WorldWideScience

Sample records for subject area teachers

  1. More than Beliefs: Subject Areas and Teachers' Integration of Laptops in Secondary Teaching

    Science.gov (United States)

    Howard, Sarah K.; Chan, Amy; Caputi, Peter

    2015-01-01

    The purpose of this paper is to explore the relationship of subject areas to teachers' technology integration. Educational technology research has often identified "culture clashes" to explain differences in technology use between subject areas. These clashes are frequently attributed to core features, values and beliefs held in the…

  2. Academic Majors and Subject-Area Certifications of Health Education Teachers in the United States, 2011-2012

    Science.gov (United States)

    Cardina, Catherine

    2014-01-01

    Purpose: The purpose of this study was to identify academic preparation and subject-area certifications of K-12 public school staff teaching at least one health education class during 2011-2012 academic year. In general, teachers who are well qualified to teach a subject area are more likely to positively affect student achievement. Methods: Data…

  3. The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas

    Science.gov (United States)

    Longing, Jeffrey Lucian

    The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data

  4. The response of teachers to new subject areas in a national science curriculum: The case of the earth science component

    Science.gov (United States)

    King, Chris

    2001-11-01

    The National Curriculum for Science (NCS) introduced to schools in England and Wales in 1989 contained an earth science component that was new to many secondary science teachers. Ten years after this introduction, a survey was undertaken to test teacher perception of the effectiveness of their teaching in this subject area that was new to them, and to identify factors that might affect this effectiveness. The information gained has been used in reviewing possible curriculum changes and in developing professional development strategies that would improve the effectiveness of NCS earth science teaching. The data collected from science teachers who are currently teaching this earth science component revealed that their background knowledge of earth science from their own education was generally poor, even though most of them considered their knowledge to be moderate. The teachers indicated that the achievement of their pupils in earth science is moderate, while reports on national testing show it is poor. They reported that their main sources of earth science knowledge and understanding were science textbooks written for 11- to 16-year-old pupils (with their small earth science content of variable quality) and science colleagues (who often have poor earth science backgrounds too). Most teachers indicated that they needed more support in this area. Overall, the data indicated that while teachers consider their teaching in this area to be moderate, other evidence suggests it is poor. If this situation is not to continue it should be addressed. In the longer term the emphasis on the earth science content of the National Science Curriculum could be changed (either enhanced or reduced) within larger scale curriculum changes. Until such curriculum change takes place, effective methods of professional development should be instituted so that teachers have a much improved basis on which to build their earth science teaching. Similar measures would be necessary in other

  5. Florida Master Teacher Program: Testing Teacher Subject Matter Knowledge.

    Science.gov (United States)

    Lavely, Carolyn; And Others

    1986-01-01

    The efforts of the Florida Institute for Instructional Research and Practice in designing, developing, and analyzing the subject area knowledge tests of the Florida Master Teacher Program are described. A total of 13 subject area examinations was developed in 1984-85, and 5 additional tests were developed the following year. For each subject area…

  6. Teacher Autonomy and Subject Knowledge

    Science.gov (United States)

    McKeon, Frankie

    2004-01-01

    The National Primary Strategy (DfES, 2004) is encouraging schools to design "broad and rich curricula" which make the most of links between different areas, building on literacy and numeracy and developing speaking and listening skills. Primary teachers' confidence with, and understanding of, science will be crucial to the effectiveness…

  7. Sliding Subject Positions: Knowledge and Teacher Educators

    Science.gov (United States)

    Brown, Tony; Rowley, Harriet; Smith, Kim

    2016-01-01

    In England, adjustments to policy in teacher education have had implications for how subject knowledge is understood and for how job descriptions are defined. That is, the interface between teacher educator and subject knowledge representation has been changing. This paper reports on a wider study that considers the experience of university…

  8. Preservice History Teachers' Perceptions of Subject Matter Competency

    Science.gov (United States)

    Yildirim, Tercan; Yazici, Fatih

    2017-01-01

    Teachers should be able to understand conceptual constructs, viewpoints, and principles related to their field and organize teaching process accordingly. This is valid also for history teachers. They are expected to comprehend the basic conceptions related to subject areas and reflect them on classroom practices. The association between subject…

  9. Foveal avascular zone area in normal subjects

    Directory of Open Access Journals (Sweden)

    Chang Xu

    2017-03-01

    Full Text Available AIM: To measure the foveal avascular zone(FAZarea and to investigate the characteristics of the FAZ area in normal eyes, using optical coherence tomography(OCTangiography.METHODS: This was a cross-sectional study. The FAZ area was measured in 69 participants, for a total of 138 eyes, using RTVue-100 OCT. The relations between the FAZ area and the potential factors were evaluated by univariate and multivariate linear regression analysis. Differences between the right and left eyes were calculated, and values were compared by means of a paired t test. Pearson correlation analysis was performed to assess the relationships of the FAZ area between the right and left eyes. RESULTS: The mean FAZ area was 0.30±0.11mm2 in all subjects. For the male subjects, the mean FAZ area was 0.29±0.13mm2, and for the female subjects 0.31±0.09mm2, with no significant difference(t=-1.346,P=0.180. The FAZ area did not correlate with all the potential factors. The mean FAZ area in the right eye was 0.30±0.11mm2, and in the left eye was 0.30±0.10mm2,with no significant difference(P=0.943. There was a strong correlation between the right and left eyes for the FAZ area. CONCLUSION: OCT angiography is a noninvasive method of visualizing and measuring the FAZ area in normal subjects. The FAZ area does not correlate with old age, sex and other factors. It shows significant interocular symmetry in normal subjects.

  10. Physical Education Teachers in Motion: An Account of Attrition and Area Transfer

    Science.gov (United States)

    Mäkelä, Kasper; Hirvensalo, Mirja; Laakso, Lauri; Whipp, Peter R.

    2014-01-01

    Background: Teacher turnover has been identified as a major problem that represents instability in teaching. Teacher turnover can be divided into three components: attrition means that the teacher is leaving the profession; "area transfer" means that the teacher is changing his/her subject area and "migration" means that the…

  11. Local Development of Subject Area Item Banks.

    Science.gov (United States)

    Ward, Annie W.; Barlow, Gene

    1984-01-01

    It is feasible for school districts to develop and use subject area tests as reliable as those previously available only from commercial publishers. Three projects in local item development in a large school district are described. The first involved only Algebra 1. The second involved life science and career education at the elementary level; and…

  12. Teachers' Job Dislike Areas: Implications for Operational Modifications

    Directory of Open Access Journals (Sweden)

    S. 'Tayo Subair

    2016-08-01

    Full Text Available Teaching is the act, practice and occupation of a teacher. A teacher is a person who provides education for learners at a school or other place of formal education. The use of teacher in this study is conceptualized to involve all cadres of instructors and teaching team from primary and junior secondary (basic education to senior secondary school. The study examined the areas of job dislikes among teachers with their attendant implications for practice. Using a self-designed and pilot-tested questionnaire, data were collected from a random sample of 3,000 teachers drawn from Lagos, Ogun, and Osun states in the Southwestern geopolitical zone of the country. Specifically, 400 primary and 600 secondary school teachers were drawn from each state. The data were analyzed using simple percentage. It was found that teachers job dislike areas though differ but were within seven areas thus: writing lesson notes (98.5%, marking subject attendance register (98%, disciplining of students in school (90%, and serving as members of committees (78.9%. Other dislike areas include taking students out of school for extramural activities (73.3%, partaking in co-curricular activities in the school (60.3% and examination invigilation (59.1% as areas of common dislike and capable of inhibiting the satisfaction levels of teachers.Furthermore, it was found that differences exist in job dislikes between male and female teachers. The common job dislikes among male were non-interest in marking of scripts and invigilation of examinations whereas the female showed dislikes for serving as committee members and as year tutors.Thus, it was recommended that: some modifications in the operational approaches of classroom teachers (such as deemphasizing lesson note writing and marking of subject attendance register would be required. Teachers should also be financially encouraged via allowances for all other activities outside teaching.

  13. Teachers' subjectivities and emotionality in HIV/AIDS teaching ...

    African Journals Online (AJOL)

    The paper draws on qualitative, narrative data gathered from five teachers teaching in a midlands town in KwaZulu-Natal, South Africa. It finds that teachers' subject positions play a significant role in presenting compassionate, supportive and knowledgeable subjectivities in the classroom; and that their positive and negative ...

  14. Subject Teachers as Educators for Sustainability: A Survey Study

    Science.gov (United States)

    Uitto, Anna; Saloranta, Seppo

    2017-01-01

    Sustainability education (SE) is included in school curricula to integrate the principles, values, and practices of sustainable development (SD) into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in…

  15. Every Teacher an English Teacher? Literacy Strategy Teaching and Research in the Content Area of Science Education

    Science.gov (United States)

    Buckingham, Thomas

    2012-01-01

    Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the…

  16. Acquisition in different and special subject areas

    CERN Document Server

    Katz, Linda S

    2013-01-01

    Learn how acquisitions librarians successfully serve specialized users! In this book, you'll find profiles, methods, and processes for acquisitions in specialized subject areas, such as local and regional poetry, oceanography, educational information in electronic formats, popular fiction, regional and ethnic materials, and more. Seasoned acquisitions librarians share their experiences in gathering the hard-to-find materials their libraries' highly specialized clients need to access. You'll also examine issues surrounding the acquisition of new reference tools that are vital in today's emergi

  17. How One Exceptional Teacher Navigated Her Working Environment as the Teacher of a Marginal Subject

    Science.gov (United States)

    Lux, Karen; McCullick, Bryan A.

    2011-01-01

    The purpose of this study was to analyze how one exceptional elementary physical education teacher navigated her working environment as the teacher of a marginal subject. Structuration Theory (Giddens, 1984) was used to make meaning of how the teacher functioned within her school community allowing her to remain motivated and effective. Data…

  18. Teachers mathematical communication profile in explaining subject matter

    Science.gov (United States)

    Umami, Rohmatul; Budayasa, I. Ketut; Suwarsono, St.

    2017-12-01

    This study aimed to see a teachers mathematical communication profile in explaining a subject matter. It is a qualitative research. A high-school junior teacher (i.e., a teacher with 1- to 5-year experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teachers mathematical communication in explaining a given material (i.e., the rule of sine) in class and an in-depth interview would be organized respectively. The result showed that the junior teacher explained the subject matter in systematic, complete, fluent, and centered manner. In this case, she began with reminding students on the previous material related to the current material to be learned, informing the current learning objectives, and finally delivering the subject matter. To support her explanation, the teacher also provided some related information, led the students attention into the given material by asking them particular related questions, and did not use any confusing terms. However, the study found that some of high-school teachers still used less appropriate language in explaining materials.

  19. Mathematics teachers' knowledge of the subject content and ...

    African Journals Online (AJOL)

    This paper discusses the need of the mathematics teacher to be equipped adequately in the content areas in mathematics, vis-a-vis the recent concerns about the poor performance of students in the pre-tertiary schools, and the competence of mathematics teachers in the field. The low performance in mathematics at the ...

  20. Subject Teachers as Educators for Sustainability: A Survey Study

    Directory of Open Access Journals (Sweden)

    Anna Uitto

    2017-01-01

    Full Text Available Sustainability education (SE is included in school curricula to integrate the principles, values, and practices of sustainable development (SD into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in Finland. There were significant differences between the subject teachers’ perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural in their teaching varied. Teachers’ age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history; those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language. Subject teachers’ awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education.

  1. The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation

    OpenAIRE

    Metzler, Johannes; Woessmann, Ludger

    2010-01-01

    Teachers differ greatly in how much they teach their students, but little is known about which teacher attributes account for this. We estimate the causal effect of teacher subject knowledge on student achievement using within-teacher within-student variation, exploiting a unique Peruvian 6th-grade dataset that tested both students and their teachers in two subjects. We circumvent omitted-variable and selection biases using student and teacher fixed effects and observing teachers teaching bot...

  2. In a Strange and Uncharted Land: ESP Teachers' Strategies for Dealing with Unpredicted Problems in Subject Knowledge during Class

    Science.gov (United States)

    Wu, HuiDan; Badger, Richard G.

    2009-01-01

    The literature on English for Specific Purposes (ESP) has largely ignored one of its most distinctive features: many ESP teachers have to teach subject-specific texts from areas outside their primary areas of expertise. This paper addresses this issue by investigating the teaching practices and cognitions of three teachers of maritime English in a…

  3. Through the Camera's Eye: A Phenomenological Analysis of Teacher Subjectivity

    Science.gov (United States)

    Greenwalt, Kyle A.

    2008-01-01

    The purpose of this study is to understand how preservice teachers experience a common university assignment: the videotaping and analysis of their own instruction. Using empirical data and the thought of the French philosophers Michel Foucault and Emmanuel Levinas, the study examines the difficulties in transitioning from student subjectivity to…

  4. The Impact of Teacher Qualification and Subject Major in the ...

    African Journals Online (AJOL)

    The simple correlation and regression statistics at the 0.01 and 0.05 significant levels were utilized for data analysis as well as the statistical inference. Findings indicated a significant positive relationship between students' academic achievement in mathematics and teacher qualification and subject majors. The findings ...

  5. students' perception of teacher's knowledge of subject matter and ...

    African Journals Online (AJOL)

    ALEXANDER E. TIMOTHY

    The study used the ex post facto design to find out the influence of student's perception of teacher's knowledge of the subject matter on the Senior Secondary Three (SS 3) students' performance in reading comprehension. Questionnaires reading comprehension test were used in eliciting data. The data were subsequently ...

  6. Subject Area Glossary. Arabic-English Vocabulary. Curriculum Bulletin Number 22.

    Science.gov (United States)

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

    A glossary of commonly used and subject-area English words and their Arabic equivalents with romanization was prepared for teachers and Arabic-speaking, limited-English-speaking children in the Chicago public schools. It consists of: (1) a key to Arabic pronunciation of velarized consonants, glottal consonants, and Arabic double-consonants; (2) a…

  7. Dynamic features of the learning activity of the future teacher as a teacher interaction subject

    OpenAIRE

    Коць, Михайло Онисимович; Kots, Mykhailo O.

    2014-01-01

    This article deals with theoretical analysis and empirical investigation of educational activity dynamics of future teachers. Activity, awareness, mutual commitment are peculiar to educational interactions by both sides – the students (student) – a teacher – who act as subjects where coordinated action is the result and amplifies by mental state of contact are grounded. Methodological meaning of the notion activity in relation to psychological research, primarily in principle activity o...

  8. Subject Knowledge Development by Science Student Teachers: The Role of University Tutors and School-Based Subject Mentors

    Science.gov (United States)

    Youens, Bernadette; McCarthy, Susan

    2007-01-01

    Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers' subject knowledge development during a one-year postgraduate teacher preparation…

  9. The Subject and the Setting: Re-Imagining Opportunities for Primary Teachers' Subject Knowledge Development on School-Based Teacher Education Courses

    Science.gov (United States)

    Knight, Rupert

    2017-01-01

    The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly challenging for primary student-teachers is the development of subject knowledge across a wide range…

  10. An investigation on impacts of scheduling configurations on Mississippi biology subject area testing

    Science.gov (United States)

    Marchette, Frances Lenora

    The purpose of this mixed modal study was to compare the results of Biology Subject Area mean scores of students on a 4 x 4 block schedule, A/B block schedule, and traditional year-long schedule for 1A to 5A size schools. This study also reviewed the data to determine if minority or gender issues might influence the test results. Interviews with administrators and teachers were conducted about the type of schedule configuration they use and the influence that the schedule has on student academic performance on the Biology Subject Area Test. Additionally, this research further explored whether schedule configurations allow sufficient time for students to construct knowledge. This study is important to schools, teachers, and administrators because it can assist them in considering the impacts that different types of class schedules have on student performance and if ethnic or gender issues are influencing testing results. This study used the causal-comparative method for the quantitative portion of the study and constant comparative method for the qualitative portion to explore the relationship of school schedules on student academic achievement on the Mississippi Biology Subject Area Test. The aggregate means of selected student scores indicate that the Mississippi Biology Subject Area Test as a measure of student performance reveals no significant difference on student achievement for the three school schedule configurations. The data were adjusted for initial differences of gender, minority, and school size on the three schedule configurations. The results suggest that schools may employ various schedule configurations and expect student performance on the Mississippi Biology Subject Area Test to be unaffected. However, many areas of concern were identified in the interviews that might impact on school learning environments. These concerns relate to effective classroom management, the active involvement of students in learning, the adequacy of teacher education

  11. A Conflict between Experience and Professional Learning: Subject Teachers' Beliefs about Teaching English Language Learners

    Science.gov (United States)

    Gleeson, Margaret; Davison, Chris

    2016-01-01

    Secondary schools in Australia have long benefited from state policies aiming to increase the academic success of English language learners (ELLs). Complementary pre-service and in-service teacher education programmes have been implemented to raise the expertise of subject teachers who teach ELL students. However, subject teachers may not be…

  12. Reformation of VET and Demands on Teachers' Subject Knowledge--Swedish Vocational Teachers' Recurrent Participation in a National CPD Initiative

    Science.gov (United States)

    Köpsén, S.; Andersson, P.

    2017-01-01

    This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands…

  13. Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process

    OpenAIRE

    Arndt Sonja

    2015-01-01

    Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a ...

  14. Teacher Training Colleges in the Rural Areas of Angola

    Science.gov (United States)

    Nsiangengo, Pedro; Diasala, Andre Jacinto

    2008-01-01

    The Aid for the Development of the People by the People (ADPP), a non-governmental organization (NGO), in collaboration with Angola's Ministry of Education, has set up a network of secondary schools to train teachers to work in primary schools in the rural areas of Angola. These schools, called Training Colleges for the Teachers of the Future…

  15. An International Teacher Training Project: Integrating Subject Content, Communicative and Digital Competences in Didactic Materials

    Science.gov (United States)

    Sierra, Lina; Martin, Piedad

    2012-01-01

    The European intTT project "An Integral Teacher Training for Developing Digital and Communicative Competences and Subject Content Learning at Schools" deals with initial teacher training in primary and secondary School. The general objective of the project is to train future school teachers in order to improve the development of…

  16. Comparison of Coping Strategies of Student Teachers Based on Their Subject of Specialisation

    Science.gov (United States)

    P. M., Majitha; Sajan, K. S.

    2015-01-01

    The purpose of the study was to find out the difference in the mean scores of coping strategies of student teachers based on their subject of specialisation. A total of 558 student teachers were selected for the study. Results indicate that there exists a significant difference in the mean scores of Coping Strategies of student teachers of Arts…

  17. The Discursive Construction of Power in Teacher Partnerships: Language and Subject Specialists in Mainstream Schools.

    Science.gov (United States)

    Creese, Angela

    2002-01-01

    Shows how language and subject teachers in London secondary schools are positioned differently through their discursive performance of pedagogues and knowledge and how members of classroom communities view language and subject teachers as unequal. Data analysis dew on ethnography of communication and semiotic functional approaches to explain the…

  18. Pre-Service Physical Education Teachers' Perceptions of Subject Knowledge: Augmenting Learning to Teach

    Science.gov (United States)

    Herold, Frank; Waring, Michael

    2009-01-01

    This paper explores pre-service teachers' perceptions of subject knowledge as they learn to teach during a one-year postgraduate certificate in education (PGCE) programme in England. The article examines the impact of pre-service teachers' previous experiences and individual subject knowledge profiles on their development during their PGCE course.…

  19. Internal and External Factors Shaping Educational Beliefs of High School Teachers of "Sacred" Subjects to Girls

    Science.gov (United States)

    Iluz, Shira; Rich, Yisrael

    2009-01-01

    This research investigated pedagogical beliefs of teachers of "sacred" school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing…

  20. Digital Inclusion of Secondary Schools' Subject Teachers in Bolivia

    Science.gov (United States)

    Popova, Iskra; Fabre, Gabriela

    2017-01-01

    The government of Bolivia planned to introduce information technology in secondary education through establishing computer labs in schools and through granting each subject teacher a laptop. This initiative was tested for the first time in 2012 with three public schools in La Paz. Most of the subject teachers have never used a computer before. The…

  1. Coordination of Teachers in New Undergraduate Degrees Adapted to European Higher Education Area

    Science.gov (United States)

    Mondéjar-Jiménez, Juan-Antonio; Cordente-Rodríguez, María; Meseguer-Santamaría, María-Leticia; Vargas-Vargas, Manuel; Mondéjar-Jiménez, José

    2010-01-01

    The introduction of new undergraduate degrees adapted to the European Higher Education Area (EHEA) requires a coordinated effort by teachers, because the different subjects are based on a new methodology of teaching and learning. The Social Sciences School of Cuenca offers degrees in Business Administration, Law and Labor Sciences. The progressive…

  2. Using Subjective Teacher Evaluations to Examine Principals' Personnel Management

    Science.gov (United States)

    Master, Benjamin

    2013-01-01

    Teacher evaluation is at the center of current education policy reform. Most evaluation systems rely at least in part on principals' assessments of teachers, and their discretionary judgments carry substantial weight. However, we know relatively little about what they value when determining evaluations and high stakes personnel decisions. The…

  3. Areas of mentoring needsof novice and preservice teachers

    Directory of Open Access Journals (Sweden)

    Nilgün Dağ

    2017-09-01

    Full Text Available This research on mentoring phenomenon aims at putting forth the areas of mentoring need for the novice and preservice teachers. This study exhibits a pattern consisting of qualitative research model and takes as a basis the case study approach. Criteria sampling technique was used in the research due to reasons peculiar to the research. The research was conducted with primary teachers with one to five years of experience in his/her occupation as well as candidate teachers who haven’t started service yet. The data was collected through interviews with novice and preservice teachers. Content analysis method was used in the analysis of the data. As a result of the research, it was found out that both novice and preservice teachers need mentoring on pedagogically significant matters.

  4. Teachers' Assessment Experiences and Perceptions in the Practical-Aesthetic Subjects

    Science.gov (United States)

    Oltedal, Elizabeth; Gamlem, Siv M.; Kleivenes, Ole M.; Ryslett, Kari; Vasset, Thorstein

    2016-01-01

    A challenge for the practical-aesthetic subjects is the perception that they are less important than theoretical knowledge subjects. These subjects are among the non-core subjects receiving highest grades in Norwegian lower secondary schools, but also represent the highest number of complaints about grading. This study investigates teachers'…

  5. Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education

    Science.gov (United States)

    Buckingham, Thomas

    Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the bulk of school day instruction. While there have been small studies and field reports of what content teachers are or are not teaching in the way of literacy instruction (Fisher and Ivey, 2005; Verplaste, 1996, 1998; Vacca and Vacca 1989), researchers have not had success measuring the literacy practices of content area teachers in a broad-based study. This study focuses specifically on what many researchers in both the content literacy and ESL fields have emphasized for promoting literacy in the classroom---teaching metacognitive strategies. Twelve metacognitive functions derived from a literacy strategies handbook are employed as a means to ascertain strategy usage within the lessons whether specifically known content strategies are named or not. The initial analysis is performed on over 100 lesson plans hosted at four prominent university science education sites, all within a five year period (2003-7). In addition to the lesson plan analysis, a review of 100 articles taken from five on-line science education journals reveal what the science education field addresses this issue. Findings suggest that while 80% of science teachers include some type of strategic teaching and learning in their lessons, only about 20% of science teachers explicitly utilize strategies as listed in content literacy manuals and promoted by literacy and ESL experts. Rather, most science teachers implicitly include these strategies within their lessons and/or promote their own subject-specific strategies in content teaching. Analysis of science education research and publications shows that there is a focus on literacy and specifically strategic

  6. Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process

    Directory of Open Access Journals (Sweden)

    Arndt Sonja

    2015-12-01

    Full Text Available Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2. In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, I reconceptualise the idea of knowing immigrant teacher subjects, and their confrontation and (renegotiation of social, political and professional expectations and unknowable foreignness.

  7. Child Abuseby Teachers and Legal Ways to Encounterin Rural Areas

    Directory of Open Access Journals (Sweden)

    Mohtaram Rabbani

    2014-09-01

    Full Text Available Abstract Many children closely interact with teachers for nine months out of the year and schools are one of the safest places for students to be educated and teachers have a vital role for this education. Teachers should prevent from different kinds of child abuses and have an important role for preventing from child abuse. The primary purpose of this literature review study is to investigate of the phenomenon of child abuse within the school environment by teachers. The second aim of this paper is to determine the legal ways in different countries to encounter with physical child abuse by teachers. Child abuseby teachers has an in depth influence on children’s behaviors and their academic achievements. Abused children have been found to suffer from extreme deficits in school, exhibit poor academic performance, antisocial behaviour, poor self-respect, higher criminal behaviour rates, scepticism of adults, and central nervous system functioning. The findings of this paper showed that there are many reported cases of child abuse by teachers in rural areas, nevertheless, many countries banned or restricted physical abuse or corporal punishment and made legal decisions.

  8. The Bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia

    Directory of Open Access Journals (Sweden)

    Protner Edvard

    2014-01-01

    Full Text Available The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0, but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue - different levels of education at which teachers acquire teaching competences for the same teacher profile.

  9. Involving Students’ Opinion in Actual and Preferred Teacher Interpersonal Behavior and Their Attitude Towards Science Subject

    OpenAIRE

    Mustafa Kamal Nasution

    2016-01-01

    This study aims to investigate the student perception on teacher interpersonal behavior and their attitude toward science subject. 207 respondents were involved, consisted of 200 students in 10-12 grade and 7 science teachers of public high school in Aceh. Two types of questionnaires were used namely the Indonesian version of the questionnaire of teacher interaction (QTI) and test of science related attitude (TOSRA). SPSS program were applied to process the data statistically. First, the reli...

  10. Language Teacher Subjectivities in Japan's Diaspora Strategies: Teaching My Language as Someone's Heritage Language

    Science.gov (United States)

    Motobayashi, Kyoko

    2016-01-01

    This study demonstrates the ways in which discourses in a state-sponsored volunteer program incited transformations of individual subjectivities, focusing on a group of Japanese language teacher volunteers training in Japan to become teachers of Japanese as a heritage language for the country's diaspora (Nikkei) population in South America. As…

  11. Subject- and Experience-Bound Differences in Teachers' Conceptual Understanding of Sustainable Development

    Science.gov (United States)

    Borg, C.; Gericke, N.; Höglund, H.-O.; Bergman, E.

    2014-01-01

    This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers' conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable…

  12. Pre-Service Geography Teachers' Confidence in Geographical Subject Matter Knowledge and Teaching Geographical Skills

    Science.gov (United States)

    Harte, Wendy; Reitano, Paul

    2015-01-01

    This research tracked the confidence of 16 undergraduate and postgraduate pre-service geography teachers as they completed a single semester, senior phase geography curriculum course. The study focused specifically on the pre-service teachers' confidence in geographical subject matter knowledge and their confidence in teaching geographical skills.…

  13. Insights from a Subject Knowledge Enhancement Course for Preparing New Chemistry and Physics Teachers

    Science.gov (United States)

    Inglis, Michael; Mallaburn, Andrea; Tynan, Richard; Clays, Ken; Jones, Robert Bryn

    2013-01-01

    A recent Government response to shortages of new physics and chemistry teachers is the extended subject knowledge enhancement (SKE) course. Graduates without a physics or chemistry bachelor degree are prepared by an SKE course to enter a Postgraduate Certificate in Education (PGCE) programme to become science teachers with a physics or chemistry…

  14. Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation

    Science.gov (United States)

    Suldo, Shannon M.; Friedrich, Allison A.; White, Tiffany; Farmer, Jennie; Minch, Devon; Michalowski, Jessica

    2009-01-01

    Adolescents' subjective well-being (SWB) is associated with a variety of schooling experiences, particularly their perceptions of teacher support. This article presents results of a mixed-methods study conducted to identify which types of perceived social support enacted by teachers are most strongly associated with middle school students' SWB…

  15. The Teacher as One of the Factors Influencing Students' Perception of Biology as a School Subject

    Science.gov (United States)

    Kubiatko, Milan; Torkar, Gregor; Rovnanova, Lenka

    2017-01-01

    The main aim of our research was to determine whether the teacher is one of the factors influencing students' perception of biology as a school subject. The study also aimed to identify the influence of certain other factors in this regard, specifically: students' gender and place of residence, the number of biology teachers who have taught the…

  16. An Investigation of Primary School Teachers' PCK towards Science Subjects Using an Inquiry-Based Approach

    National Research Council Canada - National Science Library

    Menşure Alkiş Küçükaydin; Şafak Uluçinar Sağir

    2016-01-01

    .... According to the results of the study, in which descriptive and content analysis were used concurrently, primary school teachers lack subject matter knowledge, do not interrogate the pre-knowledge...

  17. Drilling in areas subject to environmental protection; A perfuracao em area de protecao ambiental

    Energy Technology Data Exchange (ETDEWEB)

    Mendonca, Ricardo Teixeira; Guimaraes, Antimio Santos [PETROBRAS, XX (Brazil). Distrito de Perfuracao do Nordeste. Div. Tecnica; Santana, Manoel Messias de [PETROBRAS, XX (Brazil). Regiao de Producao do Nordeste. Setor de Seguranca Industrial

    1989-12-31

    This paper presents the practices developed for pollution control in areas subject to environmental protection. This well drilling operation was carried out in the Municipality of Marechal Deodoro, in the State of Alagoas, in locality named Massagueira. We stress the preventive methods for liquid and solid effluent generation and the use of Closed Fluid System or Anti-Dike System. (author) 3 figs.

  18. The effect of teacher interpersonal behaviour on students' subject-specific motivation

    OpenAIRE

    den Brok, P.; Levy, J.; Brekelmans, M.; Wubbels, Th.

    2006-01-01

    This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students’ subject-related attitudes. Teaching was studied in terms of a model originating from clinical psychology that was adapted to education. Teacher interpersonal behaviour was analysed interms of two, independent behaviour dimensions called Influence and Proximity. This study investigated ...

  19. GP teachers' subject matter knowledge in the context of a tutorial: the preparation and delivery compared.

    Science.gov (United States)

    Cantillon, Peter; de Grave, Willem

    2012-05-01

    Clinical teachers use several different types of knowledge in the act of teaching. These include content knowledge (subject matter), knowledge of how to teach (pedagogy) and knowledge of learners (context). Most attention in faculty development has been on how to teach rather than what is taught. The quality of a teacher's subject matter knowledge is likely to be a critical determinant of how well a subject is presented, communicated and learned. We therefore set out to examine teachers' subject matter knowledge in the context of a general practice tutorial on grade 1 hypertension. This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to examine differences between clinical educators in subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of general practice education. This paper presents the concept map data findings from the larger study as well as the parts of the phenomenological interviews that relate to subject matter knowledge and beliefs. We found that there were marked differences in the quality and elaborative structure of GP teachers' knowledge in the concept maps completed prior to the tutorials. These differences were also predictive of differences in the content presented to learners in tutorials. Teachers' beliefs about subject matter were also likely to have affected what they chose to teach about and how they presented it. Subject matter knowledge varies considerably between GP teachers in the context of a common and relatively simple tutorial. Differences in the quality of subject matter knowledge matter because they have a profound effect on what is learned and how it is learned. Faculty development for clinical educators needs to pay heed to the quality of subject matter knowledge in addition to its more common pedagogical focus.

  20. Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability

    Directory of Open Access Journals (Sweden)

    Hallam Susan

    2008-01-01

    Full Text Available Previous research has revealed that teachers' attitudes to ability grouping are influenced by the type of ability grouping adopted in the school where they teach. This research aimed to compare the attitudes of teachers of different subjects teaching low, high or mixed ability classes in years 7 to 9 in 45 secondary schools. Over 1500 teachers from 45 secondary schools, with a range of subject specialisms completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Teachers of mathematics and modern foreign languages were more in favour of structured ability grouping than those teaching English and humanities. Science, arts and PE, and ICT, design and business studies teachers expressed intermediate attitudes. Attitudes were determined in part by conceptions of the nature of the subject but also by the type of ability groupings adopted by the school in which they taught. In taking decisions about the type of ability grouping to adopt consideration needs to be given to the nature of the subject matter to be taught and the attitudes of the teachers who teach that subject.

  1. Choosing Content and Methods: Focus Group Interviews with Faculty Teachers in Norwegian Pre-Service Subject Teacher Education in Design, Art, and Crafts

    Science.gov (United States)

    Gulliksen, Marte S.; Hjardemaal, Finn R.

    2016-01-01

    The study is aimed at generating knowledge on how faculty teachers reflect and justify their choice of subject content logic in teacher education, exemplified by a concurrent pre-service Subject Teacher Education in design, art, and crafts. Focus-group interviews generated data. Three topics were discussed: too many choices, different logics, and…

  2. TEACHER TRAINING IN THE AREA OF LANGUAGE IN PRESCHOOL

    Directory of Open Access Journals (Sweden)

    Oralia Ortiz-Varela

    2015-07-01

    Full Text Available This research is conducted in a Kindergarden District in the Mexican educational system, because is important to improve daily practices or activities in kindergardens through an appropriate teacher training in the language area. The most important theoretical foundations are related to the definition of the approaches and models of teacher education, their processes, and the auto-trainig, hetero-training, and inter-training positions that explain them. The methodology used in this research adheres to a postpositivist paradigm, in a quantitative approach, and with a non- experimental cross design, wich has an explanatory scope that uses the survey and questionnaire as technical tool. It was found that there is a significative progress in the teacher's training throughout the practice; continuing education options do not meet the training needs of educators and their impact is not the one was expected in the fields of Language and Education. There is a significant relationship between the variables studied in this research.

  3. Involving Students’ Opinion in Actual and Preferred Teacher Interpersonal Behavior and Their Attitude Towards Science Subject

    Directory of Open Access Journals (Sweden)

    Mustafa Kamal Nasution

    2016-02-01

    Full Text Available This study aims to investigate the student perception on teacher interpersonal behavior and their attitude toward science subject. 207 respondents were involved, consisted of 200 students in 10-12 grade and 7 science teachers of public high school in Aceh. Two types of questionnaires were used namely the Indonesian version of the questionnaire of teacher interaction (QTI and test of science related attitude (TOSRA. SPSS program were applied to process the data statistically. First, the reliability of questionnaires is measured using descriptive statistics of all and each scale of QTI. Second, the difference between students’ perceptions on the actual and ideal teacher interpersonal behavior was computed by Paired Sample t-tests. Third, the relationship between students' perception on teachers’ interpersonal behavior and students' attitudes towards science subjects was compared using multiple regression analysis-standardized regression coefficient β. The finding showed that the Indonesian version of questionnaire of teacher interaction (QTI is reliable (αC = 0.86, to be applied to the high school students in the regency. It is generally seen that the students consider their teachers demonstrate more positive interpersonal behavior than the negative. However, it is clearly seen that between actual and ideal perceptions on the whole scale of QTI is significantly different. Last, from the three scales of teacher interpersonal behavior, helping/friendly, dissatisfaction, and admonishing appeared influential, only the helping/friendly scale significantly correlate (at the .05 level with student attitudes toward science subject.

  4. Educator versus Subject Matter Teacher: The Conflict between Two Sub-Identities in Becoming a Teacher

    Science.gov (United States)

    Popper-Giveon, Ariela; Shayshon, Bruria

    2017-01-01

    Research literature often addresses the problems entailed in the integration of beginning teachers within the education system. Most studies emphasize the conflicts these teachers experience, especially between the personal and professional aspects of their profession. We conducted qualitative research among participants and graduates of the…

  5. The effect of teacher interpersonal behaviour on students' subject-specific motivation

    NARCIS (Netherlands)

    den Brok, P.; Levy, J.; Brekelmans, M.; Wubbels, Th.

    2006-01-01

    This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students’ subject-related attitudes. Teaching was studied in terms of a model originating from

  6. Relationship between Voice Complaints and Subjective and Objective Measures of Vocal Function in Iranian Female Teachers.

    Science.gov (United States)

    Faham, Maryam; Jalilevand, Nahid; Torabinezhad, Farhad; Silverman, Erin Pearson; Ahmadi, Akram; Anaraki, Zahra Ghayoumi; Jafari, Narges

    2017-07-01

    Teachers are at high risk of developing voice problems because of the excessive vocal demands necessitated by their profession. Teachers' self-assessment of vocal complaints, combined with subjective and objective measures of voice, may enable better therapeutic decision-making. This investigation compared audio-perceptual assessment and acoustic variables in teachers with and without voice complaints. Ninety-nine teachers completed this cross-sectional study and were assigned to one of two groups: those "with voice complaint (VC)" and those "without voice complaint (W-VC)." Voice samples were collected during reading, counting, and vowel prolongation tasks. Teachers were also asked to document any voice symptoms they experienced. Voice samples were analyzed using Dr. Speech program (4th version; Tiger Ltd., USA), and labeled "normal" or "abnormal" according to the "grade" dimension "G" from GRBAS scale. Twenty-one teachers were assigned to the VC group based on self-assessment data. There were statistically significant differences between the two groups with regard to self-reported voice symptoms of hoarseness, breathiness, pitch breaks, and vocal fatigue (P Teachers with and without voice complaints differed in the incidence, but not type of voice symptoms. Teachers' voice complaints did not correspond to perceptual and acoustic measures. This suggests a potential unmet need for teachers to receive further education on voice disorders. Copyright © 2017 The Voice Foundation. All rights reserved.

  7. Teacher´s Discourses and Subjectivity in Physics Learning

    Directory of Open Access Journals (Sweden)

    Alberto Villani

    2005-12-01

    Full Text Available In this work we will analyze some didactical interviews with two high school students about collision in Mechanics. After presenting some categories of analysis, we will show how subjective conditions and relationship to both knowledge and interviewer played important roles in the development of a searching process and in the production of mental schemes. Simultaneously, we will point out how and why interviewer interference was resonant or dissonant with those conditions.

  8. Problems Faced By Elementary School Second Grade English Subject Matter Teachers

    Directory of Open Access Journals (Sweden)

    Belgin Bal Incebacak

    2017-11-01

    Full Text Available The objective of thisstudy isto determine the problems experienced by subject matter teachers while instructing English lessons in the second grade of elementary school. What are the problemsfaced by English subject matter teachers when they instruct in 2nd grade lessons? In this research the descriptive modeling, which is one of the qualitative research methods, was employed. In accordance with this objective, we worked with 8 subject matter teachers from 5 different schoolsinAtakum and Ilkadim districtslocated in downtown Samsun, through easily accessible case sampling. The semi-structured “English Course Interview Form’’was applied to the teachers. In the study, descriptive survey model was employed, since it was aimed to reveal the current status of qualitative research methods.According to the results obtained from the research, the content was configured and presented under 5 themes. They were categorized as: 1. the problems experienced in classroom management, 2. the problems in physical and cognitive readiness, 3. the problems experienced in the learning and teacher process, 4. the problems seen in counseling, 5. the problems experienced in assessment and evaluation. In conclusion, the teachers stated that they had problems with managing the classroom, especially with the second grade students, whom are younger than others. It is observed that the change for teaching English at a younger age has been appropriate. Our teachersstated that they required in-service training so as to adapt to this aforementioned change.

