes and motivation, and capacity for school work, were mixed. We also discovered that the teacher expectations were positively related to perceptions of competence and not to perceptions of warmth. However, the minority student was evaluated by teachers as just as warm and competent as the majority. Conclusion. This study shows the relevance of

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

Science.gov (United States)

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

2014-04-01

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

Using online learning networks to promote self-regulated learning in primary teacher education

NARCIS (Netherlands)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2017-01-01

Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, teacher educators have begun to increase student teachers’ SRL opportunities in educational pre-service programs. Although primary teacher educators are aware of

Student mathematical activity as a springboard to developing teacher didactisation practices

Directory of Open Access Journals (Sweden)

Piera Biccard

2015-12-01

Full Text Available This article is part of a larger study on teacher development. The main study investigated teacher development within primary school Mathematics teachers’ classrooms to determine if teaching practices could be enhanced through a didactisation-based programme. It sought to develop teachers within their own environments and classrooms. Design research (both designing the conditions for change and studying the results of those conditions enabled the researchers to design a programme that was congruent with teachers’ own needs and experiences. The programme ran for a period of a year with regular contact between the teachers and the researcher conducting the programme (the first author. The programme set out nine didactisation practices: active students, differentiation, mathematisation, vertically aligned lessons, accessing student thinking and ideas, probing student thinking and ideas, connecting student ideas, assessing students and reflecting on practice. One practice, student activity, is the focus of this article. It was found that by initiating discussion and cognitive conflict in teachers by using modelling problems, and further allowing teachers to observe pupils working in groups with modelling problems, teachers were starting to incorporate the didactisation practices within their own classrooms. This article documents specifically the fundamental role of student mathematical activity and the importance of improving student mathematical experiences, both for teacher development and for student mathematical learning. The study may be valuable in structuring and planning further effective teacher development programmes.

Primary Science Teaching--Is It Integral and Deep Experience for Students?

Science.gov (United States)

Timoštšuk, Inge

2016-01-01

Integral and deep pedagogical content knowledge can support future primary teachers' ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers'…

Teachers' Views on Risk Factors for Problematic School Absenteeism in Swedish Primary School Students

Science.gov (United States)

Gren-Landell, Malin; Ekerfelt Allvin, Cornelia; Bradley, Maria; Andersson, Maria; Andersson, Gerhard

2015-01-01

In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years.…

Researching Primary Teachers' Professional Agency: Employing Interactive Ethnography to Overcome Reluctance to Teach Science

Science.gov (United States)

Martin, Jenny

2017-09-01

This paper provides a report of a case study on the professional agency of an experienced early years teacher, Sarah, who successfully embedded a chemical science program of teaching-learning for her students aged between 6 and 8. Interactive ethnography informs the research design, and discursive psychology provides the tools for the analysis of Sarah's speech acts for her positioning as a responsible agent. Reframing the problem of primary teacher reluctance to teach science in terms of primary teachers' professional agency using discursive psychology, this ontological study provides new insight into issues related to the provision of science education in primary schools and asks: How do primary teachers position themselves and others in relation to science curriculum and education? The research calls for research methodologies and reform efforts in primary science that are better grounded in the local moral orders of primary schools.

What Contributes to First-Year Student Teachers' Sense of Professional Agency in the Classroom?

Science.gov (United States)

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

2015-01-01

This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom…

The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers

Science.gov (United States)

Anderson, Dayle

2015-06-01

Students' negative experiences of science in the primary sector have commonly been blamed on poor teacher content knowledge. Yet, teacher beliefs have long been identified as strong influences on classroom practice. Understanding the nature of teacher beliefs and their influence on primary science teaching practice could usefully inform teacher development initiatives. In science education, teacher beliefs about teaching and learning have been proposed as key influences in the development of pedagogical content knowledge for science teaching. This paper uses a multiple qualitative case study design to examine the nature and influence of beliefs on the practice and knowledge development of three generalist primary teachers during the implementation of a unit of work in science. Data for each case study included observations and transcripts of recordings of the lessons forming each science unit, together with multiple interviews with the teacher throughout its implementation. Findings support those of other researchers suggesting that beliefs about purposes of science education, the nature of science, and science teaching and learning strongly influence teacher practice and knowledge. Beliefs about the purposes of science education were found to be a particularly strong influence on practice in the observed cases. However, beliefs about students and the teachers' aims for education generally, as well as teachers' notions concerning vertical science curriculum, were also crucially influential on the type of science learning opportunities that were promoted. Beliefs were found to additionally influence the nature of both subject matter knowledge and pedagogical content knowledge for science developed by the teachers.

Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement.

Science.gov (United States)

McLean, Leigh; Connor, Carol McDonald

2018-06-01

Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement. A novel observational tool, the Teacher Feedback Coding System-Academic (TFCS-A), was used that assesses feedback across 2 dimensions-teacher affect and instructional strategy, which have been shown to be important to student learning. Multilevel exploratory factor analysis of TFCS-A data suggested 2 primary factors: positive feedback and neutral/negative feedback. Hierarchical linear modeling revealed that positive feedback was related to higher math achievement among students who began the year with weaker math skills and that teachers who reported more depressive symptoms less frequently provided this positive feedback. Results offer new information about a type of instruction that may be affected by teachers' depressive symptoms and inform efforts aimed at improving teachers' instructional interactions with students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills

Science.gov (United States)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2012-01-01

This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student…

Predicting approach to homework in Primary school students.

Science.gov (United States)

Valle, Antonio; Pan, Irene; Regueiro, Bibiana; Suárez, Natalia; Tuero, Ellián; Nunes, Ana R

2015-01-01

The goal of this research was to study the weight of student variables related to homework (intrinsic homework motivation, perceived homework instrumentality, homework attitude, time spent on homework, and homework time management) and context (teacher feedback on homework and parental homework support) in the prediction of approaches to homework. 535 students of the last three courses of primary education participated in the study. Data were analyzed with hierarchical regression models and path analysis. The results obtained suggest that students’ homework engagement (high or low) is related to students´ level of intrinsic motivation and positive attitude towards homework. Furthermore, it was also observed that students who manage their homework time well (and not necessarily those who spend more time) are more likely to show the deepest approach to homework. Parental support and teacher feedback on homework affect student homework engagement through their effect on the levels of intrinsic homework motivation (directly), and on homework attitude, homework time management, and perceived homework instrumentality (indirectly). Data also indicated a strong and significant relationship between parental and teacher involvement.

Developing a study orientation questionnaire in Mathematics for primary school students

OpenAIRE

Van Der Walt, Martha

2009-01-01

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD = 1.53; 555 girls: M age = 11.98; SD = 1.35; 10 missing values) were assessed...

Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics

Science.gov (United States)

Korur, Fikret; Eryilmaz, Ali

2012-01-01

Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…

Teacher Tweets Improve Achievement for Eighth Grade Science Students

Directory of Open Access Journals (Sweden)

Carol Van Vooren

2013-02-01

Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

"You Have to Give Them Some Science Facts": Primary Student Teachers' Early Negotiations of Teacher Identities in the Intersections of Discourses about Science Teaching and about Primary Teaching

Science.gov (United States)

Danielsson, Anna T.; Warwick, Paul

2014-01-01

In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on…

Improving Student Teachers' Attitudes to Mathematics

Science.gov (United States)

Amato, Solange Amorim

2004-01-01

The research results presented in this paper were part of an action research performed with the aims of improving primary school student teachers (STs)' understanding of, and attitudes to, mathematics. The teaching strategies used to help STs' improve their understanding and attitudes were similar to the ones suggested for their future use in…

The Day-to-Day Work of Primary School Teachers: A Source of Professional Learning

Science.gov (United States)

Ambler, Trudy Belinda

2016-01-01

Teachers are an important influence on students' learning, and therefore the opportunity for teachers to learn and develop is something of interest to educators internationally. This article reports on a research project involving six primary school teachers who participated in one-on-one and small group interviews to explore the opportunities for…

Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

Science.gov (United States)

Chordnork, Boonliang; Yuenyong, Chokchai

2018-01-01

This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context

Importance of the professional competencies of the Primary Teachers in Physical Education expressed by the students

Directory of Open Access Journals (Sweden)

Cipriano Romero Cerezo

2011-01-01

Full Text Available With this work we have tried to determine which have been the professional competencies Physical Education students valued more for their future professional development. This is a descriptive and transverse study with a population of 439 Physical Education students from three Andalusian universities, Granada, Jaen and Almería. We have used a questionnaire designed to the effect, Questionnaire of Professional Competencies for Physical Education Primary Teacher. The purpose was to obtain information about the importance the students grant to the different types of competencies: transversal, basic and specific. We have used a four-option Likert-scale. The descriptive analysis has allowed us to arrange the most valued competencies and the inferential analysis has made it possible to establish the differences depending on the genre and the course of the students (t student and ANOVA of a factor respectively. The factor most value is the ability to work in groups, to stimulate others, transmit values and set up necessary links between aspects such as physical education and hygiene, body postures and health

Handwriting Manual for Primary Teachers in Somalia. African Studies in Curriculum Development & Evaluation No. 61.

Science.gov (United States)

Dirie, Mohamed Farah

Concern over the poor and illegible handwriting of the students in Somalia led to the development of this handwriting manual for primary school teachers to: (1) give teachers guidance in teaching handwriting; (2) help teachers in the methodology of teaching handwriting; (3) let teachers know the easier ways of making cheap and obtainable materials…

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

Science.gov (United States)

Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

To what extent do student teachers develop their mathematical problem solving ability by self-study?

NARCIS (Netherlands)

Marjolein Kool; Ronald Keijzer

2017-01-01

A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what

Controlling Personal Rewards: Professional Teachers' Differential Use of Feedback and the Effects of Feedback on the Student's Motivation to Perform

Science.gov (United States)

Cooper, Harris M.

1977-01-01

The hypothesis that teachers criticize low-expectation students in order to control reinforcement schedules was tested. Teacher expectation, teacher perception of control, criticism of students, academic behavior, and student perception of teacher response to student effort were examined in six primary grade classes. Implications concerning…

The effects of ability tracking of future primary school teachers on student performance

NARCIS (Netherlands)

Coenen, J.; van Klaveren, C.; Groot, W.; Maassen van den Brink, H.

2014-01-01

Because of the Dutch tracking system, primary school teachers in the Netherlands can have a vocational or a higher secondary background. Policymakers and school principles worry that teachers with vocational backgrounds are less capable to teach math and reading. This study therefore examines the

Research Experiences for Science Teachers: The Impact On Their Students

Science.gov (United States)

Dubner, J.

2005-12-01

Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

PROFESSIONAL PREPAREDNESS OF FUTURE TEACHERS TO WORK WITH DISABLED STUDENTS IN CONDITIONS OF INCLUSIVE PRACTICE

Directory of Open Access Journals (Sweden)

I. V. Ivenskih

2018-01-01

Full Text Available Introduction: In the article we consider the structure of psychological preparedness of future teachers of the primary education level to work with students in the conditions of inclusive education. The following components are pointed out: motivation and values – the component which presupposes the formation of a new value – transformation of the direct relationship with a child into an indirect sociocultural relationship; activity component, which presupposes that a teacher has an ability not only to analyze their professional activity but also to create new situations of inclusive practice, to be more precise, a teacher should be able to plan the individual trajectory of each student’s development and create new ways of academic communication and new forms of academic interaction at the lesson; reflective-evaluative component, which presupposes that a future teacher has an ability to assess the achievements of each student while mastering an educational program, putting a special emphasis on the student’s individual success and progress in the process of his training, education and development. For this reason, at the stage of training future teachers of the primary education level at university they are to attend lectures aimed at educating them in the field of psychology and pedagogics concerning the peculiarities of the age psychic development and general psychic development of disabled children in primary school taking into consideration the specificity of student integration, the zones of actual and perspective development of a child, specific features of interdisciplinary and collective interaction of the specialists working with these children. Future teachers are also to be engaged in practical work of both types – on the campus and off-campus.Results: The article is devoted to the problem of specific features of professional preparedness of future teachers of the primary education level to work with students in the

Student-teacher relationship trajectories and mental health problems in young children

OpenAIRE

Miller-Lewis, Lauren R; Sawyer, Alyssa CP; Searle, Amelia K; Mittinty, Murthy N; Sawyer, Michael G; Lynch, John W

2014-01-01

Background This longitudinal study classified groups of children experiencing different trajectories of student-teacher relationship quality over the transition from preschool into school, and determined the strength of the association between different student-teacher relationship trajectories and childhood mental health problems in the second year of primary school. Methods A community sample of 460 Australian children were assessed in preschool (age 4), the first school year (age 5), and s...

Emotion, Identity and Teacher Learning: Becoming a Primary Mathematics Teacher

Science.gov (United States)

Hodgen, Jeremy; Askew, Mike

2007-01-01

Teacher change in mathematics education is recognised to be a difficult and at times painful process. This is particularly so in countries such as England where primary mathematics is taught by non-specialist teachers, who have often had negative experiences of their own school mathematics. In this paper we explore primary teachers' emotional…

Teachers' Views about the Education of Gifted Students in Regular Classrooms

Directory of Open Access Journals (Sweden)

Neşe Kutlu Abu

2017-12-01

Full Text Available The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers’ attitudes towards gifted students in regular classrooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.

Teacher Ethnicity, Student Ethnicity, and Student Outcomes

Science.gov (United States)

Driessen, Geert

2015-01-01

A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher-student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary…

Teacher wellbeing: the importance of teacher-student relationships

NARCIS (Netherlands)

Spilt, J.L.; Koomen, H.M.Y.; Thijs, J.T.