  9. Subjective-personal readiness of correctional teachers to education of ASD children

    Directory of Open Access Journals (Sweden)

    Kateryna Ostrovska

    2017-07-01

    Full Text Available ASD teachers require skills that go beyond the realm of most educators including professional competences and high moral qualities. In the work theoretical approaches and experimental research on the problem of subjective personality readiness of correctional teachers in the education of ASD children are carried out. The psychological investigation has been conducted including measurement of psychological indices of 40 teachers of ASD children from the boarding school "Trust" and 40 teachers from mainstream schools of Lviv city aged from 28 to 59 years. The following methods are used: "Questionnaire for the measurement of tolerance" (Magun, Zhamkochyan, Magura, 2000; "Shein’s Career Anchors" method aimed at studying the career orientations of the teachers (Shein, 2010; “Diagnostics of empathy level” (Viktor Boiko, 2001; method of study “Motivation professional activities” by Catelin Zamfir in a modification of Artur Rean (Bordovskaya, & Rean, 2001. Based on the provided studies a program for development of subject-personality readiness of the correctional teacher to work with ASD children is proposed. The program consists of the following components: motivational component (professional competence, self-development, self-determination, self-control; cognitive component (intellectual personality autonomy, self-identification, stability, challenge, integration of lifestyles; emotionally-volitional component (empathy, positive attitude toward a child, intellectual analysis of emotions, self-regulation.

  10. South African Teachers' Views on the Inclusion of Spirituality Education in the Subject Life Orientation

    Science.gov (United States)

    Jacobs, Anne C.

    2012-01-01

    As part of a larger research project into the practice and effectiveness of Life Orientation (LO), a compulsory subject in South African schools, this study investigated the views that teachers have regarding the constructs spirituality and religion within the context of LO. LO attempts to teach skills, attitudes and values from a holistic…

  11. Gratitude, Gratitude Intervention and Subjective Well-Being among Chinese School Teachers in Hong Kong

    Science.gov (United States)

    Chan, David W.

    2010-01-01

    This study assessed the dispositional gratitude and its relationships with orientations to happiness and burnout in a sample of 96 Chinese school teachers in Hong Kong and investigated the effectiveness of an eight-week gratitude intervention programme using a pre-test/post-test design with outcome measures of subjective well-being in the same…

  12. Subject Knowledge Enhancement (SKE) Courses for Creating New Chemistry and Physics Teachers: Do They Work?

    Science.gov (United States)

    Tynan, Richard; Mallaburn, Andrea; Jones, Robert Bryn; Clays, Ken

    2014-01-01

    During extended subject knowledge enhancement (SKE) courses, graduates without chemistry or physics bachelor degrees prepared to enter a Postgraduate Certificate in Education (PGCE) programme to become chemistry or physics teachers. Data were gathered from the exit survey returned by Liverpool John Moores University SKE students about to start…

  13. Subject Knowledge Enhancement Courses for Creating New Chemistry and Physics Teachers: The Students' Perceptions

    Science.gov (United States)

    Tynan, Richard; Jones, Robert Bryn; Mallaburn, Andrea; Clays, Ken

    2016-01-01

    Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in "School Science Review" have discussed the structure of one type of extended SKE course offered at…

  14. Developing Multimedia Enhanced Content to Upgrade Subject Content Knowledge of Secondary School Teachers in Tanzania

    Science.gov (United States)

    Mtebe, Joel S.; Kibga, Elia Y.; Mwambela, Alfred A.; Kissaka, Mussa M.

    2015-01-01

    The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science…

  15. The Role of Subjectivity in Teacher Expertise Development: Mindfully Embracing the "Black Sheep" of Educational Research

    Science.gov (United States)

    Inoue, Noriyuki

    2016-01-01

    In Western cultures, subjectivity has often been seen as the "black sheep" of educational research because of its heavy emphasis on objectivity. Consequently many research initiatives in education share the assumption that objective reasoning should play a central role. However, mentoring teachers' practice improvement research often…

  16. Motivation for choosing teaching as a career - the perspective of pre-service teachers, novices and experienced subject teachers

    Directory of Open Access Journals (Sweden)

    Simić Nataša

    2015-01-01

    Full Text Available Since motivation for choosing the teaching profession figures as one of the most important determinants of the successfulness of teachers and even their students, this paper is aimed at investigating the factors of choosing teaching as a career. For that purpose, semi-structured interviews were conducted with the students of “teacher training” faculties, novices and subject teachers with more than five years of work experience (N=76. Thematic analysis was used to identify nine categories of motivational factors: Working with young people (the desire to have a dynamic and creative job in the surroundings of young people, Influence on students (the motivation to exert influence on students’ socio-emotional development, values and education, Dealing with the subject (the motivation for dealing with the science that the person studied, Class teacher/Teacher/Parents as a role model (the motivation stemming from the influence of significant others, Lecturing (the desire to “transfer knowledge”, Lifelong learning (the desire for permanent learning in different fields, Working hours and holidays (the motivation due to working hours and holidays, Fit with the abilities (the desire to realise the “naturally given” abilities and Reputation (the desire to be appreciated in the society. In keeping with the results of other studies, it has been found that altruistic motivation for the choice of teaching as a career is dominant, while extrinsic motivation is least present. The findings are interpreted in the light of the current models of motivation for choosing teaching as a career and the characteristics of teachers’ education and status in Serbia. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije

  17. The Relationship between Teacher-Related Factors and Students' Attitudes towards Secondary School Chemistry Subject in Bureti District, Kenya

    Science.gov (United States)

    Chepkorir, Salome; Cheptonui, Edna Marusoi; Chemutai, Agnes

    2014-01-01

    This paper examines the relationship between teacher-related factors and student's attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers' availability to…

  18. Sustainable Architecture in the Context of Education: Reponses of Primary School Teachers on the Topical Subject

    Directory of Open Access Journals (Sweden)

    Cencič Majda

    2013-09-01

    Full Text Available The concept of sustainability and a sustainable and ecological development are common debate topics in today’s society. This paper discusses the concept of sustainability in green building with regard to schools. The research was conducted on a representative sample of primary school teachers, focusing on some of their opinions on green building. We asked them which aspect of building they favoured and how often they asked themselves certain questions about the school they taught in. Furthermore, we were interested to see whether we would find age-related differences. To this end, teachers were divided into two groups, namely, teachers of up to 35 years of age and teachers over 35. We were surprised to find that teachers over 35 had a more positive attitude towards green building in schools compared to their younger colleagues. Based on the results, we came to a conclusion that the topics pertaining to ecology and sustainable development are neglected in today’s education. However, making them part of school curriculum is not enough, as the opinions and attitudes of teachers on sustainable and ecological issues also have an important impact on the subject-matter itself.

  19. Students' Perceptions of Teachers' Interpersonal Behaviour across Four Different School Subjects: Control Is Good but Affiliation Is Better

    Science.gov (United States)

    Telli, Sibel

    2016-01-01

    Many researchers have pointed out that teachers' interpersonal behaviour relates to students' positive attitudes towards schooling. However, only few studies have examined whether students' perceptions of their teachers' interpersonal behaviour relates to students' subject-related attitudes across different school subjects. In this study, it was…

  20. Lessons Learned? Teaching Student Teachers to Use ICT in Their Subject Teaching: A View from the UK

    Science.gov (United States)

    Haydn, Terry

    2010-01-01

    The paper looks at the ways in which policymakers in the UK have attempted to get student teachers to use new technology effectively in their subject teaching over the past decade. During this period, there have been changes in the competence frameworks for validating student teachers' ability to use ICT in their subject teaching, and the UK…

  1. TEACHERS PERSPECTIVE OF USING ENGLISH AS A MEDIUM OF INSTRUCTION IN MATHEMATICS AND SCIENCE SUBJECTS

    Directory of Open Access Journals (Sweden)

    Norudin Mansor

    2011-07-01

    Full Text Available The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation seeks to find out the achievement of students in mathematic and science subjects after considering the impact of prominent independent variables such as, the school, class and home environment, the teaching methodology and the teachers’ attitude. Analysis of the development in the state of Terengganu has been carried out by the distribution of questionnaires to teachers involved. Result of the correlation and multiple regressions indicated that all the three factors are significantly associated towards students’ achievement. However, the teaching methodology indicated a low level of moderate correlation which is believed to be the immediate issue that needed to be addressed in the new system.

  2. Hanford Environmental Information System (HEIS). Volume 3, Subject Area reference manual

    Energy Technology Data Exchange (ETDEWEB)

    Schreck, R.I.

    1994-01-14

    The Hanford Environmental Information System (HEIS) Subject Area manuals are designed as reference guides, that is, each chapter provides the information needed to make best use of each subject area, its tables, and reporting capabilities. Each subject area is documented in a chapter in one of the subject area manuals. Because these are reference manuals, most of the information is also available in the online help system as well. See Section 5.4.2 of the HEIS User`s Guide (DOE-RL 1994a) for a detailed description of the online help.

  3. A case study of full integration of the arts into core subject area instruction in one East Texas secondary school

    Science.gov (United States)

    Leysath, Maggie

    This exploratory phenomenological case study investigated the influence the full integration of the arts into core subject instruction has on classroom environment, student academic achievement, and student engagement as perceived by administrators, teachers, and students in one East Texas secondary school. Participant interviews were analyzed using Creswell's (2012) six-step method for analyzing phenomenological studies. The researcher implemented three learning activities in which ceramics learning objectives were fully integrated with chemistry learning objectives. The first activity combined clay properties and pottery wheel throwing with significant numbers. The second activity combined glaze formulation with moles. The third combined stoichiometry with the increased glaze formula for students to glaze the bowls they made. Findings suggest the full integration of art in core subject area instruction has numerous positive effects. Participants reported improved academic achievement for all students including reluctant learners. Students, teachers, and the administrator reported greater participation in the art integrated activities. Participants perceived a need for further training for teachers and administrators for greater success.

  4. Subject-Oriented Approach in the Professional Formation of the Future Music Teacher

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    Svetlana V. Karkina

    2017-10-01

    Full Text Available The article deals with the possibilities of introducing a subject-oriented approach into the practice of professional education of the future music teacher. Particular attention is paid to the forms and methods used in this field, as well as to the conditions of the modern cultural environment, which allows for the free self-realization of the individual in accordance with his subject needs. Subject-oriented approach is the practice-oriented research. The study identified a number of the most significant components in the preparation of a music teacher, such as individual forms of studies and a number of special methods, which include the method of artistic associations, verbal "allegories", metaphors, the method of heuristic tasks for mastering creative activities. The openness of the musical and pedagogical system has great importance in its ability to respond to changes in the music and educational environment, which includes educational institutions and various cultural institutions: theaters, concert halls, orchestral and choir groups. All that conditions are necessary to ensure the possibility of creative self-realization and self-actualization of future music teachers.

  5. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    Science.gov (United States)

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  6. Extent of the availability of Africana resources in subject areas in ...

    African Journals Online (AJOL)

    The study investigated the extent of the availability of Africana resources in various subject areas in thirteen first and second generation federal university libraries in Nigeria with the view of suggesting ways to improve the development of the collection in the university libraries that are deficient in the subject areas of any of ...

  7. The effects of job crafting on subjective well-being amongst South African high school teachers

    Directory of Open Access Journals (Sweden)

    Sergio Peral

    2016-04-01

    Full Text Available Orientation: Job crafting can result in a number of positive outcomes for teachers, such as increased meaningfulness and engagement at work. Increased work engagement and psychological meaningfulness may yield positive benefits for the practice of teaching, thus highlighting the pivotal role of job crafting.Research purpose: The study’s aim was to investigate the relationship between job crafting and subjective well-being amongst South African high school teachers. Subjective well-being comprises psychological meaningfulness and work engagement. The potential mediating effect that psychological meaningfulness had on this relationship was further explored.Motivation for the study: Being in a highly stressful occupation, teachers need to continuously find ways to craft their working practices in order to deal effectively with their job demands and to capitalise on their available job resources. Furthermore, South Africa’s current education system calls for serious proactive measures to be taken to improve and rectify the current status, such as job crafting.Research approach, design and method: A quantitative, cross-sectional survey design was used and administered to a sample of South African high school teachers situated in Gauteng, South Africa (N = 251.Main findings: A positive relationship was found between job crafting (increasing structural resources and challenging job demands and work engagement. Furthermore, psychological meaningfulness mediated the relationship between job crafting and work engagement amongst the sampled high school teachers.Practical/managerial implications: Teachers who craft their work to better suit their preferences and needs will obtain greater meaning in their work and experience increased levels of work engagement. Training programmes and/or group-based interventions targeted around job crafting techniques may be particularly useful in the South African teaching context.Contribution/value-add: This study

  8. An Analysis of Prospective Chemistry Teachers' Cognitive Structures through Flow Map Method: The Subject of Oxidation and Reduction

    Science.gov (United States)

    Temel, Senar

    2016-01-01

    This study aims to analyse prospective chemistry teachers' cognitive structures related to the subject of oxidation and reduction through a flow map method. Purposeful sampling method was employed in this study, and 8 prospective chemistry teachers from a group of students who had taken general chemistry and analytical chemistry courses were…

  9. What Subject Matter Knowledge Do Second-Level Teachers Need to Know to Teach Trigonometry? An Exploration and Case Study

    Science.gov (United States)

    Walsh, Richard; Fitzmaurice, Olivia; O'Donoghue, John

    2017-01-01

    This study reports on the level of trigonometry Subject Matter Knowledge (SMK) of third and final-year pre-service second-level mathematics teachers () at an Irish third-level institution. The aim of the study was to determine if this sample of prospective teachers has an appropriate level of SMK to teach second-level trigonometric concepts. The…

  10. Teacher Related Factors Influencing Students' Enrollment in Biology Subject in Public Secondary Schools in Meru Central Sub County in Kenya

    Science.gov (United States)

    Kirima, Teresia Mugure; Kinyua, Susan Muthoni

    2016-01-01

    This study examined teacher related factors influencing students' enrollment in Biology subject in public secondary schools in Meru Central Sub County in Kenya. The study utilized the descriptive survey research design on a target population of 9,859 respondents consisting of 9,748 Biology students, 62 trained Biology teachers and 49 Heads of…

  11. A Teacher's Perspective of Geography: A School Subject for Today, Tomorrow, and for All Time

    Science.gov (United States)

    MacLeod, Douglas G.

    2014-01-01

    In this article, a retired long-time geography teacher offers his perspective on what a geography teacher needs to keep in mind when teaching geography. The author notes that geography is a useful school subject because it helps young people make their way in the world by giving them some tools to become lifelong learners. The author encourages…

  12. The Knowledge Base of Subject Matter Experts in Teaching: A Case Study of a Professional Scientist as a Beginning Teacher

    Science.gov (United States)

    Diezmann, Carmel M.; Watters, James J.

    2015-01-01

    One method of addressing the shortage of science and mathematics teachers is to train scientists and other science-related professionals to become teachers. Advocates argue that as discipline experts these career changers can relate the subject matter knowledge to various contexts and applications in teaching. In this paper, through interviews and…

  13. Should Bible Studies Remain in Israeli Public Schools? Teachers' Attitudes toward Bible Teaching as a Mandatory Subject

    Science.gov (United States)

    Idalovichi, Israel

    2003-01-01

    The purpose of this article is to provide an overview and analysis of attitudes of Israeli K-12 educators and bible teachers toward religious studies. Teachers' attitudes toward bible teaching as a mandatory subject are, on the whole, positive throughout the country. The present study addresses the absence of systematic research into the opinions…

  14. Subjectivity

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    Jesús Vega Encabo

    2015-11-01

    Full Text Available In this paper, I claim that subjectivity is a way of being that is constituted through a set of practices in which the self is subject to the dangers of fictionalizing and plotting her life and self-image. I examine some ways of becoming subject through narratives and through theatrical performance before others. Through these practices, a real and active subjectivity is revealed, capable of self-knowledge and self-transformation. 

  15. 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.

  16. ”Nice to have!”: Teacher perceptions of practical and aesthetical curriculum subjects in primary schools

    OpenAIRE

    Aadland Helga; Magne Espeland; Ingrid Grønsdal; Trond Egil Arnesen; Kjetil Sømoe

    2014-01-01

    In this article we present findings from "Skolefagsundersøkelsen 2011", a national survey mapping teacher perceptions of different aspects of teaching and conditions for the curriculum subjects art & craft, home economics, music, and physical education (PA-subjects), in grades 1-7 in primary school. The questions we focus on and discuss in the article are connected to teachers’ attitudes to this group of subjects, and their use of methods often associated with PA-subjects in other school ...

  17. LOS MAPAS CONCEPTUALES COMO RECURSO DE INTERÉS PARA LA FORMACIÓN INICIAL DEL PROFESORADO DE ENSEÑANZA SECUNDARIA: OPINIONES DEL ALUMNADO DE CIENCIAS SOCIALES Y HUMANIDADES (CONCEPT MAPS AS A RESOURCE OF INTEREST FOR INITIAL TRAINING OF SECONDARY SCHOOL TEACHERS: OPINIONS OF STUDENTS IN THE AREA OF SOCIAL SCIENCES AND HUMANITIES)

    National Research Council Canada - National Science Library

    Alfonso Pontes Pedrajas; Rocío Serrano Rodríguez; Juan Manuel Muñoz González

    2015-01-01

    ... resources for education and teacher training. Over two years we have collected the opinions of 107 students of the area of social sciences and humanities, in a subject of postgraduate studies of teacher training...

  18. ”Nice to have!”: Teacher perceptions of practical and aesthetical curriculum subjects in primary schools

    Directory of Open Access Journals (Sweden)

    Aadland Helga

    2014-07-01

    Full Text Available In this article we present findings from "Skolefagsundersøkelsen 2011", a national survey mapping teacher perceptions of different aspects of teaching and conditions for the curriculum subjects art & craft, home economics, music, and physical education (PA-subjects, in grades 1-7 in primary school. The questions we focus on and discuss in the article are connected to teachers’ attitudes to this group of subjects, and their use of methods often associated with PA-subjects in other school subjects, like mathematics and science. Our findings suggest that our teacher informants generally have a very positive attitude to PA-subjects and that they believe in the effects of using PA methods in other subjects. However, in everyday schooling, this does only take place to a very small degree.

  19. The Relationship between Happiness, Subjective Well-Being, Creativity and Job Performance of Primary School Teachers in Ramhormoz City

    Science.gov (United States)

    Jalali, Zohreh; Heidari, Alireza

    2016-01-01

    The research aimed to investigate the relationship between happiness, subjective well-being, creativity and job performance of primary school teachers in Ramhormoz City. Hence, a sample of 330 individuals was selected through random stratified sampling. The research tools included Oxford Happiness Inventory, Subjective Well-being Scale by Keyes…

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

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    N. Hindarto

    2015-01-01

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

  1. Basic Teaching Skill Quality of Teacher Candidates in Microteaching Study Subject of Department of Biology Education, Pasir Pengaraian University

    OpenAIRE

    Nurul Afifah

    2017-01-01

    This research purposed on knowing basic teaching skill quality of teacher candidates in study subject Microteaching of Department of Biology Education, Pasir Pengaraian University, academic year 2016/2016. This research is qualitative research. This research has been done in February to June 2015. The subject of this research is all of the 6th semester students who are taking the Microteaching Study Subject. The instruments of this research including syllabus, teaching plans, and questionnair...

  2. Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development

    Science.gov (United States)

    Chiyaka, Edward T.; Kibirige, Joachim; Sithole, Alec; McCarthy, Peter; Mupinga, Davison M.

    2017-01-01

    School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers' pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers…

  3. A description of a staff development program: Preparing the elementary school classroom teacher to lead environmental field trips and to use an integrated subject approach to environmental education

    Science.gov (United States)

    Egana, John Joseph

    This study of the Field Trip Specialist Program (FTS) described how a professional development plan fostered change in the traditional roles of third and fourth grade teachers. Teachers that volunteered were prepared to become interpretive guides for their class on environmental field trips, integrate their basic subject areas lessons into an environmental science context, and develop their self-perception as professional educators. This qualitative study made use of quantitative data and drew on information collected over four years from surveys, interviews, classroom observations, field trip and workshop observations, focus groups, journals and assessments performed in Florida. The FTS Program attracted teachers who thought it was important for all students to understand environmental issues, and these teachers believed in integrated instruction. These beliefs were inconsistent with many aspects of school culture. FTS invited the participation of these teachers and encouraged them to take control of the program by serving as instructors and program developers. Teachers described themselves as prepared to deliver the FTS Program with a high level of motivation and relevance. They also credited the program as beneficial in preparation for the Florida Comprehensive Assessment Tests (FCAT). Teachers reported that their responsibility as field trip leaders was the primary factor motivating them to provide conscientious presentation of pre- and post-field trip lessons and thorough integration of environmental topics in basic subject area instruction. Despite the impact of the field trip leadership factor, I could not find another program in the State of Florida that required teachers to lead their own field trips. Other influential factors specific to this program were: Voluntary participation, on-site field instruction, peer instructors and program developers, high quality and task specific materials, and pre- and post-assessments for students. Factors were identified

  4. Integrating Multicultural Subject Matters into Teaching Strategies of Elementary School Teachers (The U.S. State of Kansas

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    Stanka Lunder Verlič

    2014-12-01

    Full Text Available The following academic article is based on a PhD thesis that is currently being completed, titled Education and Qualifications of Elementary School Teachers in the U.S. State of Kansas and Slovenia for teaching in classes with immigrant children. The research study titled Integrating Multicultural Subject Matters into Teaching Strategies of Elementary School Teachers (The U.S. State of Kansas, conducted in 2007 based on a sample of 89 elementary school teachers in the U.S. State of Kansas, represents one aspect of assessing the adequacy of undergraduate education regarding multicultural subject matters for elementary school teachers in Slovenia and the U.S. (State of Kansas as well as the qualifications of elementary school teachers of both countries for working with immigrant children. Despite the long-standing tradition of multicultural education in western countries, the research results for Kansas elementary school teachers showed a presence of significant discrepancies between the actual and optimal integration of multicultural subject matters. These results indicate that future undergraduate study programs will have to invest more time in developing multicultural skills and providing practical experiences for working in a diverse environment.

  5. Roadmap for a Teacher-Student Data Link: Key Focus Areas to Ensure Quality Implementation. Data for Action

    Science.gov (United States)

    Data Quality Campaign, 2014

    2014-01-01

    Many states collect data on students and teachers, but linking teachers to students by course--the teacher-student data link (TSDL)--at the state level is critical to understanding the connection between student academic growth and teacher training, qualifications, and practice. This roadmap discusses the six key areas DQC recommends focusing on…

  6. Mastication, EMG activity and occlusal contact area in subjects with different facial types.

    Science.gov (United States)

    Gomes, Simone Guimarães Farias; Custodio, William; Jufer, Juliana Silva Moura; Del Bel, Cury Altair Antoninha; Garcia, Renata Cunha Matheus Rodrigues

    2010-10-01

    Dentofacial morphology may affect orofacial functions, therefore the aim of the current study was to evaluate the influence of craniofacial morphology on masticatory function, occlusal contact area (OCA), and masticatory muscles activity. Seventy-eight (78) subjects were divided into three groups according to vertical facial pattern: 1. mesofacial; 2. brachyfacial; and 3. dolichofacial. Artificial material and the sieving method were used to access masticatory efficiency (ME). OCA was determined by registration of posterior teeth. Electromyographic (EMG) activity of the masseter and anterior temporal (AT) muscles was accessed bilaterally at rest and at maximal vertical clenching (MVC). ME (%) was significantly higher in brachyfacial and lower in dolichofacial subjects. Brachyfacials presented the highest OCA (mm2) followed by meso and dolichofacial subjects. The EMG of the masseter and AT at rest and at MVC showed that dolichofacial subjects presented the lowest activity values, while brachyfacial subjects presented significantly higher measurements. Craniofacial morphology affected masticatory function, OCA, and EMG activity of the masticatory muscles.

  7. Increased BDNF promoter methylation in the Wernicke area of suicide subjects.

    Science.gov (United States)

    Keller, Simona; Sarchiapone, Marco; Zarrilli, Federica; Videtic, Alja; Ferraro, Angelo; Carli, Vladimir; Sacchetti, Silvana; Lembo, Francesca; Angiolillo, Antonella; Jovanovic, Nikolina; Pisanti, Francesco; Tomaiuolo, Rossella; Monticelli, Antonella; Balazic, Joze; Roy, Alec; Marusic, Andrej; Cocozza, Sergio; Fusco, Alfredo; Bruni, Carmelo B; Castaldo, Giuseppe; Chiariotti, Lorenzo

    2010-03-01

    Brain-derived neurotrophic factor (BDNF) plays a pivotal role in the pathophysiology of suicidal behavior and BDNF levels are decreased in the brain and plasma of suicide subjects. So far, the mechanisms leading to downregulation of BDNF expression are poorly understood. To test the hypothesis that alterations of DNA methylation could be involved in the dysregulation of BDNF gene expression in the brain of suicide subjects. Three independent quantitative methylation techniques were performed on postmortem samples of brain tissue. BDNF messenger RNA levels were determined by quantitative real-time polymerase chain reaction. Academic medical center. Forty-four suicide completers and 33 nonsuicide control subjects of white ethnicity. The DNA methylation degree at BDNF promoter IV and the genome-wide DNA methylation levels in the brain's Wernicke area. Postmortem brain samples from suicide subjects showed a statistically significant increase of DNA methylation at specific CpG sites in BDNF promoter/exon IV compared with nonsuicide control subjects (P Wernicke area of the postmortem brain of suicide subjects irrespective of genome-wide methylation levels, indicating that a gene-specific increase in DNA methylation could cause or contribute to the downregulation of BDNF expression in suicide subjects. The reported data reveal a novel link between epigenetic alteration in the brain and suicidal behavior.

  8. Infographics: A new competency area for teacher candidates

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    Hakan Islamoglu

    2015-01-01

    Full Text Available Changes in technology have a growing influence on daily-life activities and the information-processing habits of individuals. As information and communication devices evolve to deliver richer content rapidly, regardless of time and place, new media presentation formats emerge. Infographics provide an example of such formats, and they have increased in popularity due mostly to their visual appeal and capacity to effectively present information. Infographics are also promising cognitive tools; however, their applications in educational practice are limited at best. Therefore, the aim of this study is to raise awareness about the opportunities that infographics provide for education and suggest ways to integrate infographics knowledge and skill development in teacher education. In line with that, first, a brief introduction to visual literacy is made. Then, infographics and their capacities for teaching and learning activities are discussed. Finally, as alternative ways for teacher education institutions and schools to offer infographics, training opportunities were proposed

  9. Opinions of Class and Subject Matter Teachers and Candidate Teachers on the Effectiveness of Creative Drama in Teaching Activities

    Science.gov (United States)

    Epcacan, Cevdet

    2013-01-01

    The objective of this research is to establish the opinions of teachers and candidate teachers on the effect of creative drama. Descriptive research method is used in line with the objective of the research. Questionnaire is used for collecting data for the research. Questionnaire was prepared by the researcher. For the reliability of the…

  10. Building Virtually Free Subject Area Expertise through Social Media: An Exploratory Study

    Science.gov (United States)

    Kooy, Brian K.

    2016-01-01

    Central to the ongoing success of the liaison model is the need for liaison librarians to stay informed and up-to-date about recent developments in the subject areas of their assigned academic departments and programs. This article describes an exploratory study conducted to determine whether information obtained from the social media accounts of…

  11. Ascertaining Activities in a Subject Area Through Bibliometric Analysis; Application to "Library Literature"

    Science.gov (United States)

    Saracevic, Tefko; Perk, Lawrence J.

    1973-01-01

    A combination of quantitative and qualitative techniques were used to analize the journal articles indexed in one volume of Library Literature.'' This approach, merging bibliometrics and classification, yielded results in such areas as dispersion of articles among journals, frequency of article type and types of subjects covered. (16 references)…

  12. Perceptions of Classroom Assessment Tasks: An Interplay of Gender, Subject Area, and Grade Level

    Science.gov (United States)

    Alkharusi, Hussain Ali; Al-Hosni, Salim

    2015-01-01

    This study investigates students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Data from 2753 students on Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) were analyzed in a MANOVA design. Results showed that students tended to hold positive perceptions of their…

  13. Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

    Science.gov (United States)

    Beaver, Melanie S.

    This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

  14. A Subject-Specificity Analysis of Radio Channels in Wireless Body Area Networks

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    Yang Hao

    2011-07-01

    Full Text Available This paper presents an analysis of subject-specific radio channels in wireless body area networks (WBANs using a simulation tool based on the parallel finite-difference time-domain (FDTD technique. This technique is well suited to model radio propagations around complex, inhomogeneous objects such as the human body. The impacts of different subjects varying in size on on-body, inter-body, and off-body radio channels are studied. The analysis demonstrates that the characteristics of on-body radio channels are subject-specific and are associated with human gender, height, and body mass index. On the other hand, when waves propagate away from the body, such as in the inter-body and off-body cases, the impacts of different subjects on the channel characteristics are found to be negligible.

  15. Subjective Evaluations of Motion Area and Velocity Characteristics of Dual Manipulator in Young and Elderly People

    Science.gov (United States)

    Yoda, Mitsumasa; Yoda, Asako; Shiota, Yasuhito

    In this study, we conducted a subjective evaluation experiment of a dual manipulator, which exhibits different motion characteristics. There are three motion characteristics: two of which are age-related, and the third is a robot motion characteristic and is newly added to these two motions. The motions are evaluated from motion areas and motion velocities. Subjects are elderly and young people, and the impressions of the motions are compared in two of the different age groups by the Semantic Differential (SD) method. The obtained results indicate that there are age differences in the evaluation of three manipulator motion areas. The elderly people show a higher reliability and a higher familiarity in a robot motion area than in the other two motions. The elderly people seem to be more affected by the manipulator motion than the young people. Therefore, a careful consideration is required when planning the motion of a manipulator for elderly people.

  16. Subjective Well-Being in Adolescence and Teacher Connectedness: A Health Asset Analysis

    Science.gov (United States)

    García-Moya, Irene; Brooks, Fiona; Morgan, Antony; Moreno, Carmen

    2015-01-01

    Objectives: Teacher connectedness is an important factor for young people's well-being. The aim of this paper was to examine teacher connectedness in detail and its potential association with emotional wellbeing. More specifically, we set out to analyse whether teacher connectedness acted as a universal asset for boys and girls of different ages…

  17. A Study of Alternative English Teacher Certification Practices in Turkey

    Science.gov (United States)

    Seferoglu, Golge

    2004-01-01

    For several years the number of teachers trained in several subject areas through regular teacher education programs in Turkey has been insufficient to meet the demands in the country. As a result, to combat teacher shortages in many subjects alternative routes to teacher certification have been sought. Here we examine teacher candidates'…

  18. The needs of the science teachers of Shenyang area, Northeast China

    Science.gov (United States)

    Zhao, Chao

    Purpose of the study. The purpose of this research was to survey those individuals teaching science in the middle schools of the Shenyang area, Northeast China. Specifically, the study attempted to differentiate between rural and nonrural teachers with respect to demographic differences, problem areas, instructional activities, and perceived needs. Procedure. A 100-item survey was used to collect data for this study. The sample consisted of 224 science teachers (Rural 114, nonrural 110) who taught at least science class in 1996--97 academic year in a middle school of Shenyang area, Northeast China. Frequencies and percentages presented the needs of the teachers. The differences between rural and nonrural groups were analyzed by Chi Square statistics. Findings. Almost three quarters (74.9%) of returns were younger than 41, and 43.9% of returns held no degree. Significant differences were fond between rural and nonrural groups according to age, classroom experience, school enrollment, lab activities, motivating students to learn science, using science test data bank, peer tutoring and evaluating your own instructional effectiveness as a science teacher. Rural and nonrural teachers shared 10 of 14 greatest needs. Conclusions. Teacher in-service program designers need to establish academic training programs which lead to entry level degrees and certificates and improve young teacher's instructional skills. Increased efforts should be given to meet the perceived needs addressed in this study in order to improve teachers' teaching and students' learning. Lack of person energy or motivation and program fail to meet teachers' needs were considered as barriers of attending inservice programs.

  19. Integrating mathematics and other learning areas: Emerging tensions from a study Involving four classroom teachers

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    Willy Mwakapenda

    2010-07-01

    Full Text Available This paper presents findings from a pilot study that investigated the extent to which teachers make connections between mathematical concepts and concepts from other disciplines. Data from concept maps and interviews were collected. The analysis revealed that the kinds of connections teachers made are closely tied to teachers’ disciplines of specialisation. The findings suggest that for some teachers, though desirable, it may not be feasible to require them to make connections with disciplines that are not within their areas of specialisation. This presents tensions for learners learning mathematics in classrooms where opportunities for making connections between mathematics and other learning areas are available but are neither taken up nor appropriately used by teachers.

  20. Subjective Well-Being of Hong Kong Chinese Teachers: The Contribution of Gratitude, Forgiveness, and the Orientations to Happiness

    Science.gov (United States)

    Chan, David W.

    2013-01-01

    This study investigated whether gratitude and forgiveness contribute to subjective well-being (life satisfaction, positive affect, and negative affect) above the contribution of the three orientations to happiness in a sample of 143 Hong Kong Chinese teachers. Gratitude and forgiveness correlated substantially and significantly with each other,…

  1. "First Do No Harm": Factors Influencing Teachers' Ability and Willingness to Use ICT in Their Subject Teaching

    Science.gov (United States)

    Haydn, Terry; Barton, Roy

    2008-01-01

    The paper reports on a Department of Culture, Museums and Sport (DCMS) funded project which provided modest amounts of time for teachers to be freed from their classroom teaching to explore the use of information and communications technology (ICT) in their subject teaching, and to meet up together to discuss their use of new technology. The…

  2. Trainee Teachers' Views on What Helps Them to Use Information and Communication Technology Effectively in Their Subject Teaching

    Science.gov (United States)

    Barton, R.; Haydn, T.

    2006-01-01

    This study explored the views of initial teacher trainees on various components of their training in the use of new technology to teach their subject. The research focused on trainees' reflections on their experiences of trying to "get better" at information and communication technology (ICT) in the course of their training. Data collection…

  3. Motivation of Professional Choice as a Component of Professional Subjectness in Teachers

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    Budnikova S.P.,

    2017-11-01

    Full Text Available The paper addresses the issue of factors that define the choice of university and future profession in prospective students of the Tula State Lev Tolstoy Pedagogical University. The motives of professional choice are essential when it comes to analyzing the conditions of development of professional subjectness. Our study involved 62% of all first-year students and 85% of first-year students of pedagogical departments. We used our specially developed questionnaire “Motives of University Choice” and a set of others, such as V.G. Katashev’s “Technique for Measuring Learning Motivation in Students” and K. Zamfir’s “Work Motivation Technique” (modified by A.A. Rean. The outcomes show that most students make choices basing on their emotional attitude to the professional sphere which is generally positive. Also, it was revealed that important inner and outer positive motives prevail in most future teachers. The paper states that it is necessary to find the universal criteria which could help predict successful self-actualisation in profession in individuals during their study at university and thus help reveal the mechanisms for managing this process. Finally, we suggest some possible forms promoting professional self-orientation at university.

  4. Chewing side, bite force symmetry, and occlusal contact area of subjects with different facial vertical patterns

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    Simone Guimarães Farias Gomes

    2011-10-01

    Full Text Available Craniofacial dimensions influence oral functions; however, it is not known whether they are associated with function asymmetry. The objective of this study was to evaluate chewing side preference and lateral asymmetry of occlusal contact area and bite force of individuals with different craniofacial patterns. Seventy-eight dentate subjects were divided into 3 groups according to the VERT index as follows: (1 mesofacial, (2 brachyfacial and (3 dolichofacial. Chewing side preference was evaluated using jaw tracking equipment, occlusal contact area was measured by silicon registration of posterior teeth, and bite force was measured unilaterally on molar regions using 2.25 mm-thick sensors. Statistical analysis was performed using ANOVA on Ranks, Student's t-test, and Mann-Whitney tests at a 5% significance level. Mesofacial, brachyfacial, and dolichofacial subjects presented more occlusal contact area on the left side. Only dolichofacial subjects showed lateral asymmetry for bite force, presenting higher force on the left side. No statistically significant differences were found for chewing side preference among all groups. Within the limitations of this study, it can be concluded that craniofacial dimensions play a role in asymmetry of bite force. ClinicalTrials.gov ID: NCT01286363.

  5. Condylar volume and condylar area in class I, class II and class III young adult subjects

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    Saccucci Matteo

    2012-12-01

    Full Text Available Abstract Aim Aim of this study was to compare the volume and the shape of mandibular condyles in a Caucasian young adult population, with different skeletal pattern. Material and methods 200 Caucasian patients (15–30 years old, 95 male and 105 females were classified in three groups on the base of ANB angle: skeletal class I (65 patients, skeletal class II (70 patients and skeletal class III (65 patients. Left and right TMJs of each subject were evaluated independently with CBCT (Iluma. TMJ evaluation included: condylar volume; condylar area; morphological index (MI. Condylar volumes were calculated by using the Mimics software. The condylar volume, the area and the morphological index (MI were compared among the three groups, by using non-parametric tests. Results The Kruskal-Wallis test and the Mann Whitney test revealed that: no significant difference was observed in the whole sample between the right and the left condylar volume; subjects in skeletal class III showed a significantly higher condylar volume, respect to class I and class II subjects (p 3 in males and 663.5 ± 81.3 mm3 in females; p 2 in males and 389.76 ± 61.15 mm2 in females; p  Conclusion Skeletal class appeared to be associated to the mandibular condylar volume and to the mandibular condylar area in the Caucasian orthodontic population.

  6. ACTIVITY APPROACH AND FORMATION OF PROFESSIONAL COMPETENCIES IN SUBJECT TEACHERS IN THE COURSE OF PROFESSIONAL DEVELOPMENT TRAINING

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    S E Mansurova

    2016-12-01

    Full Text Available Activity approach, differently refracted at different levels of education, has put many new challenges for teachers. The competence approach acts as the methodological basis of the state educational standard of higher professional education, additional professional education; the system-activity approach acts as the methodological basis of the standards of General education. With regard to teachers of General education, the main task is to overcome the contradiction between the real level of their qualifications and new high requirements for them. These requirements are outlined in the leading normative documents of the educational standards, Professional standard “Teacher”. For the system of teacher professional development the authors of this article propose an integrated approach that combines competence-based and system-activity approaches. The integrated approach differs substantially for teachers who teach subjects of Humanities and science profiles. The paper presents the examples of tasks for various categories of teachers, the specifics of the project and research activities, as well as the characteristics of the process of problematization in the classroom and in extracurricular activities of the teachers. The universal educational actions are differenciated from the position of the variable component. At the same time the authors understand the necessity of taking into account the invariant component in the teaching of humanitarian and natural science disciplines. This thesis is a reflection of the general trend towards integration and interdisciplinarity.

  7. Music Teacher Training: A Precarious Area within the Spanish University

    Science.gov (United States)

    Rodríguez-Quiles, José A.

    2017-01-01

    In the last few years expressions like "European convergence," "European Higher Education Area," "European Credit Transfer and Accumulation System" and others have become more and more usual not only in academic circles but also even in the mass media. But to what extent are these expressions valid for all knowledge…

  8. Condylar volume and condylar area in class I, class II and class III young adult subjects.

    Science.gov (United States)

    Saccucci, Matteo; D'Attilio, Michele; Rodolfino, Daria; Festa, Felice; Polimeni, Antonella; Tecco, Simona

    2012-12-14

    Aim of this study was to compare the volume and the shape of mandibular condyles in a Caucasian young adult population, with different skeletal pattern. 200 Caucasian patients (15-30 years old, 95 male and 105 females) were classified in three groups on the base of ANB angle: skeletal class I (65 patients), skeletal class II (70 patients) and skeletal class III (65 patients). Left and right TMJs of each subject were evaluated independently with CBCT (Iluma). TMJ evaluation included: condylar volume; condylar area; morphological index (MI). Condylar volumes were calculated by using the Mimics software. The condylar volume, the area and the morphological index (MI) were compared among the three groups, by using non-parametric tests. The Kruskal-Wallis test and the Mann Whitney test revealed that: no significant difference was observed in the whole sample between the right and the left condylar volume; subjects in skeletal class III showed a significantly higher condylar volume, respect to class I and class II subjects (p condylar volume was observed in class II subjects, respect to class I and class III (p condylar volume (699.8 ± 63.07 mm3 in males and 663.5 ± 81.3 mm3 in females; p condylar surface (423.24 ± 63.03 mm2 in males and 389.76 ± 61.15 mm2 in females; p condylar volume and to the mandibular condylar area in the Caucasian orthodontic population.