2011-01-01

Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the

Scaffolding and interventions between students and teachers in a Learning Design Sequence

Directory of Open Access Journals (Sweden)

Eva Edman Stålbrandt

Full Text Available The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS, based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.

A design-based approach to introducing student teachers in conducting and using research

NARCIS (Netherlands)

Linden, van der P.W.J.

2012-01-01

In the Netherlands, teaching student teachers how to conduct and use results of research is the responsibility of institutes for teacher education. The context of the study in this dissertation is an institute for primary teacher education, embedded in a university of applied sciences. In many of

Personality Similarity between Teachers and Their Students Influences Teacher Judgement of Student Achievement

Science.gov (United States)

Rausch, Tobias; Karing, Constance; Dörfler, Tobias; Artelt, Cordula

2016-01-01

This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their…

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

Teacher-Student Relationship and Facebook-Mediated Communication: Student Perceptions

Science.gov (United States)

Hershkovzt, Arnon; Forkosh-Baruch, Alona

2017-01-01

Student-teacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between student-teacher relationship and student-teacher…

Teacher in Residence: Bringing Science to Students

CERN Multimedia

Daisy Yuhas

CERN welcomes its first Teacher in Residence, Terrence Baine of the University of Oslo. Baine, who originally hails from Canada, will be concurrently completing his PhD in Physics Education during his time at CERN. Like CERN’s High School Teacher Programme (HST), of which Baine is an alumnus, the Teacher in Residence position is designed to help educators spread the science of CERN in a form that is accessible to students and can encourage them to pursue physics throughout their education.   Terrence Baine, first 'teacher in residence' at CERN Baine explains, “It’s very important to have a teacher present who can be that middle person between the young peoplecoming here, whom we are trying to enlighten, and the physicists who work at CERN. The Teacher in Residence can act as an on-site educational consultant.” As Teacher in Residence, Baine’s primary project will be to develop teaching modules, or a series of lesson plans, that can help high schoo...

The questionnaire on teacher interaction from the primary to the higher education context in Turkey

NARCIS (Netherlands)

Telli, S.; Brok, den P.J.; Wubbels, Th.; Brok, den P.; Tartwijk, van J.; Levy, J.; Fraser, B.

2010-01-01

The purpose of the study was to compare the three versions of Questionnaire on Teacher Interaction (QTI) developed for the Turkish context from the point of Model Teacher Interpersonal Behaviour (MITB) and its scales. Total number 1767 students from primary, secondary and higher education

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

Science.gov (United States)

Durksen, Tracy L.; Way, Jennifer; Bobis, Janette; Anderson, Judy; Skilling, Karen; Martin, Andrew J.

2017-02-01

We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics—confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.

Analysis of primary teacher stress' sources

Directory of Open Access Journals (Sweden)

Katja Depolli Steiner

2011-12-01

Full Text Available Teachers are subject to many different work stressors. This study focused on differences in intensity and frequency of potential stressors facing primary schoolteachers and set the goal to identify the most important sources of teacher stress in primary school. The study included 242 primary schoolteachers from different parts of Slovenia. We used Stress Inventory that is designed for identification of intensity and frequency of 49 situations that can play the role of teachers' work stressors. Findings showed that the major sources of stress facing teachers are factors related to work overload, factors stemming from pupils' behaviour and motivation and factors related to school system. Results also showed some small differences in perception of stressors in different groups of teachers (by gender and by teaching level.

Teacher Role Breadth and its Relationship to Student-Reported Teacher Support

Science.gov (United States)

Phillippo, Kate L.; Stone, Susan

2013-01-01

This study capitalizes on a unique, nested data set comprised of students ("n" = 531) and teachers ("n" = 45) in three high schools that explicitly incorporated student support roles into teachers' job descriptions. Drawing from research on student-teacher relationships, teacher effects on student outcomes, and role theory,…

Using the Van Hiele theory to analyze primary school teachers' written work on geometrical proof problems

Science.gov (United States)

Jupri, A.

2018-05-01

The lack of ability of primary school teachers in deductive thinking, such as doing geometrical proof, is an indispensable issue to be dealt with. In this paper, we report on results of a three-step of the field document study. The study was part of a pilot study for improving deductive thinking ability of primary school teachers. First, we designed geometrical proof problems adapted from literature. Second, we administered an individual written test involving nine master students of primary education program, in which they are having experiences as primary school mathematics teachers. Finally, we analyzed the written work from the view of the Van Hiele theory. The results revealed that even if about the half of the teachers show ability in doing formal proof, still the rest provides inappropriate proving. For further investigation, we wonder whether primary school teachers would show better deductive thinking if the teaching of geometry is designed in a systematic and appropriate manner according to the Van Hiele theory.

Teacher Absence as a Factor in Gender Inequalities in Access to Primary Schooling in Rural Pakistan

Science.gov (United States)

Ghuman, Sharon; Lloyd, Cynthia

2010-01-01

The presence of a teacher in the classroom is central to the provision of schooling, with accumulating evidence showing that teacher absence compromises student learning. Teacher absence is common in schools in low- and middle-income countries. With much of the developing world making rapid progress in achieving universal primary school enrollment…

Changes in Science Teaching Self-Efficacy among Primary Teacher Education Students

Science.gov (United States)

Palmer, David; Dixon, Jeanette; Archer, Jennifer

2015-01-01

Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were…

Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

Science.gov (United States)

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

Teacher Research Programs = Increased Student Achievement

Science.gov (United States)

Dubner, J.

2011-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.

A Comparison of Student Teachers' Beliefs from Four Different Science Teaching Domains Using a Mixed Methods Design

Science.gov (United States)

Markic, Silvija; Eilks, Ingo

2012-03-01

The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and-even more pronouncedly-freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed.

Support Required for Primary and Secondary Students with Communication Disorders and/or Other Learning Needs

Science.gov (United States)

McLeod, Sharynne; McKinnon, David H.

2010-01-01

Prioritization of school students with additional learning needs is a reality due to a finite resource base. Limited evidence exists regarding teachers' prioritization of primary and secondary school students with additional learning needs. The aim of the present article was to differentiate teachers' perceptions of the level of support required…

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

NARCIS (Netherlands)

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

2016-01-01

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

Assessment of Primary 5 Students' Mathematical Modelling Competencies

Science.gov (United States)

Chan, Chun Ming Eric; Ng, Kit Ee Dawn; Widjaja, Wanty; Seto, Cynthia

2012-01-01

Mathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes…

Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

Science.gov (United States)

Loughland, Tony; Nguyen, Hoa Thi Mai

2016-01-01

There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

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…

Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

Science.gov (United States)

Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

2018-01-01

Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

A professional learning community model: a case study of primary teachers community in west Bandung

Science.gov (United States)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

The Student-Teacher Relationship

Science.gov (United States)

Schlechty, Phillip C.; Atwood, Helen E.

1977-01-01

Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

An Examination of Democratic Attitudes of Primary School Teachers

Directory of Open Access Journals (Sweden)

S. Gulec

2009-12-01

Full Text Available As democracy can develop better in a society of democratic people, democracy education can also get its intended goals better in a democratic school environment. As the most influential people in a school environment were teachers, this study, too, aimed to determine their levels of democratic attitudes. In the present study, 60 primary school teachers working in the schools attached to the Bursa Metropolitan Municipality were surveyed. The relationships between their attitudes and some variables were studied. These variables included school they work, age, gender, marital status, number of children they have, education level, teaching experience and number of broth-ers or sisters. The questionnaire used for this study was validated by Aydogan & Kukul (2003 based on previous studies made by Gomleksiz (1988, Yildirim (1994 and Atasoy (1997. For the validity of the questionnaire, Cronbach Alpha coefficient (0.829 was calculated. The results suggest that teachers show very positive attitude with a score of 103. When the items were examined individually, some significant relationships were found with the variables. Teachers should have positive democratic attitudes in order to give lessons of democracy to their students. An appropriate and encouraging environment should be prepared in order for students to gain desired democratic outcomes. In a democratic environment, teachers’ positive attitudes will help their students to gain critical thinking skills, effective discussion skills, capability for fighting against inequity, cooperation and collaboration skills, and showing empathy and respect for diversity.

Job stressors, personality and burnout in primary school teachers.

Science.gov (United States)

Kokkinos, Constantinos M

2007-03-01

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

Primary Teachers' Beliefs about Scientific Creativity in the Classroom Context

Science.gov (United States)

Liu, Shu-Chiu; Lin, Huann-shyang

2014-01-01

While a number of studies have investigated people's perceptions or conceptions of creativity, there is a lack of studies looking into science teachers' views. The study aimed to explore the meanings of scientific creativity in the classroom context as perceived by a selective group of upper primary (Grades 3-6; student ages 8-12) science teachers…

How to Support Primary Teachers' Implementation of Inquiry: Teachers' Reflections on Teaching Cooperative Inquiry-Based Science

Science.gov (United States)

Gillies, Robyn M.; Nichols, Kim

2015-01-01

Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the…

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…

To what extent do student teachers develop their mathematical problem solving ability by self-study?

OpenAIRE

Kool, Marjolein; Keijzer, Ronald

2017-01-01

A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathema...

Teachers' perceptions on primary science teaching

Science.gov (United States)

Kijkuakul, Sirinapa

2018-01-01

This qualitative research aimed to review what primary teachers think about how to teach science in rural school contexts. Three primary schools in Thailand were purposively chosen for this study. Eleven primary science teachers of these schools were the research participants. Questionnaires, interviews, and observations were implemented to reveal the primary school teachers' educational backgrounds, science teaching context, and need for self-driven professional development. Content and discourse analysis indicated that the non-science educational background and the science teaching context implied a need for self-driven professional development. The non-science educational background teachers were generally unfamiliar with the current national science curriculum, and that they would not be comfortable when the researcher observed their science teaching practice. They also believed that experimentation was the only one strategy for teaching science, and that the priority for their teaching support was teaching media rather than their understanding of scientific concepts or teaching strategies. As implication of this research, subsequent developments on science teacher profession in rural context, therefore, need to promote teachers' understandings of nature of science and technological and pedagogical content knowledge. In addition, they should be challenged to practice on critically participatory action research for academic growth and professional learning community.

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

African Journals Online (AJOL)

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

"All We Did Was Things Like Forces and Motion?…": Multiple Discourses in the Development of Primary Science Teachers

Science.gov (United States)

Danielsson, Anna; Warwick, Paul

2014-01-01

Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching…

Primary School Teachers' Perceptions of Mathematical Reasoning

Science.gov (United States)

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

2013-01-01

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

Program Development for Primary School Teachers' Critical Thinking

Science.gov (United States)

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

2017-01-01

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

Student and Teacher Perceptions of Teacher Immediacy Behaviors and the Influence of Teacher Immediacy Behaviors on Student Motivation to Learn Science

Science.gov (United States)

Littlejohn, Vania

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student

Outsourcing Physical Education in Primary Schools: Evaluating the Impact of Externally Provided Programmes on Generalist Teachers

Science.gov (United States)

Whipp, Peter R.; Hutton, Heidi; Grove, J. Robert; Jackson, Ben

2011-01-01

In place of generalist delivery, externally provided physical activity programmes (EPPAPs) are potentially an effective method for offering primary school students specialist physical education (PE) instruction, as well as providing training for generalist classroom teachers. In the present study, a group of generalist teachers were interviewed…

What Teachers Want: Supporting Primary School Teachers in Teaching Science

Science.gov (United States)

Fitzgerald, Angela; Schneider, Katrin

2013-01-01

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

Measuring Challenge, Fun and Sterility on a "Phunometre" Scale: Evaluating Creative Teaching and Learning with Children and Their Student Teachers in the Primary School

Science.gov (United States)

Elton-Chalcraft, Sally; Mills, Kären

2015-01-01

"It was the funnest week in the whole history of funnest weeks": our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the "The Creative and Effective Curriculum" module for PGCE primary student teachers which includes a one-week…

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

Science.gov (United States)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

Science.gov (United States)

Canipe, Martha Murray

Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifying themselves as teachers of particular content areas, they may identify more generally as teachers of students. This study examines three preservice teachers' identities as teachers of science and teachers of students and how these identities are enacted in their student teaching classrooms. Using a narrated identity framework, I explore stories told by preservice teachers, mentor teachers, student teaching supervisors, and science methods course instructors about who preservice teachers are as teachers of science and teachers of students. Identities are the stories that are told about who someone is or will become in relation to a particular context. Identities that are enacted are performances of the stories that are an identity. Stories were collected through interviews with each storyteller and in an unmoderated focus group with the three preservice teachers. In addition to sorting stories as being about teachers of science or students, the stories were categorized as being about preservice teachers in the present (actual identities) or in the future (designated identities). The preservice teachers were also observed teaching science lessons in their student teaching placements. These enactments of identities were analyzed in order to identify which aspects of the identity stories were reflected in the way preservice teachers taught their science lessons. I also analyzed the

CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION

OpenAIRE

Dr. B. S. Gupta

2017-01-01

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected f...

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

Science.gov (United States)

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

2016-01-01

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

Are they just lazy? Student teachers' attitudes about dyslexia.

Science.gov (United States)

Gwernan-Jones, Ruth; Burden, Robert L

2010-02-01

It is highly likely that teachers' abilities in dealing with different forms of learning difficulties will be affected by their knowledge about and attitudes towards those difficulties. Ajzen's Theory of Planned Behaviour (TPB) provides a useful framework within which to explore such attitudes and was used as the starting point for investigating trainee teachers' attitudes towards aspects of dyslexia. It is assumed that new teachers will enter the profession with a set of intentions according to personal beliefs, normative views within the teaching profession and the sense of competence and power they feel in dealing with dyslexic difficulties. The purpose of this study was to probe student teachers' attitudes at a prestigious School of Education in the Southwest of England. Four hundred and eight primary and secondary Post Graduate Certificate in Education (PGCE) students responded to a survey asking about their attitudes toward dyslexia. The student teachers expressed strongly positive attitudes toward the construct of dyslexia, with the majority expressing confidence in their ability to support dyslexic pupils. Females held significantly more positive attitudes toward dyslexia than males, but there were no significant differences according to PGCE course subject. Students who took the survey before and after teaching practice demonstrated some small but significant changes in attitude scores over that time. It is proposed that a new breed of teachers may be entering the teaching profession with positive beliefs about their ability to help dyslexic pupils, but who remain unclear as to how this can be accomplished. Some implications for action and suggestions for future research are provided.

Australian Primary In-Service Teachers' Conceptions of Geography

Science.gov (United States)

Preston, Lou

2015-01-01

This paper reports on the second part of a two pronged qualitative investigation that examines the ways in which Australian primary teachers conceptualise geography and geography teaching. In the first part of the project, 47 pre-service primary teachers were surveyed. In this paper, I draw on interviews with six in-service primary teachers to…

A comparative study of voice complaints and risk factors for voice complaints in female student teachers and practicing teachers early in their career.

NARCIS (Netherlands)

Thomas, G.; Kooijman, P.G.C.; Cremers, C.W.R.J.; Jong, F.I.C.R.S. de

2006-01-01

A cross-sectional questionnaire survey was performed to compare female student teachers (454 subjects; 1st to 4th year of training) and practicing teachers (82 female teachers; 1st to 4th year of teaching career) of primary education early in their career, with regard to risk factors perceived to be

INFORMATION AND COMMUNICATION PEDAGOGICAL ENVIRONMENT AS MEANS OF FORMING OF MOTIVATION TO PROFESSIONAL ACTIVITY OF PRIMARY SCHOOL TEACHERS

Directory of Open Access Journals (Sweden)

I.V. Onishchenko

2014-04-01

Full Text Available In terms of education informatization the formation of motivation to professional activity of the future primary school teacher most effectively takes place in information and communication pedagogical environment that provides new ways of presenting information, promotes the development of needs and readiness of students to perform professional activities with application of information and communication technologies. Information and communication pedagogical environment is a complex, multi-element pedagogical system, which accumulates information, organizational, intellectual, methodological, technical, program resources and promotes information and educational interaction in the model «teacher – student – environment». This environment creates favorable terms for forming of the expressed interest in the profession of primary school teacher, motivational-valued attitude toward pedagogical activity, promotes the education of students in information and pedagogical culture and creative activity in the independent capture of professional disciplines. Forming of interest in the profession of primary school teacher is assisted by bringing in of future specialist to the creative searches by the decision of the research tasks, creative nature, creation of own electronic products, creative projects. Information and communication pedagogical environment provides the realization of the potential of students by bringing them to self-education, which in terms of the environment acquires creative and research direction and promotes for non-standard decision of professional tasks on innovative bases.

Developing a Study Orientation Questionnaire in Mathematics for primary school students.

Science.gov (United States)

Maree, Jacobus G; Van der Walt, Martha S; Ellis, Suria M

2009-04-01

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD = 1.53; 555 girls: M age = 11.98; SD = 1.35; 10 missing values) were assessed. Factor analysis yielded three factors. Analysis also showed satisfactory reliability coefficients and item-factor correlations. Step-wise linear regression indicated that three factors (Mathematics anxiety, Study attitude in mathematics, and Study habits in mathematics) contributed significantly (R2 = .194) to predicting achievement in mathematics as measured by the Basic Mathematics Questionnaire (Primary).

Student teacher training: participant motivation.

Science.gov (United States)

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2016-08-01

Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

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

Science.gov (United States)

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

2014-05-01

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

The relationship between learning atmosphere and social creativity in primary school boy students

Directory of Open Access Journals (Sweden)

Vahid Morad Khah

2016-11-01

Full Text Available Social creativity is defined as the creative methods in individuals’ interaction. The present study deals with the survey of the relationship between teacher-student interaction and social creativity in the primary school boy students. The study participants are 114 primary school boy students from the four educational districts in Shiraz who have been selected by taking advantage of multistage clustering sampling method with a basic sample class unit; and they were asked to complete the teacher-student interaction and creativity questionnaire. To determine the reliability and validity the Cronbach’s alpha and items correlation were used respectively along with their dimensions and imensions correlation with the total score. The results and evidences were indicative of the favorable validity and reliability of the questionnaire. The results obtained from the Pierson correlation coefficient showed that there is a negative and significant relationship between the dimension of responsibility and freedom with creativity. Also, the results of the regression analysis indicated that from among the dimensions of teacherstudent interaction only dimension of responsibility and freedom are negative and significant predictor of the social creativity in primary school boy students.

Beginning a Journey with Music Education: Voices from Pre-Service Primary Teachers

Science.gov (United States)

Kenny, Ailbhe

2017-01-01

This study examines pre-service primary teachers' first engagement with music education at university level in the Republic of Ireland. Data from focus group interviews and coursework present voices from the students in prolematising their learning journeys with music education. These qualitative research methods are used to investigate student…

Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education

NARCIS (Netherlands)

van Uden, Jolien M.; Ritzen, Henk; Pieters, Julius Marie

2014-01-01

Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher behavior and teacher beliefs concerning motives for being a teacher, attitudes toward teacher knowledge

Misconception on Addition and Subtraction of Fraction at Primary School Students in Fifth-Grade

Science.gov (United States)

Trivena, V.; Ningsih, A. R.; Jupri, A.

2017-09-01

This study aims to investigate the mastery concept of the student in mathematics learning especially in addition and subtraction of fraction at primary school level. By using qualitative research method, the data were collected from 23 grade five students (10-11-year-old). Instruments included a test, that is accompanied by Certainty Response Index (CRI) and interview with students and teacher. The result of the test has been obtained, then processed by analyzing the student’s answers for each item and then grouped by the CRI categories that combined with the results of the interview with students and teacher. The results showed that student’s mastery-concept on additional and subtraction dominated by category ‘misconception’. So, we can say that mastery-concept on addition and subtraction of fraction at fifth-grade students is still low. Finally, the impact can make most of primary student think that learning addition and subtraction of fraction in mathematics is difficult.

LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

Directory of Open Access Journals (Sweden)

Luiza KRAFT

2011-01-01

Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

The Investigation of Preservice Teachers' and Primary School Students' Views about Online Digital Storytelling

Science.gov (United States)

Karakoyun, Ferit; Kuzu, Abdullah

2016-01-01

This study was aimed at investigating the views held by preservice teachers from the department of Computer Education and Instructional Technology (CEIT) and those of 6th grade students about the process of online digital storytelling activities as it applies to the students' education. The study was designed as a case study. The data were…

Teacher Quality and Student Achievement

Directory of Open Access Journals (Sweden)

Linda Darling-Hammond

2000-01-01

Full Text Available Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS, and the National Assessment of Educational Progress (NAEP, this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.

Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.

Science.gov (United States)

Zorza, Juan Pablo; Marino, Julián; Acosta Mesas, Alberto

2016-05-12

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

The nature of student teachers' regulation of learning in teacher education.

Science.gov (United States)

Endedijk, Maaike D; Vermunt, Jan D; Verloop, Nico; Brekelmans, Mieke

2012-09-01

Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers' SRL to enable support of these processes in teacher education. This study was aimed at exploring the nature of student teachers' regulation of learning across various theoretical and practical contexts in teacher education. Twenty-eight students from a post-graduate academic teacher education institute participated in this study. For the measurement of student teachers' regulation activities, an open question log, called Learning Report, was developed. Content analysis and multiple correspondence analyses of 133 Learning Reports were used to identify qualitative differences in regulation activities and the underlying structure in the data. The analyses resulted in the identification and description of the variety and frequency of student teachers' regulation activities. The relations among the regulation activities were described by an underlying structure of two dimensions: passive versus active regulation of learning and prospective versus retrospective regulation of learning. Active regulation dominated in practice schools, passive regulation at the university. It is argued that for learning to teach, a different conceptualization of SRL is needed, focusing less on setting initial learning goals and more on retrospective aspects of SRL. Building blocks for such a conceptualization are offered. ©2011 The British Psychological Society.

Visible Parts, Invisible Whole: Swedish Technology Student Teachers' Conceptions about Technological Systems

Science.gov (United States)

Hallström, Jonas; Klasander, Claes

2017-01-01

Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating…

Engaging Primary School Students in Mathematics: Can iPads Make a Difference?

Science.gov (United States)

Hilton, Annette

2018-01-01

Research on the impact of the integration of technologies such as iPads on primary students' attitudes and engagement in mathematics is limited. Further, there have been claims that teachers' pedagogical choices can strongly influence the effectiveness of iPads for engaging students in mathematics. This paper presents an investigation of the…

Turkish Student Teachers' Concerns about Teaching

Science.gov (United States)

Boz, Yezdan

2008-01-01

The purpose of this study was to examine the teaching concerns of Turkish student teachers and how these concerns differ among year groups within the teacher education programme. Data were collected from 339 student teachers using the Teacher Concerns Checklist. Analysis of the data, including both descriptive statistics and multivariate analysis…

Parents' perception, students' and teachers' attitude towards school sex education.

Science.gov (United States)

Fentahun, Netsanet; Assefa, Tsion; Alemseged, Fessahaye; Ambaw, Fentie

2012-07-01

Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of

The Influence of Ecological Citizenship and Political Solidarity on Western Australian Student Teachers' Perceptions of Sustainability Issues

Science.gov (United States)

Lummis, Geoffrey W.; Morris, Julia E.; Lock, Graeme; Odgaard, Judith

2017-01-01

This article presents the findings of a qualitative research study on student teachers' perceptions of sustainability, specifically influenced by ecological citizenship and political solidarity. Research was conducted with 18 Graduate Diploma of Education (Primary) student teachers at one university, as they only have one year in which to train as…

Teacher Emotions in the Classroom: Associations with Students' Engagement, Classroom Discipline and the Interpersonal Teacher-Student Relationship

Science.gov (United States)

Hagenauer, Gerda; Hascher, Tina; Volet, Simone E.

2015-01-01

The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel…

Australian Undergraduate Primary School Student-Teachers' Responses to Child Sexual Abuse and Its Mandatory Reporting

Science.gov (United States)

Goldman, Juliette D. G.

2010-01-01

This study aims to understand how primary school teachers, as mandatory reporters of child sexual abuse, are responding to child sexual abuse and its mandatory reporting, even though many teachers do not receive a compulsory course in Child Protection and its legal requirements in their pre-service university training. A cohort of 81 Australian…

[The motivational value foundations in the choice of career among professional nursing students and students studying at teacher's college].

Science.gov (United States)

Kovácsné Tóth, Agnes

2008-08-24

For the profession of teachers and nurses we need well-trained, highly qualified employees with a sense of vocation. A comparative analysis of motivation in the choice of career among professional nursing students and teacher-students. This analysis was done in Hungary among professional nursing students and students participating in teacher training. In this sample 783 students were analysed. In the choice of career of nurses and teachers the primary motivation is of altruistic nature and also the human characteristics of the chosen career. According to genders in the case of female interviewed people we got a higher value than in the case of males in connection with "Helping people". It is more typical in the case of professional nursing students to choose the career as early as in their childhood. Choosing the career at a later age is typical for those who are teacher-students. As a consequence of our rapid economic changes or because of career dissatisfaction, we have to face the fact that the qualifications obtained at a young age will not last for a life time, and the majority of people are forced to change their jobs several times during their lives. In harmonizing the demands of the labour market and education, those people who take part in professional education and training have a professional advantage.

Teachers' perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula

Science.gov (United States)

Khanlari, Ahmad

2016-05-01

Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.

A Knowledge Base For Teachers on Teacher-Student Relationships

NARCIS (Netherlands)

Wubbels, T.

2017-01-01

Teacher-student relationships are an important factor in effective learning environments and of specific importance in multicultural classrooms. This chapter presents some of the findings of a research programme that studied for more than 30 years teacher-student relationships. We first summarise

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

Science.gov (United States)

Otaiba, Stephanie Al; Folsom, Jessica S; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( n = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.

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...

The relationship between teacher burnout and student motivation.

Science.gov (United States)

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Garn, Alex; Kulik, Noel; Fahlman, Mariane

2015-12-01

Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers' behaviour and emotional well-being. This study adopted Maslach et al.'s (2001, Annu. Rev. Psychol., 52, 397) job burnout construct and self-determination theory to investigate the relationships between teachers' burnout and students' autonomous motivation over one-semester physical education classes. A total of 1,302 high school students and their 33 physical education teachers in 20 high schools from two school districts in a major Midwest metropolitan area in the United States. The two school districts were demographically similar. Students and physical education teachers completed questionnaires assessing relevant psychological constructs. There were two time points for collecting students' data. One was at the beginning of a fall semester, and the other was at the end of that semester. Hierarchical linear modelling analyses were conducted. It was revealed that teachers' emotional exhaustion was negatively related to students' perceived teacher autonomy support (TAS); in turn, there was a negative relationship between teachers' feeling of depersonalization and students' autonomous motivation development even when controlling for inadequate TAS. The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers' status of burnout is an important environmental factor associated with students' quality of motivation. © 2015 The British Psychological Society.