  9. Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

    Science.gov (United States)

    Maderick, Joseph Andrew

    2013-01-01

    Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

  10. Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude

    NARCIS (Netherlands)

    Van Acker, Frederik; Van Buuren, Hans; Kreijns, Karel; Vermeulen, Marjan

    2018-01-01

    Although Information and Communication Technology (ICT) seems a promising tool in an educational context, many teachers are reluctant to integrate it in their daily practice. A large scale survey was undertaken amongst primary and secondary school teachers in the Netherlands to explore possible

  11. What Is It Like to Be a Child? Childhood Subjectivity and Teacher Memories as Heterotopia

    Science.gov (United States)

    Chang-Kredl, Sandra; Wilkie, Gala

    2016-01-01

    Foucault's notion of heterotopia offers a novel way to understand teachers' conceptualizations of childhood, in juxtaposing adult memories of childhood with their present context of teaching children. Memory writing prompts were given to 41 early childhood teachers, and the resulting written narratives were analyzed as heterotopic spaces. The…

  12. Consolidating Pre-Service Physics Teachers' Subject Matter Knowledge Using Didactical Reconstructions

    Science.gov (United States)

    Mäntylä, T.; Nousiainen, M.

    2014-01-01

    In the Department of Physics, University of Helsinki, there are advanced physics courses designed for the needs of pre-service physics teachers. The starting point is that after introductory and intermediate physics courses, pre-service physics teachers know laws and definitions but the knowledge is quite fragmented and does not form coherent…

  13. Pre-Service Teachers' Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

    Science.gov (United States)

    Colclough, Nicholas Denys; Lock, Roger; Soares, Allan

    2011-01-01

    This study focussed on secondary school (11-18 years) pre-service teachers' (n = 73) knowledge of and attitudes towards risks associated with alpha, beta, and gamma radiations. A multi-method approach was used with physics, chemistry, biology, and history graduates undertaking the one-year initial teacher training, Post Graduate Certificate in…

  14. Gender Integration of a Core Content Area Teacher/Athletic Coach in the Rural Southeastern United States

    Science.gov (United States)

    Brown, Alan

    2012-01-01

    Research on the occupational socialization of teachers and coaches has largely centered on physical education teachers and rarely on teachers from core content areas (i.e. English, foreign language, mathematics, science and social studies) who also coach athletics. The primary purpose of this single-case study was to explore the socialization of a…

  15. How to foster student-student learning of science? The student, the teacher and the subject matter

    Science.gov (United States)

    Bianchini, Julie A.

    2011-12-01

    In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez's study, I discuss ways attending to student membership in groups can both inform research on equity and diversity in science education and improve the teaching of science to all students. My comments are organized into three sections: how underrepresented students' experiences in science classrooms are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and students to listen to one another to promote student learning of science. I also highlight the importance of science education researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for example, should be understood as similar to and different from each other, from European American women and from ethnic minorities in general.

  16. [Characterization of the leadership subject areas in the respiratory field in Spain].

    Science.gov (United States)

    de Granda-Orive, J I; García-Río, F; Roig-Vázquez, F; Aleixandre-Benavent, R; Valderrama-Zurían, J C; Martínez-Albiach, J M; Callol-Sánchez, L

    2006-11-01

    The aim of this study was to characterize the leading topics in respiratory system in Spain through a bibliometric analysis. For identify and characterize the performance of the different research topics in respiratory system in Spain, we compile the production using a journal that turn out representative of a broad group of researcher. In this sense the journal Archivos de Bronconeumología is the most important publication in Spanish language of this field. A total of 2198 articles published in Archivos Bronconeumología from 1970 to 2000 were analyzed. In each three decades, we did not found differences except in the productivity index in oncology in the eighty decade and in respiratory failure and sleep disturbance (RFSD) and oncology areas in the ninetieth decade and in the Price index (consumption indicators) in the diagnostic and therapeutic techniques area in seventy decade. When we compare the productivity index of each subject areas between decades, we found a significant production increase in the ninetieth decade in asthma, RFSD, tuberculosis, non tuberculosis infection, circulation, oncology, pleural disease and interstitial areas versus the same in seventy decade, and also, we found significant differences between ninetieth and eighty decades in the asthma, RFSD, non tuberculosis infection, circulation and pleural disease areas. Tuberculosis area maintains an insularity index higher than the other areas. We also found a progressive increase in the insularity index of RFSD, non tuberculosis infection, oncology and interstitial disease areas. In general all the indicators maintains stable although the more productivity topics were respiratory failure and sleep disturbances, and oncology. The productivity has increased in asthma, respiratory failure and sleep disturbances, tuberculosis, non - tuberculosis respiratory infections, oncology, pulmonary circulation, pleura and interstitial disease.

  17. Benefits of teaching voice amplification as related to subjective laryngeal symptoms and perceived voice quality in teachers

    Science.gov (United States)

    Jonsdottir, Valdis

    2005-04-01

    Loud speaking due to noisy working conditions is a common cause for teachers' voice disorders. One way to diminish the vocal load of teaching is to make use of technical equipment. This Icelandic study explores: (1) if the use of amplification in classrooms would diminish the teachers' experienced symptoms of vocal fatigue; and (2) whether there is a possible change in perceptual voice quality during a teachers' working day. Thirty-three teachers, from grade school to university level, voluntarily served as subjects. They used amplifiers while teaching for one week at least. After that, they filled out a questionnaire concerning their symptoms and experiences. The results showed that the majority of teachers found amplification beneficial. They found it easier to talk and experienced less fatigue. The few disadvantages were technical. For a perceptual analysis, three females and two males (mean age 51 years) with long teaching experience and three or more dysphonic symptoms during the term, had their speech recorded while teaching, with and without amplification. In the clinical examination, no pathological changes were found in the vocal folds. In both studies, the quality of the voices was esteemed better when amplification was used.

  18. International Students' Critical Thinking-Related Problem Areas: UK University Teachers' Perspectives

    Science.gov (United States)

    Shaheen, Nisbah

    2016-01-01

    This qualitative study aims to understand the areas of international students' critical thinking-related initial difficulties, in order to facilitate their academic experiences in UK universities. Using a sample of 14 British teachers, the findings reveal that students from culturally and linguistically diverse traditions are very different in…

  19. Blood biomonitoring of metals in subjects living near abandoned mining and active industrial areas.

    Science.gov (United States)

    Madeddu, Roberto; Tolu, Paola; Asara, Yolande; Farace, Cristiano; Forte, Giovanni; Bocca, Beatrice

    2013-07-01

    A human blood biomonitoring campaign to detect the environmental exposure to metals (Cd, Cu, Cr, Mn, Pb and Zn) in 265 subjects was performed in the South-Western part of Sardinia (an Italian island) that is a particular area with a great history of coal and metal mining (Pb/Zn mainly) activities and large industrial structures (as metallurgy). Subjects living near the industrial plant area had geometric means (GM) of blood Cd (0.79 μg/l), Cu (971 μg/l), Mn (12.2 μg/l), and Pb (55.7 μg/l) significantly higher than controls (Cd, 0.47 μg/l; Cu, 900 μg/l; Mn 9.98 μg/l; Pb, 26.5 μg/l) and than people living nearby the past mining sites. Subjects living next to one dismissed mine were statistically higher in blood Cu (GM, 1,022 μg/l) and Pb (GM, 41.4 μg/l) concentrations than controls. No differences were observed in people living in the different mining sites, and this might be related to the decennial disclosure of mines and the adoption of environmental remediation programmes. Some interindividual variables influenced blood biomonitoring data, as smoke and age for Cd, gender for Cu, age, sex and alcohol for Pb, and age for Zn. Moreover, blood metal levels of the whole population were similar to reference values representative of the Sardinian population and acceptably safe according to currently available health guidelines.

  20. 75 FR 26967 - Guidance for Industry: Use of Water by Food Manufacturers in Areas Subject to a Boil-Water...

    Science.gov (United States)

    2010-05-13

    ... Areas Subject to a Boil-Water Advisory; Availability AGENCY: Food and Drug Administration, HHS. ACTION... entitled ``Guidance for Industry: Use of Water by Food Manufacturers in Areas Subject to a Boil-Water Advisory.'' This guidance is intended to advise food manufacturers that once a boil-water advisory has been...

  1. Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

    Science.gov (United States)

    Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

    2017-05-01

    Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

  2. Increased cortical area and thickness in the distal radius in subjects with SHOX-gene mutation.

    Science.gov (United States)

    Frederiksen, A L; Hansen, S; Brixen, K; Frost, M

    2014-12-01

    Short-stature homeobox (SHOX) gene haploinsufficiency may cause skeletal dysplasia including Léri-Weill Dyschondrosteosis (LWD), a clinical entity characterised by the triad of low height, mesomelic disproportion and Madelung's deformity of the wrist. Bone microarchitecture and estimated strength in adult SHOX mutation carriers have not been examined. Twenty-two subjects with a SHOX mutation including 7 males and 15 females with a median age of 38.8 [21.1-52.2] years were recruited from five unrelated families. The control group consisted of 22 healthy subjects matched on age and sex. Bone mineral density (BMD) was measured by dual-energy X-ray absorptiometry. Bone geometry, volumetric density, microarchitecture and finite element estimated (FEA) bone strength were measured using high-resolution peripheral quantitative computed tomography (HR-pQCT). A full region of interest (ROI) image analysis and height-matched ROI analyses adjusting for differences in body height between the two groups were performed. Areal BMD and T-scores showed no significant differences between cases and controls. Total radius area was smaller in cases than controls (207 [176-263] vs. 273 [226-298] mm, pRadius cortical bone area (74 ± 20 vs. 58 ± 17 mm(2), p=0.01) and thickness (1.16 ± 0.30 vs. 0.84 ± 0.26 mm, pRadius trabecular bone area (119 [103-192] vs. 202 [168-247] mm(2), pradius and tibia cortical porosity or FEA failure load between groups. A segment of cortical bone defect was identified in the distal radius adjacent to ulna in five unrelated SHOX mutation carriers. Subjects with a SHOX mutation presented with a different bone geometry in radius and tibia while there were no differences in BMD or failure load compared to controls, suggesting that mutations in SHOX gene may have an impact on bone microarchitecture albeit not bone strength. Copyright © 2014 Elsevier Inc. All rights reserved.

  3. Satisfaction of Social and Legal Sciences teachers with the introduction of the European Higher Education Area

    Directory of Open Access Journals (Sweden)

    Tania Ariza

    2014-01-01

    Full Text Available University teachers are one of the main figures in the European convergence process, but their attitude towards the reform of Spanish university studies is unknown. Therefore, the objective of this study is to evaluate the satisfaction of Social and Legal Sciences teachers towards the introduction of the European Higher Education Area (EHEA. The sample was made up of 3,068 teachers from Spanish public universities, who teach in the said field. An online questionnaire was created for this purpose, with questions relating to the EHEA, teacher tasks and training, as well as aspects related to methodology and the teaching and learning process, amongst others. Cronbach´s alpha coefficient was .81. It is a population-based, descriptive study using a cross-sectional survey with a probability sample. In the results it can be observed that only 9.3% of teachers are satisfied with the adaptation of higher education to the EHEA. Finally, the limitations faced by teaching staff in consolidating this process will be discussed.

  4. Homeroom Teachers or Specialist Teachers?: Considerations for the Workforce for Teaching English as a Subject at Elementary Schools in Japan

    Science.gov (United States)

    Okumura, Shinji

    2017-01-01

    In Japan, English will be officially taught as an academic subject for elementary fifth and sixth graders from 2020. This is a strong initiative of language-in-education policy, aiming at efficient articulation between elementary and junior high schools and targeting the development of English proficiency from early ages simultaneously. However,…

  5. Refractive error study in young subjects: results from a rural area in Paraguay

    Science.gov (United States)

    Signes-Soler, Isabel; Hernández-Verdejo, José Luis; Estrella Lumeras, Miguel Angel; Tomás Verduras, Elena; Piñero, David P.

    2017-01-01

    AIM To evaluate the distribution of refractive error in young subjects in a rural area of Paraguay in the context of an international cooperation campaign for the prevention of blindness. METHODS A sample of 1466 young subjects (ranging from 3 to 22 years old), with a mean age of 11.21±3.63 years old, were examined to assess their distance visual acuity (VA) and refractive error. The first screening examination performed by trained volunteers, included visual acuity testing, autokeratometry and non-cycloplegic autorefraction. Inclusion criteria for a second complete cycloplegic eye examination by an optometrist were VA <20/25 (0.10 logMAR or 0.8 decimal) and/or corneal astigmatism ≥1.50 D. RESULTS An uncorrected distance VA of 0 logMAR (1.0 decimal) was found in 89.2% of children. VA <20/25 and/or corneal astigmatism ≥1.50 D was found in 3.9% of children (n=57), with a prevalence of hyperopia of 5.2% (0.2% of the total) in this specific group. Furthermore, myopia (spherical equivalent ≤-0.5 D) was found in 37.7% of the refracted children (0.5% of the total). The prevalence of refractive astigmatism (cylinder ≤-1.50 D) was 15.8% (0.6% of the total). Visual impairment (VI) (0.05≤VA≤0.3) was found in 12/114 (0.4%) of the refracted eyes. Main causes for VI were refractive error (58%), retinal problems (17%, 2/12), albinism (17%, 2/12) and unknown (8%, 1/12). CONCLUSION A low prevalence of refractive error has been found in this rural area of Paraguay, with higher prevalence of myopia than of hyperopia. PMID:28393041

  6. Refractive error study in young subjects: results from a rural area in Paraguay

    Directory of Open Access Journals (Sweden)

    Isabel Signes-Soler

    2017-03-01

    Full Text Available AIM: To evaluate the distribution of refractive error in young subjects in a rural area of Paraguay in the context of an international cooperation campaign for the prevention of blindness. METHODS: A sample of 1466 young subjects (ranging from 3 to 22 years old, with a mean age of 11.21±3.63 years old, were examined to assess their distance visual acuity (VA and refractive error. The first screening examination performed by trained volunteers, included visual acuity testing, autokeratometry and non-cycloplegic autorefraction. Inclusion criteria for a second complete cycloplegic eye examination by an optometrist were VA <20/25 (0.10 logMAR or 0.8 decimal and/or corneal astigmatism ≥1.50 D. RESULTS: An uncorrected distance VA of 0 logMAR (1.0 decimal was found in 89.2% of children. VA <20/25 and/or corneal astigmatism ≥1.50 D was found in 3.9% of children (n=57, with a prevalence of hyperopia of 5.2% (0.2% of the total in this specific group. Furthermore, myopia (spherical equivalent ≤-0.5 D was found in 37.7% of the refracted children (0.5% of the total. The prevalence of refractive astigmatism (cylinder ≤-1.50 D was 15.8% (0.6% of the total. Visual impairment (VI (0.05≤VA≤0.3 was found in 12/114 (0.4% of the refracted eyes. Main causes for VI were refractive error (58%, retinal problems (17%, 2/12, albinism (17%, 2/12 and unknown (8%, 1/12. CONCLUSION: A low prevalence of refractive error has been found in this rural area of Paraguay, with higher prevalence of myopia than of hyperopia.

  7. Reflect, "Refract" or Reveal: Sociocultural Explorations of the Place of Teacher Subjectivity in Infant Care

    Science.gov (United States)

    Brennan, Margaret

    2017-01-01

    Research indicates that adult sensitivity to psychological states (both the adult's and the infant's) will affect the security of attachment yet the teacher's internal state has received little attention in infant care. "Perezhivanie" is a sociocultural concept that presents affect and intellect as a unit rather than separate elements.…

  8. Development of Subject Position as a Condition for Forming Communicative Competence of a Future Teacher

    Science.gov (United States)

    Yarullina, Alfiya Sh.; Araslanova, Aliya T.

    2016-01-01

    Since the demand on specialists with broad professional competence grows nowadays, high education is filled with new contents and presupposes formation of a professionally competent teacher. Professional education considers communicative competence of a student as a dominant. This fact requires from a student active attitude to himself and his…

  9. Voicing Early Years Teachers' Subjective Experiences through Maurice Sendak's "Outside Over There"

    Science.gov (United States)

    Chang-Kredl, Sandra

    2013-01-01

    In this article, I present a narrative conversation that combines six teachers' responses to Maurice Sendak's picture book, "Outside Over There" (1981) with my own responses to their discussions and to the book. The purpose of this research is three-fold: first, to examine how children's literature can be used to evoke reflections in early years…

  10. Integration of ICT in Teacher Education and Different School Subjects in Latvia

    Science.gov (United States)

    Kangro, Andris; Kangro, Ilze

    2004-01-01

    The introduction of information and communication technology (ICT) to the educational system of Latvia has implemented infrastructural planning since 1985 (Grinfelds, 1996). The initial plan envisaged equipping schools (mainly secondary schools) and institutions of higher education with computer sets, and training teachers and university faculty.…

  11. Perceived Personality Traits and Types of Teachers and Their Relationship to the Subjective Well-Being and Academic Achievements of Adolescents

    Science.gov (United States)

    Eryilmaz, Ali

    2014-01-01

    The aim of this study is to investigate the relationship of the perceived types of teachers (liked, disliked and neutral) with the subjective well-being and academic success of their students, and to determine how students come to categorize their liked, disliked and neutral teachers considering the Big-Five Personality Model. The quantitative…

  12. Is Practical Subject Matter Knowledge Still Important? Examining the Siedentopian Perspective on the Role of Content Knowledge in Physical Education Teacher Education

    Science.gov (United States)

    Herold, Frank; Waring, Michael

    2017-01-01

    Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content…

  13. So Much to Learn, so Little Time...: Pre-Service Physical Education Teachers' Interpretations and Development of Subject Knowledge as They Learn to Teach

    Science.gov (United States)

    Herold, Frank Andreas; Waring, Michael

    2011-01-01

    This paper explores the development of pre-service teachers during a one-year programme of initial teacher training and education (ITTE) of secondary physical education (PE) in England. It concentrates in particular on the interpretation and development of different dimensions of subject knowledge during different phases of their ITTE programme.…

  14. Spatial variability of soil potassium in sugarcane areas subjected to the application of vinasse.

    Science.gov (United States)

    De Carvalho, Laércio A; Meurer, Ismael; Da Silva Junior, Carlos A; Santos, Cristiane F B; Libardi, Paulo L

    2014-12-01

    When deposited on land the vinasse can promote improvement in fertility, however, often fertilizer application occurs in areas considered homogeneous, without taking into account the variability of the soil. The objective of this study was to evaluate the effect of vinasse application on potassium content in two classes of soils cultivated with sugarcane, and characterize the spatial variability of soil using geostatistical techniques. In the 2010 and 2011 crop year, soil samples were collected from an experimental grid at 0-0.2 and 0.2-0.4 m depth in three soils cultivated with sugarcane, totaling 90 samplings in each grid, for the determination of pH, calcium (Ca), magnesium (Mg), potassium (K), phosphorus (P), aluminum (Al) and potential acidity (H + Al). The data have been submitted to analysis of descriptive statistics and the K attribute was subjected to geostatistical analysis. The coefficient of variation indicated medium and high variability of K for the three soils. The results showed that the spatial dependence of K increased in depth to FRce and decreased to PHlv, indicating that the attribute could have followed the pattern of distribution of clay in depth. The investigation of the spatial variability of K on the surface and subsurface soils provided the definition of management zones with different levels of fertility, which can be organized into sub-areas for a more efficient management of the resources and the environment.

  15. Spatial variability of soil potassium in sugarcane areas subjected to the application of vinasse

    Directory of Open Access Journals (Sweden)

    LAÉRCIO A. DE CARVALHO

    2014-12-01

    Full Text Available When deposited on land the vinasse can promote improvement in fertility, however, often fertilizer application occurs in areas considered homogeneous, without taking into account the variability of the soil. The objective of this study was to evaluate the effect of vinasse application on potassium content in two classes of soils cultivated with sugarcane, and characterize the spatial variability of soil using geostatistical techniques. In the 2010 and 2011 crop year, soil samples were collected from an experimental grid at 0-0.2 and 0.2-0.4 m depth in three soils cultivated with sugarcane, totaling 90 samplings in each grid, for the determination of pH, calcium (Ca, magnesium (Mg, potassium (K, phosphorus (P, aluminum (Al and potential acidity (H + Al. The data have been submitted to analysis of descriptive statistics and the K attribute was subjected to geostatistical analysis. The coefficient of variation indicated medium and high variability of K for the three soils. The results showed that the spatial dependence of K increased in depth to FRce and decreased to PHlv, indicating that the attribute could have followed the pattern of distribution of clay in depth. The investigation of the spatial variability of K on the surface and subsurface soils provided the definition of management zones with different levels of fertility, which can be organized into sub-areas for a more efficient management of the resources and the environment.

  16. Perceptions of High School Principals about Teacher Motivation in in the Metropolitan Area of Medellin, 2015

    Directory of Open Access Journals (Sweden)

    Hernán López-Arellano

    2017-04-01

    Full Text Available This study is an exploratory research with the purpose of measuring perceptions High School principals have about teachers’ motivation in four specific areas: facilities and institutional resources, intrinsic motivation, extrinsic motivation and social impacts. In this article, perceptions of principals working in public and private schools are compared. The authors designed and applied a five Likert-scale questionnaire to determine the perceptions of principals about motivation in their teacher staffs; the tool was implemented in fifty-one schools of the Metropolitan Area of Medellín, Colombia. Data show a higher favorability (i.e., categories with a better score in private schools than in public ones.

  17. A Synthesis of Professional Development on the Implementation of Literacy Strategies for Middle School Content Area Teachers

    Science.gov (United States)

    Reed, Deborah K.

    2009-01-01

    This paper synthesized studies of professional development for middle school content area teachers and the teachers' subsequent implementation of literacy strategies. Four studies were identified as having a majority of participants teaching English/reading, mathematics, science, and social studies in grades 6 through 8. Articles meeting the…

  18. Informal and Formal Environmental Education Infusion: Actions of Malaysian Teachers and Parents among Students in a Polluted Area

    Science.gov (United States)

    Mustam, Baniah; Daniel, Esther Sarojini

    2016-01-01

    The study explored Environmental Education infusion among students by teachers and parents in two schools located in a highly polluted area. Qualitative data was collected through observations, interviews and an open-ended questionnaire. Participants of the observations and interviews were 6 Secondary 4 students, 6 teachers and 6 parents.…

  19. DOMAIN-DRIVEN DESIGN APPLICATION AND IMPLEMENTATION OF INFORMATION SYSTEMS FOR CLIENTS QUEUING SUBJECT AREAS

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    P. P. Oleynik

    2015-11-01

    Full Text Available The paper deals with domain-driven design applicability of information systems for client queuing subject areas. The following optimality criteria were put forward for the final implementation: the possibility of automation with a single system both for small institution and a whole network of institutions; advanced graphical interface with support for sensor screens; implementation of multi-users account of orders from clients; flexible application architecture with the ability of future enhancement; ability of integration with a variety of peripherals. The necessity of each criterion definition is shown. For implementability estimation, test information system was designed, automating the queuing system. Unified modeling language UML is used. Description of each class functionality is given and the association with other classes as well. Attention is paid to the design of tree (hierarchical structures and selection procedure of base classes based on the analysis of existing common attributes. For the system implementation, its own development environment SharpArchitect RAD Studio is used, offering MDA approach for implementation of systems based on standardized meta object system. A graphical view of order form developed prototype is presented, composition and structure are described, and notation developed by the author is given simplifying the prototyping process. Approaches to differentiation of access rights for different user roles are shown. Conformity of the received implementation to each selected optimality criterion is determined. Recommendations for further system development are given.

  20. SUBJECT «NUMBER SYSTEMS» IN TWO-LEVELED FORMAT PREPARATION TEACHERS OF MATHEMATICS

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    V. I. Igoshin

    2017-01-01

    Full Text Available The aim of this article is to analyze the format of a two-leveled training – bachelor and master – future teachers of mathematics from the point of view of the content of mathematical material, which is to develop prospective teachers of mathematics at those two levels, shaping their professional competence.Methods. The study involves the theoretical methods: the analysis of pedagogical and methodical literature, normative documents; historical, comparative and logical analysis of the content of pedagogical mathematical education; forecasting, planning and designing of two-leveled methodical system of training of future teachers of mathematics.Results and scientific novelty. The level differentiation of the higher education system requires developing the appropriate curricula for undergraduate and graduate programs. The fundamental principle must be the principle of continuity – the magister must continue to deepen and broaden knowledge and skills, along with competences acquired, developed and formed on the undergraduate level. From these positions, this paper examines the course «Number Systems» – the most important in terms of methodology course for future mathematics teachers, and shows what content should be filled with this course at the undergraduate level and the graduate level. At the undergraduate level it is proposed to study classical number systems – natural, integer, rational, real and complex. Further extensions of the number systems are studied at the graduate level. The theory of numeric systems is presented as a theory of algebraic systems, arising at the intersection of algebra and mathematical logic. Here we study algebras over a field, division algebra over a field, an alternative algebra with division over the field, Jordan algebra, Lie algebra. Comprehension of bases of the theory of algebras by the master of the «mathematical education» profile will promote more conscious

  1. DESIGNING CROSS SUBJECT COMMUNICATIONS AS THE CONDITION FOR DEVELOPING SOCIAL SKILLS IN TEACHERS

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    Nina Ivanovna Lygina

    2013-09-01

    Full Text Available In this paper we will present the results of a pedagogical experiment aimed at studying the level of social skills in university professors. Planning cross subject communications in an academic subject with consideration of the previous and associated knowledge and skills of students in the educational programme formed the basis of the pedagogical experiment. Problems have occurred when university professors are faced with elaborating cross subject communications. It was discovered that the problems professors had were connected to their responsiveness and to the various strategies they applied while working within small groups. We will analyze the results, provide recommendations and show the change in the level of the professors’ social skills during elaboration of  cross subject communications.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-21

  2. Cooperating Teacher Perceptions of Music Student Teacher Preparedness for the Elementary Music Classroom

    Science.gov (United States)

    Hester, Charlotte V.

    2013-01-01

    The present study investigated the strengths and areas of improvement for elementary music teacher preparation from the perspective of multiple members of a single body of music teachers. Subjects for the study were elementary music teachers from an urban school district in the southern United States. All elementary music teachers in the school…

  3. The Level of Psychological Burnout at the Teachers of Students with Autism Disorders in Light of a Number of Variables in Al-Riyadh Area

    Science.gov (United States)

    Atiyat, Omar Khalil

    2017-01-01

    This study aimed at measuring the level of the psychological burnout in the teachers of students that have autism symptoms in Al-Riyadh area--kingdom of Saudi Arabia. In light of variables. These variables are the gender, the teaching place, the academic qualification of the teachers, the experience of the teachers, the age of the teachers, and…

  4. Common Needs and Different Agendas: How Trainee Teachers Make Progress in Their Ability to Use ICT in Subject Teaching. Some Lessons from the UK

    Science.gov (United States)

    Haydn, Terry Anthony; Barton, Roy

    2007-01-01

    The paper reports on the outcomes of a British Educational Communications and Technology Agency (BECTa) funded study which explored the views of teacher trainees and their mentors in two different school subjects on what strategies, interventions and resources had a positive impact on their ability to use ICT effectively in their subject teaching.…

  5. Physical Education Teachers' Subjective Theories about Integrating Information and Communication Technology (ICT) into Physical Education

    Science.gov (United States)

    Kretschmann, Rolf

    2015-01-01

    As well as other school subjects, physical education (PE) is emerging in terms of integrating information and communication technology (ICT) into regular classes. Such innovative teaching practices that implement ICT in PE involve diverse parties that are affected by these teaching processes. Students, principals, districts, parents,…

  6. INTEGRATION PROBLEMS OF PREPARATION OF PHYSICAL EDUCATION TEACHER INTO THE EUROPEAN EDUCATIONAL AREA

    Directory of Open Access Journals (Sweden)

    Volodymyr Omelyanenko

    2017-09-01

    Full Text Available This article describes the main points and problems of future physical education teachers, their preparation and the ways to achieve it. Theoretical analysis, generalization and comparison of normatively legal documents and scientifically methodical literature is conducted analyzing the problem occurring during professional process of education of physical training teacher. The basic points of professional preparation of future physical trainers and sports specialists in context of integration according to euro standards is outlined here: imperfection of the system of national student mobility, absence of choice programs for achieving associates and bachelors degrees, significant allocation of educational disciplines, short pedagogical practice, absence of material teacher compensation and pedagogical leaders. For realization of academic mobility of students the standard of higher education, educationally-professional program and base curriculum normative part that would be identical for all higher educational establishments (amount of credits, sequence of study of disciplines, graphic arts of educational process, is needed. During the transition of studies from one educational direction to another there must be reasonable limits. students of contiguous major should be allowed to get masters degree. The process of integration of educational disciplines in Ukraine, as a rule, carries mechanical character, that does not allow: to group material logically and compactly, to prevent duplication of educational material into a course, to shorten its volume; to generalize similar material from different areas into one theme; to attain knowledge integrity. Summarizing the tendencies of improvement of organization and realization of pedagogical practice in foreign higher educational establishments it is necessary to make the following changes to the process of pedagogical practice in Ukraine: duration of practice should be planned during a separate

  7. Intra-Rater Reliability of Rehabilitative Ultrasound Imaging for Multifidus Muscles Thickness and Cross Section Area in Healthy Subjects

    OpenAIRE

    Hosseinifar, Mohammad; Akbari, Asghar; Ghiasi, Fateme

    2015-01-01

    Introduction: Rehabilitative Ultrasound Imaging (RUSI) must be valuable method for research and rehabilitation. So, the reliability of its measurements must be determined. The purpose of this study was to evaluate the intra-rater reliability of RUSI for measurement of multifidus (MF) muscles cross section areas (CSAs), bladder wall diameter, and thickness of MF muscles between 2 sessions in healthy subjects. Method: Fifteen healthy subjects through simple non-probability sampling participated...

  8. Subjective Theories of Indonesian Agronomy and Biology Teacher Students on Environmental Commons Dilemmas

    Science.gov (United States)

    Koch, Sebastian; Barkmann, Jan; Sundawati, Leti; Bogeholz, Susanne

    2013-01-01

    Fostering the cognitive skills to analyse environmental "commons dilemmas" is an urgent task of environmental education globally. Commons dilemmas are characterised by structural incentives to overexploit a natural resource; their solution is particularly pressing in threatened biodiversity "hotspot" areas. Solutions to these…

  9. Comparing the Internet Usage of Pre-Service Language Teachers with Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

    Science.gov (United States)

    Firat, Mehmet; Serpil, Harun

    2017-01-01

    Teachers play a crucial role in helping individuals gain adequate Internet competency, which requires teachers themselves to be Internet-literate. The purpose of this study is to investigate the Internet use of the distance and on-campus pre-service teachers of language and other disciplines by multiple parameters. A total of 789 teacher…

  10. ROLE OF EXPERIENCE OF SUBJECTIVE INTERRELATIONS OF THE CHILD WITH THE PARENT AND THE TEACHER IN FORMATION OF THE LANGUAGE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Dmitry Nikolayevich Chernov

    2013-09-01

    Full Text Available Studying of role of «the parent – the child» and «the teacher – the child» generalities, developing as the collective subject, in formation of the language competence of the senior preschooler is the research purpose. Research is executed in a paradigm of the subject-activity approach. The Heidelbergtest of the child language development was applied to studying of the language competence. Experimental procedure of diagnostics of language learning and its results with use of the Vygotskian principle of a zone of the proximal development is offered. Procedure allows to form a generality «the teacher – the child» as the collective subject. For studying of a child-parental generality as collective subject the special methodical complex consisting of seven techniques was used.Essential component of structure of child-parental relations is formation of collective subject «parent – child» with the style of parental relation «the indulging hyperpatronage». This generality positively causes development of speech-linguistic competence spheres. The collective subject «the teacher – the child», generated on the basis of realization of a principle of a zone of the proximal development, allows to create psychological-pedagogical conditions for adequate learning diagnostics and, simultaneously, for achievement of high level language competence. Experience of the subject-subject interrelations with the parent is the precondition of formation the subject-subject interrelations with the teacher in a situation of formation of the language competence.Results can be used for the organization and carrying out of correction-preventive work on formation optimum sociocultural situation of child development for formation of the language competence of the senior preschool child.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-30

  11. Economics of Scholarly Publishing: Exploring the Causes of Subscription Price Variations of Scholarly Journals in Business Subject-Specific Areas

    Science.gov (United States)

    Liu, Lewis G.

    2011-01-01

    This empirical research investigates subscription price variations of scholarly journals in five business subject-specific areas using the semilogarithmic regression model. It has two main purposes. The first is to address the unsettled debate over whether or not and to what extent commercial publishers reap monopoly profits by overcharging…

  12. Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas

    Science.gov (United States)

    Xu, Di; Jaggars, Shanna S.

    2014-01-01

    Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study…

  13. Problem Solving and Creativity and Design: What Influence Do They Have on Girls' Interest in STEM Subject Areas?

    Science.gov (United States)

    Cooper, Robyn; Heaverlo, Carol

    2013-01-01

    For girls there is a distinct loss in interest, lack of confidence, and decline in positive attitudes toward STEM subject areas that begins early on in their academic experience and increases with age. According to the National Academy of Engineering, students need to begin associating the possibilities in STEM fields with the need for creativity…

  14. Reproducibility and repeatability of foveal avascular zone area measurements using swept-source optical coherence tomography angiography in healthy subjects.

    Science.gov (United States)

    Mastropasqua, Rodolfo; Toto, Lisa; Mattei, Peter A; Di Nicola, Marta; Zecca, Isaia A L; Carpineto, Paolo; Di Antonio, Luca

    2017-05-11

    To assess the reproducibility and repeatability of foveal avascular zone (FAZ) area measurements using swept-source optical coherence tomography angiography (SS-OCTA) in healthy subjects. Sixty-four eyes of 64 healthy volunteers were randomly subjected to FAZ area measurements using SS-OCTA by 2 examiners in 2 different sessions. The FAZ areas measured by the first and second observer were 0.269 ± 0.092 mm2 and 0.270 ± 0.090 mm2, respectively. Within subjects, the coefficients of variations were 2.44% (95% confidence interval [CI] 1.95% to 2.93%) and 2.66% (95% CI 2.00% to 3.31%) for the first and second observers, respectively. The coefficient of repeatability average measurements of FAZ area were 0.021 mm2 and 0.024 mm2. The intraclass correlation coefficient values were 0.993 (95% CI 0.989 to 0.996) and 0.991 (95% CI 0.986 to 0.995). Interobserver and intraobserver concordance correlation coefficients ranged from 0.998 (95% CI 0.997 to 0.999) to 0.999 (95% CI 0.998 to 0.999) and from 0.989 (95% CI 0.982 to 0.993) to 0.987 (95% CI 0.979 to 0.992), respectively. The FAZ area measurements by means of SS-OCTA showed high reproducibility and repeatability in healthy eyes.

  15. Condylar volume and condylar area in class I, class II and class III young adult subjects

    OpenAIRE

    Saccucci Matteo; D’Attilio Michele; Rodolfino Daria; Festa Felice; Polimeni Antonella; Tecco Simona

    2012-01-01

    Abstract Aim Aim of this study was to compare the volume and the shape of mandibular condyles in a Caucasian young adult population, with different skeletal pattern. Material and methods 200 Caucasian patients (15–30 years old, 95 male and 105 females) were classified in three groups on the base of ANB angle: skeletal class I (65 patients), skeletal class II (70 patients) and skeletal class III (65 patients). Left and right TMJs of each subject were evaluated independently with CBCT (Iluma). ...

  16. MEG reveals a fast pathway from somatosensory cortex to occipital areas via posterior parietal cortex in a blind subject

    Directory of Open Access Journals (Sweden)

    Andreas A Ioannides

    2013-08-01

    Full Text Available Cross-modal activity in visual cortex of blind subjects has been reported during performance of variety of non-visual tasks. A key unanswered question is through which pathways non-visual inputs are funneled to the visual cortex. Here we used tomographic analysis of single trial magnetoencephalography (MEG data recorded from one congenitally blind and two sighted subjects after stimulation of the left and right median nerves at three intensities: below sensory threshold, above sensory threshold and above motor threshold; the last sufficient to produce thumb twitching. We identified reproducible brain responses in the primary somatosensory (S1 and motor (M1 cortices at around 20 ms post-stimulus, which were very similar in sighted and blind subjects. Time-frequency analysis revealed strong 45 to 70 Hz activity at latencies of 20 to 50 ms in S1 and M1, and posterior parietal cortex Brodmann areas (BA 7 and 40, which compared to lower frequencies, were substantially more pronounced in the blind than the sighted subjects. Critically, at frequencies from α-band up to 100 Hz we found clear, strong and widespread responses in the visual cortex of the blind subject, which increased with the intensity of the somatosensory stimuli. Time-delayed mutual information (MI revealed that in blind subject the stimulus information is funneled from the early somatosensory to visual cortex through posterior parietal BA 7 and 40, projecting first to visual areas V5 and V3, and eventually V1. The flow of information through this pathway occured in stages characterized by convergence of activations into specific cortical regions. In sighted subjects, no linked activity was found that led from the somatosensory to the visual cortex through any of the studied brain regions. These results provide the first evidence from MEG that in blind subjects, tactile information is routed from primary somatosensory to occipital cortex via the posterior parietal cortex.

  17. MEG reveals a fast pathway from somatosensory cortex to occipital areas via posterior parietal cortex in a blind subject.

    Science.gov (United States)

    Ioannides, Andreas A; Liu, Lichan; Poghosyan, Vahe; Saridis, George A; Gjedde, Albert; Ptito, Maurice; Kupers, Ron

    2013-01-01

    Cross-modal activity in visual cortex of blind subjects has been reported during performance of variety of non-visual tasks. A key unanswered question is through which pathways non-visual inputs are funneled to the visual cortex. Here we used tomographic analysis of single trial magnetoencephalography (MEG) data recorded from one congenitally blind and two sighted subjects after stimulation of the left and right median nerves at three intensities: below sensory threshold, above sensory threshold and above motor threshold; the last sufficient to produce thumb twitching. We identified reproducible brain responses in the primary somatosensory (S1) and motor (M1) cortices at around 20 ms post-stimulus, which were very similar in sighted and blind subjects. Time-frequency analysis revealed strong 45-70 Hz activity at latencies of 20-50 ms in S1 and M1, and posterior parietal cortex Brodmann areas (BA) 7 and 40, which compared to lower frequencies, were substantially more pronounced in the blind than the sighted subjects. Critically, at frequencies from α-band up to 100 Hz we found clear, strong, and widespread responses in the visual cortex of the blind subject, which increased with the intensity of the somatosensory stimuli. Time-delayed mutual information (MI) revealed that in blind subject the stimulus information is funneled from the early somatosensory to visual cortex through posterior parietal BA 7 and 40, projecting first to visual areas V5 and V3, and eventually V1. The flow of information through this pathway occurred in stages characterized by convergence of activations into specific cortical regions. In sighted subjects, no linked activity was found that led from the somatosensory to the visual cortex through any of the studied brain regions. These results provide the first evidence from MEG that in blind subjects, tactile information is routed from primary somatosensory to occipital cortex via the posterior parietal cortex.