Mentoring Teachers in Systematic Phonics Instruction: Effectiveness of an Intensive Year-Long Program for Kindergarten through 3rd Grade Teachers and Their Students

Science.gov (United States)

Ehri, Linnea C.; Flugman, Bert

2018-01-01

Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers' knowledge and effectiveness in teaching phonics and the extent that it improved students' achievement in reading…

Teachers' Interpretations of Student Statements about Slope

Science.gov (United States)

Nagle, Courtney; Moore-Russo, Deborah; Styers, Jodie L.

2017-01-01

This paper describes seven in-service teachers' interpretations of student statements about slope. The teachers interpreted sample student work, conjectured about student contributions, assessed the students' understanding, and positioned the students' statements in the mathematics curriculum. The teachers' responses provide insight into their…

The relationship between primary school teachers extrinsic ...

African Journals Online (AJOL)

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

Spanish Language Arts. A Handbook for the Primary Teachers = Las artes del lenguaje espanol. Un manual para maestros de nivel primario.

Science.gov (United States)

Chicago Board of Education, IL. Dept. of Curriculum.

A teaching guide for teachers of language arts for native Spanish-speaking primary school students in the Chicago public schools consists of four sections and appendices. Part I introduces the concepts of the language arts program, its behavioral objectives, suggestions for teachers, and notes on the characteristics of students of this age group.…

Student Teachers' Approaches to Teaching Biological Evolution

Science.gov (United States)

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-06-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

The Examination of the Views of Primary School Teachers and Pre-Service Primary Teachers on European Union Citizenship from the Point of Different Variables

Science.gov (United States)

Üner, Sadik Selman; Yesil, Rüstü

2016-01-01

The aim of this study is to determine the view of primary school teachers and pre-service primary teachers on European Union citizenship. This study is a descriptive and quantitative research in survey methodology. The data of the research was collected from 207 primary school teachers teaching in 22 primary school in the city center of Kirsehir…

Problem Solving Strategies among Primary School Teachers

Science.gov (United States)

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

2017-01-01

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

Preliminary Exploration of the Mental Health Education Competency Survey of Primary and Middle School Head Teachers

Science.gov (United States)

Liu, Chunyu; Liu, Yanling; Guo, Cheng; Lan, Haiying

2014-01-01

Despite a recent focus on the mental health of students, primary and middle school mental health education in China has been hampered by a lack of resources and inadequate professional training. This study assessed the mental health education competency of primary and middle school head teachers using the Mental Health Education Competency…

On the importances of cultivating cross-cultural awareness of pre-service English teachers of primary schools

Institute of Scientific and Technical Information of China (English)

聂冬霞

2016-01-01

Cross-cultural communication becomes more important in English education in primary schools and one of the main tasks of English learning in primary schools is to improve students' cross-cultural awareness. For pre-service English teachers they should pay more attention on the importances of cultivating their cross-cultural awareness in English learning.

Melinda: De Facto Primary School Music Teacher

Science.gov (United States)

de Vries, Peter

2013-01-01

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

The Use of a Student Group Log to Facilitate Student and Teacher Learning

Science.gov (United States)

Coenders, Fer

2016-01-01

In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher…

Student perceptions of drill-and-practice mathematics software in primary education

Science.gov (United States)

Kuiper, Els; de Pater-Sneep, Martie

2014-06-01

Drill-and-practice mathematics software offers teachers a relatively simple way to use technology in the classroom. One of the reasons to use the software may be that it motivates children, working on the computer being more "fun" than doing regular school work. However, students' own perceptions of such software are seldom studied. This article reports on a study on the opinions of Grade 5 and 6 students regarding two mathematics drill-and-practice software packages. In total, 329 students from ten Dutch primary schools took part in the study. The results show that a majority of the students preferred to work in their exercise book, for various reasons. Especially the rigid structure of the software is mentioned as a negative aspect by students. The elaborate arguments students used illustrate the importance of taking their opinions into account already at the primary level. Students' perceptions also show that the idea of ICT as naturally motivating for students may need modification.

Student Background and Teacher Effects on Achievement and Attainment in Mathematics: A Longitudinal Study

Science.gov (United States)

Muijs, Daniel; Reynolds, David

2003-01-01

In this article, we have studied the effect of student social background, classroom social context, classroom organisation, and teacher behaviours on mathematics achievement and attainment in English and Welsh primary schools. Data were collected over 2 years as part of a programme evaluation, for which we observed 138 teachers and tested and…

Associations between teacher-student interpersonal behaviour and student attitude to mathematics

Science.gov (United States)

Fisher, Darrell; Rickards, Tony

1998-04-01

This article reports on research using a convenient questionnaire designed to allow mathematics teachers to assess teacher-student interpersonal behaviour in their classrooms. The various forms of the Questionnaire on Teacher Interaction (QTI) are discussed, and its use in past research is summarised. The article provides validation data for the first use of the QTI with a large sample of mathematics classrooms and examines the relation of teacher-student interpersonal behaviour to student attitude. It also describes how mathematics teachers can and have used the questionnaire to assess perceptions of their own teacher-student interpersonal behaviour, and how they have used such assessments as a basis for reflecting on their own teaching. The QTI may thus provide a basis for systematic attempts to improve one's own teaching practice.

Becoming-Teachers: Desiring Students

Science.gov (United States)

Mercieca, Duncan

2012-01-01

This article proposes a reading of the lives of teachers through a Deleuzian-Guattarian materialistic approach. By asking the question "what kind of life do teachers live?" this article reminds us that teachers sometimes welcome the imposed policies, procedures and programmes, the consequences of which remove them from students. This desire is…

The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

Science.gov (United States)

Zhou, Jiangyuan

2012-01-01

Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

Perceptions around teacher's social support with student achievement motivation

Directory of Open Access Journals (Sweden)

Maria Oktasari

2017-11-01

Full Text Available Several indications that indicate student in low achievement motivation, among others: (1 lack of enthusiasm to follow the lesson, (2 less attention to the teacher, (3 the students have not targeted yet, (4 students tend to ignore the task, (5 (6 students are less harmonious with teachers, (7 students are lazy to learn, and (8 some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.

Learned Helplessness in Inclusive Music Classrooms: Voices of Hong Kong Primary Schools Music Teachers

Science.gov (United States)

Wong, Marina Wai-yee; Chik, Maria Pik-yuk

2015-01-01

In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported…

Teacher of primary English

CERN Multimedia

2003-01-01

Part-time teacher of primary English needed for September 2003 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply see http://enpferney.org/staff_vacancies.htm English National Programme, Lycée International, Ferney-Voltaire (http://enpferney.org/)

The Perceptions of Elementary School Teachers Regarding Their Efforts to Help Students Utilize Student-to-Student Discourse in Science

Science.gov (United States)

Craddock, Jennifer Lovejoy

The purpose of this phenomenological study was to examine the perceptions of elementary teachers who teach science as opposed to science teacher specialists regarding their efforts to help students use student-to-student discourse for improving science learning. A growing body of research confirms the importance of a) student-to-student discourse for making meaning of science ideas and b) moving students' conceptual development towards a more scientific understanding of the natural world. Based on those foundations, the three research questions that guided this study examined the value elementary teachers place on student-to-student discourse, the various approaches teachers employ to promote the use of student-to-student discourse for learning science, and the factors and conditions that promote and inhibit the use of student-to-student discourse as an effective pedagogical strategy in elementary science. Data were gathered from 23 elementary teachers in a single district using an on-line survey and follow-up interviews with 8 teachers. All data were analyzed and evolving themes led to the following findings: (1) elementary teachers value student-to-student discourse in science, (2) teachers desire to increase time using student-to-student discourse, (3) teachers use a limited number of student-to-student discourse strategies to increase student learning in science, (4) teachers use student-to-student discourse as formative assessment to determine student learning in science, (5) professional development focusing on approaches to student-to-student discourse develops teachers' capacity for effective implementation, (6) teachers perceive school administrators' knowledge of and support for student-to-student discourse as beneficial, (7) time and scheduling constraints limit the use of student-to-student discourse in science. Implications of this study included the necessity of school districts to focus on student-to-student discourse in science, provide teacher and

Who Wants to Become a Teacher? Typology of Student-Teachers' Commitment to Teaching

Science.gov (United States)

Moses, Ikupa; Berry, Amanda; Saab, Nadira; Admiraal, Wilfried

2017-01-01

Understanding student-teachers' decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers'…

Cross-National Comparisons of Background and Confidence in Visual Arts and Music Education of Pre-Service Primary Teachers

Science.gov (United States)

Russell-Bowie, Deirdre

2010-01-01

This paper reports the findings of a study on pre-service teachers' background and confidence in music and visual arts education. The study involved 939 non-specialist pre-service primary teachers from five countries. Initially the paper identifies the students' perceptions of their background and confidence in relation to music and visual arts…

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

Science.gov (United States)

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

2017-01-01

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

Teacher-Student Interactions as Predicted by Teaching Stress and the Perceived Quality of the Student-Teacher Relationship.

Science.gov (United States)

Abidin, Richard R.; Kmetz, Christal A.

This paper reports on a study that examined teachers' perceptions of their relationships with specific students, their experience of stress in relation to those students, and whether those perceptions and experiences translate into observable differences in actual teacher behavior toward those students in the classroom. Specifically, the project…

Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.

Science.gov (United States)

Teerawattananon, Kanlaya; Myint, Chaw-Yin; Wongkittirux, Kwanjai; Teerawattananon, Yot; Chinkulkitnivat, Bunyong; Orprayoon, Surapong; Kusakul, Suwat; Tengtrisorn, Supaporn; Jenchitr, Watanee

2014-01-01

As part of the development of a system for the screening of refractive error in Thai children, this study describes the accuracy and feasibility of establishing a program conducted by teachers. To assess the accuracy and feasibility of screening by teachers. A cross-sectional descriptive and analytical study was conducted in 17 schools in four provinces representing four geographic regions in Thailand. A two-staged cluster sampling was employed to compare the detection rate of refractive error among eligible students between trained teachers and health professionals. Serial focus group discussions were held for teachers and parents in order to understand their attitude towards refractive error screening at schools and the potential success factors and barriers. The detection rate of refractive error screening by teachers among pre-primary school children is relatively low (21%) for mild visual impairment but higher for moderate visual impairment (44%). The detection rate for primary school children is high for both levels of visual impairment (52% for mild and 74% for moderate). The focus group discussions reveal that both teachers and parents would benefit from further education regarding refractive errors and that the vast majority of teachers are willing to conduct a school-based screening program. Refractive error screening by health professionals in pre-primary and primary school children is not currently implemented in Thailand due to resource limitations. However, evidence suggests that a refractive error screening program conducted in schools by teachers in the country is reasonable and feasible because the detection and treatment of refractive error in very young generations is important and the screening program can be implemented and conducted with relatively low costs.

The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes

Science.gov (United States)

Saracaloglu, Asuman Seda; Gerçeker, Ceren Saygi; Aladag, Soner

2018-01-01

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University…

Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

Science.gov (United States)

Smith, Wade Clay, Jr.

The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

Childhood education student teachers responses to a simulation game on food security

Directory of Open Access Journals (Sweden)

Nadine Felicity Petersen

2014-07-01

Full Text Available This paper provides an account of student teachers responses to a simulation game about food scarcity and how the game served as a conversation starter about the influence of food scarcity on educational provisioning. The simulation game was utilised as part of a suite of activities during an educational excursion for first years in primary school teacher education. In this investigation data were generated via video recordings of the simulation game itself, summary notes of the key points of the discussion session during the game, and students’ learning portfolios. Analysis of the various data sets indicate that student-teachers’ engaged with the game both viscerally and cerebrally, with the game providing a powerful concrete introduction to the issues of food scarcity and unequal distribution of resources. Most student teachers were able to relate the lessons learned from the game to the classroom and educational situation. In addition, I found that the simulation game as method can assist students in their activity of learning to look at education as an equity and justice issue.

Do Teachers Leave Their Ethics at the School Gate? Social Practice Research in a Danish Primary School

OpenAIRE

Karen-Lis Kristensen

2013-01-01

This study addresses teachers' ethical dilemmas in everyday participation in school structures in a Danish Primary School. It focuses in particular on their relations with 'disturbing children'. The author and four first grade teachers work in a research team, documenting and analysing the teachers’ interactions in the classroom. This paper focuses on the interactions between two of the teachers and one of the students. The research team focuses on the teachers’ struggles with stress and burn...

Involving Effectively Teachers and Students in the Life Cycle of an Intelligent Tutoring System

Directory of Open Access Journals (Sweden)

Maria Virvou

2000-01-01

Full Text Available This paper highlights the important role that teachers and students may play in the life cycle of an intelligent tutoring system. In this research, we have developed a system called “EasyMath”, a tutoring system for Algebra that incorporates intelligence. One of the primary aims of EasyMath is to make it useful in school classrooms. This is why, school teachers of mathematics and their students have been involved throughout the life cycle of EasyMath. The system was developed following the rational unified process, an object-oriented methodology for developing software through multiple iterations. The design of EasyMath has been based on the results of an empirical study that was conducted at schools and the resulting product was evaluated by school teachers as well as students.