  18. Cross-Modal Recruitment of Auditory and Orofacial Areas During Sign Language in a Deaf Subject.

    Science.gov (United States)

    Martino, Juan; Velasquez, Carlos; Vázquez-Bourgon, Javier; de Lucas, Enrique Marco; Gomez, Elsa

    2017-09-01

    Modern sign languages used by deaf people are fully expressive, natural human languages that are perceived visually and produced manually. The literature contains little data concerning human brain organization in conditions of deficient sensory information such as deafness. A deaf-mute patient underwent surgery of a left temporoinsular low-grade glioma. The patient underwent awake surgery with intraoperative electrical stimulation mapping, allowing direct study of the cortical and subcortical organization of sign language. We found a similar distribution of language sites to what has been reported in mapping studies of patients with oral language, including 1) speech perception areas inducing anomias and alexias close to the auditory cortex (at the posterior portion of the superior temporal gyrus and supramarginal gyrus); 2) speech production areas inducing speech arrest (anarthria) at the ventral premotor cortex, close to the lip motor area and away from the hand motor area; and 3) subcortical stimulation-induced semantic paraphasias at the inferior fronto-occipital fasciculus at the temporal isthmus. The intraoperative setup for sign language mapping with intraoperative electrical stimulation in deaf-mute patients is similar to the setup described in patients with oral language. To elucidate the type of language errors, a sign language interpreter in close interaction with the neuropsychologist is necessary. Sign language is perceived visually and produced manually; however, this case revealed a cross-modal recruitment of auditory and orofacial motor areas. Copyright © 2017 Elsevier Inc. All rights reserved.

  19. Estimating species – area relationships by modeling abundance and frequency subject to incomplete sampling

    Science.gov (United States)

    Yamaura, Yuichi; Connor, Edward F.; Royle, Andy; Itoh, Katsuo; Sato, Kiyoshi; Taki, Hisatomo; Mishima, Yoshio

    2016-01-01

    Models and data used to describe species–area relationships confound sampling with ecological process as they fail to acknowledge that estimates of species richness arise due to sampling. This compromises our ability to make ecological inferences from and about species–area relationships. We develop and illustrate hierarchical community models of abundance and frequency to estimate species richness. The models we propose separate sampling from ecological processes by explicitly accounting for the fact that sampled patches are seldom completely covered by sampling plots and that individuals present in the sampling plots are imperfectly detected. We propose a multispecies abundance model in which community assembly is treated as the summation of an ensemble of species-level Poisson processes and estimate patch-level species richness as a derived parameter. We use sampling process models appropriate for specific survey methods. We propose a multispecies frequency model that treats the number of plots in which a species occurs as a binomial process. We illustrate these models using data collected in surveys of early-successional bird species and plants in young forest plantation patches. Results indicate that only mature forest plant species deviated from the constant density hypothesis, but the null model suggested that the deviations were too small to alter the form of species–area relationships. Nevertheless, results from simulations clearly show that the aggregate pattern of individual species density–area relationships and occurrence probability–area relationships can alter the form of species–area relationships. The plant community model estimated that only half of the species present in the regional species pool were encountered during the survey. The modeling framework we propose explicitly accounts for sampling processes so that ecological processes can be examined free of sampling artefacts. Our modeling approach is extensible and could be applied

  20. The Effects of Mentored Problem-Based STEM Teaching on Pre-Service Elementary Teachers: Scientific Reasoning and Attitudes Toward STEM Subjects

    Science.gov (United States)

    Caliendo, Julia C.

    Problem-based learning in clinical practice has become an integral part of many professional preparation programs. This quasi-experimental study compared the effect of a specialized 90-hour field placement on elementary pre-service teachers' scientific reasoning and attitudes towards teaching STEM (science, technology, engineering, and math) subjects. A cohort of 53 undergraduate elementary education majors, concurrent to their enrollment in science and math methods classes, were placed into one of two clinical practice experiences: (a) a university-based, problem-based learning (PBL), STEM classroom, or (b) a traditional public school classroom. Group gain scores on the Classroom Test of Scientific Reasoning (CTSR) and the Teacher Efficacy and Attitudes Toward STEM Survey-Elementary Teachers (T-STEM) survey were calculated. A MANCOVA revealed that there was a significant difference in gain scores between the treatment and comparison groups' scientific reasoning (p = .011) and attitudes towards teaching STEM subjects (p = .004). The results support the hypothesis that the pre-service elementary teachers who experienced STEM mentoring in a PBL setting will have an increase in their scientific reasoning and produce positive attitudes towards teaching STEM subjects. In addition, the results add to the existing research suggesting that elementary pre-service teachers require significant academic preparation and mentored support in STEM content.

  1. Development of a questionnaire for university teachers about the european higher education area

    Directory of Open Access Journals (Sweden)

    María José Latorre Medina

    2013-05-01

    Full Text Available The present process of convergence with Europe in creating a shared educational space provokes that the quality of higher education and the improvement of teaching excellence were considered as priority actions. Deepening and clarifying the elements that help to achieve it has become a focus of study. The paper we present tries to be a clear contribution in this direction, framed in a larger research conducted by academics from University of Granada and funded by the Ministry of Science and Technology within the Call of National Plan for Scientific Research, Development and Technological Innovation 2004-2007, which aims to elaborate an online training program for university teachers from the study of expectations and needs expressed by them about the European area. This article focuses on the first stage of the research, aimed to build the data collection tool, describing the process of development and debugging of the ad hoc questionnaire according to criteria of validity and reliability.

  2. Magneto encephalography (MEG: perspectives of speech areas functional mapping in human subjects

    Directory of Open Access Journals (Sweden)

    Butorina A. V.

    2012-06-01

    Full Text Available One of the main problems in clinical practice and academic research is how to localize speech zones in the human brain. Two speech areas (Broca and Wernicke areas that are responsible for language production and for understanding of written and spoken language have been known since the past century. Their location and even hemispheric lateralization have a substantial inter-individual variability, especially in neurosurgery patients. Wada test is one of the most frequently used invasive methodology for speech hemispheric lateralization in neurosurgery patients. However, besides relatively high-risk of Wada test for patient's health, it has its own limitation, e. g. low reliability of Wada-based evidence of verbal memory brain lateralization. Therefore, there is an urgent need for non-invasive, reliable methods of speech zones mapping.The current review summarizes the recent experimental evidence from magnitoencephalographic (MEG research suggesting that speech areas are included in the speech processing within the first 200 ms after the word onset. The electro-magnetic response to deviant word, mismatch negativity wave with latency of 100—200 ms, can be recorded from auditory cortex within the oddball-paradigm. We provide the arguments that basic features of this brain response, such as its automatic, pre-attentive nature, high signal to noise ratio, source localization at superior temporal sulcus, make it a promising vehicle for non-invasive MEG-based speech areas mapping in neurosurgery.

  3. Home area geology and Alabama earth science teachers: A resource to improve the understanding and use of the state's rocks to supplement textbook concepts in earth history

    Science.gov (United States)

    Lacefield, James Anderson

    Recent studies have suggested that teachers of earth science in Alabama secondary schools are undertrained in the content areas of the subject. A survey of academic training and certification of active earth science teachers (Hall, 1985) was replicated as part of a study of the current inservice needs of Alabama earth science teachers (Logue & Lacefield, 1995). Only one-third of responding teachers were found to be properly certified to teach the subject; most had been trained for teaching life science. Approximately one-half had never had a course in geology, astronomy, or meteorology--the three primary components of the typical earth science course. Of 32 earth science topics suggested for possible additional inservice workshops, teachers responding to the Logue and Lacefield survey selected Alabama and Southeastern geology as the topic of greatest interest and need. As an alternative to conventional inservice training, an illustrated book on Alabama geologic history was developed for publication. Its purpose was to supply an ongoing, usable geologic reference for Alabama earth science teachers and their students and to promote greater understanding of Alabama geology by the public in general. Entitled Lost Worlds in Alabama Rocks: The Half-Billion Year Record of Change in the State's Life and Landscape, the 82-page book (included as appendix) explains how geologic history is reconstructed using evidence from rocks, surveys the major sets of sedimentary rocks found within the state, details what each means in terms of ancient environment, and describes how Alabama's present landscape can be interpreted to reflect past geologic changes. The resource includes nearly 200 color photographs and graphics and 12 pages of fossil identification guides illustrating the most common fossil organisms found within the state. A selected group of professional geologists and earth science educators evaluated the book for scientific accuracy, format, presentation of content, and

  4. Traumatic dental injuries--knowledge and awareness among present and prospective teachers in selected urban and rural areas of Norway.

    Science.gov (United States)

    Skeie, Marit S; Audestad, Esther; Bårdsen, Asgeir

    2010-06-01

    to evaluate the knowledge and awareness of traumatic dental injuries (TDI) in children and adolescents among present and prospective teachers in selected parts of Norway. This was a descriptive cross-sectional study among present and prospective teachers. It was based on a questionnaire about TDI in children and adolescents (7-15 years of age). The participants originated from two areas, one rural and one urban. The teacher trainee students were from classes focusing on sport and physical education. Chi-square tests were used for comparisons of groups of responders and relevant variables. A total of 143 individuals responded to the questionnaire (response rate 73.7%). Few respondents were aware of the existence of information about managing TDI at their respective schools. Only one responder (rural area) had had any education about TDI, although more than one-third of all the teachers had encountered TDI in school settings. Knowledge related to handling avulsed teeth was lower compared with handling crown fractures. Generally, the teachers had a higher level of knowledge related to the correct handling of TDI compared with the student group and they were also more confident in their respective decisions than the younger group. The findings revealed poor knowledge and awareness of TDI among present and prospective teachers in selected parts of Norway.

  5. Student-Teachers' Verbal Communication Patterns during Their Teaching Practice in "Studies for the Environment" Subject in Early Greek Primary Classes

    Science.gov (United States)

    Malandrakis, George; Karagianni, Aggeliki; Pani, Dimitra

    2016-01-01

    This study explores the quality of student-teachers' (STs') verbal communication during their teaching practice on the "Studies for the Environment" subject, and identifies potential factors affecting it. Forty-one teaching sessions were analysed revealing that STs dominate classroom talking by having almost an equal number of utterances…

  6. Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects

    Science.gov (United States)

    Gurbuz, Fatih

    2016-01-01

    The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection…

  7. Gender difference in wellbeing during school lessons among 10-12-year-old children: the importance of school subjects and student-teacher relationships.

    Science.gov (United States)

    Palsdottir, Aslaug; Asgeirsdottir, Bryndis Bjork; Sigfusdottir, Inga Dora

    2012-11-01

    The aim of the study was to examine gender difference in self-reported wellbeing during school lessons among Icelandic 10-12-year-old boys and girls, in grades 5-7 in elementary schools. Also, to examine whether factors related to attitudes towards school subjects, student-teacher relationships and student-peer relationships mediated the associations between gender and wellbeing during school lessons. A cross-sectional anonymous survey was conducted among 88% (in total 11,387 participants) of all registered students aged 10-12 attending grades 5-7 in Iceland. Multivariate logistic regression was used to test main, mediation, and interaction effects. Boys reported significantly less wellbeing during school lessons than girls. Not finding the subjects taught at school fun fully mediated the relationship between gender and self-reported wellbeing during school lessons. Furthermore, when not considering other school-related factors, finding the subjects at school to hard, not liking the teachers, not being praised by teachers, and being bullied in recess partially mediated the relationship between gender and self-reported wellbeing during school lessons. The results suggest that to improve boy's wellbeing during school lessons, making school subject more appealing to boys is of importance. Furthermore, fostering teacher-student relationships and decreasing bullying of boys in recess should be emphasised.

  8. A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

    Science.gov (United States)

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

    This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

  9. Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

    Science.gov (United States)

    Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

    2017-01-01

    The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

  10. From Black and White to Shades of Grey: A Longitudinal Study of Teachers' Perspectives on Teaching Sociocultural and Subjective Aspects of Science

    Science.gov (United States)

    Leden, Lotta; Hansson, Lena; Redfors, Andreas

    2017-01-01

    Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers' perspectives on the teaching of sociocultural and subjective aspects of the nature of science (NOS) as a way to accomplish a…

  11. Subject-specific computational modeling of DBS in the PPTg area

    Science.gov (United States)

    Zitella, Laura M.; Teplitzky, Benjamin A.; Yager, Paul; Hudson, Heather M.; Brintz, Katelynn; Duchin, Yuval; Harel, Noam; Vitek, Jerrold L.; Baker, Kenneth B.; Johnson, Matthew D.

    2015-01-01

    Deep brain stimulation (DBS) in the pedunculopontine tegmental nucleus (PPTg) has been proposed to alleviate medically intractable gait difficulties associated with Parkinson's disease. Clinical trials have shown somewhat variable outcomes, stemming in part from surgical targeting variability, modulating fiber pathways implicated in side effects, and a general lack of mechanistic understanding of DBS in this brain region. Subject-specific computational models of DBS are a promising tool to investigate the underlying therapy and side effects. In this study, a parkinsonian rhesus macaque was implanted unilaterally with an 8-contact DBS lead in the PPTg region. Fiber tracts adjacent to PPTg, including the oculomotor nerve, central tegmental tract, and superior cerebellar peduncle, were reconstructed from a combination of pre-implant 7T MRI, post-implant CT, and post-mortem histology. These structures were populated with axon models and coupled with a finite element model simulating the voltage distribution in the surrounding neural tissue during stimulation. This study introduces two empirical approaches to evaluate model parameters. First, incremental monopolar cathodic stimulation (20 Hz, 90 μs pulse width) was evaluated for each electrode, during which a right eyelid flutter was observed at the proximal four contacts (−1.0 to −1.4 mA). These current amplitudes followed closely with model predicted activation of the oculomotor nerve when assuming an anisotropic conduction medium. Second, PET imaging was collected OFF-DBS and twice during DBS (two different contacts), which supported the model predicted activation of the central tegmental tract and superior cerebellar peduncle. Together, subject-specific models provide a framework to more precisely predict pathways modulated by DBS. PMID:26236229

  12. Subject-specific computational modeling of DBS in the PPTg area

    Directory of Open Access Journals (Sweden)

    Laura M. Zitella

    2015-07-01

    Full Text Available Deep brain stimulation (DBS in the pedunculopontine tegmental nucleus (PPTg has been proposed to alleviate medically intractable gait difficulties associated with Parkinson’s disease. Clinical trials have shown somewhat variable outcomes, stemming in part from surgical targeting variability, modulating fiber pathways implicated in side effects, and a general lack of mechanistic understanding of DBS in this brain region. Subject-specific computational models of DBS are a promising tool to investigate the underlying therapy and side effects. In this study, a parkinsonian rhesus macaque was implanted unilaterally with an 8-contact DBS lead in the PPTg region. Fiber tracts adjacent to PPTg, including the oculomotor nerve, central tegmental tract, and superior cerebellar peduncle, were reconstructed from a combination of pre-implant 7T MRI, post-implant CT, and post-mortem histology. These structures were populated with axon models and coupled with a finite element model simulating the voltage distribution in the surrounding neural tissue during stimulation. This study introduces two empirical approaches to evaluate model parameters. First, incremental monopolar cathodic stimulation (20Hz, 90µs pulse width was evaluated for each electrode, during which a right eyelid flutter was observed at the proximal four contacts (-1.0 to -1.4mA. These current amplitudes followed closely with model predicted activation of the oculomotor nerve when assuming an anisotropic conduction medium. Second, PET imaging was collected OFF-DBS and twice during DBS (two different contacts, which supported the model predicted activation of the central tegmental tract and superior cerebellar peduncle. Together, subject-specific models provide a framework to more precisely predict pathways modulated by DBS.

  13. The Subject-Modeling Approach to Developing the Methodol- ogy Competence of the Future Teachers-Psychologists

    Directory of Open Access Journals (Sweden)

    S. A. Gilmanov

    2012-01-01

    Full Text Available Any practical activity of a modern specialist requires the methodology knowledge – the ability of setting and transforming goals, operating with summarized approaches and plans, creating and reconstructing them, etc. The paper deals with the role of the methodology competence in professional thinking; the subject-modeling approach to developing the professional thinking and methodology competence is considered regarding the future teachers-psychologists.The substantiation of the above approach is given concerning the content and structure of the competence in question, as well as the students’ personal characteristics. The psychological mechanism of gaining the experience and professional thinking ability is described as interaction of two models – the cognitive and dynamic emotional ones – both reflecting the professional activity. The results of experimental work, based on such methods as analysis, theoretical modeling, supervision and polling, demon- strated the main developing factors of methodology competence: the general culture level, interest to the future profession, the professional activity presentation in educational process. The research results imply the conclusion that the purposeful pedagogic activity based on the methodology competence is necessary for developing the future specialists’ professional thinking. 

  14. Modelling of E. coli distribution in coastal areas subjected to combined sewer overflows.

    Science.gov (United States)

    De Marchis, Mauro; Freni, Gabriele; Napoli, Enrico

    2013-01-01

    Rivers, lakes and the sea were the natural receivers of raw urban waste and storm waters for a long time but the low sustainability of such practice, the increase of population and a renewed environmental sensibility increased researcher interest in the analysis and mitigation of the impact of urban waters on receiving water bodies (RWB). In Europe, the integrated modelling of drainage systems and RWB has been promoted as a promising approach for implementing the Water Framework Directive. A particular interest is given to the fate of pathogens and especially of Escherichia coli, in all the cases in which an interaction between population and the RWB is foreseen. The present paper aims to propose an integrated water quality model involving the analysis of several sewer systems (SS) discharging their polluting overflows on the coast in a sensitive marine environment. From a modelling point of view, the proposed application integrated one-dimensional drainage system models with a complex three-dimensional model analysing the propagation in space and time of E. coli in the coastal marine area. The integrated approach was tested in a real case study (the Acicastello bay in Italy) where data were available both for SS model and for RWB propagation model calibration. The analysis shows a good agreement between the model and monitored data. The integrated model was demonstrated to be a valuable tool for investigating the pollutant propagation and to highlight the most impacted areas.

  15. Prevalence of musculoskeletal disorders among school teachers from urban and rural areas in Chuquisaca, Bolivia: a cross-sectional study.

    Science.gov (United States)

    Solis-Soto, María Teresa; Schön, Anabel; Solis-Soto, Angel; Parra, Manuel; Radon, Katja

    2017-10-27

    Musculoskeletal disorders (MSD) are important health problems in working populations. The study aimed to determine the prevalence of MSD among school teachers from urban and rural areas in Chuquisaca, Bolivia. A cross-sectional study was conducted in 60 randomly selected schools. In total, 1062 teachers were invited to participate (response 58%). The Spanish version of the Standardized Nordic questionnaire was used assessing the 12-months and 7-days prevalence of MSD as well as the 12-months prevalence of work limiting pain. Prevalence were calculated for the different parts of the body; as summary measures, MSD in any part of the body and in ≥3 parts of the body were assessed. Crude and adjusted odds ratios with 95% confidence intervals were calculated using logistic regression models adjusting for age, sex, teaching level and school type. Prevalence of MSD in any part of the body was 86% during the last 12 months, 63% during the last 7 days and 15% for work limiting pain. MSD was most common in the neck (12-months prevalence 47%) and least common in the wrist/hands (26%). In the adjusted model, teachers working in rural areas presented significantly higher odds than teachers from urban schools for work-limiting pain during the last 12-months considering any part of the body (aOR 2.2; 95% CI 1.1-4.1), and for ≥3 parts of the body (aOR 3.7; 95% CI 1.3-10.6). The prevalence of MSD is high in School teachers, even more in teachers working in rural areas. It is needed to identify risk factors for MSD in teachers in order to propose appropriate strategies to control and reduce it.

  16. CO2 sequestration in two mediterranean dune areas subjected to a different level of anthropogenic disturbance

    Science.gov (United States)

    Bonito, Andrea; Ricotta, Carlo; Iberite, Mauro; Gratani, Loretta; Varone, Laura

    2017-09-01

    Coastal sand dunes are among the most threatened habitats, especially in the Mediterranean Basin, where the high levels of human pressure impair the presence of plant species, putting at risk the maintenance of the ecosystem services, such as CO2 sequestration provided by these habitats. The aim of this study was to analyze how disturbance-induced changes in plant species abundance patterns account for variations in annual CO2 sequestration flow (CS) of Mediterranean sand dune areas. Two sites characterized by a high (site HAD) and a lower (site LAD) anthropogenic disturbance level were selected. At both sites, plant species number, cover, height and CS based on net photosynthesis measurements were sampled. At the plant species level, our results highlighted that Ammophila arenaria and Pancratium maritimum, had a key role in CS. Moreover, the results revealed a patchy species assemblage in both sites. In particular, HAD was characterized by a higher extension of the anthropogenic aphytoic zone (64% of the total transect length) than LAD. In spite of the observed differences in plant species composition, there were not significant differences between HAD and LAD in structural and functional traits, such as plant height and net photosynthesis. As a consequence, HAD and LAD had a similar CS (443 and 421 Mg CO2 ha-1 y-1, respectively). From a monetary point of view, our estimates based on the social costs of carbon revealed that the flow of sequestered CO2 valued on an average 3181 ± 114 ha-1 year-1 (mean value for the two sites). However, considering also the value of the CO2 negative flow related to loss of vegetated area, the annual net benefit arising from CO2 sequestration amounted to 1641 and 1772 for HAD and LAD, respectively. Overall, the results highlighted the importance to maximize the efforts to preserve dune habitats by applying an effective management policy, which could allow maintaining also a regulatory ecosystem service such as CO2 sequestration.

  17. Population aging in local areas and subjective well-being of older adults: Findings from two studies in Japan.

    Science.gov (United States)

    Saito, Tami; Sugisawa, Hidehiro; Harada, Ken; Kai, Ichiro

    2016-05-23

    Subjective well-being (SWB) of older adults could be affected by both individual and community characteristics. However, the effect of community characteristics, such as population aging in local areas, remains unclear. This study examined the cross-sectional and longitudinal associations between the area-level population aging and SWB of older individuals from two distinct surveys. Those analyzed were 572 respondents aged 75 years and older for a cross-sectional survey in a metropolitan area in Tokyo, Japan (Study 1) and 1,257 and 859 respondents for a cross-sectional and longitudinal analysis, respectively, for a 2-year longitudinal survey project in urban and rural areas of Fukui Prefecture (Study 2). Area-level population aging was assessed by the number of people aged 65 years or older per 100 residents. SWB was assessed with the Life Satisfaction Index-A (LSIA). Multilevel analysis was performed to examine unconditional and conditional associations between the area-level number of older adults per 100 residents and the individual-level LSIA scores. The area-level number of older adults per 100 residents was significantly and positively associated with the LSIA scores in Study 1 (p = 0.042), even after controlling for the area- and individual-level covariates. In Study 2, we also found a significant effect of the area-level number of older adults per 100 residents on LSIA scores in the longitudinal multivariate analysis (p = 0.049). Findings from two survey projects suggested cross-validity in the positive effect of area-level population aging on older adults' SWB. Policymakers should consider older citizens' SWB in the recent urban-to-rural migration governmental policy as well as in urban renovation planning.

  18. The EFL Teachers' Perceptions of Teacher Identity: A Survey of "Zhuangang" and "Non-Zhuangang" Primary School Teachers in China

    Science.gov (United States)

    Xiong, Tao; Xiong, Xiuzhen

    2017-01-01

    "Zhuangang" (literally means "transferring post") English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to…

  19. The Difference in Translaminar Pressure Gradient and Neuroretinal Rim Area in Glaucoma and Healthy Subjects

    Directory of Open Access Journals (Sweden)

    Lina Siaudvytyte

    2014-01-01

    Full Text Available Purpose. To assess differences in translaminar pressure gradient (TPG and neuroretinal rim area (NRA in patients with normal tension glaucoma (NTG, high tension glaucoma (HTG, and healthy controls. Methods. 27 patients with NTG, HTG, and healthy controls were included in the prospective pilot study (each group consisted of 9 patients. Intraocular pressure (IOP, intracranial pressure (ICP, and confocal laser scanning tomography were assessed. TPG was calculated as the difference of IOP minus ICP. ICP was measured using noninvasive two-depth transcranial Doppler device. The level of significance P 0.05. The difference between TPG for healthy (5.4(7.7 mmHg and glaucomatous eyes (NTG 6.3(3.1 mmHg, HTG 15.7(7.7 mmHg was statistically significant (P < 0.001. Higher TPG was correlated with decreased NRA (r = −0.83; P = 0.01 in the NTG group. Conclusion. Translaminar pressure gradient was higher in glaucoma patients. Reduction of NRA was related to higher TPG in NTG patients. Further prospective studies are warranted to investigate the involvement of TPG in glaucoma management.

  20. Preservice Arts Teachers' Emerging Perspectives of Literacy Skills during a Content Area Literacy Course Focusing on Disciplinary Literacy

    Science.gov (United States)

    Hotz, Phoebe Anne

    2014-01-01

    This case study followed fourteen preservice arts students through a content area literacy course intended to guide them toward broadened definitions of literacy and text and perceptions of the literacy needs of their disciplines. By focusing on the disciplinary knowledge of music and art, preservice teachers might change their opinions of how…

  1. Job burnout and engagement among teachers - Worklife areas and personality traits as predictors of relationships with work.

    Science.gov (United States)

    Mojsa-Kaja, Justyna; Golonka, Krystyna; Marek, Tadeusz

    2015-01-01

    The main goal of the present study was to analyze the burnout syndrome due to selected personality traits (based on the Cloninger's psychobiological personality model and positive and negative affectivity) and the degree of mismatch between teachers and their work environment (described in terms of the Model of Worklife Areas). The 2nd goal was to determine if the participants could be classified into different burnout profile groups (clusters) based on their burnout dimension (exhaustion, cynicism and efficacy) scores and whether those groups differed significantly with regard to their personality traits and levels of mismatch between them and the workplace. Individual and contextual factors responsible for burnout were analyzed in a group of 205 Polish teachers who completed a set of questionnaires: Maslach Burnout Inventory - General Scale, Areas of Worklife Scale, Temperament and Character Inventory, and Positive and Negative Affect Schedule. The hierarchical regression analysis revealed that teachers' efficacy is determined only by personality factors, while exhaustion and cynicism are determined by both individual and organizational variables. The cluster analysis revealed 3 groups (burnout, engaged, ineffective) that varied in the level of all burnout dimensions. Teachers experiencing burnout perceived a higher level of mismatch between themselves and the work environment, compared to the engaged teachers demonstrating better alignment. The engaged teachers were lower on negative affectivity and higher on self-directedness as compared to the burnout group. The study provided insight into the role of individual factors in the development of teacher burnout and engagement. Negative affectivity could be considered as a predisposing risk factor and self-directedness as a protective factor for burnout. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

  2. Teacher Subject Specialisms and Their Relationships to Learning Styles, Psychological Types and Multiple Intelligences: Implications for Course Development

    Science.gov (United States)

    Perry, Chris; Ball, Ian

    2004-01-01

    This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information…

  3. The Design of Preservice Primary Teacher Education Science Subjects: The Emergence of an Interactive Educational Design Model

    Science.gov (United States)

    McKinnon, David H.; Danaia, Lena; Deehan, James

    2017-01-01

    Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly…

  4. Attitudinal Study of User and Non-User Teachers' towards ICT in Relation to Their School Teaching Subjects

    Science.gov (United States)

    Lal, Chhavi

    2014-01-01

    The present study aimed to know the attitude towards ICT of user and non-user teachers of ICT. The data were collected from 40 (20 male and 20 Female) user and non-user of ICT secondary school teachers from Agra city. Attitude towards ICT was measured by Computer Attitude Scale (CAS), originally developed by Loyd and Gressard (1984). Data were…

  5. Child Abuse by Teachers and Legal Ways to Encounter in Rural Areas

    OpenAIRE

    Shahnaz Rahpaymaelizehee, Mohtaram Rabbani Masoumeh Pourrajab, Bahare Fallahi

    2014-01-01

    AbstractMany children closely interact with teachers for nine months out of the year and schools are one of the safest places for students to be educated and teachers have a vital role for this education. Teachers should prevent from different kinds of child abuses and have an important role for preventing from child abuse. The primary purpose of this literature review study is to investigate of the phenomenon of child abuse within the school environment by teachers. The second aim of this pa...

  6. Sonographic measurements of low-echoic synovial area in the dorsal aspect of metatarsophalangeal joints in healthy subjects.

    Science.gov (United States)

    Hiraga, Masao; Ikeda, Kei; Shigeta, Koichiro; Sato, Akito; Yoshitama, Tamami; Hara, Ryota; Tanaka, Yasuhito

    2015-05-01

    Assessment of synovitis in the metatarsophalangeal (MTP) joints with ultrasound has been shown to improve the accuracy of assessment of rheumatoid arthritis (RA). However, the presence of intraarticular low-echoic synovial area (LESA) in the MTP joints in healthy subjects complicates the sonographic assessment of these joints. Healthy subjects with no arthritic symptoms in their MTP joints were recruited. All subjects completed a questionnaire and underwent physical examination and sonographic assessment. LESAs in the dorsal aspect of all MTP joints were measured in the longitudinal view. One thousand non-arthritic MTP joints in 100 healthy subjects (female 73, mean age 41.0 years old) were evaluated. Measurable LESAs were identified in all joints assessed. Mean length of LESA in each of the 1st-5th MTP joints was 17.8, 13.9, 11.9, 10.6, and 9.2 mm, respectively, whereas mean thickness was 2.4, 2.4, 1.8, 1.2, and 0.8 mm, respectively. Multivariate linear regression models identified the difference between 1st and 5th MTP joints as the most independently influential factor on the measurement of LESA. Our data provide the normal reference values for the measurements of LESA in Japanese, which should be taken into consideration when the synovitis in MTP joints is evaluated with ultrasound.

  7. Comparison of optic area measurement using fundus photography and optical coherence tomography between optic nerve head drusen and control subjects.

    Science.gov (United States)

    Flores-Rodríguez, Patricia; Gili, Pablo; Martín-Ríos, María Dolores; Grifol-Clar, Eulalia

    2013-03-01

    To compare optic disc area measurement between optic nerve head drusen (ONHD) and control subjects using fundus photography, time-domain optical coherence tomography (TD-OCT) and spectral-domain optical coherence tomography (SD-OCT). We also made a comparison between each of the three techniques. We performed our study on 66 eyes (66 patients) with ONHD and 70 healthy control subjects (70 controls) with colour ocular fundus photography at 20º (Zeiss FF 450 IR plus), TD-OCT (Stratus OCT) with the Fast Optic Disc protocol and SD-OCT (Cirrus OCT) with the Optic Disc Cube 200 × 200 protocol for measurement of the optic disc area. The measurements were made by two observers and in each measurement a correction of the image magnification factor was performed. Measurement comparison using the Student's t-test/Mann-Whitney U test, the intraclass correlation coefficient, Pearson/Spearman rank correlation coefficient and the Bland-Altman plot was performed in the statistical analysis. Mean and standard deviation (SD) of the optic disc area in ONHD and in controls was 2.38 (0.54) mm(2) and 2.54 (0.42) mm(2), respectively with fundus photography; 2.01 (0.56) mm(2) and 1.66 (0.37) mm(2), respectively with TD-OCT, and 2.03 (0.49) mm(2) and 1.75 (0.38) mm(2), respectively with SD-OCT. In ONHD and controls, repeatability of optic disc area measurement was excellent with fundus photography and optical coherence tomography (TD-OCT and SD-OCT), but with a low degree of agreement between both techniques. Optic disc area measurement is smaller in ONHD compared to healthy subjects with fundus photography, unlike time-domain and spectral-domain optical coherence tomography in which the reverse is true. Both techniques offer good repeatability, but a low degree of correlation and agreement, which means that optic disc area measurement is not interchangeable or comparable between techniques. Ophthalmic & Physiological Optics © 2013 The College of Optometrists.

  8. Job Satisfaction and Work Performance of Public Secondary School Teachers In Akoko North West Local Government Area Of Ondo State

    Directory of Open Access Journals (Sweden)

    Aroge Stephen Talabi

    2016-08-01

    Full Text Available The study examined the relationship between job satisfaction and work performance of secondary school teachers in Akoko North West Local Government Area of Ondo-State, Nigeria. The study population consisted of all secondary school teachers, while two hundred of them were randomly selected for the study. Regular payment of salary, opportunities for promotion, rapport with school authority, in-service training, job security, career prospect and retirement benefits were the variables considered. The questionnaire titled “Workers Opinion Survey Inventory (WOSI” and the Productivity Rating Scale (PRS which was in line with Annual Performance Evaluation Report (APPER was used to obtain information for the study. The data was analyzed using Pearson Product Correlation Moment.  One of the recommendations made include the onward review of policies, remuneration and work conditions of teachers in the public secondary schools in Nigeria for optimum productivity.

  9. From black and white to shades of grey. A longitudinal study of teachers' perspectives on teaching sociocultural and subjective aspects of science

    Science.gov (United States)

    Leden, Lotta; Hansson, Lena; Redfors, Andreas

    2017-07-01

    Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers' perspectives on the teaching of sociocultural and subjective aspects of the nature of science (NOS) as a way to accomplish a more nuanced science teaching in Swedish compulsory school. The teachers ( N = 6) took part in a longitudinal study on NOS and NOS teaching that spanned 3 years. The data consists of recorded and transcribed focus group discussions from all 3 years. In the analysis, the transcripts were searched for teachers' suggestions of issues, relevant for teaching in compulsory school, as well as opportunities and challenges connected to the teaching of these issues. The results of the analysis show that (a) the number of suggested issues increased over the years, (b) teachers' ways of contextualizing the issues changed from general and unprecise to more tightly connected to socio-scientific or scientific contexts, and (c) the number of both opportunities and challenges related to NOS teaching increased over the years. The most evident changes occurred from the beginning of year 2 when the focus group discussions became more closely directed towards concrete teaching activities. Tensions between the opportunities and challenges are discussed as well as how these can be met, and made use of, in science teacher education.

  10. A CONCEPTUAL FRAMEWORK OF VIRTUAL INTERACTIVE TEACHER TRAINING THROUGH OPEN AND DISTANCE LEARNING FOR THE REMOTE AREAS ENGLISH TEACHERS OF BANGLADESH

    Directory of Open Access Journals (Sweden)

    Irene PARVIN

    2017-01-01

    Full Text Available Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was

  11. Digital media promoting new approaches to subject specific didactics in visual arts education in primary school, high school, teacher education and university education

    DEFF Research Database (Denmark)

    Skov, Kirsten

    Digital media promoting new approaches to subject specific didactics in visual arts education in primary school, high school, teacher education and university education The symposium addresses current developments in visual arts education based on empirical projects from different levels of the e......Digital media promoting new approaches to subject specific didactics in visual arts education in primary school, high school, teacher education and university education The symposium addresses current developments in visual arts education based on empirical projects from different levels......, social aesthetics, community art and co-creation all represent an approach to art production and appreciation where content, media and visual expressions unfold in societal, digital, collaborative, and transgressive constellations involving the art maker and audiences in social and relational projects...

  12. Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work

    Directory of Open Access Journals (Sweden)

    Justyna Mojsa-Kaja

    2015-02-01

    Full Text Available Introduction The main goal of the present study was to analyze the burnout syndrome due to selected personality traits (based on the Cloninger’s psychobiological personality model and positive and negative affectivity and the degree of mismatch between teachers and their work environment (described in terms of the Model of Worklife Areas. The 2nd goal was to determine if the participants could be classified into different burnout profile groups (clusters based on their burnout dimension (exhaustion, cynicism and efficacy scores and whether those groups differed significantly with regard to their personality traits and levels of mismatch between them and the workplace. Material and methods Individual and contextual factors responsible for burnout were analyzed in a group of 205 Polish teachers who completed a set of questionnaires: Maslach Burnout Inventory – General Scale, Areas of Worklife Scale, Temperament and Character Inventory, and Positive and Negative Affect Schedule. Results The hierarchical regression analysis revealed that teachers’ efficacy is determined only by personality factors, while exhaustion and cynicism are determined by both individual and organizational variables. The cluster analysis revealed 3 groups (burnout, engaged, ineffective that varied in the level of all burnout dimensions. Teachers experiencing burnout perceived a higher level of mismatch between themselves and the work environment, compared to the engaged teachers demonstrating better alignment. The engaged teachers were lower on negative affectivity and higher on self-directedness as compared to the burnout group. Conclusions The study provided insight into the role of individual factors in the development of teacher burnout and engagement. Negative affectivity could be considered as a predisposing risk factor and self-directedness as a protective factor for burnout.

  13. Fourier power, subjective distance and object categories all provide plausible models of BOLD responses in scene-selective visual areas

    Directory of Open Access Journals (Sweden)

    Mark Daniel Lescroart

    2015-11-01

    Full Text Available Perception of natural visual scenes activates several functional areas in the human brain, including the Parahippocampal Place Area (PPA, Retrosplenial Complex (RSC, and the Occipital Place Area (OPA. It is currently unclear what specific scene-related features are represented in these areas. Previous studies have suggested that PPA, RSC, and/or OPA might represent at least three qualitatively different classes of features: (1 2D features related to Fourier power; (2 3D spatial features such as the distance to objects in a scene; or (3 abstract features such as the categories of objects in a scene. To determine which of these hypotheses best describes the visual representation in scene-selective areas, we applied voxel-wise modeling (VM to BOLD fMRI responses elicited by a set of 1,386 images of natural scenes. VM provides an efficient method for testing competing hypotheses by comparing predictions of brain activity based on encoding models that instantiate each hypothesis. Here we evaluated three different encoding models that instantiate each of the three hypotheses listed above. We used linear regression to fit each encoding model to the fMRI data recorded from each voxel, and we evaluated each fit model by estimating the amount of variance it predicted in a withheld portion of the data set. We found that voxel-wise models based on Fourier power or the subjective distance to objects in each scene predicted much of the variance predicted by a model based on object categories. Furthermore, the response variance explained by these three models is largely shared, and the individual models explain little unique variance in responses. Based on an evaluation of previous studies and the data we present here, we conclude that there is currently no good basis to favor any one of the three alternative hypotheses about visual representation in scene-selective areas. We offer suggestions for further studies that may help resolve this issue.

  14. Fourier power, subjective distance, and object categories all provide plausible models of BOLD responses in scene-selective visual areas

    Science.gov (United States)

    Lescroart, Mark D.; Stansbury, Dustin E.; Gallant, Jack L.

    2015-01-01

    Perception of natural visual scenes activates several functional areas in the human brain, including the Parahippocampal Place Area (PPA), Retrosplenial Complex (RSC), and the Occipital Place Area (OPA). It is currently unclear what specific scene-related features are represented in these areas. Previous studies have suggested that PPA, RSC, and/or OPA might represent at least three qualitatively different classes of features: (1) 2D features related to Fourier power; (2) 3D spatial features such as the distance to objects in a scene; or (3) abstract features such as the categories of objects in a scene. To determine which of these hypotheses best describes the visual representation in scene-selective areas, we applied voxel-wise modeling (VM) to BOLD fMRI responses elicited by a set of 1386 images of natural scenes. VM provides an efficient method for testing competing hypotheses by comparing predictions of brain activity based on encoding models that instantiate each hypothesis. Here we evaluated three different encoding models that instantiate each of the three hypotheses listed above. We used linear regression to fit each encoding model to the fMRI data recorded from each voxel, and we evaluated each fit model by estimating the amount of variance it predicted in a withheld portion of the data set. We found that voxel-wise models based on Fourier power or the subjective distance to objects in each scene predicted much of the variance predicted by a model based on object categories. Furthermore, the response variance explained by these three models is largely shared, and the individual models explain little unique variance in responses. Based on an evaluation of previous studies and the data we present here, we conclude that there is currently no good basis to favor any one of the three alternative hypotheses about visual representation in scene-selective areas. We offer suggestions for further studies that may help resolve this issue. PMID:26594164

  15. Addressing scientific literacy through content area reading and processes of scientific inquiry: What teachers report

    Science.gov (United States)

    Cooper, Susan J.