Inclusive Education in Government Primary Schools: Teacher Perceptions

Science.gov (United States)

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

2017-01-01

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

Primary school student teachers’ perception to Pendidikan Matematika Realistik Indonesia (PMRI) instruction

Science.gov (United States)

Fauziah, A.; Putri, R. I. I.; Zulkardi; Somakim

2017-12-01

This article aimed to report the perceptions of the students of primary school education to PMRI. PMRI or Realistic Mathematics Education (RME) in Indonesian version is one of the promising mathematics learning innovations developed in Indonesia. The research method consisted of three steps, namely preliminary, teaching experiment, and retrospective Analysis. The participants were six students of the primary school teacher education. In the second phase, the participants took an PMRI lesson. Then, they filled in the perception questionnaire (open and closed). The results of the study showed that the participants agreed that learning by realistic mathematics education principles helped them understand the topic.

Who Are the Future Teachers in Turkey? Characteristics of Entering Student Teachers

Science.gov (United States)

Aksu, Meral; Demir, Cennet Engin; Daloglu, Aysegul; Yildirim, Soner; Kiraz, Ercan

2010-01-01

This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties…

Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: how much 'teacher' is in student ratings?

Science.gov (United States)

Boerboom, Tobias B B; Mainhard, Tim; Dolmans, Diana H J M; Scherpbier, Albert J J A; Van Beukelen, Peter; Jaarsma, A D C

2012-01-01

Students are a popular source of data to evaluate the performance of clinical teachers. Instruments to obtain student evaluations must have proven validity. One aspect of validity that often remains underexposed is the possibility of effects of between-student differences and teacher and student characteristics not directly related to teaching performance. The authors examined the occurrence of such effects, using multilevel analysis to analyse data from the Maastricht clinical teaching questionnaire (MCTQ), a validated evaluation instrument, in a veterinary curriculum. The 15-item MCTQ covers five domains. The authors used multilevel analysis to divide the variance in the domain scores in components related to, respectively, teachers and students. They estimated subsequent models to explore how the MCTQ scores are dependent on teacher and student characteristics. Significant amounts of variance in student ratings were due to between-teacher differences, particularly for learning climate, modelling and coaching. The effects of teacher and student characteristics were mostly non-significant or small. Large portions of variance in MCTQ scores were due to differences between teachers, while the contribution of student and teacher characteristics was negligible. The results support the validity of student ratings obtained with the MCTQ for evaluating teacher performance.

Primary Teachers' Attitudes toward Science: A New Theoretical Framework

Science.gov (United States)

van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; Asma, Lieke J. F.

2012-01-01

Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical…

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes toward Science: The Effect of a Primary Teacher Education Program

Science.gov (United States)

Bayraktar, Sule

2011-01-01

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…

Linking educational leadership styles to the HR architecture for new teachers in primary education.

Science.gov (United States)

Vekeman, Eva; Devos, Geert; Valcke, Martin

2016-01-01

This study aims to gain insight in the relationship between principals' leadership styles and the configuration of different HR practices for new teachers in primary education. Besides the longstanding interest in educational leadership as a key element in teacher and student performance, there is a growing interest in strategic human resource management (SHRM) in the educational sector. However, few educational studies link educational leadership to SHRM. In particular, this study examines the relationship between principals' instructional and transformational leadership style and principals' strategic and HR orientation in configuring HR practices for new teachers. Data were gathered using a mixed methods approach, including interviews with 75 principals as well as an online survey of 1058 teachers in Flemish primary education. Qualitative interview data were transformed and analysed together with the quantitative survey data using logistic regression and ANOVA analyses. The results indicate that both instructional and transformational leadership is associated with the strategic orientation of principals. The HR orientation, on the other hand, is not reflected in the principals' leadership style. Recommendations for further research in this area are discussed.

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

African Journals Online (AJOL)

Hennie

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

Strategies of Pre-Service Primary School Teachers for Solving Addition Problems with Negative Numbers

Science.gov (United States)

Almeida, Rut; Bruno, Alicia

2014-01-01

This paper analyses the strategies used by pre-service primary school teachers for solving simple addition problems involving negative numbers. The findings reveal six different strategies that depend on the difficulty of the problem and, in particular, on the unknown quantity. We note that students use negative numbers in those problems they find…

Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools

Directory of Open Access Journals (Sweden)

Fahima Salman Jaka

2015-12-01

Full Text Available This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.

Are There Any Differences in Personality Traits and Life Satisfaction between Future Preschool and Primary School Teachers?

Science.gov (United States)

Vorkapic, Sanja Tatalovic; Cepic, Renata; Šekulja, Ivana

2016-01-01

The main aim of this study was to examine personality traits and life satisfaction of future preschool and primary school teachers and to examine if there are differences between these two groups of students. The study was conducted on a sample of 290 students of the University of Rijeka attending Early and Preschool Education and Teacher…

Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

Science.gov (United States)

Irajzad, Fatemeh; Shahriari, Hesamoddin

2017-01-01

Supportive teacher-student relationships play a significant role in the trajectory of students' academic life. Teachers may use various strategies to improve this relationship, one of which is teacher stroke (teacher encouragement). The stroking behavior of teachers might be influenced by several factors, including the socioeconomic status (SES)…

Childhood education student teachers responses to a simulation game on food security

OpenAIRE

Nadine Felicity Petersen

2014-01-01

This paper provides an account of student teachers responses to a simulation game about food scarcity and how the game served as a conversation starter about the influence of food scarcity on educational provisioning. The simulation game was utilised as part of a suite of activities during an educational excursion for first years in primary school teacher education. In this investigation data were generated via video recordings of the simulation game itself, summary notes of the key points of...

Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry

Directory of Open Access Journals (Sweden)

Ali Merç

2011-04-01

Full Text Available This study aimed to Şnd out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education English Language Teaching Program participated in the study. The research tools were diaries kept by student teachers and semistructured interviews conducted with 30 of the participant student teachers. Constant Comparison Method was used to analyze the qualitative data. The analysis of the data revealed six main categories as the sources of foreign language student teacher anxiety: students and class profiles, classroom management, teaching procedures, being observed, mentors, and miscellaneous. Each source of foreign language student teacher anxiety is described and exempliŞed with extracts from student teachers’ diaries or interview records. The findings are discussed along the recent literature on foreign language student teacher anxiety. Suggestions for foreign language teacher education programs are also provided

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

African Journals Online (AJOL)

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

Primary Teacher Education in England: 40 Years On

Science.gov (United States)

Murray, Jean; Passy, Rowena

2014-01-01

This article examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014, and explores the "fitness of purpose" of the current system of preparing teachers for the classrooms of the twenty-first century. Our historical analysis suggests that, despite 40…

Enhancing quality of student teachers' practices through reflective ...

African Journals Online (AJOL)

This paper explores the role of journal writing in enhancing student teachers' learning during school practice. It analyses data from 22 student teachers' journals and 23 questionnaires. The study focuses on the areas that student teachers reflected on most, the nature of their reflection and the extent to which previous ...

High School Band Students' Perspectives of Teacher Turnover

Science.gov (United States)

Kloss, Thomas E.

2013-01-01

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

Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability

Science.gov (United States)

Feng, Zhiwen

2013-01-01

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

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

Science.gov (United States)

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

2014-01-01

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

Resilience and motivation: a training course for primary teachers

Directory of Open Access Journals (Sweden)

Sabrina Schiavone

2016-07-01

Full Text Available The research starts from a reflection on educational resilience as a prerequisite for the development of inclusive competences for teachers. 42 teachers and 226 students were involved from three primary schools in the province of Trapani and Palermo, situated in contexts at risk of cultural degradation, early school dropout and high multiculturalism. Research enabled teachers to know and deal with the sense of resilience, not yet widely known, in view of the educational/developmental context, providing them with tools and materials to be used in the classroom, in order to carry out activities, promote resilience and support processes of inclusion by providing causes for reflection on their professional motivation.Resilienza e motivazione: un percorso per la formazione dei docenti di scuola primariaLa ricerca nasce dalla riflessione sull’aspetto educativo della resilienza come presupposto per lo sviluppo di competenze inclusive per i docenti. Sono stati coinvolti 42 docenti e 226 studenti di tre scuole primarie della provincia di Trapani e Palermo, situate in contesti a rischio di degrado culturale, dispersione scolastica ed alta multiculturalità. Il percorso di ricerca ha permesso agli insegnanti di conoscere e di affrontare il costrutto di resilienza, non ancora ampiamente conosciuto, in un’ottica di tipo educativo/evolutivo fornendo loro strumenti e materiali da applicare in classe per la realizzazione di attività per promuovere la resilienza e favorire processi di inclusione ed offrendo spunti di riflessione sulla loro motivazione alla professione.

The use of a student group log to facilitate student and teacher learning

NARCIS (Netherlands)

Coenders, Ferdinand G.M.

2016-01-01

In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of

Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching

Science.gov (United States)

Velthuis, Chantal; Fisser, Petra; Pieters, Jules

2014-01-01

This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…

Behaviorally Challenging Students and Teacher Stress

NARCIS (Netherlands)

H.A. Everaert; J.C. van der Wolf

2005-01-01

The present study focuses on the level of stress a teacher perceives when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. Two questions concerning this relation between student and

The Importance of Minority Teachers: Student Perceptions of Minority versus White Teachers

Science.gov (United States)

Cherng, Hua-Yu Sebastian; Halpin, Peter F.

2016-01-01

The demographic divide between teachers and students is of growing public concern. However, few studies have explicitly addressed the common argument that students, and particularly minority students, have more favorable perceptions of minority versus White teachers. Using data from the Measure of Effective Teaching study, we find that students…

10 Things to Know about Mentoring Student Teachers

Science.gov (United States)

Larkin, Douglas B.

2013-01-01

Learning to teach is hard. Student teachers are still learning the content, and most are struggling with both teaching equitably to all students and keeping pace with district curriculum guidelines. It is challenging for student teachers to integrate their own ideas about good teaching with those of their teacher education programs. How…

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

Student Voice on the Instructional Qualities of the Effective English Language Teacher: A Collective Case Study

Directory of Open Access Journals (Sweden)

Corinne Vong Siu Phern

2013-01-01

Full Text Available A majority of Malaysian students only have average English language proficiency, although instructional qualities of the effective English language teacher have by far been expounded by English language experts. Thus, this study aimed to investigate the extent to which the responses of student voice representing above average, average and below average English language proficiency from the primary, secondary and tertiary levels - have agreed with expert opinion’s description of instructional qualities of the effective English language teacher. In this respect, student voice was analysed using triangulation not only on the instructional qualities discussed, but also on the literature review. Interesting findings revealed that student voice still had something extra to contribute in determining the instructional qualities of the effective English language teacher, with a touch of irony and constructive criticism on how such qualities of English language teachers/lecturers could still improve, so as to appear more effective in learners’ eyes.

Bring Your Own Device (BYOD) and Teacher Pedagogy in a New Zealand Primary School

Science.gov (United States)

Rae, Genevieve; Dabner, Nicki; Mackey, Julie

2017-01-01

The practice of students bringing their own mobile devices (BYOD) to school is increasingly being used to leverage digital learning opportunities in New Zealand schools. This paper presents a summary of the findings from a case study that explored the experiences of three primary school teachers as they introduced BYOD into their classrooms for…

Teachers' Performance Motivation System in Thai Primary Schools

Science.gov (United States)

Pasathang, Sarojn; Tesaputa, Kowat; Sataphonwong, Pattananusron

2016-01-01

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

BELIEFS OF TEACHERS ABOUT BEHAVIOR PROBLEMS IN STUDENTS WITH INTELLECTUAL DISABILITIES

Directory of Open Access Journals (Sweden)

A. L. Gavia P.

2013-09-01

Full Text Available Hermeneutic research study conducted with seventeen primary regular and special education teachers to examine their beliefs about intellectual disabilities and behavior problems. Teachers beliefs about the influence that the context has the proliferation of conduct and disability issues is unveiled. It is an approach to the theoretical reference from beliefs, teachers in regular and special education, they have in common that their beliefs about intellectual disabilities are circumscribed or based on his work experience, rather than in references up-to-date intellectual disability. On the other hand found that teachers, based their beliefs on behavioural problems in the characteristics that have been observed through the experience with his students. Finally the strategies and style for setting the order were also based on their beliefs, elementary and special education teachers were using corrective strategies, although the latter also used cognitive strategies.

A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

Science.gov (United States)

Bostic, J.; Stylinski, C.; Doty, C.

2017-12-01

Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the

Investigation of the Work Motivation Levels of Primary School Teachers

Science.gov (United States)

Ates, Hatice Kadioglu; Yilmaz, Perihan

2018-01-01

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

Reported and Unreported Teacher-Student Sexual Harassment.

Science.gov (United States)

Wishnietsky, Dan H.

1991-01-01

Study surveyed North Carolina school superintendents (n=140) and high school seniors (n=300) on the extent of teacher-student sexual harassment. Data revealed discrepancies between the number of teachers disciplined for student sexual harassment and the number of students claiming harassment. Presents a structure for establishing guidelines to…

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…

[Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy].

Science.gov (United States)

Bruland, Dirk; Kornblum, Katharina; Harsch, Stefanie; Bröder, Janine; Okan, Orkan; Bauer, Ullrich

2017-12-01

Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy Mental health issues of parents of school children often negatively affects the children as well, including their school performance and social behavior in the school setting. Teachers are then required to take actions with regards to supporting children in their coping with and mastering of their home situation and their responds to educational demands. As such, schools' and teachers' actions can either support affected children and fulfill a protective function or respond inappropriately, with negative impact on the affected children. Although the societal discussion about and acceptance of mental illnesses have increased in recent years, scientific knowledge on how well teachers are prepared for meeting the needs of affected students remains insufficient. Therefore, this research study examines teachers' attitudes towards, knowledge about, and competencies regarding children affected by a mentally ill parent. 15 in-depth interviews and 3 focus groups (n = 11) with teachers from primary and secondary schools were conducted and systematically analyzed. Although burdens in the family are perceived as major influences on children's school day and performance, teachers report to not feel sufficiently prepared for and uncertain about supporting and coping with the special needs of affected students. Instead they report to "learn from a case to case" basis. Recognizing the family situation of children with mentally ill parents is reported to be especially difficult for teachers. Responding inadequately and insensitive to the needs of affected children was perceived as a serious burden for teachers themselves. While schools can function as entry points to professional social help systems, teachers frequently reported barriers and challenges in accessing, communicating, and collaborating with these systems. The practical implications of these results regarding the "Mental Health

Diversity in Primary Teacher Education : Gender differences in Student Factors and Curriculum perception

NARCIS (Netherlands)

Gerda Geerdink; H. Dekkers; T. Bergen

2011-01-01

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial

Diversity in primary teacher education gender differences in student factors and curriculum perception

NARCIS (Netherlands)

Geerdink, G.M.T.; Bergen, T.C.M.; Dekkers, H.P.J.M.

2011-01-01

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can genderspecific student factors be identified in relation to the initial

Diversity in primary teacher education gender differences in student factors and curriculum perception

NARCIS (Netherlands)

Geerdink, G.; Bergen, T.C.M.; Dekkers, Hetty

2010-01-01

In the Netherlands only a small number of male students opt for primary school teaching and a relatively large percentage of them leave without graduating. A small-scale research project was set up to explore the question: Can gender-specific student factors be identified in relation to the initial

Primary Education Teachers' Self-Efficacy Beliefs for Teaching Geography Lessons

Science.gov (United States)

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

2017-01-01

This study was carried out to investigate the primary education teachers' self-efficacy regarding geography education, their beliefs regarding the classroom learning environment, and how these beliefs were related to each other and to teachers' background characteristics. Questionnaire data were collected from 489 Dutch primary school teachers.…

`You Actually Feel like You're Actually Doing Some Science': Primary Students' Perspectives of Their Involvement in the MyScience Initiative

Science.gov (United States)

Forbes, Anne; Skamp, Keith

2017-07-01

MyScience is a primary science education initiative in which being in a community of practice (CoP) is integral to the learning process. Stakeholder groups—primary teachers, primary students and scientist mentors—interact around the CoP domainof investigating scientifically and learn from each other through participation. This paper is the fifth in a series and reports 27 year 5/6 students' (from three schools) perceptions of how their views were influenced through their involvement in a MyScience CoP. Semi-structured interviews, guided by a phenomenographic framework, were the substantive data source. Primary students' perceptions about science, science learning and science teaching were analysed using attributes associated with both communities of practice and the nature of science. Findings reveal that students' perceptions of what it means to be doing science' were transformed through their participation and students were able to identify some of the contributing factors. Where appropriate, students' views were compared with the published views of their participating scientist mentors and teachers from earlier papers. Implications for science teaching and learning in primary school community of practice settings are discussed.

Providing Effective Feedback to EFL Student Teachers

Science.gov (United States)

Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed

2013-01-01

Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…

The Influence of an Internet-Based Formative Assessment Tool on Primary Grades Students' Number Sense Achievement

Science.gov (United States)

Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard G.; Pugalee, David K.; Middleton, Catharina Win

2017-01-01

This study examined primary grades students' achievement on number sense tasks administered through an Internet-based formative assessment tool, Assessing Math Concepts Anywhere. Data were analyzed from 2,357 students in teachers' classrooms who had participated in a year-long professional development program on mathematics formative assessment,…

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

Science.gov (United States)

de Jong, Romi; Mainhard, Tim; van Tartwijk, Jan; Veldman, Ietje; Verloop, Nico; Wubbels, Theo

2014-06-01

Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. A total of 120 pre-service teachers in teacher education programmes participated. Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice. © 2013 The British Psychological Society.

Elementary student teachers' science content representations

Science.gov (United States)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

Teacher Expectancy Related to Student Performance in Vocational Education.

Science.gov (United States)

Curtis, Samuel M.; Pandya, Himanshu S.

1980-01-01

This experiment explored the effect of teacher expectations on vocational students' cognitive and psychomotor skills and on attitudes. Although teachers' expectations changed student attitudes toward teachers and subjects, neither expectations nor attitude change had an effect on student achievement. (SK)

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)

Teacher-student relationships in Indonesia: profiles and importance to student motivation

NARCIS (Netherlands)

Maulana, R.; Opdenakker, M.C.; Brok, den P.J.; Bosker, R.

2011-01-01

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary

The SAPO Campus Recommender System: A Study about Students' and Teachers' Opinions

Science.gov (United States)

Pedro, Luís; Santos, Carlos; Almeida, Sara Filipa; Ramos, Fernando; Moreira, António; Almeida, Margarida; Antunes, Maria João

2014-01-01

This paper aims to assess the relevance and usefulness of the SAPO Campus recommender system, through the analysis of students' and teachers' opinions. Recommender systems, assuming a "technology-driven" approach, have been designed with the primary goal of predicting user interests based on the implicit analysis of their actions and…

Mental illness stigma among medical students and teachers.

Science.gov (United States)

Janoušková, Miroslava; Weissová, Aneta; Formánek, Tomáš; Pasz, Jiří; Bankovská Motlová, Lucie

2017-12-01

Medical school curriculum contributes to future doctors' attitude formation towards people with mental illness. The purpose of this study was to compare stigmatizing attitudes between medical students and faculty, analyse stigmatizing attitudes among students from different years of study and identify factors predicting stigma. A cross-sectional study with the use of scales measuring attitudes and social distance was designed. Online questionnaires were distributed to all students and teachers at a medical faculty in the Czech Republic. The response rate was 32.1% ( n = 308) among students and 26.7% ( n = 149) among teachers. Teachers had a greater prevalence of stigmatizing attitudes than students. Increased tolerant attitudes in students were detected after the fourth year, that is, following introduction to psychiatry. Preferred specialization in psychiatry and attending two psychiatry courses predicted more tolerant attitudes. Among both students and teachers, men possessed more stigmatizing attitudes towards people with mental illness. Age was an important predictor of stigmatizing attitudes among teachers. Educators should pay closer attention to the role of medical psychology and communication training implementation, which may be beneficial to improving skills and increasing medical students' self-esteem and feeling of competence throughout their psychiatry rotation.

Teacher wellbeing: the importance of teacher‐student relationships

NARCIS (Netherlands)

Spilt, J.L.; Koomen, H.M.Y.; Thijs, J.T.

2011-01-01

Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the

Teacher Wellbeing: The Importance of Teacher–Student Relationships

NARCIS (Netherlands)

Spilt, J.L.; Koomen, H.M.Y.; Thijs, J.T.

2011-01-01

Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the

Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?

Science.gov (United States)

Baeten, Marlies; Simons, Mathea

2016-01-01

This study focuses on student teachers' team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching…

Teachers Know Best: Making Data Work for Teachers and Students

Science.gov (United States)

Bill & Melinda Gates Foundation, 2015

2015-01-01

As part of the Bill & Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the "Teachers Know Best" research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original…

Attitudes toward epilepsy among the primary and secondary school teachers in Malaysia, using the public attitudes toward epilepsy (PATE) scale.

Science.gov (United States)

Lim, Kheng Seang; Hills, Michael D; Choo, Wan Yuen; Wong, Mee Hoo; Wu, Cathie; Tan, Chong Tin

2013-10-01

There is a lack of study comparing the attitudes toward epilepsy between the teachers and general population, teachers and students, using a similar quantitative scale. This study was performed in one primary and one secondary school in Kuala Lumpur, Malaysia, using the Public Attitudes Toward Epilepsy (PATE) scale. A total of 186 teachers aged 39.6±10.4 years completed the questionnaire. The mean scores in both personal and general domains of PATE scale were significantly better in the teachers, comparing to the scores in the secondary and college students reported in previous study (Lim et al., 2013; pjob, rather than tertiary education generally. Subanalysis showed that the attitudes of teachers were significantly better than the general population and the students related to employment and social life, but were equally negative on issues directly related to education, such as placing children with epilepsy in regular classes. Teachers had more positive attitudes toward epilepsy as compared with the general population with tertiary education. Attitude to epilepsy may differ specific to types of work. Copyright © 2013 Elsevier B.V. All rights reserved.

[Appraisal of occupational stress and strain in primary and secondary school teachers].

Science.gov (United States)

Wang, Z; Lan, Y; Li, J; Wang, M

2001-09-01

This study was conducted to assess occupational stress and strain in primary and secondary school teachers. A test of occupational stress and strain was carried out by using Occupational Stress Inventory Revised Edition (OSI-R) in 1460 primary and secondary school teachers (teacher group) and 319 mental workers in non-educational area (non-teacher group as control). The results showed the level of occupational stress in role overload and physical environment in the teacher group was significantly higher than that in the non-teacher group (P < 0.05). In teacher group the level of occupational stress and strain increased with age; the occupational stress and strain in male teachers were significantly higher than those in female teachers (P < 0.01); the occupational stress and strain in secondary school teachers were significantly higher than those in primary school teachers. These results indicate: to protect and promote primary and secondary school teacher's health, particularly male teachers' health, to mitigate their work pressure and to raise the quality of education are important tasks in the area of occupational health.

Inclusive Education in Government Primary Schools: Teacher Perceptions

Directory of Open Access Journals (Sweden)

Itfaq Khaliq Khan

2017-06-01

Full Text Available The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers’ capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.

School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement

Science.gov (United States)

Uslu, Fatma; Gizir, Sidika

2017-01-01

This study examines the extent to which teacher-student relationships, peer relationships, and family involvement can be used to predict a sense of school belonging among adolescents, according to gender. The sample of the study consists of 815 students enrolled in nine state primary schools in the central districts of Mersin, Turkey. The data was…

Student Teachers' Experiences of Relation Building in Teaching Practice

DEFF Research Database (Denmark)

Nielsen, Anne Maj; Laursen, Per Fibæk

The study explores how 22 student teachers in a Danish college of education experience and interpret their own becoming a teacher and the implied attitudes to pupils. The student teachers attending mainstream teacher education and a course in mindful awareness and relational competencies have...... – to a larger extend than the mainstream educated student teachers - learned a reflexive attitude to their state of being in teaching practice and to their relational interaction with children in class....

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

African Journals Online (AJOL)

user

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

Re-Engineering Primary School Teachers for Sustainable ...

African Journals Online (AJOL)

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

Teachers' Perceptions about the Barriers and Catalysts for Effective Practices with ICT in Primary Schools

Science.gov (United States)

Dakich, Eva

This paper presents perceptions of four primary school teachers from two Victorian government primary schools about the barriers and catalyst for effective practices with ICT. Findings of the semi-structured qualitative interviews confirm results of previous studies indicating that access to reliable infrastructure, adequate technical support, and time pressures are still considered to be some of the most significant barriers to successful ICT integration in public schools. Teacher interviews however also reveal that the challenges of integrating ICT in teaching and learning can be counterbalanced by a number of variables, which include: owning a laptop, having access to ongoing professional learning, sharing effective practices, drawing on student expertise and being supported by a whole-school approach to teaching and learning with ICT.

Teacher-Student Interpersonal Relationships in Indonesia: Profiles and Importance to Student Motivation

Science.gov (United States)

Maulana, Ridwan; Opdenakker, Marie-Christine; den Brok, Perry; Bosker, Roel

2011-01-01

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary school students (grades 7 to 9) across 66 (Mathematics…

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

African Journals Online (AJOL)

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

Strengthening the Creative Transformational Leadership of Primary School Teachers

Science.gov (United States)

Kallapadee, Yadapak; Tesaputa, Kowat; Somprach, Kanokorn

2017-01-01

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

The Relationships among Teachers' Perceptions of Student Behaviour, Teachers' Characteristics, and Ratings of Students' Emotional and Behavioural Problems

Science.gov (United States)

Liljequist, Laura; Renk, Kimberly

2007-01-01

This study examined the relationships among teachers' perceptions of students' behavioural problems and their own efficacy and psychological symptoms. Findings suggested that teachers were more bothered by externalising (i.e., acting out) than internalising (i.e., withdrawal, depression) behavioural problems in their students, and believed that…

Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

Science.gov (United States)

Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M.

2016-01-01

Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…

Student Trust in Teachers and Student Perceptions of Safety: Positive Predictors of Student Identification with School

Science.gov (United States)

Mitchell, Roxanne M.; Kensler, Lisa; Tschannen-Moran, Megan

2018-01-01

This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers,…

Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

Science.gov (United States)

Karakuyu, Yunus

2011-01-01

The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

Challenges and Changes: Developing Teachers' and Initial Teacher Education Students' Understandings of the Nature of Science

Science.gov (United States)

Ward, Gillian; Haigh, Mavis

2017-12-01

Teachers need an understanding of the nature of science (NOS) to enable them to incorporate NOS into their teaching of science. The current study examines the usefulness of a strategy for challenging or changing teachers' understandings of NOS. The teachers who participated in this study were 10 initial teacher education chemistry students and six experienced teachers from secondary and primary schools who were introduced to an explicit and reflective activity, a dramatic reading about a historical scientific development. Concept maps were used before and after the activity to assess teachers' knowledge of NOS. The participants also took part in a focus group interview to establish whether they perceived the activity as useful in developing their own understanding of NOS. Initial analysis led us to ask another group, comprising seven initial teacher education chemistry students, to take part in a modified study. These participants not only completed the same tasks as the previous participants but also completed a written reflection commenting on whether the activity and focus group discussion enhanced their understanding of NOS. Both Lederman et al.'s (Journal of Research in Science Teaching, 39(6), 497-521, 2002) concepts of NOS and notions of "naive" and "informed" understandings of NOS and Hay's (Studies in Higher Education, 32(1), 39-57, 2007) notions of "surface" and "deep" learning were used as frameworks to examine the participants' specific understandings of NOS and the depth of their learning. The ways in which participants' understandings of NOS were broadened or changed by taking part in the dramatic reading are presented. The impact of the data-gathering tools on the participants' professional learning is also discussed.