    The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student

  16. Intra-Rater Reliability of Rehabilitative Ultrasound Imaging for Multifidus Muscles Thickness and Cross Section Area in Healthy Subjects.

    Science.gov (United States)

    Hosseinifar, Mohammad; Akbari, Asghar; Ghiasi, Fateme

    2015-07-07

    Rehabilitative Ultrasound Imaging (RUSI) must be valuable method for research and rehabilitation. So, the reliability of its measurements must be determined. The purpose of this study was to evaluate the intra-rater reliability of RUSI for measurement of multifidus (MF) muscles cross section areas (CSAs), bladder wall diameter, and thickness of MF muscles between 2 sessions in healthy subjects. Fifteen healthy subjects through simple non-probability sampling participated in this single-group repeated-measures reliability study. MF muscles thickness at rest and during contraction, MF muscles CSAs at rest, and bladder diameters at rest and during pelvic floor muscles (PFM) contraction were measured through RUSI. Pearson's correlation coefficient test was used to determine intra-rater reliability of variables. The results showed that intra-class correlation Coefficient (ICCs) values with 95% confidence interval (CI) and the standard error of the measurement (SEM) were good to excellent agreement for a single investigator between measurement occasions. The intra-rater reliability for the bladder wall displacement was high (ICCs for rest and PFM contraction state: 0.96 and 0.95 respectively), for the MF muscles CSAs at the L4 level was good to high (ICCs 0.75 and 0.91 for right (Rt) and left (Lt) side respectively), and for the thickness of MF muscles at two levels, at rest and during two tasks was moderate to high (ICCs: 0.64 to 0.87). The Trans-Abdominal (TA) method of RUSI is a reliable method to quantify the PFM contraction in healthy subjects. Also, the RUSI is a reliable method to measure the MF muscles CSAs, the MF muscles thickness at rest and during functional tasks in healthy subjects.

  17. Inquiring into pre-service content area teachers' development of literacy practices and pedagogical content knowledge

    National Research Council Canada - National Science Library

    Kukner, Jennifer Mitton; Orr, Anne Murray

    2015-01-01

    The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies...

  18. Mental health and burnout in primary and secondary school teachers in the remote mountain areas of Guangdong Province in the People’s Republic of China

    Science.gov (United States)

    Zhang, Lulu; Zhao, Jingping; Xiao, Huaqing; Zheng, Hongbo; Xiao, Yaonan; Chen, Miaoyang; Chen, Dingling

    2014-01-01

    Background A growing number of studies have shown that education is a work context in which professionals (teachers) seem likely to suffer from burnout that may be associated with low levels of mental health. Although there is a demonstrated need to improve the mental health and burnout levels among teachers, little is known about their mental health status, particularly with respect to graduating class teachers in remote mountain areas with undeveloped economies. The purpose of this study was to survey mental health and burnout among graduating class teachers in remote mountain areas and to examine the influence of moderating variables. Methods We conducted a multilevel analysis of 590 graduating class teachers from 42 primary and secondary schools in remote mountain areas of Guangdong province in the People’s Republic of China. The outcome variable of self-reported mental health was measured by the Symptom Checklist-90 (SCL-90), and burnout was measured by the Chinese Maslach Burnout Inventory for primary and secondary school teachers. Results The status of both mental health and burnout among the respondents was significantly more troubling than the national norm used as a reference (Pmental health and burnout among teachers in remote mountain areas of Guangdong is not good. The level of mental health among these teachers is lower than the national average, and the level of burnout is higher. Mental health status has obvious effects on burnout among these teachers. PMID:24465129

  19. Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work

    OpenAIRE

    Justyna Mojsa-Kaja; Krystyna Golonka; Tadeusz Marek

    2015-01-01

    Introduction The main goal of the present study was to analyze the burnout syndrome due to selected personality traits (based on the Cloninger’s psychobiological personality model and positive and negative affectivity) and the degree of mismatch between teachers and their work environment (described in terms of the Model of Worklife Areas). The 2nd goal was to determine if the participants could be classified into different burnout profile groups (clusters) based on their burnout dimension (e...

  20. Interval estimation for the area under the receiver operating characteristic curve when data are subject to error.

    Science.gov (United States)

    Li, Yanhong; Koval, John J; Donner, Allan; Zou, G Y

    2010-10-30

    The area (A) under the receiver operating characteristic curve is commonly used to quantify the ability of a biomarker to correctly classify individuals into two populations. However, many markers are subject to measurement error, which must be accounted for to prevent understating their effectiveness. In this paper, we develop a new confidence interval procedure for A which is adjusted for measurement error using either external or internal replicated measurements. Based on the observation that A is a function of normal means and variances, we develop the procedure by recovering variance estimates needed from confidence limits for normal means and variances. Simulation results show that the procedure performs better than the previous ones based on the delta-method in terms of coverage percentage, balance of tail errors and interval width. Two examples are presented. Copyright © 2010 John Wiley & Sons, Ltd.

  1. The Role of Teachers' Pedagogical and Subject-Matter Knowledge in Planning and Enacting Science-Inquiry Instruction, and in Assessing Students' Science-Inquiry Learning

    Science.gov (United States)

    Birlean, Camelia

    This study explored the relation between pedagogical knowledge and subject-matter knowledge, in the context of inquiry-driven science instruction, and their relation to instructors' performance in the instructional process. This multiple case study focused on three distinct categories of teachers--Novice in Inquiry and in Science, Novice in Inquiry and Expert in Science, and Expert in Inquiry and in Science--and examined the commonalities and differences among them by exploring the cognitive processes these teachers used when planning and enacting an inquiry instructional situation, as well as when assessing students' learning resulting from this specific instructional event. Inquiry instruction varied across cases from largely structured to largely open. The Novice-Novice's science instruction, predominantly traditional in the approach, differed greatly from that of the Expert-Expert and of the Novice-Expert. The latter two emphasized--to various extents structured, guided, and open--inquiry strategy as part of their ongoing instruction. The open inquiry was an approach embraced solely by the Expert-Expert teacher throughout the Advanced Science Research instruction, emphasizing the creative aspect of problem generation. Edward teacher also distinguished himself from the other two participants in his view of planning and terminology used to describe it, both of which emphasized the dynamic and flexible feature of this instructional process. The Expert-Expert identified occasional planning, planning of specific skills and content critical to students' learning process during their independent inquiry. The observed teaching performance of the three participants partly reflected their planning; the alignment was least frequent for the Novice-Novice. The assessment of inquiry-based projects varied greatly across participants. Each teacher participant evaluated a set of three inquiry-based science projects that differed in their quality, and this variation increased

  2. The Impact of Service Learning on the Training of Pre-Service Teachers: Analysis from a Physical Education Subject

    Science.gov (United States)

    Gil-Gómez, Jesús; Chiva-Bartoll, Óscar; Martí-Puig, Manuel

    2015-01-01

    This paper discusses the effects of the use of service learning in pre-service teachers (PSTs). This methodology has been applied for two academic years at a Spanish university, providing a direct service for children with special educational needs (SEN) through motor and expressive games. We used Butin's model for the analysis of data collected…

  3. Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for Secondary Schools

    Science.gov (United States)

    Sigauke, Aaron T.

    2013-01-01

    Citizenship education is widely acknowledged as a necessary part of the school curriculum for various reasons. For young people, it is assumed that citizenship can best be learnt through the school curriculum. This means that teachers need to thoroughly understand what citizenship means and how to pass this knowledge on to students. This paper…

  4. Motivation, Empowerment, and Innovation: Teachers' Beliefs about How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning

    Science.gov (United States)

    Trust, Torrey

    2017-01-01

    Educators around the world participate in virtual communities, social media sites, and online networks in order to gain support and ideas for improving their practice. Many researchers have explored how and why teachers participate in these online spaces; however, there is limited research on how participation might impact teaching and learning.…

  5. Examining Epistemological Beliefs of Teacher Candidates According to Various Variables

    Science.gov (United States)

    Aslan, Cengiz

    2017-01-01

    Purpose: Epistemological beliefs of teachers are important factors on their perceptions of subject area and their classroom practices. This research aims to define epistemological beliefs of teacher candidates and investigates whether or not epistemological beliefs change according to teacher candidates' gender, fields of study, year of study, and…

  6. Dancing on Thin Ice: The Journey of Two Male Teacher Candidates Emerging as Professionals within a Teacher Education Dance Program

    Science.gov (United States)

    Kalyn, Brenda; Campbell, Eric; McAvoy, Alekcei; Weimer, Michelle

    2015-01-01

    Teacher candidates entering the world of curricula face the realities of teaching a variety of subjects, some more conceptually foreign than others. One challenging area for teacher candidates, particularly males, is in dance education (Gard, 2008; Kiley, 2010). A teacher's former dance experience, beliefs about who dances and why, personal…

  7. An Examination of Cooperating Teachers' Observations of Their Student Teachers in the Areas of Personal, Teaching, and Musical Skills in the Elementary Classroom

    Science.gov (United States)

    Cole, Mark R.

    2014-01-01

    The purpose of this descriptive study was to examine the observations of elementary school music teachers regarding the level of preparation of their most recent student teachers at the beginning of their student teaching experience. Twenty-seven elementary music teachers participated in a survey rating the preparedness of their student teacher in…

  8. The Measurement of Relevance Amount of Documents That By Using of Google cross-language retrieval About Agriculture Subject Area are Retrieved

    Directory of Open Access Journals (Sweden)

    Fatemeh Jamshidi Ghahfarokhi

    2014-02-01

    Full Text Available In this study, the relevance amount of documents has been investigated by using google cross-language retrieval tools about a agriculture subject area in cross-language retrieval form, are retrieved. For this purpose, by using Persian journals articles that have had English abstracts, Persian phrases and subject terms with their English equivalent were extracted. In three class us, thirty number of phrases and subject terms of agriculture area were extracted: First class, subject phrases that only in agriculture are used; Secondary, agriculture subject terms that in other fields are used too; Third class, agriculture subject terms that out of this field are considered as public term. Then by these phrases and terms, documents were searched, and relevance amount of search results are investigated. Results of study showed that google cross-language retrieval tools for two classes of phrases and terms, in cross-language retrieval of relevance document about agriculture subject area, aren`t succeed: one class, agriculture subject terms that in other fields are used too. other class, agriculture subject terms that out of agriculture field are considered as public term. Google cross-language retrieval tools about subject phrase and terms that only in agriculture field are used, are performance rather desirable than other two class of phrase and terms

  9. Patterns in Teachers' Instructional Design When Integrating Apps in Middle School Content-Area Teaching

    Science.gov (United States)

    Karchmer-Klein, Rachel; Mouza, Chrystalla; Harlow Shinas, Valerie; Park, Sohee

    2017-01-01

    The purpose of this study was to examine patterns evident in the ways middle school teachers, who value technology integration, design instruction that leverages educational applications (app) affordances. Using the pedagogy of multiliteracies (Cope & Kalantzis, 2015) and app affordances of multimodality, collaboration, and interactivity as…

  10. Teacher Participation in Stress Management through Different Theoretical Lenses: A Study Conducted in the Mahikeng Area

    Science.gov (United States)

    Pelser, A. M. F.; van Wyk, C.

    2016-01-01

    The purpose of the research reported in this article was to place the known facts of the topic of teacher participation in stress management in the context of management and leadership in education. The emphasis in the conceptual and theoretical framework was on showing points of connection between leadership and management on the one hand and…

  11. Graphic Communications--Preparatory Area. Book I--Typography and Modern Typesetting. Teacher's Manual.

    Science.gov (United States)

    Hertz, Andrew

    Intended for use with a companion student manual, this teacher's guide lists procedures and teaching tips for each unit of a secondary or postsecondary course of study in typography and modern typesetting. Course objectives are listed for developing student skills in the following preparatory functions of the graphic communications industry: copy…

  12. Teachers and Students Knowledge about Global Warming: A Study in Smoke Disaster Area of Indonesia

    Science.gov (United States)

    Rosidin, Undang; Suyatna, Agus

    2017-01-01

    The average temperature on the Earth's surface has globally increased. This issue was generally caused by the increasing of greenhouse gases concentrations due to human activities. Therefore, the knowledge about global warming becomes major topics for students and educators. This research aimed to investigate how the teachers and students…

  13. C³TO: enabling mathematics teachers to create a presence on mxit and other chat areas

    CSIR Research Space (South Africa)

    Butgereit, L

    2010-03-01

    Full Text Available are more than willing to discuss mathematics on mxit and in chartrooms, it has been difficult (if not impossible) for an ordinary mathematics teacher(with limited computer and financial resources) to take advantage of this eagerness on the part...

  14. Historia de las disciplinas, profesionalización docente y formación de profesores: el caso español History of school subjects, the professionalization of teachers and teachers' training: the Spanish case

    Directory of Open Access Journals (Sweden)

    Antonio Viñao

    2012-12-01

    Full Text Available Este texto pretende analizar, a partir del caso español, las relaciones existentes entre la historia de las disciplinas (y, dentro de ella, de los manuales escolares, el proceso de profesionalización docente y la formación de profesores. Primero se exponen las causas que explican la ausencia legal, en el caso español, de la historia de las disciplinas en la formación de profesores, así como algunas iniciativas aisladas en relación con este tema. Seguidamente se da cuenta de algunos aspectos o cuestiones en los que fundamentar la presencia de la historia de las disciplinas en la formación de profesores, en especial de la necesidad de insertar los estudios sobre la manualística escolar en el ámbito, más amplio, de dicha historia. Por último, se exponen algunos conceptos e ideas clave para estructurar la historia de las disciplinas.This text tries to analyze, through a Spanish case, the relationships existing among the history of school subjects (and, inside it, the history of textbooks, the process of the professionalization of teaching and teachers' training. First, the causes explaining the legal absence, in Spanish, of the history of school subjects in teachers' training, as well as some isolated initiatives on this theme are presented. Then, some aspects and issues are dealt with in order to justify the presence of the history of school subjects in teachers' training, especially the need to include the analysis of textbooks in the wider field of such history. Finally, some key concepts and ideas with the aim of shaping the history of the school subjects are also presented.

  15. Cytogenetic analysis chromosomal status of subjects from the regions in the vicinity of uranium-contaminated areas

    Energy Technology Data Exchange (ETDEWEB)

    Jovicic, D.; Milacie, S.; Kovacevic, R.; Petrovic, I.

    2004-07-01

    The past application of nuclear technology has brought about free emission of numerous Due to the military application of the depleted uranium (DU) in our country, the problem of its radioactivity and hemo toxicity if actualized. Likewise every heavy metal, its is highly toxic and, in addition to it, also radioactive: Interaction of the water-soluble uranium forms with soil is an important effect. In this way, it penetrates into food chain and endangers human health. The study was aimed at determining possible karyotype genotoxic effects in individuals from the regions close to the contaminated areas. Biological dosimetry was performed using modified Moorthead's micromethod. Our studies included the targeted group of 29 patients from the affected regions. The subjects were averagely aged 39.5{+-}2.8 years. Average age of the control group (k), unexposed to the effects of the known genotoxic agents comprising 22 individuals was 28.3{+-}1.2 years. The presented data evidenced that increased incidence of the chromosomal aberrations was found in 6 subjects,accounting for 20.6%. Dicentric type changes were evidence, as well ring chromosomes and eccentric fragments, which are, at the same time the most frequent aberrations. The changes are considered reparable aberrations accounting for 2-3% in metaphases of the unexposed individuals. Statistical data processing evidenced significant difference (p<0.005) between structural chromosomal aberrations in the studied and control groups, as well as in the number of chromatid aberrations (p<0.05).Based on the obtained data it may be concluded that human karyotype changes were present in the studied group, resulting from interaction of ionizing irradiation and other genotoxic agents, with possibility of potent synergistic effects. It is necessary to stress the importance of further monitoring and control of the general population health, particularly due to possible late genetic effects that may affect future generations

  16. The control processes and subjective well-being of Chinese teachers: Evidence of convergence with and divergence from the key propositions of the motivational theory of life-span development

    Directory of Open Access Journals (Sweden)

    Wan-Chi eWong

    2014-05-01

    Full Text Available An analytical review of the motivational theory of life-span development reveals that this theory has undergone a series of elegant theoretical integrations. Its claim to universality nonetheless brings forth unresolved controversies. With the purpose of scrutinizing the key propositions of this theory, an empirical study was designed to examine the control processes and subjective well-being of Chinese teachers (N = 637. The OPS-Scales (Optimization in Primary and Secondary Control Scales for the Domain of Teaching were constructed to assess patterns of control processes. Three facets of subjective well-being were investigated with the Positive and Negative Affect Schedule, the Life Satisfaction Scale, and the Subjective Vitality Scale. The results revealed certain aspects of alignment with and certain divergences from the key propositions of the motivational theory of life-span development. Neither primacy of primary control nor primacy of secondary control was clearly supported. Notably, using different criteria for subjective well-being yielded different subtypes of primary and secondary control as predictors. The hypothesized life-span trajectories of primary and secondary control received limited support. To advance the theory in this area, we recommend incorporating Lakatos’ ideas about sophisticated falsification by specifying the hard core of the motivational theory of life-span development and articulating new auxiliary hypotheses.

  17. The Measurement of Relevance Amount of Documents That By Using of Google cross-language retrieval About Agriculture Subject Area are Retrieved

    National Research Council Canada - National Science Library

    Fatemeh Jamshidi Ghahfarokhi

    2014-01-01

    In this study, the relevance amount of documents has been investigated by using google cross-language retrieval tools about a agriculture subject area in cross-language retrieval form, are retrieved...

  18. [Psychosocial stressors, sense of community, and subjective wellbeing in children and adolescents in urban and rural areas in Northeast Brazil].

    Science.gov (United States)

    Abreu, Desirée Pereira de; Viñas, Ferran; Casas, Ferran; Montserrat, Carme; González-Carrasco, Mònica; Alcantara, Stefania Carneiro de

    2016-09-19

    The study's overall objective was to investigate the relationship between psychosocial stressors, sense of community, and subjective wellbeing in urban and rural schoolchildren in Northeast Brazil, focusing on differences according to territorial context. The sample consisted of 757 participants, 495 from urban schools and 262 from rural schools, enrolled in the 6th and 7th grades (9 to 18 years of age) in 21 municipal and state public schools, of which 13 urban and 8 rural, in 7 municipalities (counties) in Ceará State, Brazil. The study instruments were inventory of stressful events, scale of life satisfaction for students, index of sense of community, and satisfaction indices by life domains (family, material goods, relations, neighborhood/zone, health, time, school, and personal). The results indicate that socioeconomically underprivileged public schoolchildren from urban areas are more exposed to daily stress and score lower on satisfaction in specific domains of life and on sense of community. This latter is an important indicator for evaluating wellbeing in this young population.

  19. Holland's Theory and Retired Teachers.

    Science.gov (United States)

    Wiggins, James D.

    1982-01-01

    Studied retired teachers (N=102) representing five subject areas that were related to the Realistic, Investigative, Artistic, Social, and Conventional Scales of the Vocational Preference Inventory. Results indicated congruence between tested and environmental codes, especially in artistic and conventional areas. (RC)

  20. Reading in the social studies and natural science content area: A phenomenological study of the beliefs, attitudes, and strategies sixth and seventh grade content area teachers use to teach below grade level readers

    Science.gov (United States)

    Clark, Lisa A.

    The purposes of this study were to identify the attitudes and beliefs content teachers have concerning teaching reading in the content area to below level readers and to identify specific instructional strategies that are used to teach students who are below grade level the content area material. Twelve participants were selected, using maximum variation sampling, based on the grade level and content area they taught. Data was collected from middle school content area teachers using interviews, surveys, observations, and document examination in an attempt to identify attitudes, beliefs, and specific challenges content teachers face instructing below grade level readers. The data was collected, coded and analyzed for specific commonalities. The constructivist's theory served as the framework for the study with emphasis on experiential learning. The experiences that the participants had as early learners, older students, and adult teachers mold their level of efficacy, the way they teach, and the way the view teaching and learning. Based on the data collected and analyzed, common attitudes and beliefs were present among the participants. Common instructional strategies used with below level learners were also identified. The challenges content area teachers face were also recognized. Recommendations were made to school districts, teacher prep programs administrators and to others for further research.

  1. Efforts in Improving Teachers’ Competencies Through Collaboration between Teacher Forum on Subject Matter (MGMP and Pre-Service Teacher Training Institution (LPTK

    Directory of Open Access Journals (Sweden)

    A. A. Purwoko

    2017-04-01

    Full Text Available The goal of this study is to improve high school chemistry teacher’s competency in terms of classroom instruction. This goal is achieved through the workshop and continuous assistance activities that enable teachers to improve their knowledge and skills in developing learning scenarios that reflect scientific methods (brain-based learning in the classroom instruction. The effect of teachers’ competence improvement was measured by a survey of student’s perception on the classroom teaching-learning process, using Likert-scale questionnaire. The first poll was conducted before the program was started, and the second one was after the program completion. The first observation shows that only 18% of students perceive that the chemistry learning process in the classroom are “good,” while the rest (82% say that it is “fair”. However, the second poll shows that there are 45% of students who perceive that the learning process is “good”; interestingly, there are 35%, and 20% of respondents say “excellent” and “fair,” respectively. Furthermore, data analyses using chi-square test conclude that the continuous teacher assistance activity significantly improves teachers’ competencies. This article describes detailed of collaboration program and the results of improvement of chemistry teachers’ competence in north Lombok regency. Normal 0 false false false IN X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New

  2. Huntington Computer Project: A Teacher's Manual (Computer-Related Materials). Second Edition.

    Science.gov (United States)

    State Univ. of New York, Stony Brook. Huntington Computer Project.

    A compilation of BASIC computer programs developed by teachers and students involved in the Huntington Computer Project is presented. The programs are grouped by subject area. The six subject areas are biology, earth science, chemistry mathematics, physics, social studies, and teacher assistance. For each program, the following information is…

  3. Collaboration Between Art Teacher Students and Communication and Digital Media Students Promoting Subject Specific Didactics in Digital Visual Learning Design

    DEFF Research Database (Denmark)

    Buhl, Mie; Skov, Kirsten

    design was based on the purpose of involving the future users in developing a visual learning design, and thereby drawing on visual art expertise in all phases of the design. The Design Based Research (DBR) approach (Amiel & Reeves 2008) was chosen in order to facilitate the collaborative aspect......, No. 15, 2016, p. 1-21 Buhl, M. & Ejsing-Duun (2015) Blended learning promoting new developments for Nordic master programs in visual studies and art education, ECEL Proceedings, Hatfield Buhl, M. & Flensborg (2011). Visuel kulturpædagogik, København: Hans Reitzels Forlag Peppler, K. (2010). Media...... arts: Arts education for a digital age. Teachers College Record, vol 112, nr. 8, p. 2118-2153 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.700.7662&rep=rep1&type=pdf Dunleavy, M. & Dede, C. (2014). Augmented reality teaching and learning. in. J.M. Spector, M.D. Merrill, J. Elen & M...

  4. "Frustrated" or "Surprised?" An Examination of the Perspectives of Spanish Teacher Candidates regarding the Praxis II Subject-Matter Tests

    Science.gov (United States)

    Moser, Kelly

    2012-01-01

    Researchers (Sandarg & Schomber, 2009; Wilkerson, Schomber, & Sandarg, 2004) have urged the profession to develop a new subject-matter licensure test to reflect the best practices in the foreign language classroom. In October 2010, the Praxis II: World Language Test joined the Praxis Series. Given that this standards-driven test differs…

  5. Self-Efficacy, Self-Esteem, and Subjective Happiness of Teacher Candidates at the Pedagogical Formation Certificate Program

    Science.gov (United States)

    Erozkan, Atilgan; Dogan, Ugur; Adiguzel, Arca

    2016-01-01

    This study investigated the relationship between self-efficacy, self-esteem, and subjective happiness. The study group is composed by 556 (291 female; 265 male) students who were studying at the pedagogical formation program at Mugla Sitki Kocman University. The data were collected by using the General Self-Efficacy Scale-Turkish Form,…

  6. I want to be a scientist/a teacher: student's perceptions of career decision-making in gender-typed, non-traditional areas of work

    OpenAIRE

    Bieri Buschor Christine; Kappler Christa; Keck Frei Andrea; Berweger Simone

    2014-01-01

    The study examines the career decision making of Swiss academic high school students opting for a career in a non traditional gender typed area of work during the transition to higher education. Based on a longitudinal study a qualitative study with 11 female students in Science Technology Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision making process. They felt supported by their parents and teachers. ...

  7. "Obey", "disobey" or "tinker with" reforms to the system: a subject for French teacher trade unions to work on.

    Science.gov (United States)

    Cau-Bareille, Dominique

    2012-01-01

    This paper presents our work to support and train members of the teaching sectors of two trade unions. The aim was to encourage participants to discuss practices, the difficulties in their day-to-day work and impediments to taking action, given the current reforms to primary education, and thereby assess the reforms' impact on the teachers' activity. It was also intended to help trade unions build up a collective dynamic around their work and re-positioning the work activity at the heart of their preoccupations. This project consisted of one/two day workshops held at local trade union branches. They were led by an ergonomist and a trade union representative. The discussions revealed that the prescriptions received from the management increasingly contradict the values of the profession. Therefore, in the name of professional ethics, different strategies of resistance have emerged, from minor modifications to the prescriptions received, to disobedience. However, adopting such strategies is itself a cause of suffering for teaching staff, and leads to some leaving the profession prematurely. We will discuss the difficulty trade unions have in dealing with the issue of work, their strategic positioning as regards developments within the profession, and the role an ergonomist can play in this process.

  8. Collaboration between student art teachers and communication and digital media students promoting subject specific didactics in digital visual learning design

    DEFF Research Database (Denmark)

    Skov, Kirsten; Buhl, Mie

    of learning designs and digital media in visual arts education (Peppler 2010, Rasmussen 2015, Buhl & Ejsing-Duun, 2015; Buhl, 2016). Methodology The choice of empirical design was based on the purpose of involving the future users in developing a visual learning design, and thereby drawing on visual art....... p. 26-40 (14 s.) Buhl, M. (2016) Theory-generating practice. Proposing a principle for learning design. Læring og Medier (LOM), Vol. 9, No. 15, 2016, p. 1-21 Buhl, M. & Ejsing-Duun (2015) Blended learning promoting new developments for Nordic master programs in visual studies and art education, ECEL...... Proceedings, Hatfield Buhl, M. & Flensborg (2011). Visuel kulturpædagogik, København: Hans Reitzels Forlag Peppler, K. (2010). Media arts: Arts education for a digital age. Teachers College Record, vol 112, nr. 8, p. 2118-2153 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.700.7662&rep=rep1&type=pdf...

  9. Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas

    Science.gov (United States)

    Jacobs, Jessica Lynn

    Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.

  10. MEG reveals a fast pathway from somatosensory cortex to occipital areas via posterior parietal cortex in a blind subject

    DEFF Research Database (Denmark)

    Ioannides, Andreas A; Liu, Lichan; Poghosyan, Vahe

    2013-01-01

    magnetoencephalography (MEG) data recorded from one congenitally blind and two sighted subjects after stimulation of the left and right median nerves at three intensities: below sensory threshold, above sensory threshold and above motor threshold; the last sufficient to produce thumb twitching. We identified...... reproducible brain responses in the primary somatosensory (S1) and motor (M1) cortices at around 20 ms post-stimulus, which were very similar in sighted and blind subjects. Time-frequency analysis revealed strong 45-70 Hz activity at latencies of 20-50 ms in S1 and M1, and posterior parietal cortex Brodmann...... of information through this pathway occurred in stages characterized by convergence of activations into specific cortical regions. In sighted subjects, no linked activity was found that led from the somatosensory to the visual cortex through any of the studied brain regions. These results provide the first...

  11. Reproducibility of fat area measurements in young, non-obese subjects by computerized analysis of magnetic resonance images

    NARCIS (Netherlands)

    Elbers, J.M.; Haumann, G.; Asscheman, H.; Seidell, J C; Gooren, Louis J G

    1997-01-01

    OBJECTIVE: To assess reproducibility, expressed as both inter-observer variability and intra-observer variability, of fat area measurements on images obtained by magnetic resonance (MR); to compare variability between fat area measurements, calculated from a single image per body region and from the

  12. Parallels between Objective Indicators and Subjective Perceptions of Quality of Life: A Study of Metropolitan and County Areas in Taiwan

    Science.gov (United States)

    Liao, Pei-shan

    2009-01-01

    This study explores the consistency between objective indicators and subjective perceptions of quality of life in a ranking of survey data for cities and counties in Taiwan. Data used for analysis included the Statistical Yearbook of Hsiens and Municipalities and the Survey on Living Conditions of Citizens in Taiwan, both given for the year 2000.…

  13. Subjectivity in Education and Health: Research Notes on School Learning Area and Physical Education in Mental Health

    Science.gov (United States)

    Bezerra, Marilia; da Costa, Jonatas Maia

    2016-01-01

    This paper presents the results of two studies researching the theory of subjectivity from a cultural-historical perspective. The studies are situated in the fields of education and health and are conducted using Qualitative Epistemology. The first study discusses the pathological movement problems of learning disabilities in Brazilian schools and…

  14. Life Insurance for Consumers: A Teacher's Guide. A Teacher Inservice Module for Secondary Level Consumer Education Units in Home Economics, Business Education, Social Studies and Related Areas.

    Science.gov (United States)

    Thelen, Judith

    This teacher-oriented learning module for secondary level consumer education teachers, the first in a series of three, was developed to provide information on life insurance and ideas for conveying this content to students. The module begins with a definition and general goals of consumer economics, an overview, a pre-test, a performance objective…

  15. Perceptual Skills--A Concern of the Classroom Teacher?

    Science.gov (United States)

    Rosner, Jerome

    1971-01-01

    Suggests specific ways in which the classroom teacher can teach to a child's perceptual and instructional weakness through his strengths. Notes that the goal is to provide instruction in the subject area, not just in perceptual skills. Bibliography. (RW)

  16. [Left ventricular hypertrophy in black African subjects with artery hypertension: Results of a cross-sectional survey conducted in semi-rural area in Senegal].

    Science.gov (United States)

    Mbaye, A; Dodo, B; Ngaïde, A A; Sy, N F; Babaka, K; Mingou, J S; Faye, M; Niang, K; Sarr, S A; Dioum, M; Bodian, M; Ndiaye, M B; Kane, A D; Ndour-Mbaye, M; Diao, M; Diack, B; Kane, M; Diagne-Sow, D; Thiaw, I; Kane, A

    2017-09-01

    To assess the prevalence of left ventricular hypertrophy according to electrocardiographic and echocardiographic criteria among hypertensive patients living in semi-rural Senegalese area. According to the World Health Organization STEPSwise approach, we conducted, in November 2012, a cross-sectional and exhaustive study in the population aged at least 35 years old and living for at least six months in the semi-rural area of Guéoul. We researched electrocardiographic and echocardiographic left ventricular hypertrophy in hypertensive subjects. Data were analyzed with SPSS 18.0 software version. The significance level was agreed for a value of P<0.05. We examined 1411 subjects aged on average of 48.5±12.7 years. In total, 654 subjects were hypertensive and screening of left ventricular hypertrophy (LVH) was effective in 515 of them. According to Sokolow-Lyon index, 86 subjects (16.7%) presented electrocardiographic LVH, more frequently in men (P=0.002). According to Cornell index and Cornell product, LVH was founded respectively in 66 (12.8%) and 52 subjects (10.1%), more frequently in female (P=0.0001; P=0.004). It was more common in grade 3 of hypertension however criteria. In echocardiography, prevalence of LVH was 2.2% (13 cases) according to the left ventricular mass, 9.3% (48 cases) according to the left ventricular mass indexed to body surface area and 8.2% (42 cases) according to the left ventricular mass indexed to height 2.7 . LVH was significantly correlated with the electrocardiographic LVH according to Sokolow-Lyon index (P<0.0001) and the grade 3 of hypertension (P=0.003). Although rare in hypertensive Senegalese living in semi-rural area, left ventricular hypertrophy is correlated with severity of grade of hypertension. Screening by electrocardiogram will allow better follow-up of these hypertensive subjects. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

  17. Mental health and burnout in primary and secondary school teachers in the remote mountain areas of Guangdong Province in the People's Republic of China

    Directory of Open Access Journals (Sweden)

    Zhang L

    2014-01-01

    Full Text Available Lulu Zhang,1 Jingping Zhao,1 Huaqing Xiao,3 Hongbo Zheng,2 Yaonan Xiao,3 Miaoyang Chen,3 Dingling Chen31Mental Health Institute of the Second Xiangya Hospital, Key Laboratory of Psychiatry and Mental Health of Hunan Province, Central South University, Changsha, Hunan, 2Department of Psychiatry, Guangzhou Brain Hospital, Affiliated Hospital of Guangzhou Medical University, Guangzhou, Guangdong, 3Department of Psychiatry, Luoding Dagang Hospital, Luoding, Guangdong, People's Republic of ChinaBackground: A growing number of studies have shown that education is a work context in which professionals (teachers seem likely to suffer from burnout that may be associated with low levels of mental health. Although there is a demonstrated need to improve the mental health and burnout levels among teachers, little is known about their mental health status, particularly with respect to graduating class teachers in remote mountain areas with undeveloped economies. The purpose of this study was to survey mental health and burnout among graduating class teachers in remote mountain areas and to examine the influence of moderating variables.Methods: We conducted a multilevel analysis of 590 graduating class teachers from 42 primary and secondary schools in remote mountain areas of Guangdong province in the People's Republic of China. The outcome variable of self-reported mental health was measured by the Symptom Checklist-90 (SCL-90, and burnout was measured by the Chinese Maslach Burnout Inventory for primary and secondary school teachers.Results: The status of both mental health and burnout among the respondents was significantly more troubling than the national norm used as a reference (P<0.05 or P<0.01. Each factor in the SCL-90 had a significant correlation with burnout (P<0.01. All factors of the SCL-90 were entered into the regression equation for each dimension of burnout (P<0.01. The factor having the greatest impact on emotional exhaustion and

  18. THE СREATIVE TASKS DURING THE PRACTICAL SESSIONS OF LITERARY SUBJECTS AS THE MEANS OF DEVELOPMENT OF CREATIVITY OF FUTURE LANGUAGE AND LITERATURE TEACHERS

    Directory of Open Access Journals (Sweden)

    Viktoria Shcherbatiuk

    2017-04-01

    Full Text Available The author of the article analyzes the methodology of using a number of creative tasks for working with students of Philology Department during the practical sessions of literary subjects. The tasks are focused on designing the creative qualities of future language and literature teachers: imagination, inspiration, initiative, noncommonality, extraordinary nature, his/her own point of view. At present, the students perceive the learning process as something fixed, which necessarily must be studied and passed. They will not think critically, as long as the teacher does not create creative atmosphere to facilitate the active involvement of students into the learning process. And one should allow them to freely speculate, dream up. Each person has the potential of skills, and the tasks of modern teacher are developing these skills and managing the process of the development. Therefore, the main purpose of organization of practical session is to be able to encounter the students’ intellectual forces, to cause them to work, to create a favorable pedagogical environment for their formation and simultaneously to shape the identity of a young person, his/her outlook. Organizing the practical training one should find a way to students’ minds and doesn`t give them ready knowledge but to ensure them to acquire knowledge themselves trying to search, establish dependences, and patterns. They should be engaged in creative dialogue with cultural texts and nourish their own personal position. The problem of creativity is complex and multifaceted. Since ancient times it has been in the scholars’ and philosophers’ field of view (Plato, Aristotle, Hegel, Pestalozzi, etc.. Basic issues of a creative individual are disclosed in the works by A. Luk, Ia. Ponomarev, A. Matiushkin, P. Enhelmeier, V. Moliako, O. Amatev, E. Belkina, A. Bohush, N. Vetluhina, N. Havrish, O. Dronova and others. However, the growing relevance and educational significance of this issue

  19. The Impact of Subjective Norm and Facilitating Conditions on Pre-Service Teachers' Attitude toward Computer Use: A Structural Equation Modeling of an Extended Technology Acceptance Model

    Science.gov (United States)

    Teo, Timothy

    2009-01-01

    This study examined pre-service teachers' self-report on their attitude toward computer use. Participants were 285 pre-service teachers at a teacher training institution in Singapore. They completed a survey questionnaire measuring their responses to five constructs which formed a research model using the Technology Acceptance Model (TAM) as a…

  20. La peur de l'evaluation: evaluation de l'enseignement ou du sujet? (Fear of Evaluation: Evaluating the Teacher or the Subject?)

    Science.gov (United States)

    Kosmidou-Hardy, Chryssoula; Marmarinos, Jean

    2001-01-01

    Addresses questions related to the evaluation of teachers, with specific attention to why there is such teacher resistance. Theorizes that it is the teachers' fear of evaluation of their personal identity rather than their professional competence that lies behind their resistance to evaluation. Calls for the use of action research as a basic…

  1. How Do You Get Pre-Service Teachers to Become "Good at ICT" in Their Subject Teaching? The Views of Expert Practitioners

    Science.gov (United States)

    Haydn, Terry

    2014-01-01

    The paper reports on a particular strand of the outcomes of the English contribution to an Organisation for Economic Cooperation and Development comparative study, "ICT in Initial Teacher Training," which aimed to develop insights into how courses of initial teacher training prepare student teachers to use information and communications…

  2. Teachers Sourcebook for Extensive Reading

    Science.gov (United States)

    Jacobs, George; Farrell, Thomas S. C.

    2012-01-01

    The best way for students to learn to read and to come to love reading is--surprise, surprise--by reading in quantity. Unfortunately, many of today's students read far too little. This lack of time spent reading is particularly unfortunate, as reading constitutes a bedrock skill, essential in all subject areas. Thus, we teachers need to devote…

  3. How Vocational Teachers Describe Their Vocational Teacher Identity

    Science.gov (United States)

    Köpsén, Susanne

    2014-01-01

    Given the current demands of Swedish vocational education and the withdrawal of the requirement for formal teacher competence in vocational subject teachers, the aim of this article is to develop knowledge of what it means to be a vocational subject teacher in an upper secondary school, i.e. how vocational subject teachers describe their…

  4. Foreign Language Folio. A Guide to Cultural Resources and Field Trip Opportunities in the San Francisco Bay Area for Teachers and Students of Foreign Languages, 1983-85.

    Science.gov (United States)

    Gonzales, Tony, Ed.; O'Connor, Roger, Ed.

    A listing of San Francisco area cultural resources and opportunities of use to foreign language teachers is presented. Included are the following: museums and galleries, schools, art sources, churches, clubs, cultural centers and organizations, publications and publishing companies, restaurants, food stores and markets, travel and tourism,…

  5. A Comparative Study of Teacher Education Institutions and Machine Tool Manufacturers to Determine Course Content for a Machine Tool Maintenance Course in the Woodworking Area.