Pre-Service Primary Teachers' Attitudes towards Inclusive Education

Science.gov (United States)

Varcoe, Linda; Boyle, Christopher

2014-01-01

Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers' attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers' attitudes by examining total inclusion scores, positive…

Teacher-student interactions and domain-specific motivation: The relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science

Science.gov (United States)

Smart, Julie Brockman

2009-11-01

This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher-student

Chinese College Students' Perceptions of Characteristics of Excellent Teachers

Science.gov (United States)

Liu, Shujie; Keeley, Jared; Buskist, William

2015-01-01

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

Leadership Effects on Student Learning Mediated by Teacher Emotions

Directory of Open Access Journals (Sweden)

Jingping Sun

2015-06-01

Full Text Available School leaders’ influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four distinct teacher emotions which have significant effects on student learning—collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior. This review also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership.

The Influence of Experience on Pre-Service and Novice Teachers--The Croatian Perspective

Science.gov (United States)

Škugor, Alma; Sablic, Marija

2018-01-01

This paper researches students' and teacher trainees' personal experience of student-centred teaching during their education in grades 1-4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The…

The Subak Cultural Landscape as Environmental Education: Knowledge, Attitudes, and Experiences of Balinese Teachers, Student Teachers, and Students

Science.gov (United States)

Surata, Sang Putu Kaler; Vipriyanti, Nyoman Utari

2018-01-01

Bali's subak cultural landscape, with its ancient and extensive paddy-fields and irrigation system, is a valuable resource for place-based education. However, this landscape is threatened by various problems. Here we analyze the relationships among Balinese teachers, student teachers, and students, and review their knowledge, attitudes, and…

Perceptions on the importance of gerontological education by teachers and students of undergraduate health sciences

Directory of Open Access Journals (Sweden)

Correa-Muñoz Elsa

2007-01-01

Full Text Available Abstract Background The main challenge of higher education institutions throughout the world is to develop professionals capable of understanding and responding to the current social priorities of our countries. Given the utmost importance of addressing the complex needs of an increasingly elderly population in Mexico, the National Autonomous University of Mexico has systematically incorporated modules dealing with primary gerontological health care into several of its undergraduate programs in health sciences. The objective of this study was to analyze teacher's and student's perceptions about the current educational practices on gerontology. Methods A cross-sectional study was carried out with a sample of 26 teachers and 122 undergraduate students. Subjects were administered interviews and responded survey instrument. Results A vast proportion of the teachers (42% reported students' attitudes towards their academic training as the most important factor affecting learning in the field of gerontology, whereas students reported that the main problems of education in gerontology were theoretical (32% and methodological (28%. In addition, 41% of students considered education on ageing matters as an essential element for their professional development, as compared to 19% of teachers (p Conclusion Our findings suggest that the teachers' perceptions about the low importance of education on ageing matters for the professional practice of health sciences could be a negative factor for gerontology teaching.

Men learning to be primary school teachers

OpenAIRE

Smedley, Susan May

2005-01-01

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

teachers' perception of their head teachers' role effectiveness

African Journals Online (AJOL)

Global Journal

This paper is a survey study focused on teacher's perception of their head ... constructed and distributed to 100 teachers selected from primary schools in the ... Ability to motivate the student to learn ... policies, a counsellor and decision maker.

Interpersonal dynamics in teacher-student interactions and relationships

NARCIS (Netherlands)

Pennings, H.J.M.

2017-01-01

Many studies have demonstrated the crucial role of teacher-student relationships for the quality of teaching and learning. Teacher-student relationships are associated with student cognitive learning outcomes and motivation and with teachers’ well-being. As daily interactions in classrooms are the

Teacher and Student Intrinsic Motivation in Project-Based Learning

Science.gov (United States)

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Oral Health Knowledge, Attitude, and Approaches of Pre-Primary and Primary School Teachers in Mumbai, India.

Science.gov (United States)

Mota, Ankita; Oswal, Kunal C; Sajnani, Dipti A; Sajnani, Anand K

2016-01-01

Background. School teachers have an internationally recognized potential role in school-based dental education and considerable importance has therefore been attributed to their dental knowledge. The objectives of this study were to determine the oral health related knowledge, attitudes, and approaches of pre-primary and primary school teachers in the city of Mumbai. Methods. The descriptive cross-sectional study was conducted in the suburban regions of Mumbai using a self-administered questionnaire and involved 511 teachers. Results. Teachers demonstrated inappropriate or incomplete knowledge regarding children's oral health. Only 53.2% knew that an individual has two sets of dentition. Moreover, only 45.4% of the teachers knew that a primary dentition consists of 20 teeth. Only 56.9% of the teachers asked their children to clean their mouth after snacking during school hours. 45.0% of the teachers were unaware of fluoridated tooth pastes whilst 78.9% of them were unaware of school water fluoridation programmes. Also, 54.8% of the teachers never discussed the oral health of children with their parents during parents meet. Conclusions. The studied school teachers demonstrated incomplete oral health knowledge, inappropriate oral practices, and unfavourable approaches to children's oral health. There is a definite and immediate need for organized training of school teachers on basic oral health knowledge.

Assessing Student Achievement in Physical Education for Teacher Evaluation

Science.gov (United States)

Mercier, Kevin; Doolittle, Sarah

2013-01-01

While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

Appraisal of Student-Teacher's Attitude Toward Teaching Profession ...

African Journals Online (AJOL)

The disposition of teachers within and outside the school will in no little amount positively affect the academic achievement of students. Thus, this paper is a descriptive survey which sought to appraise the attitude of student-teacher's relationship across teacher training institutes in Lagos State, Nigeria. This study was ...

Teacher-Student Relationships and L2 Motivation

Science.gov (United States)

Henry, Alastair; Thorsen, Cecilia

2018-01-01

Positive relationships with teachers are important for students' second language motivation. However, little is known about how interpersonal interactions stimulate motivated behavior. Drawing on studies of teacher-student relationships, theories from positive psychology, and the psychology of unconscious self-regulation, this case study examines…

Gender Difference as a Factor in Teachers' Perceptions of Students.

Science.gov (United States)

Prawat, Richard S.; Jarvis, Robert

1980-01-01

Teacher perceptions of students as influenced by differences in student gender are examined. Elementary school teachers' perceptions of students were assessed by their rating children in their classes on various dimensions. Results showed student ability/achievement are more potent in teacher perceptions than gender. (Author/GK)

Qualities of effective secondary science teachers: Perspectives of university biology students

Science.gov (United States)

McCall, Madelon J.

This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students' opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher's influence on a students' choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students' present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student's career choice came from family members and not from teachers. The secondary teacher's role was to recognize the student's interest in the career and provide encouragement

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…

Students' perceptions about science: The impact of transition from primary to secondary school

Science.gov (United States)

Speering, Wendy; Rennie, Léonie

1996-09-01

As students move through school, attitudes to school in general, and science in particular, become less positive. This paper reports on a longitudinal study which mapped, from the students' point of view, the transition between primary and secondary school in Western Australia. The study focused on the subject of science, and used both quantitative and qualitative methods. During the transition, there is a considerable change in the organisation of the school, the curriculum and the teacherstudent relationship. Students in this study, especially the girls, were generally disenchanted with the teaching strategies used in their secondary science classrooms, and regretted the loss of the close teacher-student relationship of their primary school years. Their perceptions were that science in secondary school was not what they had expected, and this experience may have long term implications for their subject and career choices.

Chinese students' perceptions of teacher-student interpersonal behavior

NARCIS (Netherlands)

Wei, M.; Zhou, Yalun; Barber, C. E.; Brok, den P.J.

2015-01-01

Students' perceptions are one of the most important elements in evaluating the learning environment. Although the literature is replete with studies investigating teacher-student interpersonal behavior in science classrooms, relatively few studies have been conducted in foreign language classrooms,

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

Science.gov (United States)

Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo

2017-01-01

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

Teacher Student Control Ideology and Burnout: Their Correlation

Science.gov (United States)

Bas, Gokhan

2011-01-01

The purpose of this study is to examine the correlation between elementary teachers' student control ideologies and their perceived burnout levels and to determine to what extent teachers' student control ideologies predict their burnout. Three hundred and seventy-six teachers from 12 elementary schools in Nigde, Turkey participated in the study.…

Classroom Climate among Teacher Education Mathematics Students

Directory of Open Access Journals (Sweden)

Polemer M. Cuarto

2015-11-01

Full Text Available Classroom climate has gained prominence as recent studies revealed its potentials as an effective mediator in the various motivational factors as well as an antecedent of academic performance outcome of the students. This descriptive-correlational study determined the level of classroom climate dimensions among teacher education students specializing in Mathematics at Mindoro State College of Agriculture and Technology. Employing a self-structured questionnaire adapted to the WIHIC (What Is Happening In this Class questionnaire, the surveyed data were treated statistically using Pearson’s r. Result showed that there was high level of classroom climate among the respondents in their Mathematics classes in both teacher-directed and student-directed dimensions specifically in terms of equity, teacher support, cohesiveness, involvement, responsibility and task orientation. Also, it revealed that equity and teacher support were both positively related to the students-directed classroom climate dimensions. With these results, teachers are seen to be very significant determinants of the climate in the classroom. Relevant to this, the study recommended that faculty should develop effective measures to enhance classroom climate dimensions such as equity and teacher support to address the needs of diverse studentsdespite large size classes. Moreover, faculty should provide greater opportunitiesfor the students to achieve higher level of responsibility, involvement, cohesiveness, and task orientation as these could motivate them to develop positive learning attitude, perform to the best of their ability, as well as maximize their full potential in school.

The Teacher-Student Communication Pattern: A Need to Follow?

Directory of Open Access Journals (Sweden)

Mohammad Hashamdar

2012-05-01

Full Text Available This study is intended to investigate the teacher-student communication patterns in an upperintermediate English class. There are major questions in this study; (a what the nature of interaction is in a foreign language classroom, (b what the characteristics of teacher-student turn taking are, (c what type of feedback is taken by the teacher, (d how the teacher's competence and performance are. The participants of the study are female adult students and a female teacher majoring English literature at MA level that has had five years of teaching experience. Five partial
sessions of the class are recorded, transcribed, and analyzed. According to the findings, the type of discourse is teacher-initiated one and the question type is both WH-questions and questions with auxiliaries. The way of student's reply is brief and limited to one teacher-student turn-taking. The type of interaction is based on the questions posed by the teacher and long interaction such as discussing, debating, and challenging could rarely be seen in the classroom in question. The type of
feedback depending on the skill and tasks dealt with, ranging from recast to direct correction. The teacher's competence and performance are satisfactory with correct pronunciation and near native accent.

Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education

Science.gov (United States)

Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

2014-01-01

This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool…

Turkish Geography Student Teachers' Concerns towards the Teaching Profession

Science.gov (United States)

Sezer, Adem

2010-01-01

The aim of this study is to determine the levels of concern of Turkish geography student teachers towards the teaching profession. The study was conducted with 293 geography student teachers who are enrolled in the last class of the Geography Student Teachers Program of the Faculties of Education and enrolled in a Non-Thesis Master's Degree…

Prevalence of Behavioral Disorders and Its Associated Factors in Hamadan Primary School Students

Directory of Open Access Journals (Sweden)

F. Jalilian

2013-01-01

Full Text Available Introduction & Objective: Studies have shown the high prevalence rate of behavioral disorders in primary school students, which may underlie many complications and problems for the students and their families. The aim of this study was to determine the prevalence of behav-ioral disorders among primary school students. Materials & Methods: This is a cross sectional-descriptive study which have been done on 352 primary school students in Hamadan. Samples have been selected based on a multistage ran-dom sampling and Rutter behavioral disorder questionnaire (teacher form was used for data collection. The data were analyzed by SPSS version 20 using chi-square. Results: Our result showed that 16.1% of the participants suffered from behavioral disorders. The prevalence was more among the boys. Father's education and occupation, history of mental illness, parental divorce, and death of parents had significant relationships with the prevalence of behavioral disorders in these students. Conclusion: According to the results, designing and implementing educational programs for the prevention and treatment of student's behavioral disorders appear to be essential.(Sci J Hamadan Univ Med Sci 2013; 19 (4:62-68

Which Characteristics of Gifted Students should be Developed? Student, Teacher and Parent Opinions

Directory of Open Access Journals (Sweden)

M. Serdar Köksal

2017-06-01

Full Text Available The aim of this research was to investigate parent, student and teacher opinions about which characteristics of gifted students should be developed in cognitive, affective, psychomotor and social learning areas. The participants included 609 gifted students, 350 parents and 157 teachers from Science and Art Canters. Participants were surveyed using “The Which Characteristics of Gifted Students Should Be Developed”. The results of research revealed that students, parents and teachers agreed that social and affective skills should be improved. On the other hand, they held different opinions on the importance of music, art, dance, role-play, sport, domestic economy skills. This result indicates that these skills are thought by participants to be less important for gifted students’ development. In addition, teachers did not think technology so important for the development of gifted students, placing more emphasis on cognitive and affective domains.