    Science.gov (United States)

    Polette, Douglas Lee

    To determine what type of maintenance training the prospective industrial arts teacher should receive in the woodworking area and how this information should be taught, a research instrument was constructed using information obtained from a review of relevant literature. Specific data on machine tool maintenance was gathered by the use of two…

  6. Instructional Supervisory Practices and Teachers' Role Effectiveness in Public Secondary Schools in Calabar South Local Government Area of Cross River State, Nigeria

    Science.gov (United States)

    Sule, Mary Anike; Eyiene, Ameh; Egbai, Mercy E.

    2015-01-01

    The study investigated the relationship between instructional supervisory practices and teachers' role effectiveness in public secondary schools in Calabar South Local Government Area of Cross River State. Two null hypotheses were formulated to guide the study. Ex-post facto research design was adopted for the study. The population of the study…

  7. Teacher Efficacy and Professional Development Needs of Mid-Career Agriculture Educators Integrating the Next Generation Science Standards and Other Content Areas

    Science.gov (United States)

    Drape, Tiffany A.; Lopez, Megan; Radford, Donna

    2016-01-01

    The purpose of this case study was to examine the phenomenon regarding agriculture education teacher's efficacy by integrating the Next Gen Science Standards and other content areas into their classroom teaching. This was a single case study with two units of analysis consisting of two agriculture education programs in the Eastern United States…

  8. Examining the Influence of Subjective Norm and Facilitating Conditions on the Intention to Use Technology among Pre-Service Teachers: A Structural Equation Modeling of an Extended Technology Acceptance Model

    Science.gov (United States)

    Teo, Timothy

    2010-01-01

    This study examined pre-service teachers' self-reported behavioral intentions to use technology. Three hundred and fourteen participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends the technology acceptance model (TAM) by including facilitating conditions and subjective norm.…

  9. Moderate-to-vigorous physical activity in individuals with psoriasis: associations with body surface area and subjective disease severity.

    Science.gov (United States)

    Wilson, P B

    2013-10-01

    Psoriasis is associated with serious comorbidities such as cardiovascular disease, type 2 diabetes, and metabolic syndrome. These comorbidities are related to low physical activity in the general population. Limited research has evaluated physical activity in psoriasis, and thus, the purpose of this investigation was to compare physical activity between individuals with and without psoriasis as well as explore the associations between measures of psoriasis severity and physical activity. Cross-sectional study using data from the 2003-2006 National Health and Nutrition Examination Survey. Self-reported psoriasis diagnosis and psoriasis severity were regressed on moderate/vigorous physical activity, as measured objectively by accelerometers. Measures of psoriasis severity included rating of psoriasis as a problem in life and body surface area involvement. A total of 4316 individuals had data on psoriasis, moderate/vigorous physical activity, and relevant covariates, with 3.6% (population weighted) of participants (N.=117) reporting a diagnosis of psoriasis. A psoriasis diagnosis was not associated with moderate/vigorous physical activity, and furthermore, body surface area involvement was not associated with moderate/vigorous physical activity among participants with psoriasis. However, every tertile increase in psoriasis as a problem in life was associated with 28% less moderate/vigorous physical activity, which remained significant after adjusting for covariates and removing outliers. While a diagnosis of psoriasis and body surface area involvement do not appear to be associated with less moderate/vigorous physical activity, individuals that rate their psoriasis to be a large problem engage in less moderate/vigorous physical activity.

  10. Intestinal Parasites Coinfection Does Not Alter Plasma Cytokines Profile Elicited in Acute Malaria in Subjects from Endemic Area of Brazil

    Directory of Open Access Journals (Sweden)

    Juan Camilo Sánchez-Arcila

    2014-01-01

    Full Text Available In Brazil, malaria is prevalent in the Amazon region and these regions coincide with high prevalence of intestinal parasites but few studies explore the interaction between malaria and other parasites. Therefore, the present study evaluates changes in cytokine, chemokine, C-reactive protein, and nitric oxide (NO concentrations in 264 individuals, comparing plasma from infected individuals with concurrent malaria and intestinal parasites to individuals with either malaria infection alone and uninfected. In the studied population 24% of the individuals were infected with Plasmodium and 18% coinfected with intestinal parasites. Protozoan parasites comprised the bulk of the intestinal parasites infections and subjects infected with intestinal parasites were more likely to have malaria. The use of principal component analysis and cluster analysis associated increased levels of IL-6, TNF-α, IL-10, and CRP and low levels of IL-17A predominantly with individuals with malaria alone and coinfected individuals. In contrast, low levels of almost all inflammatory mediators were associated predominantly with individuals uninfected while increased levels of IL-17A were associated predominantly with individuals with intestinal parasites only. In conclusion, our data suggest that, in our population, the infection with intestinal parasites (mainly protozoan does not modify the pattern of cytokine production in individuals infected with P. falciparum and P. vivax.

  11. Managing Personal Income: Teacher Guide. Family Financial Education Program 1.

    Science.gov (United States)

    Continental Illinois National Bank and Trust Co., Chicago.

    The teacher's guide is for a high school unit on personal income management, part of a family financial education program which also includes a unit on accepting credit responsibility. It can be used by teachers of any subject attempting to develop in students habits and attitudes in the area of earning, saving, and spending. The unit is based on…

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

    African Journals Online (AJOL)

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

  13. Surveying In-Service Preschool Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Liang, Jyh-Chong; Chai, Ching Sing; Koh, Joyce Hwee Ling; Yang, Ching-Ju; Tsai, Chin-Chung

    2013-01-01

    Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the…

  14. Identification and Reporting of Maltreated Children by Teachers in Israel.

    Science.gov (United States)

    Shor, Ron

    1997-01-01

    Examined factors affecting teachers' perception of risk to a child's welfare in situations of abuse and neglect, their willingness to report situations to authorities, and their approach to such cases. Subjects were 161 Israeli elementary school teachers. Found several areas in identifying and reporting child maltreatment-related to the nature or…

  15. COMMUNITIES OF PRACTICE: REVIEW OF SEMINAL STUDIES AND OF THOSE DEVELOPED IN THE AREA OF TEACHER EDUCATION AND PRACTICE

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    Luciana Cabrini Simões Calvo

    2017-04-01

    Full Text Available This work aims at discussing the framework of communities of practice (CPs. In order to achieve this purpose, it presents a review of seminal studies (LAVE; WENGER, 1991; ECKERT; WENGER, 1994; WENGER, 1998a, 1998b; WENGER; MCDERMOTT; SNYDER, 2002; among others and of studies carried out in the area of teacher education and practice within such line (e.g. ANDERSON, 2008; HABHAB-RAVE, 2008; SOUZA-SILVA, 2009; PERIN, 2009; HALU, 2010, among others. Communities of Practice can be defined as groups of people with common interests and concerns who interact continuous and regularly aiming at learning together and developing themselves in a particular domain (WENGER, 1998a, 1998b, 2006a, 2006b. The idea behind the concept is that of a “learning partnership” (WENGER, 2012 established between people who share the same practice. It is hoped that this review contributes to the study and practice of the ones involved with the framework in focus.

  16. Financial Incentives to Promote Teacher Recruitment and Retention: An Analysis of the Florida Critical Teacher Shortage Program

    Science.gov (United States)

    Feng, Li; Sass, Tim R.

    2015-01-01

    Staffing problems are pervasive in certain subject areas, such as secondary math and science and special education, where the combination of training requirements and relatively high alternative wages makes it difficult to attract and retain high-quality teachers. This project evaluated the impacts of the Florida Critical Teacher Shortage Program…

  17. Teacher Leadership: An Assessment Framework for an Emerging Area of Professional Practice. Research Report. ETS RR-10-27

    Science.gov (United States)

    Jackson, Teresa; Burrus, Jeremy; Bassett, Katherine; Roberts, Richard D.

    2010-01-01

    This paper examines various definitions and frameworks that have been used to justify the emergence of a new category for the teacher professional: teacher leader. The emergence of this new professional category may lead to greater retention levels, and improved knowledge management and transfer within the teaching profession. Various key…

  18. Involving the Parents of English Language Learners in a Rural Area: Focus on the Dynamics of Teacher-Parent Interactions

    Science.gov (United States)

    Shim, Jenna M.

    2013-01-01

    In this study, the author suggests that the current ELL parental involvement model often overlooks the structural aspects and power asymmetry of parent-teacher relationships that can hinder productive collaboration. In doing so, the author uses postcolonial theory as a conceptual lens to investigate the dynamics of ELL parent-teacher interactions…

  19. Concentration and correlations of perfluoroalkyl substances in whole blood among subjects from three different geographical areas in Korea

    Energy Technology Data Exchange (ETDEWEB)

    Cho, Chon Rae; Lam, Nguyen Hoang [College of Fisheries and Ocean Sciences, Chonnam National University, Yeosu 550-749 (Korea, Republic of); Cho, Byung Mann [Department of Preventive Medicine and Occupational Medicine, School of Medicine, Pusan National University, Yangsan 626-770 (Korea, Republic of); Kannan, Kurunthachalam [Wadsworth Center, New York State Department of Health and Department of Environmental Health Sciences, School of Public Health, State University of New York at Albany, Empire State Plaza PO Box 509, Albany, NY 12201-0509 (United States); Cho, Hyeon Seo, E-mail: hscho@jnu.ac.kr [College of Fisheries and Ocean Sciences, Chonnam National University, Yeosu 550-749 (Korea, Republic of)

    2015-04-15

    blood were found in Korea. • Gender was found to influence the concentrations of PFOA, PFNA, PFHxS and PFOSA. • Significant positive associations between PFAS levels and age of subjects were found. • Occupation was a determinant for PFNA and PFHxS concentrations.

  20. A-Level Psychology Teachers: Who Are They and What Do They Think about Psychology as a Subject and a Discipline?

    Science.gov (United States)

    Rowley, Martin; Dalgarno, Elizabeth L.

    2010-01-01

    A-level psychology teachers (N=109) responded to a questionnaire asking about their academic background, their experience of and views about A-level psychology. Teachers were also asked about the scientific status of psychology as a discipline and about the nature of science in general. Most respondents thought that the A-level course provides…

  1. Development of Arithmetical Thinking: Evaluation of Subject Matter Knowledge of Pre-Service Teachers in Order to Design the Appropriate Course

    Science.gov (United States)

    Guberman, Raisa

    2016-01-01

    One of the key courses in the mathematics teacher education program in Israel is arithmetic, which engages in contents which these pre-service mathematics teachers (PMTs) will later teach at school. Teaching arithmetic involves knowledge about the essence of the concept of "number" and the development thereof, calculation methods and…

  2. Effect of toe-spread-out exercise on hallux valgus angle and cross-sectional area of abductor hallucis muscle in subjects with hallux valgus.

    Science.gov (United States)

    Kim, Moon-Hwan; Yi, Chung-Hwi; Weon, Jong-Hyuck; Cynn, Heon-Seock; Jung, Do-Young; Kwon, Oh-Yun

    2015-04-01

    [Purpose] This study investigated whether the toe-spread-out exercise affects the hallux valgus angle, the cross-sectional area of the abductor hallucis muscle, and the hallux valgus angle during active abduction. [Subjects and Methods] Twenty-four subjects with hallux valgus were randomly assigned to orthosis and orthosis plus toe-spread-out exercise groups. The orthosis group wore the orthosis for 8 weeks, while the orthosis plus toe-spread-out group also performed the toe-spread-out exercise. The hallux valgus angle, the cross-sectional area of the abductor hallucis muscle, and the hallux valgus angle during active abduction were measured initially and after 8 weeks by radiography and ultrasonography. [Results] While there were no significant changes in the three parameters in the orthosis group, there were significant differences in the orthosis plus toe-spread-out exercise group after 8 weeks. In addition there were significant differences in the three measures between the two groups. [Conclusion] The toe-spread-out exercise reduces the hallux valgus angle and hallux valgus angle during active abduction, and increases the cross-sectional area of the abductor hallucis muscle. The toe-spread-out exercise is recommended for patients with mild to moderate hallux valgus.

  3. Psychosocial working conditions, school sense of coherence and subjective health complaints. A multilevel analysis of ninth grade pupils in the Stockholm area.

    Science.gov (United States)

    Modin, Bitte; Ostberg, Viveca; Toivanen, Susanna; Sundell, Knut

    2011-02-01

    This study explores the psychosocial working conditions of 7930 Swedish 9th grade students, distributed over 475 classes and 130 schools, in relation to their subjective health using multilevel modeling. At the individual level, students with "strained" working conditions in school (i.e. those experiencing a high level of demands in combination with a low level of control) demonstrated significantly worse health compared to students in "low-strain" situations. "Strained" conditions in combination with a weak school-related sense of coherence were especially unfavourable for health. These findings remained significant when support from teachers, school marks, norm-breaking behaviours, family-relations and certain class- and school-contextual conditions were adjusted for. Thus, while demands are an essential part of school work, this study suggests that high levels of control and a strong school-related sense of coherence can protect against the more detrimental effects on health that high demands at school may cause. Copyright © 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  4. Inclusion process in the school: a listening area with teachers - doi: 10.4025/actascieduc.v33i2.11205

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Severo Garcia Júnior

    2011-10-01

    Full Text Available This study arose from the systematization of the content obtained from listening to teachers of the education network of the region of Santa Maria, Rio Grande do Sul State, about the inclusion of students with Special Educational Needs (SEE at regular schools. In 2008 meetings were held with the surveyed teachers. These meetings were an open space with appreciation of the spontaneity of each participant, emphasizing the importance of such debate among the participants for a self-training and reflective action on their professional activities (teaching practice. In order to listen to the teachers, we used the precepts of the Freudian-Lacanian psychoanalysis, with a critical and collaborative perspective to identify the position of the professor in the discursive structure of the school, and promote shifts of subjective positions of the teachers in relation to the problems of their students. Finally, we observed that in the construction of inclusive processes we come across obstacles relative to supposed limits and possibilities of the practice (organizational and practical and to the knowledge about the students with SEE. Thus, considering ourselves as participants, the learning affects and changes us, offering perhaps the transformation of reality. 

  5. An analysis of subject areas and country participation for all health-related projects in the EU's FP5 and FP6 programmes.

    Science.gov (United States)

    Galsworthy, Michael J; Irwin, Rachel; Charlesworth, Kate; Ernst, Kelly; Hristovski, Dimitar; Wismar, Matthias; McKee, Martin

    2014-06-01

    Previous analyses concerning health components of European Union (EU)-funded research have shown low project participation levels of the 12 newest member states (EU-12). Additionally, there has been a lack of subject-area analysis. In the Health Research for Europe project, we screened all projects of the EU's Framework Programmes for research FP5 and FP6 (1998-2006) to identify health research projects and describe participation by country and subject area. FP5 and FP6 project databases were acquired and screened by coders to identify health-related projects, which were then categorized according to the 47 divisions of the EU Health Portal (N = 2728 projects) plus an extra group of 'basic/biotech' projects (N = 1743). Country participation and coordination rates for projects were also analyzed. Approximately 20% of the 26 946 projects (value €29.2bn) were health-related (N = 4756. Value €6.04bn). Within the health categories, the largest expenditures were cancer (11.9%), 'other' (i.e. not mental health or cardiovascular) non-communicable diseases (9.5%) and food safety (9.4%). One hundred thirty-two countries participated in these projects. Of the 27 EU countries (and five partner countries), north-western and Nordic states acquired more projects per capita. The UK led coordination with > 20% of projects. EU-12 countries were generally under-represented for participation and coordination. Combining our findings with the associated literature, we comment on drivers determining distribution of participation and funds across countries and subject areas. Additionally, we discuss changes needed in the core EU projects database to provide greater transparency, data exploitation and return on investment in health research. © The Author 2013. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

  6. [Nicotine dependence, smoking-related attitude, and subjective norms across the stages of change for smoking cessation among adults smokers in a rural area].

    Science.gov (United States)

    Kim, Young Hee; Seo, Nam Sook; Kang, Hae Young

    2006-10-01

    The purpose of this study was to identify nicotine dependence, smoking-related attitude, and subjective norms across the stages of change for smoking cessation among adult smokers in a rural area. The subjects were 276 current smokers (male=243, female=33). There were 3 stages of change for smoking cessation: pre-contemplation, contemplation, and preparation stage. Data was collected by an interview or self-reporting from February 12th to March 5th 2004, and analyzed with frequency, percentage, chi- square-test, Fisher's exact probability test, ANOVA, and Scheffe test using the SPSS-PC program. According to the stages of change, 114(41.3%) current smokers were in pre-contemplation, 110(39.9%) in contemplation, and 52(18.8%) in the preparation stage. There was a higher percentage of males than females (chi- square=8.99, p=.011) in the preparation stage. The mean score of the smoking-related attitude (F=7.43, p=.001) and subjective norm(F=27.41, p=.001) were both lowest in the pre-contemplation stage and increased positively during the stages of change for smoking cessation. Based on these findings, the authors recommend that community-based smoking cessation programs should be developed by considering the intention or motives of current smokers and should be initiated in the preparation stage and primarily for male groups.

  7. Towards In-Service Training Needs of Secondary School Agriculture Teachers in a Paradigm Shift to Outcome-Based Education in Uganda

    Science.gov (United States)

    Okiror, John James; Hayward, Geoff; Winterbottom, Mark

    2017-01-01

    Purpose: This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an "outcome-based" education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A…

  8. Subjective experiences of a yogo teacher with reference to health support activities carried out in the first year after the Great East Japan Earthquake: A case study based on a narrative approach.

    Science.gov (United States)

    Aoyagi, Chiharu; Kanaizumi, Shiomi; Shikama, Kumiko; Sakou, Keiko

    2017-01-01

    Objectives To offer an empirical lens-based on the account of a yogo teacher employed at a temporary school in the community where she was relocated after experiencing the Great East Japan Earthquake alongside her students-into the subjective experience of health support activities carried out during the year immediately following the disaster.Method An interview was conducted with one yogo teacher who experienced the Great East Japan Earthquake, employed at a public junior high school in the region to where she was evacuated. Analysis involved a narrative approach whereby the yogo teacher's story was rewritten as a story in chronological order.Results The immediate course of events following the disaster was divided into three periods and examined. Period 1: The yogo teacher first experienced the earthquake and was forced to evacuate alongside her students, during which time she felt strong [sense of loss] and [sense of despair]. Period 2: At the reopening of the school in temporary classrooms, she believed her top priority was doing what she could as a yogo teacher and contributing to reopening the school, while working with other teaching staff to make the most of their surroundings. The school's reopening brought a significant sense of security and joy to students. This led her to [finding hope], and she recovered her positive attitude. Subsequently, problems manifested such as bullying and violence. She believed that [being there for the children] was the most important thing she could do as a yogo teacher and continued to provide [emotional care]. Period 3: At the time of completion of a temporary school building, she was [confused and explored] the delay of the children's recovery from emotional problems. She coordinated with a university professor of psychology to conduct classes to alleviate students' tension and stress using strategies such as relaxation techniques. She realized the importance of initiatives that involve [a keen sense of connection

  9. Raising Levels of Student Interest in Less Popular Areas of the Biology Curriculum: Can Teacher CPD Help?

    Science.gov (United States)

    Goodger, Bev

    2013-01-01

    An opportunity for teachers to join 80 outstanding biological sciences undergraduates in a series of practical sessions and lectures at the 2010 Gatsby Plant Science Summer School has inspired the development of teaching and learning resources for use in schools. Plant scientists have a crucial role to play in society and it is hoped that the…

  10. Content Area Literacy in the Primary Grades: Teachers' Sense of Efficacy in Teaching Narrative and Informational Text

    Science.gov (United States)

    Selman, Christine Cherry

    2011-01-01

    Research has documented the scarcity of informational text and the overabundance of narrative text in the primary grades (Duke, 2000; Yopp & Yopp, 2006). The purpose of this quantitative study was to determine primary teachers' beliefs, or efficacy, in teaching narrative and informational text as well as assess their use of both text types in…

  11. Iodine distribution in natural waters of different chemical composition in relation to water-bearing soils and rocks and water fractions in areas subjected to radioiodine contamination

    Science.gov (United States)

    Kolmykova, Liudmila; Korobova, Elena

    2017-04-01

    Iodine is an essential microelement required for normal functioning of thyroid gland. Natural deficiency of stable iodine is compensated by its active intake by thyroid and provokes its higher irradiation in case of radiation accidents and contamination of the environment by radioiodine isotopes. The bioavailability of both stable and radioactive iodine and the specificity of its uptake by living organisms largely depends on geochemical parameters of the environment related to natural conditions of water migration. The goal of the study was to investigate spatial distribution of iodine in natural water of different chemical composition in relation to typical water-bearing soils and rocks and water fractions in Bryansk areas subjected to radioiodine contamination after the Chernobyl accident and to evaluate contribution of this factor to the occurrence of endemic thyroid diseases among local population inhabiting geochemically different areas of fluvioglacial and loess-like sedimentary rocks. The highest content of iodine (Me=13.3 µg/l) was observed in surface water of landscapes with H-Ca, Ca and H-Ca-Fe classes of water migration. The lowest microelement level (Me=5.25 µg/l) was noted in groundwater of landscapes with H, H-Fe classes of water migration in areas of Paleogene water bearing rocks. Regardless of the type of source and class of water migration up to 90% of the total content of iodide is present in the fraction membrane filtration). Up to 50% of iodine pass to solution containing particles water in areas of loess-like sedimentary rocks hosts the highest levels of iodine where its associated with calcium mineral aquatic complexes and the suspended particles. The obtained data is believed to be useful in explanation of mobility and intake of iodine and its radioactive analogues by rural population living in different geochemical conditions and using local drinking waters. The data should be accounted of in planning prophylactics of endemic diseases and

  12. Educational role of art history as a school subject area in programmes of formal education in Slovenia: the aspect of vzgoja, according to general European guidelines

    Directory of Open Access Journals (Sweden)

    Marjana Dolšina

    2015-09-01

    Full Text Available Programmes of formal education establish a systematic transfer of knowledge as well as universal values from one generation to another. By that, they ensure the survival of social structures, prevent radical disruptions in their continuity, and serve as basis for general development of a society. Their content and didactic arrangements include interweaving of two basic aspects: the cognitive one and the one related to vzgoja (i.e. upbringing, moral/value education etc.. The latter aims to achieve the ideals of a tolerant, just and lifelong learning society, but seems to be facing increasing challenges, mainly emerging from neoliberal capitalist mentality. Art history as a school subject area in elementary and secondary education may provide an insight beneath the surface of historical events. Thus, it helps develop a critical view towards them and consequently towards the present real-life situations, which contributes to ascending the taxonomic scale of conative educational goals.

  13. Hands-On Environmental Education Activities for K-6 Teachers.

    Science.gov (United States)

    Kaufman, Donald G.; Eshbaugh, Stephen H.

    This environmental education workbook is aimed at helping kindergarten through 6th-grade teachers and contains hands-on activities directly targeted toward a particular age group, with equal distribution to each grade. Subject area descriptions and several multicultural activities are also included. Each activity lists the title, subject taught,…

  14. Don't Forget Who Your Friends Are! A Foreign Language Teacher's View of Teacher Certification Standards for ESL/Bilingual Education.

    Science.gov (United States)

    Sherlock, Wallace

    2001-01-01

    The Wisconsin Department of Public Instruction proposes to eliminate "stand-alone" teacher certification in bilingual education (BE) or English as a second language (ESL), creating an ESL/BE license to be added to an elementary or secondary license. The proposal promotes ESL/BE licensure of subject area teachers but ignores foreign…

  15. [Subjective Workload, Job Satisfaction, and Work-Life-Balance of Physicians and Nurses in a Municipal Hospital in a Rural Area Compared to an Urban University Hospital].

    Science.gov (United States)

    Körber, Michael; Schmid, Klaus; Drexler, Hans; Kiesel, Johannes

    2017-02-15

    Medical and nursing shortages in rural areas represent a current serious public health problem. The healthcare of the rural population is at risk. This study compares perceived workload, job satisfaction and work-life balance of physicians and nurses at a clinic in a rural area with two clinics of a University hospital. Physicians and nurses were interviewed anonymously with a standardized questionnaire (paper and pencil), including questions on job satisfaction, subjective workload and work-life balance. The response rate was almost 50% in the University hospital as well as in the municipal hospital. 32 physicians and 54 nurses from the University hospital and 18 physicians and 137 nurses from the municipal hospital participated in the survey. Nurses at the University hospital assessed the organization of the daily routine with 94.1% as better than those at the municipal hospital (82.4%, p=0.03). Physicians at the University hospital were able to better implement acquired knowledge at a University clinic with 87.5% than their counterparts at the municipal hospital (55.5%, p=0.02). In contrast to their colleagues at the municipal hospital, only 50% of the physicians at the University hospital subjectively considered their workload as just right (83.3% municipal, p=0.02). 96.9% of the physicians at the University hospital were "daily" or "several times a week" under time pressure (municipal 50%, pwork and family life (62.9% University hospital, 72.8% Municipal hospital). In contrast, only 20% of the physicians at the University Hospital but 42.9% of the physicians of the municipal hospital had sufficient opportunities to balance workload and family (p=0.13). The return rate of almost 50% can be described as good. Due to the small number of physicians, especially from the municipal hospital, it can be assumed that some interesting differences could not be detected. There were only slight differences between the nurses from the two hospitals. In contrast, subjective

  16. Science Teachers' Decision-Making in Abstinence-Only-Until-Marriage (AOUM) Classrooms: Taboo Subjects and Discourses of Sex and Sexuality in Classroom Settings

    Science.gov (United States)

    Gill, Puneet Singh

    2015-01-01

    Sex education, especially in the southeastern USA, remains steeped in an Abstinence-Only-Until-Marriage (AOUM) approach, which sets up barriers to the education of sexually active students. Research confirms that science education has the potential to facilitate discussion of controversial topics, including sex education. Science teachers in the…

  17. Teachers' and Parents' Perspectives on a Curricular Subject of "Religion and Spirituality" for Indian Schools: A Pilot Study Toward School Mental Health Program.

    Science.gov (United States)

    Ramakrishnan, Parameshwaran; Baccari, Andrew; Ramachandran, Uma; Ahmed, Syed Faiz; Koenig, Harold G

    2017-08-17

    Religious-spiritual (R/S) education helps medical students cope with caregiving stress and gain skills in interpersonal empathy needed for clinical care. Such R/S education has been introduced into K-12 and college curricula in some developed nations and has been found to positively impact student's mental health. Such a move has not yet been seen in the Indian education system. This paper aimed to examine perspectives of teachers and parents in India on appropriateness, benefits, and challenges of including R/S education into the school curriculum and also to gather their impressions on how a R/S curriculum might promote students' health. A cross-sectional study of religiously stratified sample of teachers and parents was initiated in three preselected schools in India and the required sample size (N = 300) was reached through snowballing technique. A semi-structured questionnaire, with questions crafted from "Religion and Spirituality in Medicine, Physicians Perspective" (RSMPP) and "American Academy of Religion's (AAR) Guidelines for Religious Literacy," was used to determine participants' perspectives. Findings revealed that teachers' and parents' "comfort in integrating R/S into school curriculum" was associated with their gender (OR 1.68), education status (OR 1.05), and intrinsic religiosity (OR 1.05). Intrinsic religiosity was significantly (p = 0.025) high among parents while "intrinsic spirituality" was high (p = 0.020) among teachers. How participants' R/S characteristics influence their support of R/S education in school is discussed. In conclusion, participants believe R/S education will fosters students' emotional health and interpersonal skills needed for social leadership. A curriculum that incorporates R/S education, which is based on AAR guidelines and clinically validated interpersonal spiritual care tools would be acceptable to both teachers and parents.

  18. Chemical composition of drinking water as a possible environment-specific factor modifying the thyroid risk in the areas subjected to radioiodine contamination

    Science.gov (United States)

    Kolmykova, Lyudmila; Korobova, Elena; Ryzhenko, Boris

    2015-04-01

    Water is one of the main natural agents providing chemical elements' migration in the environment and food chains. In our opinion a study of spatial variation of the essential trace elements in local drinking water is worth considering as the factor that may contribute to variation of the health risk in areas contaminated by radionuclides and radioiodine in particular. Radioiodine was proved to increase the risk of thyroid cancer among children who lived in areas contaminated during the Chernobyl accident. It was also shown that low stable iodine status of the contaminated area and population also contributed to the risk of this disease in case of radionuclide contamination. The goal of the study was to investigate chemical composition of the drinking water in rural settlements of the Bryansk oblast' subjected to radioiodine contamination and to evaluate speciation of stable I and Se on the basis of their total concentration and chemical composition of the real water samples with the help of thermodynamic modelling. Water samples were collected from different aquifers discharging at different depths (dug wells, local private bore holes and water pipes) in rural settlements located in areas with contrasting soil iodine status. Thermodynamic modelling was performed using original software (HCh code of Y.Shvarov, Moscow State University, RUSSIA) incorporating the measured pH, Corg and elements' concentration values. Performed modelling showed possibility of formation of complex CaI+ ion in aqueous phase, I sorption by goethite and transfer of Se to solid phase as FeSe in the observed pH-Eh conditions. It helped to identify environmental conditions providing high I and Se mobility and their depletion from natural waters. Both the experimental data and modeling showed that I and Se migration and deficiency in natural water is closely connected to pH, Eh conditions and the concentration of typomorphic chemical elements (Ca, Mg, Fe) defining the class of water migration

  19. Secondary Preservice Teachers Share Their Writing with Individual Students in School: A Survey of Their Experiences

    Science.gov (United States)

    Daisey, Peggy

    2014-01-01

    (Purpose) The purpose of this study was to describe the method, barriers, and positive effects when secondary preservice teachers of diverse subject areas shared their writing with individual middle and high school students in school. (Methodology) secondary preservice teachers (N = 77) shared their writing for two minutes before class each time…

  20. A Pilot Study of Problems and Practices in the Induction of Beginning Teachers.

    Science.gov (United States)

    Bouchard, John B.; Hull, Ronald E.

    A pilot study was designed to test the practicality of gathering data through interviews and to provide tentative information on induction problems and practices encountered by beginning teachers in the Cattaraugus-Chautauqua County area of New York. Fifty-three elementary self-contained classroom teachers and secondary academic subject-matter…

  1. A Study of Student-Teachers' Readiness to Use Computers in Teaching: An Empirical Study

    Science.gov (United States)

    Padmavathi, M.

    2016-01-01

    This study attempts to analyze student-teachers' attitude towards the use of computers for classroom teaching. Four dimensions of computer attitude on a Likert-type five-point scale were used: Affect (liking), Perceived usefulness, Perceived Control, and Behaviour Intention to use computers. The effect of student-teachers' subject area, years of…

  2. The Relationship between Pre-Service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

    Science.gov (United States)

    Özen, Rasit; Öztürk, Duygu Saniye

    2016-01-01

    The present study aims to examine the relationship between pre-service teachers' lifelong learning tendencies and teaching profession anxiety levels with respect to certain variables (their gender and subject area) and is designed as a survey study. The fourth year pre-service teachers (n=455) in the spring semester of the 2015-2016 academic year…

  3. Caught between Worlds of Expertise: Elementary Teachers Amidst Official Curriculum Development Processes in Cyprus

    Science.gov (United States)

    Theodorou, Eleni; Philippou, Stavroula; Kontovourki, Stavroula

    2017-01-01

    Against the background of a curriculum change in the Republic of Cyprus, this study focuses on teachers who volunteered to work along with academics and ministry officials in subject-area curriculum review committees to develop official curriculum texts. Teachers' participation in these committees was construed in official rhetoric as a means to…

  4. Knowledge, attitude and practice of school health programme among head teachers of primary schools in Egor Local Government Area of Edo State, Nigeria.

    Science.gov (United States)

    Ofovwe, G E; Ofili, A N

    2007-09-01

    School health program (SHP) is an important component of the overall health care delivery system of any country. In developing countries such as Nigeria where infant and early childhood mortality is high its importance cannot be overemphasized. For this reason and the recent action plan of the Federal Government of Nigeria concerning SHP, the knowledge, attitude and practice of SHP among head teachers of primary schools in a Local Government Area in Nigeria was evaluated. A pre-tested questionnaire designed to evaluate the knowledge attitude and practice of SHP by the researchers was administered by assistants to 133 head teachers of 104 private and 29 public primary schools in Egor Local Government Area of Edo State, Nigeria. The School premises were also inspected to check provision of pipe borne water, sick bay, toilet facilities and the adequacy of the school environments among other things. None of the head teachers had adequate knowledge of SHP. 93.1% from private compared to 48.3% from public schools had poor knowledge of SHP (chi2 = 56.86, p schools have SHP. Overall 27.7% of the schools had no toilet facility, 33.3% had pit latrine while 40.0% had water closet. Only 25.6% had hand washing facilities. Regarding health services, 51.0% of private schools compared to 27.6% of public schools perform medical inspection of the pupils. Similarly 39.4% private compared to 3.4% public schools have sick bay (chi2 = 11.11; p schools undertake medical screening of food handlers/vendors, while 20.2% private compared to 3.4% public schools screen food handlers/vendors (chi2 = 4.47; p lack of supervision.

  5. Subject to Form: Research Interviews, Performative Subjectivity, Professional Development

    Science.gov (United States)

    Sarigianides, Sophia Tatiana

    2010-01-01

    In this dissertation, I analyze teacher, literacy coach and researcher subjectivities in a five-year study of on-site professional development with middle-grade Language Arts teachers in a school designated by its district and state as severely underperforming. Interested in the role of research interviews as both research method and cultural…

  6. 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…

  7. The reflective teacher education: teaching as an object of research

    Directory of Open Access Journals (Sweden)

    Altair Alberto Fávero

    2013-06-01

    Full Text Available The continuing education of teachers has become a compulsory subject in our time. There is a consensus among teachers and school leaders regarding the need to “educate the educators”, because the rational knowledge learned in the process of formation of teachers is not sufficient to face the complexity and the diversity of the problems that the teachers’ work demands. It is necessary and urgent, in any area from education, to reflect about the new forms of exercising the skills needed for the professional practice. In regards to teaching, reflecting in and about the practice enables the educator to reconsider their own performance. The focus of this essay is to analyze the continuing education of teachers from the paradigm of the reflective teacher.KEYWORDS: Reflective teacher, Formative process, Educational policies.

  8. Increasing mortality from ischaemic heart disease in China from 2004 to 2010: disproportionate rise in rural areas and elderly subjects. 438 million person-years follow-up.

    Science.gov (United States)

    Zhang, Xiaofei; Khan, Arshad A; Haq, Ehtesham Ul; Rahim, Aadil; Hu, Dayi; Attia, John; Oldmeadow, Christopher; Ma, Xiaoyan; Ding, Rongjing; Boyle, Andrew J

    2017-01-01

    We sought to ascertain the changes in mortality from ischaemic heart disease (IHD) from 2004 to 2010 in China as the sheer size of China's population makes disease patterns relevant globally. Data on IHD mortality were obtained from the Chinese Centre for Disease Control and Prevention National Disease Surveillance Point System, which includes 161 counties and a population of over 73 million-a representative sample of over 6% of the entire population of China. Both crude and World Health Organization (WHO)-standardized IHD mortality increased, in both men and women and in both urban and rural locations, during the study period, demonstrating the effect of urbanization, economic growth, and epidemiological transition on cardiovascular health. WHO-standardized IHD mortality increased for rural males by 9.2% per year (95% CI: 6.7-11.7%; P < 0.0001), and the trend was statistically significantly higher (P = 0.0001) than in urban males by 6.4% per year (95% CI: 3-10%; P = 0.02). WHO-standardized IHD mortality rate increased for rural females by 7.0% per year (95% CI: 4.6-9.4%; P < 0.0001); this was statistically significantly higher than urban females by 4.3% per year (95% CI: 1-8%; P = 0.02). The age group over 80 years showed the greatest increase in IHD mortality. Mortality from IHD is increasing in China, in contrast to decreasing in other countries. This is largely driven by increasing IHD mortality in rural areas and subjects over 80 years old. This needs urgent attention by public health workers and policymakers.

  9. Pupil Evaluation of Teachers.

    Science.gov (United States)

    Biggs, John; Chopra, Pran

    1979-01-01

    This investigation is concerned with (a) constructing a pupil evaluation of teachers (PET) scale, for use in grades 7-11, incorporating certain areas of teaching behavior, and affective pupil responses to teachers; and (b) using the scale as a source of feedback to both regular and student teachers. (Author)

  10. A cohort of novice Danish science teachers

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2011-01-01

    A survey on science background and argumentation about science teaching was conducted on a local cohort of newly qualified Danish science teachers. The survey was administered before the novice teachers began their first jobs in primary and lower secondary schools and focused on their reflections...... on specific scenarios of science teaching and themselves as teachers in various science fields. Three areas of concern were identified:There was evidence of reflection upon and argumentation for the practice of science teaching being student centered, but many respondents showed a tendency to focus...... on students' activities as a goal in themselves, few considered what the students learned through the activities. Results furthermore suggest that the teachers' own assessment of their subject matter knowledge in the physics field may, for a large subgroup in the cohort, affect their approach to teaching...

  11. The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

    Science.gov (United States)

    Urquhart, Mary L.; Bober, Kendra M.

    2006-02-01

    The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

  12. Teachers' Beliefs and Behaviors: What Really Matters?

    Science.gov (United States)

    Muijs, Daniel; Reynolds, David

    2015-01-01

    In this study, we looked at the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy, and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2,148 students in the UK using achievement tests, classroom observation, and questionnaires. Structural…

  13. Viewing Teachers as Leaders without Being Administrators

    Science.gov (United States)

    Warren, Louis L.

    2016-01-01

    What makes teachers effective in the classroom? Research indicates that teachers effectiveness is contingent upon the teacher knowing pedagogy, learn theory, knowledge of subject matter, experience as well as other qualifications such as classroom management skills. Teachers effectiveness are often determined by three indicators; teachers' scores…

  14. Factors Related to Computer Use by Teachers in Classroom Instruction

    OpenAIRE

    Blankenship, Strader Eric

    1998-01-01

    The purpose of this study was to determine the extent to which the following factors predict computer use by teachers in classroom instruction: attitudes of teachers toward computers in the classroom, access by teachers and students to computers, training of teachers in computer use, support of teachers in their use of computers, age of the teacher, grade level in which the teacher teaches, curriculum area in which the teacher teaches, gender of the teacher, and number of years the teacher i...

  15. Physics Teachers' Views on Their Initial Teacher Education

    Science.gov (United States)

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

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

  16. Science Teachers' Proficiency Levels and Patterns of TPACK in a Practical Context

    Science.gov (United States)

    Yeh, Yi-Fen; Lin, Tzu-Chiang; Hsu, Ying-Shao; Wu, Hisn-Kai; Hwang, Fu-Kwun

    2015-02-01

    Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the longitudinal and multidimensional development of knowledge that teachers possess by interviewing 40 teachers with various backgrounds in subject content, years of teaching experience, and related award-winning records. An automated cluster analysis was used on the codes given to teachers' responses based on their proficiency levels in different knowledge areas. Three different types of teachers with distinctive features were identified: technology-infusive (TI), technology transitional (TR), and planning and design (PD). TI teachers were more student-centered as compared to TR teachers who were more teacher-centered when asked about possible technology uses. PD teachers were fluent in planning and designing but lacked the balanced development demonstrated by the TI and TR teachers. These science teachers' TPACK were found stayed at the level of "simple adoption." These findings suggest that teachers' TPACK-P needs to be developed with an accumulation of contextualized and dynamic experiences during ICT implementation in actual teaching. Explicit demonstrations regarding how ICTs can be used meaningfully to assist science instruction would be needed in teacher education.

  17. Teaching Reading in High School: Improving Reading in Content Areas. Third Edition.

    Science.gov (United States)

    Karlin, Robert

    Designed for prospective and practicing secondary school teachers, this volume examines several aspects of reading in the content areas: the general reading problem in high schools, the development of programs for reading in specific subject areas, the psychology of reading instruction in the content areas, the improvement of diagnostic teaching,…

  18. Teacher Certification Among Athletic Training Students

    Science.gov (United States)

    Curtis, Neil

    1995-01-01

    Researchers have reported that athletic training students who earn teacher certification enhance their job marketability. The purpose of this study was to determine the number of athletic training students who pursue teacher certification. A survey was mailed to the directors of the 78 NATA undergraduate programs in 1992. Data from the returned surveys showed that 177 of the 703 expected graduates in 1992 and 148 of the 640 graduates in 1991 pursued teacher certification. The most common teacher certification subject area was Physical Education, followed by Health, and Science or Biology. These students should expect to take an additional 1.6 semesters (range 0 to 4) to complete teacher certification requirements. Program directors cited increased job opportunities as the main advantage, and increased time in school and financial burden as the main disadvantages of pursuing teacher certification. Although the potential for high school jobs seems enormous, there is little indication that high schools are increasingly hiring athletic trainers. Formal counseling and advising for athletic training students regarding teacher certification and job opportunities should occur in the first year of study. Additional research should assess the job market. Imagesp350-a PMID:16558362

  19. Human Resource Subjects Allocation and Students' Academic ...

    African Journals Online (AJOL)

    This study investigated human resource subjects' allocation and students' academic performance in Secondary Schools in Obudu, Nigeria. The relevant variables of teachers subject was used as independent variable while the dependent variables were students' academic performance. Six hundred teachers from 20 ...

  20. Experiencias coeducativas del profesorado de educación física y relación con los contenidos de la materia Co-educational experiences of physical education teachers in relation with the contents of the subject

    Directory of Open Access Journals (Sweden)

    Pedro Ángel VALDIVIA MORAL

    2011-07-01

    Full Text Available Los objetivos de este estudio fueron conocer las vivencias coeducativas del profesorado en relación con los contenidos de Educación Física y analizar las diferentes estrategias metodológicas que se utilizan en cada bloque de contenidos. Se realizaron entrevistas semiestructuradas sometidas a análisis de contenido. Mediante el proceso hermenéutico se destaca que: (I la categoría “Bloque de contenidos de Condición Física y Salud” demuestra que el profesorado pretende que las diferencias fisiológicas por cuestión de sexo no se reproduzcan; (II la categoría “Bloque de contenidos de Expresión Corporal” señala que existe profesorado que no aborda estos contenidos porque los desconoce; (III la categoría “Bloque de contenidos de Juegos y Deportes” resalta que el principal problema que encuentra el profesorado son los estereotipos que ciertos deportes llevan asociados; la categoría (IV “Bloque de contenidos de Actividades en el Medio Natural” pone de manifiesto que ninguno de los dos sexos dificulta su trabajo.The aims of this study were to be familiar with the co-educational experiences of teachers in relation to the contents of Physical Education and to analyze the different methodological strategies which are used in each block of content. Semi structured interviews were realized subjected to content´s analysis. Through the hermeneutic process it is emphasized that: (I the category “Content´s Block of Fitness and Health” shows that the teacher pretends that the physiological differences that are produced by matter of sex don´t happen again; (II the category “Content´s Physical Language” notes that there are teachers who don’t deal with these contents because they don´t recognize them; (III the category “Content´s Block Games and Sports” underlines that the main problem that the teachers find is the stereotypes that some sports take associated; the category (IV “Content´s Block of Activities in the

  1. O processo de inclusão na escola: um espaço de escuta com professores = Inclusion process in the school: a listening area with teachers

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Severo Garcia Júnior

    2011-07-01

    , with a critical and collaborative perspective to identify the position of the professor in the discursive structure of the school, and promote shifts of subjective positions of the teachers in relation to the problems of their students. Finally, we observed that in the construction of inclusive processes we come across obstacles relative to supposed limits and possibilities of the practice (organizational and practical and to the knowledge about the students with SEE. Thus, considering ourselves as participants, the learning affects and changes us, offering perhaps the transformation of reality.

  2. A Structural Equation Model Analyzing the Relationship of Student Achievement Motivations and Personality Factors in a Range of Academic Subject-Matter Areas

    Science.gov (United States)

    Tempelaar, Dirk T.; Gijselaers, Wim H.; Schim van der Loeff, Sybrand; Nijhuis, Jan F. H.

    2007-01-01

    The question of subject-specificity of achievement motivations is important, both for educational psychology, as well as for educational policy. This study contributes to the investigation of the heterogeneity in achievement motivations in the context of the expectancy-value model. Whereas existing research deals with middle and high school…

  3. Masticatory and cervical muscle tenderness and pain sensitivity in a remote area in subjects with a temporomandibular disorder and neck disability.

    Science.gov (United States)

    Silveira, Anelise; Armijo-Olivo, Susan; Gadotti, Inae C; Magee, David

    2014-01-01

    To compare the masticatory and cervical muscle tenderness and pain sensitivity in the hand (remote region) between patients with temporomandibular disorders (TMD) and healthy controls. Twenty female subjects were diagnosed with chronic TMD, and 20 were considered healthy. Subjects completed the Neck Disability Index and Limitations of Daily Functions in a TMD questionnaire. Tenderness of the masticatory and cervical muscles and pain sensitivity in the hand were measured using an algometer. Three-way mixed analysis of variance (ANOVA) evaluated differences in muscle tenderness between groups. One-way ANOVA compared pain sensitivity in the hand between groups. Effect sizes were assessed using Cohen guidelines. Significantly increased masticatory and cervical muscle tenderness and pain sensitivity in the hand were found in subjects with TMD when compared with healthy subjects. Moderate to high effect sizes showed the clinical relevance of the findings. The results of this study have highlighted the importance of assessing TMD patients not only in the craniofacial region but also in the neck and other parts of the body. Future studies should focus on testing the effectiveness of treatments addressing the neck and the pain sensitivity in the hand in patients with TMD.

  4. Digital media promoting new approaches to subject specific didactics in visual arts education in primary school, high school, teacher education and university education

    DEFF Research Database (Denmark)

    Buhl, Mie; Örtegren, Hans; Haïkö, Tarja

    The symposium discusses eventual paradigmatic shift within Art Education at different levels when new tools for creation are applied in educational settings. The symposium addresses current developments in visual arts education based on empirical projects from different levels of the educational...... system. The purpose is to discuss to which extend digital media can be seen as an integrated part of existing theory mainly based on developments from analog media or rather give rise to think subject specific didactics differently. Recent developments like visual culture, contemporary arts, social...... aesthetics, community art and co-creation all represent an approach to art production and appreciation where content, media and visual expressions unfold in societal, digital, collaborative, and transgressive constellations involving the art maker and audiences in social and relational projects processes...

  5. Mathematics university teachers' perception of pedagogical content knowledge (PCK)

    Science.gov (United States)

    Khakbaz, Azimehsadat

    2016-02-01

    Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this paper is to make explicit the perception of mathematics university teachers about PCK. For this purpose, a phenomenological study was done. Data resources included semi-structured interviews with 10 mathematics university teachers who were in different places of the mathematics university teaching experience spectrum. Data analysis indicated a model consisting of four cognitive themes which are mathematics syntactic knowledge, knowledge about mathematics curriculum planning, knowledge about students' mathematics learning and knowledge about creating an influential mathematics teaching-learning environment. Besides, it was found out that three contextual themes influenced on PCK for teaching mathematics in university levels which were the nature of mathematics subjects, university teachers' features and terms of learning environment.

  6. Students' perception of teachers' effectiveness and their academic ...

    African Journals Online (AJOL)

    Students' perception of teachers' effectiveness and their academic performance in agricultural sciences in Calabar South Local Government Area, Cross River State. ... their knowledge of subject matter, encourage a threat-free interaction with students, and acquire diverse effective communication and motivational skills.

  7. Early Teacher Expectations Disproportionately Affect Poor Children's High School Performance

    Science.gov (United States)

    Sorhagen, Nicole S.

    2013-01-01

    This research used prospective longitudinal data to examine the associations between first-grade teachers' over- and underestimation of their students' math abilities, basic reading abilities, and language skills and the students' high school academic performance, with special attention to the subject area and moderating effects of student…

  8. Charles Darwin: His Life, Journeys and Discoveries. A Teacher's Guide.

    Science.gov (United States)

    Overy, Caroline

    This handbook aims to: (1) introduce teachers and pupils to Charles Darwin, his life and work at Down House, his voyage on the Beagle, and his evolutionary theory; (2) set his ideas within the wider context of the 19th century; (3) link the subject areas to the British National Curriculum, particularly in history, science, and English at various…

  9. A nonpedagogical teacher education?

    DEFF Research Database (Denmark)

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

    2017-01-01

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

  10. Immediate Effects of Combining Local Techniques in the Craniomandibular Area and Hamstring Muscle Stretching in Subjects with Temporomandibular Disorders: A Randomized Controlled Study.

    Science.gov (United States)

    Rodriguez-Blanco, Cleofás; Cocera-Morata, Francisco Miguel; Heredia-Rizo, Alberto Marcos; Ricard, François; Almazán-Campos, Ginés; Oliva-Pascual-Vaca, Ángel

    2015-08-01

    To assess the immediate effects on vertical mouth opening, orofacial mechanosensitivity, and lumbar and suboccipital mobility after adding a myofascial induction technique to a multimodal protocol in subjects with temporomandibular disorders (TMD). A randomized and double-blind controlled trial was carried out. University-based physical therapy research clinic. Sixty subjects (35±11.22 years) with TMD, and restricted mobility of the mandibular condyles and the first cervical vertebrae, were recruited and randomized to either a control group (CG) (n=30) or an experimental group (EG) (n=30). The CG underwent a neuromuscular technique over the masseter muscles and passive hamstring muscle stretching. A suboccipital muscle inhibition technique was added to this protocol in the EG. Primary measurements were made of vertical mouth opening and pressure pain threshold of the masseter muscles. Secondary outcome measures included pressure algometry of the trigeminal nerve, suboccipital range of motion, and lumbar spine mobility, assessed with the sit-and-reach (SAR) test and lumbar forward bending. All evaluations were collected at baseline and immediately after intervention. In the intragroup comparison, the EG observed an increase in suboccipital flexion (p0.05). The inclusion of a myofascial induction maneuver in a protocol combining local (neuromuscular treatment) and distal techniques (hamstring stretching) in subjects with TMD has no impact on improving mouth opening, suboccipital and lumbar mobility, and orofacial sensitivity to mechanical pressure.

  11. Turning Good Teachers into Great Leaders

    Science.gov (United States)

    Dozier, Terry Knecht

    2007-01-01

    According to a survey by the Center for Teacher Leadership at Virginia Commonwealth University, teachers want training to help them become effective leaders in the policy arena. The Virginia Teacher Leaders Network and the Center for Teacher Leadership provide examples of teachers who have successfully influenced policy in multiple areas: the…

  12. Headteachers' managerial behaviour and teachers' task ...

    African Journals Online (AJOL)

    The result of the study revealed that head teachers' decision-making strategy and head teachers' leadership style have significant influence on teachers' task performance in the sampled schools. And that head teachers' communication skills significantly relates to teachers' task performance in the area. Based on this result, ...

  13. A comparison of human jaw muscle cross-sectional area and volume in long- and short-face subjects, using MRI

    NARCIS (Netherlands)

    Boom, H.P.W.; van Spronsen, P.H.; van Ginkel, F.C.; van Schijndel, R.A.; Castelijns, J.A.; Tuinzing, D.B.

    2008-01-01

    Objective In humans, the vertical craniofacial dimensions vary significantly with the size of the jaw muscles, which are regarded as important controlling factors of craniofacial growth. The functional relevance of the maximum cross-sectional area (CSA), indicating maximum muscle strength, is

  14. A comparison of human jaw muscle cross-sectional area and volume in long- and short-face subjects, using MRI

    NARCIS (Netherlands)

    van Spronsena, P. H.; van Ginkel, F. C.; van Schijndel, R. A.; Castelijns, J. A.; Tuinzing, D. B.

    Objective: In humans, the vertical craniofacial dimensions vary significantly with the size of the jaw muscles, which are regarded as important controlling factors of craniofacial growth. The functional relevance of the maximum cross-sectional area (CSA), indicating maximum muscle strength, is

  15. A comparison of human jaw muscle cross-sectional area and volume in long- and short-face subjects, using MRI

    NARCIS (Netherlands)

    Boom, H.P.; van Spronsen, P.H.; van Ginkel, F.C.; van Schijndel, R.A.; Castelijns, J.A.; Tuinzing, D.B.

    2008-01-01

    Objective: In humans, the vertical craniofacial dimensions vary significantly with the size of the jaw muscles, which are regarded as important controlling factors of craniofacial growth. The functional relevance of the maximum cross-sectional area (CSA), indicating maximum muscle strength, is

  16. Ultrasound screening for asymptomatic carotid stenosis in subjects with calcifications in the area of the carotid arteries on panoramic radiographs: a cross-sectional study

    Directory of Open Access Journals (Sweden)

    Karp Kjell

    2011-07-01

    Full Text Available Abstract Background Directed ultrasonic screening for carotid stenosis is cost-effective in populations with > 5% prevalence of the diagnosis. Occasionally, calcifications in the area of the carotid arteries are incidentally detected on odontological panoramic radiographs. We aimed to determine if directed screening for carotid stenosis with ultrasound is indicated in individuals with such calcifications. Methods This was a cross-sectional study. Carotid ultrasound examinations were performed on consecutive persons, with findings of calcifications in the area of the carotid arteries on panoramic radiography that were otherwise eligible for asymptomatic carotid endarterectomy. Results Calcification in the area of the carotid arteries was seen in 176 of 1182 persons undergoing panoramic radiography. Of these, 117 fulfilled the inclusion criterion and were examined with carotid ultrasound. Eight persons (6.8%; 95% CI 2.2-11.5% had a carotid stenosis - not significant over the 5% pre-specified threshold (p = 0.232, Binomial test. However, there was a significant sex difference (p = 0.008, as all stenoses were found in men. Among men, 12.5% (95%CI 4.2-20.8% had carotid stenosis - significantly over the 5% pre-specified threshold (p = 0.014, Binomial test. Conclusions The incidental finding of calcification in the area of the carotid arteries on panoramic radiographs should be followed up with carotid screening in men that are otherwise eligible for asymptomatic carotid endarterectomy. Trial Registration The study was registered at http://www.clinicaltrials.gov; NCT00514644

  17. Teenagers' Significant Experiences in Areas of Arts: A Study of the Subjectively Felt Impact and Some Qualitative Aspects of Experiences Involving Productive Arts Activities

    Science.gov (United States)

    Finnas, Leif

    2012-01-01

    As a part of a larger project, this study focused primarily on Finland-Swedish ninth-graders' "productive" arts experiences (involving music-making, acting, writing, painting/drawing, dancing), as these had been reported when the pupils had been asked to write down descriptions of "strong" experiences in arts areas (music,…

  18. Origem da vida: como licenciandos em Ciências Biológicas lidam com este tema? Life's origin: how do pre-service Biology teachers deal with this subject?

    Directory of Open Access Journals (Sweden)

    Livia Baptista Nicolini

    2010-01-01

    Full Text Available A presente pesquisa identificou e analisou a representação social do tema origem da vida entre estudantes da licenciatura em Ciências Biológicas de uma universidade federal do Rio de Janeiro. A coleta de dados foi realizada por meio de questionário, e seus resultados analisados qualitativamente, de acordo com a metodologia do Discurso do Sujeito Coletivo (DSC. A análise e discussão dos resultados permitiram concluir que a representação social dos licenciandos, em relação ao tema proposto, apresenta elementos de uma cultura religiosa e de uma cultura científica. A análise dos elementos científicos nos permitiu identificar algumas deficiências nos conhecimentos expressos por esses sujeitos; apresentamos indícios de que essas deficiências derivam basicamente de duas fontes: (a a ausência de abordagem específica do tema no curso de graduação da universidade pesquisada e (b o conteúdo dos livros didáticos do Ensino Médio.This research identified and analyzed social representations about the life origin among preservice Biology teachers from a Rio de Janeiro federal university. Data were collected through questionnaires and the outcomes were analyzed in a qualitatively basis, according to the Collective Subject Discourse (CSD approach. Data analysis and discussion allowed concluding that pre-service social representations about this subject, shows elements of a religious culture and the scientific ones. The scientific elements' analysis allowed identifying some deficiencies in the knowledge expressed by them; the outcomes provided evidences that those deficiencies come from two main sources: (a lack of a approach to the origin of life subject, while in the undergraduate program; and (b High School didactic books contents.

  19. Teacher Race and School Discipline

    Science.gov (United States)

    Lindsay, Constance A.; Hart, Cassandra M. D.

    2017-01-01

    Does having a teacher of the same race make it more or less likely that students are subject to exclusionary school discipline? In this study, the authors analyze a unique set of student and teacher demographic and discipline data from North Carolina elementary schools to examine whether being matched to a same-race teacher affects the rate at…

  20. Teachers, Arts Practice and Pedagogy

    Science.gov (United States)

    Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken

    2014-01-01

    What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…

  1. Changes in Science Teachers' Conceptions and Connections of STEM Concepts and Earthquake Engineering

    Science.gov (United States)

    Cavlazoglu, Baki; Stuessy, Carol

    2017-01-01

    The authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors…

  2. Facilitated Dialogues with Teachers in Conflict-Ridden Areas: In Search of Pedagogical Openings that Move beyond the Paralysing Effects of Perpetrator-Victim Narratives

    Science.gov (United States)

    Bekerman, Zvi; Zembylas, Michalinos

    2010-01-01

    This paper shows some mechanisms as well as the paralysing implications of the perpetrator-victim positioning in the context of inservice education with Jewish- and Palestinian-Israeli teachers who teach in Palestinian-Jewish integrated schools. It examines how these teachers remain rooted in the hegemonic historical narratives of their own…

  3. Expanding subjectivities

    DEFF Research Database (Denmark)

    Lundgaard Andersen, Linda; Soldz, Stephen

    2012-01-01

    A major theme in recent psychoanalytic thinking concerns the use of therapist subjectivity, especially “countertransference,” in understanding patients. This thinking converges with and expands developments in qualitative research regarding the use of researcher subjectivity as a tool to understa...

  4. Factors associated with poor nutritional status among community dwelling Lebanese elderly subjects living in rural areas: results of the AMEL study.

    Science.gov (United States)

    Boulos, C; Salameh, P; Barberger-Gateau, P

    2014-05-01

    This study aimed to assess the nutritional status, measured by MNA, and its association with socio-demographic indicators and health related characteristics of a representative sample of community dwelling elderly subjects. Cross-sectional study. Community dwelling elderly individuals living in rural communities in Lebanon. 1200 elderly individuals aged 65 years or more. Socio-demographic indicators and health related characteristics were recorded during a standardized interview. Nutritional status was assessed through Mini Nutritional Assessment (MNA). The 5-item GDS score and the WHO-5-A score were used to assess mood, whereas Mini Mental Status (MMS) was applied to evaluate cognitive status. The prevalence of malnutrition and risk of malnutrition was 8.0% respective 29.1% of the study sample. Malnutrition was significantly more frequent in elderly subjects aged more than 85 years, in females, widowed and illiterate people. Moreover, participants who reported lower financial status were more often malnourished or at risk of malnutrition. Regarding health status, poor nutritional status was more common among those reporting more than three chronic diseases, taking more than three drugs daily, suffering from chronic pain and those who had worse oral health status. Also, depressive disorders and cognitive dysfunction were significantly related to malnutrition. After multivariate analysis following variables remained independently associated to malnutrition: living in the governorate of Nabatieh (ORa 2.30, 95% CI 1.35 -3.93), reporting higher income (ORa 0.77, 95% CI 0.61-0.97), higher number of comorbidities (ORa 1.22, 95% CI 1.12-1.32), chronic pain (ORa 1.72, 95% CI 1.24-2.39), and depressive disorders (ORa 1.66, 95% CI 1.47-1.88). On the other hand, better cognitive functioning was strongly associated with decreased nutritional risk (ORa 0.27, 95%CI 0.17-0.43). Our results highlighted the close relationship between health status and malnutrition. The

  5. The environmental literacy of urban middle school teachers

    Science.gov (United States)

    Owens, Marcia Allen

    This dissertation study assessed the environmental literacy of 292 urban, middle school teachers using the Wisconsin Environmental Literacy Survey (WELS). Environmental literacy may be defined in terms of observable behaviors. Specifically, the study examined four dimensions of participants' environmental literacy: (a) attitudes toward the environment, (b) beliefs about their own power and responsibility to affect environmental change, (c) personal behaviors and actions toward the environment, and (d) knowledge regarding ecology and environmental issues. The WELS measures these components of environmental literacy through a Likert-type attitude survey, a self-reporting behavior instrument, and a multiple choice measure of cognitive learning outcomes or environmental knowledge. These scores were combined to derive a total environmental literacy score. In addition, the study explored differences between African American and European American female teachers' environmental literacy; interactions between demographic variables; and patterns of frequently missed questions, environmental attitudes, or environmental behaviors. Differences in teachers' environmental literacy were examined relative to gender, racial/ethnic background, number of preservice environmental courses taken, number of inservice environmental courses taken, years of teaching experience, and subject area taught. Overall, teachers in the present study demonstrated nominal environmental literacy. Significant differences in scores on various subscales were found among teachers according to racial/ethnic background, subject area taught, and years of teaching experience. Taking preservice and inservice environmental courses appears to have a positive impact on environmental behavior, environmental sensitivity, awareness and values, but not appear to impact environmental knowledge. This study underscores the need for further descriptive environmental literacy research on urban, minority, and poor students

  6. Teacher Research Experiences: What We Have Learned and What We Need to Know

    Science.gov (United States)

    Scowcroft, G. A.; Knowlton, C. W.

    2006-12-01

    The immersion of teachers in scientific research is an effective model for science teacher professional development that builds the capacity of teachers to engage students in scientific inquiry. Most science teachers have had little opportunity to "practice" science. Yet national and state science education standards expect teachers to provide these kinds of experiences for their students. Through the renewal and enhancement that a teacher research experience (TRE) offers, teachers become more capable and motivated to challenge their classes through inquiry-based activities. Although TREs are believed to be successful, there is little published research on their impacts to teaching practice and student science competencies. Research shows that teacher expertise can account for approximately 40 percent of the variance in student learning in reading and mathematics achievement more than any other single factor including student background. Other studies show a similar correlation between teacher expertise and student achievement across the subject areas. There is a critical need for empirical research on the impacts of TREs on science education. Future research could guide funding agencies in setting priorities for the professional development of science teachers as it fine tunes the TRE model to achieve the maximum impact. This presentation will review some of the available literature on TREs and accepted best practices. It will also point to future directions that the TRE community can take to optimize these worthwhile opportunities for teachers.

  7. [INFORMATION AWARENESS OF STUDENTS--FUTURE TECHNOLOGY FOR HEALTHY LIFESTYLES TEACHERS AND TRAINING IN THEIR EDUCATIONAL ACTIVITIES IN AREA OF HUMAN HEALTH PRESERVATION].

    Science.gov (United States)

    Kalinina, I A

    2015-01-01

    In the article there are presented results of the questionnaire survey of students--future technology for healthy lifestyles teachers on issues of shaping of health and a healthy lifestyle. There is given an estimation of the degree of the formedness in students adjustment for healthy lifestyle, including eating behavior and nutrition ration. There were determined basic directions of the shaping of the health-saving competence of the school teacher.

  8. Teacher Quality and Teacher Mobility

    Science.gov (United States)

    Feng, Li; Sass, Tim R.

    2017-01-01

    There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities…

  9. Multiple biomarker responses in Prochilodus lineatus subjected to short-term in situ exposure to streams from agricultural areas in Southern Brazil

    Energy Technology Data Exchange (ETDEWEB)

    Vieira, Carlos Eduardo Delfino [Laboratório de Ecofisiologia Animal — Departamento de Ciências Fisiológicas, Universidade Estadual de Londrina, Paraná (Brazil); Costa, Patrícia Gomes [Laboratório de Microcontaminantes Orgânicos e Ecotoxicologia — Instituto de Oceanografia, Universidade Federal do Rio Grande, Rio Grande do Sul (Brazil); Lunardelli, Bruna; Fernandes de Oliveira, Luciana [Laboratório de Ecofisiologia Animal — Departamento de Ciências Fisiológicas, Universidade Estadual de Londrina, Paraná (Brazil); Costa Cabrera, Liziara da [Laboratório de Análise de Compostos Orgânicos e Metais — Escola de Química e Alimentos, Universidade Federal do Rio Grande, Rio Grande do Sul (Brazil); Risso, Wagner Ezequiel [Laboratório de Ecofisiologia Animal — Departamento de Ciências Fisiológicas, Universidade Estadual de Londrina, Paraná (Brazil); Primel, Ednei Gilberto [Laboratório de Análise de Compostos Orgânicos e Metais — Escola de Química e Alimentos, Universidade Federal do Rio Grande, Rio Grande do Sul (Brazil); and others

    2016-01-15

    In order to assess the quality of streams susceptible to contamination by pesticides we apply biochemical and genotoxic biomarkers in the Neotropical fish Prochilodus lineatus submitted to in situ tests. Fish were caged, for 96 h, in two streams located in areas with intensive use of pesticides, the Apertados (AP) and the Jacutinga (JC), and in a small stream (Godoy stream — GD) found inside a forest fragment adjacent to a State Park. Biochemical parameters, such as biotransformation enzymes 7-ethoxyresorufin-O-deethylase (EROD) and glutathione-S-transferase (GST), non-protein thiols (NPSH), lipoperoxidation (LPO), protein carbonylation (PCO) and acetylcholinesterase (AChE) were evaluated in various fish organs, as well as genotoxic biomarkers (damage to DNA and occurrence of micronuclei and erythrocyte nuclear abnormalities). Samples of water and sediment were collected for analysis of metals (Cu, Cr, Pb, Ni, Mn, Cd and Zn), organochloride pesticides, and triazine and glyphosate herbicides. We observed an increase in liver GST activity in fish at AP and gill GST activity in fish at JC. An increase in liver LPO was also observed in fish exposed to AP and JC. The same animals also exhibited increased DNA damage and erythrocyte nuclear abnormalities (ENAs) compared to the fish kept in GD. A number of compounds showed concentrations higher than the permitted levels, in particular, dichlorodiphenyltrichloroethane (DDT), its metabolites dichlorodiphenyldichloroethylene (DDE) and dichlorodiphenyldichloroethane (DDD), hexachlorocyclohexanes (HCH), heptachloride, diclofluanid and aldrins. These pesticides were detected at higher concentrations in water and sediment samples from AP, followed by JC and GD. The Integrated Biomarker Response Index (IBR) indicated that AP and JC (AP: 21.7 > JC: 18.5 > GD: 12.6) have the worst environmental quality. Integrated biomarker analysis revealed that the alterations observed related well with the levels of environmental contaminants

  10. Hydrogeologic monitoring of the Paraíba do Sul river floodplain area subject to sand mining in the Tremembé municipality, SP, Brazil

    Directory of Open Access Journals (Sweden)

    Getulio Teixeira Batista

    2011-12-01

    Full Text Available To characterize the geological, hydrogeological, hydrochemical, and hydrobacterial aspects of the surface and groundwater in the floodplain of the Paraíba do Sul river in Tremembé municipality, the water levels of the Quaternary sedimentary aquifer experimental site was monitored based on four wells and eight associated piezometers with daily measures of water levels in continuous operation since December 3, 2009. In addition, data from a modular weather station in operation since March 2010 and data from the quality of surface water and groundwater have been analyzed in the period between March 2010 and March 2011. The water balance between April 2010 and March 2011 was estimated to verify the periods of water deficiency and excess. Data loggers installed in the piezometers enabled daily groundwater levels monitoring to establish the influence of the Paraíba do Sul river in the water levels of the Quaternary sedimentary aquifer and also they allowed the determination of the water loss to the atmosphere. A hydrogeological model with simplified equations, based on hydraulics parameters obtained in the wells pump tests, was implemented to calculate the amount of daily evapotranspiration and the average distance of the water loss from the wells to the atmosphere. An evaporation rate of 83.4 m3/h from the open-pit sand mine located at 212.2 m and of 89.2 m3/h for the one at 885.0 m average distance from the monitoring wells were observed. Chemical and bacteriological analysis involving multiple parameters were performed in the period from March 2010 to March 2011 in groundwater collected in wells, in the open-pit mines and in the waters of the Paraíba do Sul river. The results allowed to observe the influences of the Paraíba do Sul river as well as the contamination from fertilizers and pesticides from the agriculture practiced in the floodplain area on the quality of the groundwater.

  11. TEACHERS NEEDED

    CERN Multimedia

    2001-01-01

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

  12. Emotional Intelligence of Hungarian Teachers

    Science.gov (United States)

    Baracsi, Ágnes

    2016-01-01

    The research focused on the personal and social competencies of Hungarian teachers as unexplored areas. The participants in the survey were 707 Hungarian teachers from elementary and secondary schools. In view of the expectations of the European Union related to new teacher roles, the following research question was formulated to guide the study:…

  13. Help Teachers Feel Less Stressed

    Science.gov (United States)

    Richards, Jan

    2011-01-01

    The author's concern for how teachers nationwide are coping with unrelenting levels of stress is the topic of current research. A national sample of 1,200 teachers was asked to complete a survey addressing three areas: the sources of teacher stress; the manifestations of stress; and coping strategies they found most successful. Knowing the areas…

  14. Teacher Leadership and Behaviour Management.

    Science.gov (United States)

    Rogers, Bill, Ed.

    These 10 papers address current approaches to teacher leadership and behavior management. Each paper demonstrates a commitment to support classroom teachers with practical action research in such areas as discipline and behavior management, effective teaching, teacher leadership, working with students who show behavioral-emotional disorders, and…

  15. Teachers' Perceptions of Preschool Children's Psychomotor Development in Spain.

    Science.gov (United States)

    Cueto, Sofía; Prieto, José Antonio; Nistal, Paloma; Abelairas-Gómez, Cristian; Barcala-Furelos, Roberto; López, Sergio

    2017-08-01

    This study analyzed the psychomotor profiles of preschool stage students and to determine how these data agreed with the students' teachers' subjective assessment. We also correlated these data with other variables such as age, gender, and family influence. A total of 211 children aged 3 to 6 years, in the second cycle of preschool from 30 classes of 10 schools in Spain participated. Additionally, 30 preschool teachers from these classes participated. Study results revealed serious teacher misperceptions regarding their students' psychomotor development, with low agreement rates between students and teachers in the motor dimension and slight agreement rates in communicative, cognitive, and social areas. The reasons for and implications of these misperceptions are discussed.

  16. SUBJECT INDEX

    Indian Academy of Sciences (India)

    Subject Index. Variation of surface electric field during geomagnetic disturbed period at Maitri, Antarctica. 1721. Geomorphology. A simple depression-filling method for raster and irregular elevation datasets. 1653. Decision Support System integrated with Geographic. Information System to target restoration actions in water-.

  17. The Reform of the Inservice Teacher Education System in Poland.

    Science.gov (United States)

    Zawadoska, Janina

    1995-01-01

    Poland is in the midst of sweeping educational reform, including reform of inservice teacher education. The system is abandoning totalitarianism for democracy. Most Polish teachers are specialized in only one subject, and there are surpluses of teachers in some subjects, so inservice education is focusing on helping teachers change specialties.…

  18. An analysis of university subjects from the field of adapted physical activity in the Czech Republic

    Directory of Open Access Journals (Sweden)

    Ladislav Baloun

    2014-01-01

    Full Text Available BACKGROUND: The inclusion of students with special educational needs is a process, which faces many challenges. An essential condition for the success of inclusion is the competence of physical educators. We suggest that it is necessary to establish courses focused on adapted physical activity as part of the university education for physical education (PE teachers. OBJECTIVES: The aim of this study is to analyze courses focused on adapted physical activity within teacher preparation programs. METHODS: We conducted quantitative and qualitative content analysis of subjects which was focused on adapted physical activity at selected public universities in the Czech Republic. In total, subjects from the six faculties met the conditions. RESULTS: The results show the lack of emphasis for this area in the current PE teacher preparations programs, which is one of basic requirements for success of the inclusion process.

  19. Supplying Disadvantaged Schools with Effective Teachers: Experimental Evidence on Secondary Math Teachers from Teach For America

    Science.gov (United States)

    Chiang, Hanley S.; Clark, Melissa A.; McConnell, Sheena

    2017-01-01

    Teach For America (TFA) is an important but controversial source of teachers for hard-to-staff subjects in high-poverty U.S. schools. We present findings from the first large-scale experimental study of secondary math teachers from TFA. We find that TFA teachers are more effective than other math teachers in the same schools, increasing student…

  20. The Roles of Teachers' Work Motivation and Teachers' Job Satisfaction in the Organizational Commitment in Extraordinary Schools

    Science.gov (United States)

    Tentama, Fatwa; Pranungsari, Dessy

    2016-01-01

    Teachers' work motivation and teachers' job satisfaction are the factors influencing the organizational commitment. This research is aimed to empirically examine the roles of teachers' work motivation and teachers' job satisfaction in the commitment of the organization in extraordinary schools. The subjects of the research are the teachers in…

  1. Enhancement of motor learning by focal intermittent theta burst stimulation (iTBS) of either the primary motor (M1) or somatosensory area (S1) in healthy human subjects.

    Science.gov (United States)

    Platz, Thomas; Adler-Wiebe, Marija; Roschka, Sybille; Lotze, Martin

    2018-01-01

    Motor rehabilitation after brain damage relies on motor re-learning as induced by specific training. Non-invasive brain stimulation (NIBS) can alter cortical excitability and thereby has a potential to enhance subsequent training-induced learning. Knowledge about any priming effects of NIBS on motor learning in healthy subjects can help to design targeted therapeutic applications in brain-damaged subjects. To examine whether complex motor learning in healthy subjects can be enhanced by intermittent theta burst stimulation (iTBS) to primary motor or sensory cortical areas. Eighteen young healthy subjects trained eight different arm motor tasks (arm ability training, AAT) once a day for 5 days using their left non-dominant arm. Except for day 1 (baseline), training was performed after applying an excitatory form of repetitive transcranial magnetic stimulation (iTBS) to either (I) right M1 or (II) S1, or (III) sham stimulation to the right M1. Subjects were randomly assigned to conditions I, II, or III. A principal component analysis of the motor behaviour data suggested eight independent motor abilities corresponding to the 8 trained tasks. AAT induced substantial motor learning across abilities with generalisation to a non-trained test of finger dexterity (Nine-Hole-Peg-Test, NHPT). Participants receiving iTBS (to either M1 or S1) showed better performance with the AAT tasks over the period of training compared to sham stimulation as well as a bigger improvement with the generalisation task (NHPT) for the trained left hand after training completion. Priming with an excitatory repetitive transcranial magnetic stimulation as iTBS of either M1 or S1 can enhance motor learning across different sensorimotor abilities.

  2. Empowering Teachers to Raise Career Awareness in Computing: Lessons Learned

    Directory of Open Access Journals (Sweden)

    Giti Javidi

    2017-06-01

    Full Text Available Students' attitudes towards Science, Technology, Engineering and Math (STEM has been a topic of enduring interest in the field of STEM education over the past decade – but why? After all, there is no sense in which people are concerned about students' attitudes towards the learning of English or history. So what drives the interest in these topics? Previous research has suggested a relationship between teachers' and students' attitudes towards a subject area. In order to increase student representation in STEM, we need teachers who have positive attitudes and can serve as role models to encourage their students to pursue STEM careers. In this paper we argue that in order to engage students' interest in the technical career paths, we must start with inspiring and training teachers to instill such interest in their students at early age. We present our experiences and outcomes from a teacher training program. Through the training, we were able to help teachers explore ways to incorporate programming into their curriculum, gain STEM career awareness and develop an understanding of importance of soft skills in STEM. The results show that teachers were able to gain confidence in incorporating their subject matter into Scratch-based classroom activities and teaching this material in a classroom setting and gain a better understanding of careers in STEM.

  3. Heat stress in urban areas: Indoor and outdoor temperatures in different urban structure types and subjectively reported well-being during a heat wave in the city of Leipzig

    Directory of Open Access Journals (Sweden)

    Ulrich Franck

    2013-04-01

    Full Text Available Climate projections for Leipzig suggest elevated minimum and maximum temperatures as well as more frequent days with high temperatures. Hence, climate change is threatening human well-being and health. People spend the majority of their time indoors. Therefore, indoor temperatures (especially during the night are of special importance with respect to well-being and health. Indoor air temperature depends on outdoor air temperatures, but is for example modified by type of urban structure, housing area, and may be also influenced by differences in the behavior of the inhabitants. Especially in cities, outdoor air temperatures depend on urban structure e.g. housing density, building arrangement, unpaved areas, types of urban structures, urban green, and other factors. Hence, the questions arise how types of urban structures are related to inner-urban temperature differences and how outdoor air temperatures influence indoor temperatures in dependence on urban housing conditions. This work is a part of a pilot study conducted during the summer 2010 which gathered data from remote sensing, mobile measurements, stationary measurements of air temperatures and relative humidity in areas with different housing structures, and of indoor as well as outdoor temperatures in occupied apartments. Household-survey data reported the subjective perception of heat stress. The study resulted in rather complex relationships between type of housing areas, indoor and outdoor temperatures, morning and evening temperatures, indoor and outdoor temperatures as well as subjective heat perception. Green spaces and types of residential areas are related to air temperatures. More green resulted in lower temperatures. Temperatures have a tendency to increase with increasing story number and are significantly higher in the top floor. An indoor heat island effect corresponding to the outdoor effect could be shown for the homes: Distance to city center is a predicting variable for

  4. Teacher Perceptions of Teacher Bullying

    Science.gov (United States)

    Zerillo, Christine; Osterman, Karen F

    2011-01-01

    This mixed-methods study examined elementary teachers' perceptions of teacher-student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious…

  5. Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-08

    Science.gov (United States)

    Martin-Raugh, Michelle P.; Reese, Clyde M.; Phelps, Geoffrey C.; Tannenbaum, Richard J.; Steinberg, Jonathan H.; Xu, Jun

    2016-01-01

    The purpose of this report is to explore the content-related validity evidence supporting the English language arts (ELA) components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th-grade teacher licensure assessment. To establish the content knowledge required for the effective…

  6. The construction of permanent teacher training projects: A look from nonpedagogical higher education

    Directory of Open Access Journals (Sweden)

    Roger Martínez-Isaac

    2016-03-01

    Full Text Available The work is done from recognizing the training needs of teachers of technological colleges in Ecuador, since it appears as regularly as they do not have an initial teacher training and other in the area of their professional expertise, for example engineers, economists, lawyers, lawyers, among others. For this reason the present work aims the proposal of theoretical and methodological reflections concerning the process of building permanent teacher training projects. This result of the doctoral research carried out on this subject, with the application of empirical and theoretical methods which set proposals contributing to the solution of thisproblem.

  7. SUBJECT INDEX

    Indian Academy of Sciences (India)

    Administrator

    sensor for methanol determination in the gas phase. 703. Electrochemically active surface area. Platinum-carbon black-titanium dioxide nanocompo- site electrocatalysts for fuel cell applications. 655. Electrochemistry. Synthesis, spectroscopic and redox properties of the mononuclear Ni. II. , Ni. II. (BPh2)2 containing (B–C) ...