Teacher-student interpersonal relationships in Indonesia : profiles and importance to student motivation

NARCIS (Netherlands)

Maulana, Ridwan; Opdenakker, Marie-Christine; den Brok, Perry; Bosker, Roel

2011-01-01

This study was designed to investigate the distribution of interpersonal profiles based on students' and teachers' perceptions and to examine the associations between students' perceptions of teacher interpersonal behaviour and learning motivation in Indonesia. Participants were 1900 secondary

The Co-Creation of Caring Student-Teacher Relationships: Does Teacher Understanding Matter?

Science.gov (United States)

Cooper, Kristy S.; Miness, Andrew

2014-01-01

This study explores the role of high school students' perceptions of teacher understanding in the development of caring student-teacher relationships. Whereas past research has embedded understanding as a facet of care, this research distinguishes between care and understanding to examine whether and how understanding is necessary for care.…

Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

Science.gov (United States)

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-02-01

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

Improving of professional training of future primary school teachers by means of independent work

Directory of Open Access Journals (Sweden)

Інна Анатоліївна Нагрибельна

2015-03-01

Full Text Available The issue of independent professional and methodological training of future primary school teachers in the context of higher education reforming in Ukraine is analyzed in the article. The attention is focused on the role of independent work as an important means of students' professional development. The model of the individual work topic in the course "Methods of Teaching Ukrainian Language" is given

teachers' competence and students' academic performance

African Journals Online (AJOL)

This study investigated the influence of teacher's competence on students; academic ... Recommendations were made on how to promote further development of science teachers in Nigeria. ... physical sciences like chemistry, engineering and.

Teachers' Competence and Students' Academic Performance in ...

African Journals Online (AJOL)

This study investigated the influence of teacher's competence on students; academic performance in senior secondary chemistry. A random sampling technique was used to select 6 secondary schools out of 10 secondary schools in Tai Local Government Area of Rivers State. 200 students, 20 teachers and 6 principals ...

Fostering Student Emotional Growth: Teacher Self-Assessments.

Science.gov (United States)

Strein, William; Murphy, James P.

1982-01-01

Analyzed 78 teachers' perceptions of their skills, knowledge, and attitudes about fostering students' emotional growth. Teachers rated themselves moderately skilled on most skill items and reported frequent use of skills designed to increase students' problem solving ability and self esteem. Results indicated much less curriculum use of affective…

Influence of teachers' competence on students academic ...

African Journals Online (AJOL)

This study investigated the influence of teachers' competence on students; academic performance in senior secondary school chemistry. A random sampling technique was used to select 6 secondary schools out of 12 secondary schools in Yala Local Government Area of Cross River State. 200 students, 20 teachers and 6 ...

influence of teachers' competence on students academic ...

African Journals Online (AJOL)

Admin

This study investigated the influence of teachers' competence on students; academic performance in senior secondary school chemistry. A random sampling technique was used to select 6 secondary schools out of 12 secondary schools in Yala Local Government Area of Cross River State. 200 students, 20 teachers and 6 ...

I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher

NARCIS (Netherlands)

van Uden, J.M.; Ritzen, H.; Pieters, Julius Marie

2013-01-01

Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher

Teacher Education and Black Male Students in the United States

Directory of Open Access Journals (Sweden)

H. Richard Milner

2013-10-01

Full Text Available Teacher education programs in the United States (U.S. struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schools - especially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.

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

DEFF Research Database (Denmark)

Nordin, Lone Lindegard

2013-01-01

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

The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science

Science.gov (United States)

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

2010-11-01

The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.

Occupational Stress and Professional Development of Primary School Teachers

Directory of Open Access Journals (Sweden)

Mateja Modrej

2015-12-01

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

eTeacher: Providing Personalized Assistance to E-Learning Students

Science.gov (United States)

Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

2008-01-01

In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

A Typological Analysis of South Korean Primary Teachers' Awareness of Primary Geography Education

Science.gov (United States)

Lee, Dong-min

2018-01-01

This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussian-grounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2)…

Collaborative learning practices : teacher and student perceived obstacles to effective student collaboration

NARCIS (Netherlands)

Le Nhu Ngoc Ha, H.; Janssen, J.J.H.M.; Wubbels, Theo

2018-01-01

While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter

Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

Science.gov (United States)

Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

2008-01-01

This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

Science.gov (United States)

Cooper, Kristy S.; Kintz, Tara; Miness, Andrew

2016-01-01

We examine how teachers whom students identified as being relatively more or less engaging spoke differently about how they use information on student engagement to inform their teaching. Using 3 years of data from teacher focus groups in which 21 teachers discussed their perceptions of student engagement and reactions to annual student surveys,…

Teacher-Student Interaction and Learning.

Science.gov (United States)

Hall, Joan Kelly; Walsh, Meghan

2002-01-01

Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

Teacher Supply and Demand: Surprises from Primary Research

Directory of Open Access Journals (Sweden)

Andrew J. Wayne

2000-09-01

Full Text Available An investigation of primary research studies on public school teacher supply and demand revealed four surprises. Projections show that enrollments are leveling off. Relatedly, annual hiring increases should be only about two or three percent over the next few years. Results from studies of teacher attrition also yield unexpected results. Excluding retirements, only about one in 20 teachers leaves each year, and the novice teachers who quit mainly cite personal and family reasons, not job dissatisfaction. Each of these findings broadens policy makers' options for teacher supply.

Technology and Early Science Education: Examining Generalist Primary School Teachers' Views on Tacit Knowledge Assessment Tools

Science.gov (United States)

Hast, Michael

2017-01-01

For some time a central issue has occupied early science education discussions--primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers' own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of…

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…

Grade Retention at Primary School: What the Teachers in Zimbabwe Say

Directory of Open Access Journals (Sweden)

Muchemwa Stella

2017-03-01

Full Text Available Primary education is the base of all advanced education levels, developments and innovations; it should therefore be meticulously done so as not to disadvantage the learners. In a bid to do it well, those involved in primary education have tried and are still trying strategies that can give the learners maximum advantage, for instance, grade retention and grade promotion. This research aimed at assessing the Zimbabwean primary school teachers’ stance on grade retention. The researcher took the advantage of Block-Release students at Solusi University in April 2016 (these are teachers from all over Zimbabwe and other countries in Africa who come for their degree studies at Solusi University during the holidays to collect data through interviews from a purposive sample of these teachers. Collected data was coded and analyzed descriptively. Findings showed that: 56% of the respondents indicated that retention is taking place at the primary schools where they are teaching but usually on a minimal scale since it is usually done upon parents’ request; 67% of the respondents said that retention is necessary and helpful; retention can be most suitably done at infant grades (1-3; however, the effect of retention on pupils’ performance is not clear due to other factors that affect performance. Findings also showed that the Zimbabwean Government is neither for retention nor grade promotion but for ERI (Early Reading Initiative and PLAP (Performance Lag Address Programme which have been recently introduced.

A Comparative Analysis of the Attitudes of Primary School Students and Teachers Regarding the Use of Games in Teaching

Directory of Open Access Journals (Sweden)

Branko Anđić

2018-06-01

Full Text Available This paper provides an overview of the attitudes of students and teachers toward the use of educational games in the teaching process. The study encompassed a didactic experiment, and adopted interviewing techniques and theoretical analysis. Likert distributions of attitudes to particular game types are presented in tables and the arithmetic means of Likert values are used as indicators of centrality. Spearman's rank correlations between teaching and student attitudes are also discussed. The research has shown that word associations, memory games, anagrams and quizzes are games that enhance students' motivation the most, whereas crosswords and rebuses have been found to be least interesting. Teachers, on the other hand, find that self-made games are better than ready-made games, as they inspire creativity in teaching.

National Board Certified Teachers andTheir Students' Achievement

Directory of Open Access Journals (Sweden)

Leslie G. Vandevoort

2004-09-01

Full Text Available Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance, using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the

The Teacher-Student Communication Pattern: A Need to Follow?

Directory of Open Access Journals (Sweden)

Mohammad Hashamdar

2015-03-01

Full Text Available This study is intended to investigate the teacher-student communication patterns in an upper-intermediate English class. There are major questions in this study; (a what the nature ofinteraction is in a foreign language classroom, (b what the characteristics of teacher-student turn taking are, (c what type of feedback is taken by the teacher, (d how the teacher's competence and performance are. The participants of the study are female adult students and a female teacher majoring English literature at MA level that has had five years of teaching experience. Five partial sessions of the class are recorded, transcribed, and analyzed. According to the findings, the type of discourse is teacher-initiated one and the question type is both WH-questions and questions with auxiliaries. The way of student's reply is brief and limited to one teacher-student turn-taking. The type of interaction is based on the questions posed by the teacher and long interaction such as discussing, debating, and challenging could rarely be seen in the classroom in question. The type of feedback depending on the skill and tasks dealt with, ranging from recast to direct correction. The teacher's competence and performance are satisfactory with correct pronunciation and near native accent.

Attitudes of Nigerian Secondary School Teachers to Student Evaluation of Teachers

Science.gov (United States)

Joshua, Monday T.; Joshua, Akon M.

2004-01-01

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

Digital Storytelling with Pre-Service Teachers. Raising Awareness for Refugees through ICTS in ESL Primary Classes

Science.gov (United States)

Alcantud Diaz, Maria

2016-01-01

This article describes the design and implementation of a Digital Storytelling (DS) experience that was carried out in a foreign language setting with pre-service teachers. This case study sets out to assess the effect of DS aimed at becoming a social awareness and pedagogical tool for both, high education and consequently, primary students. The…

CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

Science.gov (United States)

Sali, Güneş; Akyol, Aysel Köksal

2015-12-01

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

Disconnections between Teacher Expectations and Student Confidence in Bioethics

Science.gov (United States)

Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

2008-01-01

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students' general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important…

Impact of a Scientist-Teacher Collaborative Model on Students, Teachers, and Scientists

Science.gov (United States)

Shein, Paichi Pat; Tsai, Chun-Yen

2015-09-01

Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist-teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students' learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers' and scientists' science teaching. A quasi-experimental design was used to understand the impact on students' scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students' scientific competency and a large effect on students' scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.

Teacher Knowing or Not Knowing about Students

Science.gov (United States)

Amin, Nyna; Vithal, Renuka

2015-01-01

Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of the teachers' narratives shows that they came to know their students through solicited,…

The Relationship between Student Teachers' Citizenship Skills and Critical

Directory of Open Access Journals (Sweden)

İsmail Acun

2010-05-01

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

Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

Science.gov (United States)

Graf, Sabine; Kinshuk; Liu, Tzu-Chien

2009-01-01

In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

Facilitating Creativity in Science Students' through Teacher ...

African Journals Online (AJOL)

The study ascertained how teachers facilitate the creativity skills of the Pupils as an outcome of professional development. 450 primary school pupils and 50 Basic science teachers in the primary schools were sampled. The study adopted the Solomon four group design. The Torrance Test for Creative thinking (TTCT) and ...

Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

Science.gov (United States)

Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

2016-01-01

This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

Transitions for Students with Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives

Science.gov (United States)

Strnadova, Iva; Cumming, Therese M.; Danker, Joanne

2016-01-01

Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological…

Meeting Unique Student Needs: Dual-Identified Students and Teacher Self-Efficacy

Science.gov (United States)

Dornayi, Hassan Mohsen

2017-01-01

This study explored the connection between how confident teachers feel about their skills in teaching dual-identified students and the types and amounts of training they have received. Additionally, this study attempted to find out what the needs of teachers were in order to help them feel more confident in their abilities to teach these students.…

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

Directory of Open Access Journals (Sweden)

Timur A. Magsumov

2016-09-01

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

Novice Teachers' Attention to Student Thinking

Science.gov (United States)

Levin, Daniel M.; Hammer, David; Coffey, Janet E.

2009-01-01

Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done,…

Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

Science.gov (United States)

Hildenbrand, Susan M.; Arndt, Katrina

2016-01-01

This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

The Measurement of Students' Achievement in Teaching Primary School Fifth Year Mathematics Classes

Science.gov (United States)

Doganay, Ahmet; Bal, Ayten Pinar

2010-01-01

The aim of this study was to investigate students' and teachers' point of views about preparing measurement tools used in mathematics classes, the level of learning that these tools are intended to measure, how often they are used and how they are scored in terms of assessing 5th grade primary school mathematic courses. The population of the study…

Examination of Attitudes to Learning and Educational Stress in Prospective Primary School Teachers: Izmir-Buca Sample

Science.gov (United States)

Hamurcu, Hülya

2018-01-01

Many factors interact with each other in learning and internalizing a subject along with performing a new task. Attitudes and stress are the two of these factors. The aim of this study was to examine attitudes to learning and educational stress in third and fourth year students as prospective primary school teachers. The relational model was used…

Neuromyths among Teachers and Student Teachers

Science.gov (United States)

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

2015-01-01

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

Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

Science.gov (United States)

Goodale, T. A.

2016-02-01

Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

Science.gov (United States)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

Education facilities and motivation of teachers & students at ...

African Journals Online (AJOL)

Education facilities and motivation of teachers & students at correction centers: the case of Goba, Delomena and Sheshamene Oromia in Ethiopia. ... Goba Correction School had better education services. More specifically ... Keywords: Correction Centers, prison, education, teachers' and students' motivation, Ethiopia ...