  8. SUBJECT INDEX

    Indian Academy of Sciences (India)

    protected areas of Rajasthan, India. 467. Geochemistry. Geochemical constraints on the evolution of mafic and felsic rocks in the Bathani volcanic and volcano- sedimentary sequence of Chotanagpur Granite Gneiss. Complex. 959. Identification and characterization of tsunami deposits off southeast coast of India from the ...

  9. TEACHER IN PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Milovan Stamatović

    2012-09-01

    Full Text Available The authors of this paper is directed to physical education in elementary school younger and the role of teachers in the implementation of this subject. The first part discusses the importance of physical education for physical and mental development of younger school children of primary school In the second part the authors indicate the quality and organization of physical education in elementary grades, referring to a large number of studies in this field. The third part talks about education and preparing teachers for teaching and learning. Indicated a need for training of teachers in the field of physical education and are given specific proposals.

  10. Teachers interact with radio in Nepal.

    Science.gov (United States)

    Sedlak, P A

    1987-01-01

    The Nepal Radio Education Teacher Training Project (RETT) is an interactive program for upgrading underqualified primary school teachers, 27% of whom lack the 10th grade school leaving certificate. Nepal is so mountainous that reaching rural areas is too expensive to train teachers effectively. This program uses curriculum principles such as systematic planning, distributed learning, cyclical instruction, and radio techniques such as intensive broadcasting, interactive learning, immediate reinforcement and an engaging instructional pace for this adult audience. With the help of USAID, Radio Nepal operates a 100,000 watt shortwave transmitter from a studio in suburban Kathmandu. As of August 1980, 5593 teachers from 72 of 75 districts have enrolled, and 2944 have been certified. The 1st phase of the program taught Nepali, mathematics, social studies, health, physical education and art. The 2nd phase emphasizes the content taught in years 7-10, added English, mathematics, science and Nepali. There are major differences in this interactive program compared to those instituted in Kenya, Nicaragua, the Dominican Republic and Thailand, with young audiences. These adults are teachers, unmonitored, individual listeners, in a home setting, usually studying in the evenings in competition with other radio programming, and learning secondary school subject matter. In contrast, prior programs elsewhere have had captive children in primary school monitored by teachers. Incentives are being provided to keep teachers in the courses, such as discounted radios, job security, pay increments and certification. The use of repetition and rapid feedback inherent in interactive radio programming helps to meet the challenges in voluntary participation.

  11. Multiplying the Effect of Professional Development: Teachers Training Teachers

    Science.gov (United States)

    Hansen-Thomas, Holly; Casey, Patricia J.; Grosso, Liliana

    2013-01-01

    This article describes the effects of participation and collaboration in an in-service professional development project for secondary content area teachers referred to as "turnaround training." The participating teachers were experienced, skilled practitioners in their content areas (math, science, social studies, or English language…

  12. EL BIENESTAR SUBJETIVO ANTE LAS BUENAS PRÁCTICAS EDUCATIVAS CON TIC: SU INFLUENCIA EN PROFESORADO INNOVADOR/(BEST EDUCATIONAL PRACTICES WITH ICT AND SUBJECTIVE WELL-BEING IN INNOVATIVE TEACHERS)

    National Research Council Canada - National Science Library

    Jesús Valverde Berrocoso; María Rosa Fernández Sánchez; Francisco Ignacio Revuelta Domínguez

    2013-01-01

    .... In a sample of innovative teachers (N=41) of schools selected for their good practice with ICT, a questionnaire was used to measure how motivations, emotions and skills are present in an innovative practice with technology, and the degree of...

  13. Mobile Digital Planetarium: Astronomical views of the North Coast Paulista teachers

    Science.gov (United States)

    Gonzaga, Edson Pereira; Voelzke, Marcos Rincon

    2015-06-01

    This work deals with the survey of astronomical concepts of visiting teachers of the Digital Mobile Planetarium (DMP) from the Cruzeiro do Sul University, and was supported by the Módulo University and Educational Board Center of Caraguatatuba and its region. The goal is to find out misconceptions that teachers have on concepts they work with in Basic Education (BE), which includes previous research of the Graduate Program at the Cruzeiro do Sul University. Based on considerations about the importance of teachers' formation, as observed in this previous research, a direct intervention in the training of science teachers was carried out with teachers from São Paulo's north coast, covering the subject's areas of Science, Geography and Physics, in order to lead to a doctoral thesis. Rodolfo Langhi and Roberto Nardi (2004) idea of alternative conceptions was used here, considered to be of great importance to the continued training in education.

  14. Greenhouse Crop Production; A Student Handbook, Teacher Education Series, Volume 10 Number 3s.

    Science.gov (United States)

    1969

    This study guide, developed by the Department of Agricultural Education of The Pennsylvania State University and field-tested by 54 teachers, is for student use in a unit on greenhouse crop production. Learning objectives, key questions, vocabulary terms, subject matter, and references are included for each of these problem areas: (1) Occupational…

  15. Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers

    Science.gov (United States)

    Oates, Lauryn; Hashimi, Jamshid

    2016-01-01

    The Darakht-e Danesh ("knowledge tree") Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This…

  16. Maths4Stats: Educating teachers

    OpenAIRE

    Blignaut, Renette J.; Retha Luus; Ronell Lombard; Abduraghiem Latief; Danelle Kotze

    2013-01-01

    The inadequate nature of the education infrastructure in South Africa has led to poor academic performance at public schools. Problems within schools such as under-qualified teachers and poor teacher performance arise due to the poorly constructed education system in our country. The implementation in 2012 of the Curriculum and Assessment Policy Statement (CAPS) at public schools in South Africa saw the further crippling of some teachers, as they were unfamiliar with parts of the CAPS subject...

  17. Teaching dilemmas and solutions in content-area literacy, grades 6-12

    CERN Document Server

    Smagorinsky, Peter

    2014-01-01

    Because literacy is not just the English teacher's job Think literacy is just for English teachers? Not anymore. Nor should it be when you consider  that each discipline has its own unique values and means of expression. These days, it's up to all teachers to communicate what it means to be literate in their disciplines. Here, finally, is a book ambitious enough to tackle the topic across all major subject areas.  Smagorinsky and his colleagues provide an insider's lens on both the states of their fields and their specific literacy requirements, including:  Reviews of the latest issues and res

  18. Professors's visions of music-teacher education

    OpenAIRE

    Ferm, Cecilia; Johansen, Geir; Juntunen, Marja-Leena

    2012-01-01

    Recent developments at the labour market for music teachers require a broader understanding of the music teacher profession than before and cause music teachers to establish themselves as versatile music workers at various levels and areas of music education. This requires music teacher education to not only offer a variety of relevant courses but also to ensure that the student music teachers profit from the potential synergies of relating to and reflecting on the learning outcomes of those ...

  19. Subject knowledge for teaching and continuing professional ...

    African Journals Online (AJOL)

    This short discussion article outlines a range of theoretical issues underpinning the formation of subject knowledge for teaching. It suggests a number of practical needs that secondary school teachers of English may be seeking to address in the way of subject knowledge development and how this may relate to the ...

  20. COMUNICAÇÃO E SABERES DOCENTES: UMA BREVE REFLEXÃO A RESPEITO DAS DISCIPLINAS DE TEORIA E PRÁTICA PEDAGÓGICA OFERTADAS NO CURSO DE LICENCIATURA EM MATEMÁTICA DA UNIVERSIDADE ESTADUAL DE MARINGÁ. PRACTICE SUBJECTS OF THE TEACHER TRAINING IN MATHEMATICS COURSE OFFERED IN THE STATE UNIVERSITY OF MARINGÁ

    Directory of Open Access Journals (Sweden)

    Sandra Regina D'Antonio

    2012-11-01

    ógica.This paper diagnoses the Teacher Training in Mathematics course from UEM (State University of Maringá, Brazil. The research, using discourse analysis and pedagogical practices was developed through observation of Educational Theory and Practice I, II, III and IV lessons offered to students of the Teacher Training in Mathematics course of UEM, in order to verify what has been the contribution of these subjects in the construction of teacher knowledge and the development of more communicative and reflective classrooms as well as the influence of the discourse of professors in the practice of future teachers, keeping in mind that knowledge construction relies on the use of practices that enable students to publish their thoughts, their ideas, and to compare, negotiate and modify their representations, conceptions and beliefs. From the analysis of the data, we observed that with the open space for student participation, creating differentiated strategies, the teacher has the possibility to redesign, in confrontations, debates and discussions, not only the thought of the students, but their own thoughts in order to make their message clearer and more objective. In order to achieve the desired objectives, a total of 54 classes were observed from June 2010 to November 2011. The described analysis refers to classes of three professors: (A and (B are tenured professors in the department of mathematics whose post-graduation courses (masters and doctorate are in the area of mathematics. The third one, professor (C, is an employee of the department of mathematics, with a Masters in Education for Science and Mathematics Teaching. The three worked in the field of mathematics education, teaching the subjects of Educational Theory and Practice.

  1. 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

  2. The Connotations of Language Teacher Autonomy

    Science.gov (United States)

    Han, Ligang

    2017-01-01

    With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the…

  3. Teacher Education and "Politics of Humanity"

    Science.gov (United States)

    Waghid, Y.

    2011-01-01

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

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

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

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

  5. NEW CONCEPTS AND CHALLENGES FOR TEACHER EDUCATION FOR TVET – WORK INTEGRATED LEARNING THROUGH THE CAREER CHANGE PROGRAM

    Directory of Open Access Journals (Sweden)

    Rod Moore

    2012-05-01

    Full Text Available This paper examines the effectiveness and outcomes of an innovative teacher education for ‘beginning’ teachers with full careers in other professions and industries. Data were gathered over 3 years to study the experience of these teachers who undertake their initial teacher education and enter the profession simultaneously.  This work is a benchmark practice of Victoria University (VU commitment to enhancing educational access, participation and success for young people in the region. VU has formed a partnership with secondary schools delivering VET and the Department of Education and Early Childhood Development to address teacher shortages in secondary schools.  The Career Change Program (CCP has been developed to address this shortage by attracting qualified professionals with industry experience to teach in teacher-short-supplied subject areas. Praxis Inquiry (PI model of teacher education is developed and applied by focusing on teacher learning in school settings. The program aims to set in place practices and procedures in partnership with key stakeholders that provide a framework for sustainable recruitment, selection and education of Career Change Teachers in Vocational Education.  This framework will develop an international best practice of teacher education constructed as a partnership between schools, communities and university.

  6. A nonpedagogical teacher education?

    DEFF Research Database (Denmark)

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

    of the students and thereby it seems to contribute to a change of this pedagogical an educational paradigm. In 2013 Danish teacher education was latest reformed into a model of performance assessment and a general focus on learning outcomes. Increased attention paid to output and assessment raises issues...... regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2011). Moreover, the teacher education has increased its focus on both research-based academic training and professional training at the same time. Our study is double – 1...... characterizes teacher professionalism? (Subject studies? Pedagogical studies? Professional training? Academic studies? Bildung studies? Etc.) - What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?...

  7. Communities of practice: Participation patterns and professional impact for high school mathematics and science teachers

    Science.gov (United States)

    Printy, Susan M.

    Improving the quality of teachers in schools is a keystone to educational improvement. New and veteran teachers alike need to enhance their content knowledge and pedagogical skills, but they must also examine, and often change, their underlying attitudes, beliefs, and values about the nature of knowledge and the abilities of students. Best accomplished collectively rather than individually, the interactions between teachers as they undertake the process of collaborative inquiry create "communities of practice." This dissertation investigates the importance of science and mathematics teachers' participation in communities of practice to their professional capabilities. The study tests the hypothesis that the social learning inherent in community of practice participation encourages teachers to learn from others with expertise, enhances teachers' sense of competence, and increases the likelihood that teachers' will use student-centered, problem-based instructional techniques aligned with national disciplinary standards. The researcher conceptualizes communities of practice along two dimensions that affect social learning: legitimate participation in activities and span of engagement with school members. Differences in teachers' subject area and the curricular track of their teaching assignment contribute to variation in teachers' participation in communities of practice along those dimensions. Using data from the National Educational Longitudinal Study, first and second follow-up, the study has two stages of multi-level analysis. The first stage examines factors that contribute to teachers' participation in communities of practice, including teachers' social and professional characteristics and school demographic and organizational characteristics. The second stage investigates the professional impact of such participation on the three outcome variables: teacher learning, teacher competence, and use of standards-based pedagogy. Hierarchical linear models provide

  8. Teachers of high ability pupils

    Directory of Open Access Journals (Sweden)

    Cándido Genovard

    2010-04-01

    Full Text Available In this article we analyze the characteristics of gifted and talented students’ expert teachers. The subject background and the specific proprieties of the instructional process to meet gifted students’ educational needs are analyzed. The value of teacher-student interactions and of teaching and learning styles are highlighted. Also, we include different action guidelines and instructional resources to use in the classroom to teach these students. There is not an ideal teacher for high ability students. However, teachers must know what the teaching-learning processes are and how these work, and the diverse psychological, content and contextual variables involved in such processes.

  9. Teachers' attitudes and beliefs about homosexuality.

    Science.gov (United States)

    Pérez-Testor, Carles; Behar, Julia; Davins, Montse; Conde Sala, José Luís; Castillo, José A; Salamero, Manel; Alomar, Elisabeth; Segarra, Sabina

    2010-05-01

    Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers' and other professionals' attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy between likely behavior and personal values was significantly greater in women, those who hold religious beliefs, churchgoers and people without any gay or lesbian acquaintances. Approximately 88% of the teachers showed no type of prejudiced attitudes towards gay men and lesbian women. The experience of proximity to gay men and/or lesbian women reduces not only the discrepancy between personal values and likely behavior but also the presence of homophobic prejudice. It would be advisable to expand specific teacher training in the subject of sexual diversity in order to reduce prejudicial attitudes, thus fostering non-stereotyped knowledge of homosexuality.

  10. New Lives of Teachers

    Science.gov (United States)

    Day, Christopher

    2012-01-01

    The work and lives of teachers have always been subject to external influence as those who are nearing the end of their careers will attest, but it is arguable that what is new over the last two decades is the pace, complexity, and intensity of change as governments have responded to the shrinking world of economic competitiveness and social…

  11. A Formação de Professores como Objecto de Pesquisa - contributos para a construção do campo de estudo a partir de pesquisas portuguesas. Teacher training as a subject of research – contributions for teacher development

    Directory of Open Access Journals (Sweden)

    Roldão, Maria do Céu

    2007-09-01

    Full Text Available O objectivo desta comunicação constitui-se como um contributo para a clarificação e definição do campo de pesquisa próprio que a formação de professores deverá configurar, partindo de duas linhas de análise:- a conceptualização do campo, através da articulação de conceitos-chave que o delimitam no plano teórico;- a análise de investigação produzida em Portugal nas últimas décadas conotada com o campo da formação, e identificação de áreas nucleares e áreas adjacentes que nela se têm enquadrado.Estas duas linhas - conceptual e documental - serão analisadas numa perspectiva de teoria situada, na medida em que se procura interpretar quer as zonas de convergência, quer as zonas de difusão, evidenciadas na investigação existente no campo da formação em Portugal, por um lado (1 à luz das condicionantes históricas, ideológicas e contextuais do sistema educativo português e (2 por outro, em relação com as representações sociais dominantes sobre a profissão docente e consequente concepção da formação a ela associada. Convocam-se para o efeito revisões de investigação realizadas em Portugal na última década que apontam, entre outros aspectos, para uma considerável dispersão conceptual do campo; para a sua segmentação em tipologias relacionadas com a temporalidade da formação; que ilustram a sua dependência face a dimensões normativas acerca dos sistemas de formação; e que evidenciam a escassez do espaço e valor atribuído à formação no desempenho profissional docente.The aim of this work is to clarify and define the research area which teacher training should follow. There are two areas of research:- Conceptualizing the area, using key concepts which define the theoretical plan;- Analysing the investigation produced in Portugal over the last decades suggesting the training area and identifying central areas, as well as adjacent areas in which it could fit. These two areas of research

  12. Grand Challenges in Physics Education Research: Teacher Preparation

    Science.gov (United States)

    Heron, Paula

    2015-04-01

    The courses, curricula and programs that produce new K-12 teachers have been the subject of research in the physics education community for many years. In terms of recruitment, curricula, and mentoring, programs and pathways vary considerably from institution to institution. Each program addresses many different aspects of teaching including knowledge of the content and familiarity with best teaching practices. At the same time, even within physics (or physical science) there is a broad range of student outcomes that are considered important, including acquisition of factual knowledge, development of skill with disciplinary practices, and positive attitudes toward the discipline and one's own abilities. Given the broad range of both input and outcome variables it is no surprise that there are very few clear answers about the impact of teacher preparation on teachers, students and society. In this talk I will summarize some of the main findings to date, and identify some areas where much more research is needed.

  13. First Year Teaching Experiences of Early Childhood Urban Teachers.

    Science.gov (United States)

    Guyton, Edith

    The first-year teaching experiences of urban teachers were studied to conceptualize the reality faced by urban teachers and to determine the implications of the urban environment for teacher education. Subjects were four graduates of a teacher education program that gave no particular attention to the urban context beyond placement for student…

  14. 34 CFR 300.18 - Highly qualified special education teachers.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Highly qualified special education teachers. 300.18... special education teachers. (a) Requirements for special education teachers teaching core academic subjects. For any public elementary or secondary school special education teacher teaching core academic...

  15. 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.

  16. Integrating Advocacy into Teacher Education Programming

    Science.gov (United States)

    Richards, K. Andrew R.; Aros, Emily; Ostrander, Anna

    2015-01-01

    It is critical that preservice teachers (PSTs) in PE learn strategies to help them advocate for the importance of their subject in and around school settings. This article describes curricular and extracurricular activities that teacher educators can draw upon in preparing PSTs to advocate for their subject.

  17. Teacher perspectives about using formative assessment

    DEFF Research Database (Denmark)

    Evans, Robert Harry; Dolin, Jens; Nielsen, Jan Alexis

    2018-01-01

    Abstract. This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective' is about changes in teacher self-efficacies while using formative assessment methods...... as monitored by a pre and post teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers' subjective theories...... while trying project specific formative assessment methods in the Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an internet-based application to facilitate formative assessment. Teacher use...

  18. TEACHER PROFESSIONALISM ON TEACHER PEDAGOGIC KNOWLEDGE IN MERAUKE – PAPUA

    Directory of Open Access Journals (Sweden)

    Rias Ning Astuti

    2015-12-01

    Full Text Available English becomes an international language that has to be mastered by the students in Indonesia and many countries in the world. Teaching English is not easy as we thought. As an English teachers, we should master some criteria to be  good teachers. Because English today in Indonesia is considered as a foreign language, then it difficult for the students to learn it. Teacher is also  important in teaching learning process in the classroom, the foundation of English teacher education, teacher knowledge, and professionalism of the teacher is primary goal that should be mastered In this case, the writer tries to explore the phenomena that happened in Indonesia especially in East Indonesia, that is,  Merauke - Papua. The educational system in Merauke- Papua is good enough, but there are several terms that should be changed by the government and the teachers themselves. There are some problems faced by the teacher when they teach in the class, such as: what they teach does not match with the skills the  subject requires and they only focus on finishing the curriculum. In this context, the roles of the government is very important in order to improve the teacher professionalism in Indonesia, one of which is certification for the teacher and the government will increase their salary per month. But, it is not only the matter of salary, but the government should find another ways to improve the teacher’s professionalism such as: conference, seminars, or another activities.

  19. Teachers' Centres.

    Science.gov (United States)

    Thornbury, Robert, Ed.

    Teacher centers in England are professional laboratories where inservice teachers (freed from their classrooms by a release program) can share ideas, experiences, and problems with their colleagues and participate in the development and testing of teaching materials. The evolution of the teacher centers, their functioning, their projects, and…

  20. Exploring the use of lesson study with six Canadian middle-school science teachers

    Science.gov (United States)

    Bridges, Terry James

    This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data

  1. Photo-elicitation in lifelong learning of teachers of elementary education

    Directory of Open Access Journals (Sweden)

    Antonio Bautista García-Vera

    2017-07-01

    Full Text Available In this article we present and analyze a plan of teacher training. This plan is promoted and supported in the photographs taken by two teachers in their classrooms. Subsequently, through two focus groups, one for each class, we reflect and debate on the content of the photographs. This study is based on three areas of theorizing: teacher reflection on own practice, the essence of experiential image and multimodal literacy of teacher and, finally, the value of the photo- elicitation as a means of storytelling. The question generator that plan was how to materialize represent delayed or experiential image of the teacher to encourage description and, therefore, understanding the experiences of your practice? The response we obtained using photo - elicitation is helping us to further investigate with rigor in human experiences unrelated to the hegemonic visual communication methodologies. Among its benefits within the teacher training, is to recreate the action out of what happened in it and, in parallel, offering the possibility of making visible and discuss conflicts and ethical dilemmas present in it. Thus, the photo- elicitation situations are warm to analyze how and why a teacher has made a decision and no other, because when asked by a choice made is forced to explain his theories, beliefs, values, attitudes.., and only when made explicit, when subjected to public scrutiny, is aware of them. We note that the change in teachers is only possible when it is aware of his theories, beliefs ... and what they entail in teaching.

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  3. Developing Mathematical Knowledge for Teaching Teachers: A Model for the Professional Development of Teacher Educators

    Science.gov (United States)

    Superfine, Alison Castro; Li, Wenjuan

    2014-01-01

    What is needed to prepare teachers to effectively teach mathematics has been the subject of considerable debate for at least two decades, with the focus shifting back and forth between the number of mathematics courses that teachers need to the mathematics content that teachers need to know. Building upon previous work related to teacher…

  4. From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities

    Science.gov (United States)

    Richardson, Jennifer C.; Alsup, Janet

    2015-01-01

    Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college…

  5. A Futures Orientation in the Australian Curriculum: Current Levels of Teacher Interest, Activity and Support in Western Australia

    Science.gov (United States)

    Paynter, Mark; Bruce, Neville

    2014-01-01

    The soon to be implemented Australian Curriculum aims to integrate a futures orientation across subject areas. Guidelines and support for this specific initiative are being finalized. Only a little is known about the current teaching of a futures orientation or of secondary teacher interest, understanding and support for this important but…

  6. Preparing Teachers to Support the Development of Climate Literate Students

    Science.gov (United States)

    Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.

    2014-12-01

    The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.

  7. Formação de professores para o ensino de primeiras letras na zona rural. Brasil, final do século XIX - Teacher education in elementary writing in the rural area of Brazil: late XIX century

    Directory of Open Access Journals (Sweden)

    Claudemir de Quadros

    2011-03-01

    Full Text Available Resumo Gênese da formação de professores de primeiras letras, problematizando a predominância de um perfil para a zona urbana frente ao requerido para zonas rurais, identificando uma dimensão não pronunciada na política educacional de estímulo a escolas urbanistas e esquecimento das voltadas para a ruralização das populações. Inicia discutindo, estratégias de formação, de orientação empirista e pragmática, que conduziram à instauração de adjuntos que se profissionalizavam ajudando docentes com experiência em escolas de primeiras letras urbanas tornando-se portanto capazes para atuar nestas escolas, mesmo que assumissem posteriormente escolas de entrâncias mais afastadas. Analisa a composição curricular do curso de formação de professores de diferentes províncias destacando que, apenas em alguns casos, eram incluídos temas relacionados ao trabalho do homem do campo, os quais eram transformados em conhecimento escolar numa restrita função metodológica, mas com nítida prevalência de estudos propedêuticos, no quadro geral de um currículo de matérias científicas e de cunho acadêmico. Levanta a hipótese de que agricultura e agrimensura, figuravam como conhecimentos anexados, subordinados, a título de exemplos concretos, especialmente de disciplinas como Ciências Naturais, Mineralogia, Geometria Plana, Geologia, pelo incipiente processo de disciplinarização dos currículos e pelo empirismo que privilegiava práticas dos mundos letrado e urbano e não as do mundo rural. Conclui que a cultura urbana e erudita, homogeneizava e dominava como universal o currículo de escolas primárias no período. São utilizadas fontes documentais primárias e secundárias. Palavras-chave: Políticas educacionais das zonas rurais; currículo específico e formação profissional para docentes de escolas rurais.   TEACHER EDUCATION IN ELEMENTARY WRITING IN THE RURAL AREA OF BRAZIL: LATE XIX CENTURY Abstract The genesis of

  8. Occupation as a factor of personality subjective wellbeing.

    Directory of Open Access Journals (Sweden)

    Karapetyan L.V.

    2015-06-01

    Full Text Available This article examines personality subjective well-being and describes its psychological structure, general components and characteristics. An overview of foreign theories and studies on subjective well-being is presented. Correlations among related concepts such as happiness, life satisfaction and subjective well-being are also described. Subjective well-being is seen as a multivariate construction of a stable nature in mobile equilibrium. It is argued that a type of professional activity can have great importance and a positive impact on an individual’s social life, health, identity shaping and psychological wellness. This article’s findings are substantiated by the survey administered to 2229 respondents divided into groups according to their area of business: students, psychologists, doctors, teachers, engineering and technical staff, representatives of service industries, workers, military men, and prisoners. The descriptors identified two types of natures: positive, directed to a person’s inner world (happy, lucky, optimistic and to the outer world (trustworthy, competent, successful, and negative (pessimistic, unhappy, envious. This division of nature type was categorized according to the participants’ subjective well-being index. Empirical evidence has shown that occupational specificity influences a person’s subjective well-being. A substantial difference was found in subjective well-being index of the respondents. A higher index is typical of students and military men. Educators and industrial intelligentsia also demonstrate an increased level of subjective well-being, whereas prisoners tend to have a low level of subjective well-being. The same low index is characteristic of servicing trade representatives and psychologists.

  9. Teachers Need Teachers to Grow

    Science.gov (United States)

    Wenzlaff, Terri L.; Wieseman, Katherine C.

    2004-01-01

    The purpose of this study was to examine the nature of teacher learning in a cohort-based, master's degree program in curriculum and pedagogy that was intentionally designed to be responsive to teachers' personal needs and preferences. The program aimed to: (1) provide teachers with the confidence to connect what they do in their classrooms to…

  10. Teacher to Teacher: Transgenerational Mentoring

    Science.gov (United States)

    Juarez-Torres, Rachel; Hurst, Jeannine Lane; Hurst, Roy

    2007-01-01

    This qualitative case study examines the relationship of teachers who mentor other teachers. We studied 125 autobiographical portfolios submitted by elementary and secondary teachers who had won awards as outstanding educators from their campuses and were competing at the district level. The research site was a midsize city (population 95,000) in…

  11. EFL Teacher Training

    Directory of Open Access Journals (Sweden)

    Belabbas Ouerrad

    2009-03-01

    Full Text Available In any teaching-learning situation success depends on giving proper consideration to both human elements, such as the role of the teacher, the nature of the learners, and also to non-human elements like the textbook, the syllabus, the number of hours allotted to the subject study and the like. With the education reform, teaching foreign languages is the core of many debates and the agenda of almost all discussions. Thus, many questions on the subject are posed: should we teach scientific subjects in French or in English? Should we introduce both of them in primary schools? At what level? But the true questions are hardly raised like the ones concerning the teacher, his qualifications and his training. Let us make no mistake about it, any tentative reform, and whatever its actions are, could not be achieved without prior action of teachers ; they are the cornerstone and the secret of any successful educational system, for they contribute to a large extent in the achievement of all objectives. Therefore, priority should be given to teachers - how to prepare them to changes, innovations and reforms that are likely to happen

  12. Predictors of Instrumental Music Teacher Job Satisfaction

    Science.gov (United States)

    Bryant, Robert Louis, III

    2012-01-01

    Previous research studies related to teacher quality have found that teacher attrition rates are at an all-time high. Although much research has been conducted in the area of job satisfaction within the general teaching population, few studies of job satisfaction exist for instrumental music teachers. The purpose of this correlational study was to…

  13. TEACHER EDUCATION FOR DISTANCE LEARNING BASED SPECIAL EDUCATION IN PAKISTAN

    Directory of Open Access Journals (Sweden)

    Tanzila NABEEL

    2009-01-01

    Full Text Available Special education is a mode of education in which specially designed instruction material and environment is required to meet the diverse requirements of children with special needs. In Pakistan, Open University (AIOU exclusively initiated a program for teacher preparation for Special Children through distance learning. This was a unique program of its kind with no precedence of defined services for Special Teachers’ Preparation. Dept of Special Education AIOU - through Distance learning system, offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of Visual Impairment, Physical Disabilities, Hearing Impairment, Intellectual Disability, Learning Disability and Inclusive Education. The Open University has a well established regional network, outreach system providing educational counseling and guiding services to its students. University has 32 regional campuses with 86 part-time regional coordinating officers throughout the country for providing assistance to the Regional campuses. Over 900 study centers are established during the semester and are managed through the university’s regional campuses. Each student is assigned to a tutor who is a subject specialist. To maintain consistency of on and off campus observations, University faculty conducts reliability observations with adjunct Supervisors. Their professional growth impacts the quality of the teaching cadre. It was for the first time in the history of teacher training institutes of Pakistan that a teacher training program at Masters Level in the area of Special Education was offered through distance education. This paper gives the experiences, methodology and successes as outcome of the Distance- learning Special-Educator Program in Pakistan. Also highlighted is the Special Teacher Preparation Model through Distance Education System. Increased program completion rates support the fact that Open University faculty have become better

  14. I Want to Be a Scientist/A Teacher: Students' Perceptions of Career Decision-Making in Gender-Typed, Non-Traditional Areas of Work

    Science.gov (United States)

    Buschor, Christine Bieri; Kappler, Christa; Keck Frei, Andrea; Berweger, Simone

    2014-01-01

    The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student…

  15. Competencies of Thai expertise teacher and PCK

    Science.gov (United States)

    Chantaranima, Tarntip; Yuenyong, Chokchai

    2018-01-01

    Pedagogical Content Knowledge (PCK) was accepted by worldwide Educators that it is a ubiquitous word in the preparation of teachers in the past decade. This study uses Pedagogical Content Knowledge (PCK) framework as a lens for classifying the guidelines and expectations for categorizing expertise teachers. Therefore, the paper tries to clarify the relationship between competencies of Thai expertise teacher and PCK elements. To promote skillful Thai teachers by offering them academic titles, the Office of the Teacher Civil Service and Education Personal Commission were developed to provide guidelines and expectations for categorizing expertise teachers (OTEPC, 2009). This article focuses on the guideline criteria which are three areas of consideration. The first area of consideration is teacher's disciplines including virtues and professional conducts. The second area of consideration is teacher's knowledge and teaching ability. The last area of consider is teacher's performance. It seemed that the OTEPC guideline pay too much attention on the first area. However, there are some issues of PCK appearing on the OTEPC teacher competency. The paper will discuss some suggestions of fill up PCK in the OTEPC guideline. The paper may have implication for Thailand teacher education.

  16. Research trends in mathematics teacher education

    CERN Document Server

    Lo, Jane-Jane; Zoest, Laura RVan

    2014-01-01

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

  17. Laboratory instruction and subjectivity

    Directory of Open Access Journals (Sweden)

    Elisabeth Barolli

    1998-09-01

    Full Text Available The specific aspects which determined the way some groups of students conducted their work in a university laboratory, made us understand the articulation of these groups´s dynamics, from elements that were beyond the reach of cognition. In more specific terms the conduction and the maintenance of the groups student´s dynamics were explicited based on a intergame between the non conscious strategies, shared anonymously, and the efforts of the individuals in working based on their most objective task. The results and issues we have reached so far, using a reference the work developed by W.R.Bion, with therapeutical groups, gave us the possibility for understanding the dynamics of the student´s experimental work through a new approach that approximates the fields of cognition and subjectivity. This approximation led us to a deeper reflection about the issues which may be involved in the teaching process, particularly in situations which the teacher deals with the class, organised in groups.

  18. “TEACHING WHAT I DO NOT NEED TO TEACH”: AN OVERVIEW ON TEACHERS’ TEACHING DOCUMENTS OF ENGLISH AS A SUPPLEMENTARY SUBJECT AT VARIOUS DISCIPLINES

    Directory of Open Access Journals (Sweden)

    Yakob Metboki

    2017-04-01

    Full Text Available English Language Teaching (ELT in the Indonesian education curriculum falls in two subject areas, compulsory subject and supplementary subject. Significantly, the developing programs are highly prioritized in terms of familiarizing teachers with new teaching documents in English as a compulsory subject. Despite its success, there are still teachers who have a number of problems in delivering it as one of the supplementary subjects at various disciplines. This paper reviews the data gained from a group of students at one university in Indonesia, whose observational reports showed that teachers have very little opportunity to project their academic competencies in developing a comprehensive teaching document. This leads into question on how to derive the essence of teaching English at the center of teaching and learning practices. One of the most significant current discussions reveals that teaching practices is simply a matter of figuring the necessary conditions to achieve the goal formally. Taken together, the result of the study is expected to bring about influential implication for education practitioners to provide compatible answers to the controversies among teachers before implementing English as one of the supplementary subjects for various disciplines.

  19. Job satifaction of primary school teachers

    OpenAIRE

    Žežulka, Jiří

    2014-01-01

    This bachelor thesis explore the job satisfaction of elemetary schools teachers. The theoretical part is a summary of information about motivation, job satisfaction and the factors that determine these areas. The practical part deals with the satisfaction of teachers in the working environment, working with children and parents, relationships with colleagues and school management, salaries, benefits and overall satisfaction of teachers. Satisfaction of teachers is investigated by questionnair...

  20. Regulation of classroom and preschool teachers' emotions

    OpenAIRE

    Cerar, Maja

    2015-01-01

    In my thesis I have taken into consideration the areas of awareness, understanding and regulating emotions in primary school teachers and kindergarten teachers. The main purpose of the thesis is to determine whether primary school teachers and kindergarten teachers are aware of and understand their emotions and which group strategies regulate their emotions (cognitive, behavioral-expressive, physical-physiological and social) which they use at their work with children. In the theoretical par...

  1. Science teacher's perception about science learning experiences as a foundation for teacher training program

    Science.gov (United States)

    Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

    2017-05-01

    Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

  2. Defining Primary Geography from Teachers' Expertise: What Chilean Teachers Mean by Geography

    Science.gov (United States)

    Salinas-Silva, Victor; Perez-Gallardo, Patricio; Arenas-Martija, Andoni

    2015-01-01

    This article examines teachers' subject expertise in a context where geography could be considered a neglected school subject. Using an empirical approach to the problem, the article aims to provide a view on the dynamics of teaching primary geography in Chile, through considering teachers' narratives on curriculum making and their associated…

  3. Teacher expertise

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    and practice through development of better models for bridging the teaching at college and the internship teaching. The study was a longitudinal research and development project that followed teacher students during their first three years of a four year teacher education program after the teacher education...... reform of 2007. The study included four teacher training colleges at two university colleges and about 100 students. In the reform and in the study focus was on professional development. Each of the colleges implemented a number of actions in order to see whether they had potential for bridging the gap......Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study...

  4. Robot Teachers

    DEFF Research Database (Denmark)

    Nørgård, Rikke Toft; Ess, Charles Melvin; Bhroin, Niamh Ni

    The world's first robot teacher, Saya, was introduced to a classroom in Japan in 2009. Saya, had the appearance of a young female teacher. She could express six basic emotions, take the register and shout orders like 'be quiet' (The Guardian, 2009). Since 2009, humanoid robot technologies have...... developed. It is now suggested that robot teachers may become regular features in educational settings, and may even 'take over' from human teachers in ten to fifteen years (cf. Amundsen, 2017 online; Gohd, 2017 online). Designed to look and act like a particular kind of human; robot teachers mediate human...... existence and roles, while also aiming to support education through sophisticated, automated, human-like interaction. Our paper explores the design and existential implications of ARTIE, a robot teacher at Oxford Brookes University (2017, online). Drawing on an initial empirical exploration we propose...

  5. Comparing teacher roles in Denmark and England

    DEFF Research Database (Denmark)

    Kelly, Peter; Dorf, Hans; Pratt, Nick

    2014-01-01

    was the ease with which competent English teachers moved between roles. The English teachers observed adopted roles consistent with a wider techno-rationalist discourse. There was a greater subject emphasis by Danish teachers, whose work was set predominantly within a democratic humanist discourse, whilst...... the English teachers placed a greater emphasis on applied skills.......This article reports the findings of a comparative study of teaching in Denmark and England. Its broader aim is to help develop an approach for comparing pedagogy. Lesson observations and interviews identified the range of goals towards which teachers in each country worked and the actions...

  6. Teacher Stress and Coping Strategies: A National Snapshot

    Science.gov (United States)

    Richards, Jan

    2012-01-01

    This national survey of 1,201 kindergarten through Grade-12-U.S. teachers focused on three related areas: (1) sources of teacher stress, (2) manifestations of stress, and (3) suggested coping strategies. The survey instrument was adapted from the Teacher Stress Inventory and the Coping Scale for Adults. Results indicated that teachers nationwide…

  7. Intrinsic Motivation and Flow Condition on the Music Teacher's Performance

    Science.gov (United States)

    Torres Delgado, Gabriela

    2017-01-01

    The aim of these research is to identify if music teachers and teachers from other areas are intrinsically or extrinsically motivated, to identify the dimensions of the flow state, and to identify if there is a relationship between intrinsic motivation and flow state in these teachers. The sample was made up of 738 active teachers. The presence of…

  8. Differentiated Instruction: Hong Kong Prospective Teachers' Teaching Efficacy and Beliefs

    Science.gov (United States)

    Wan, Sally Wai-Yan

    2016-01-01

    Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers' self-efficacy. The purpose of the study is to examine prospective teachers'…

  9. Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

    Science.gov (United States)

    O'Brien, Stephanie

    Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

  10. Music teacher identity and professionalism

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik

    2017-01-01

    The present article is concerned with transformative learning and identity formation in student music teachers acting as researchers of a music education practice as part of their MA study programme. More specific, the aim is to discuss how engaging in a research perspective may serve as an eye......-opener for student music teachers and widen their perspective on subject didactics, teaching/learning issues and professional practice....

  11. Teachers' Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge

    Science.gov (United States)

    Kersting, Nicole B.; Givvin, Karen B.; Sotelo, Francisco L.; Stigler, James W.

    2010-01-01

    This study explores the relationship between teacher knowledge and student learning in the area of mathematics by developing and evaluating an innovative approach to assessing teacher knowledge. This approach is based on teachers' analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written…

  12. Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

    Science.gov (United States)

    Williams, John; Eames, Chris; Hume, Anne; Lockley, John

    2012-11-01

    Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

  13. Choose Health Action Teens: A Review of a Teens as Teachers Nutritional Education Training Curriculum

    Directory of Open Access Journals (Sweden)

    Jeffrey M. Flesch

    2016-12-01

    Full Text Available This review draws from published research related to the best practices for the utilization of teens as teachers to examine Choose Health Action Teens (CHAT, a teen’s as teachers (TAT training curriculum.  Research shows that there are various components necessary to build a high quality TAT program.  Most of these components fall under four areas in which training is necessary for teens and adults: Teaching strategies, youth/child development, subject matter to be taught, and youth-adult partnerships.  These four areas provide a framework to review the Choose Health Action Teens (CHAT (Crosiar & Wolfe, 2013 teens as teachers training program curriculum.

  14. Teacher Incentive Pay Programs in the United States: Union Influence and District Characteristics

    Directory of Open Access Journals (Sweden)

    Guodong Liang

    2015-06-01

    Full Text Available This study examined the characteristics of teacher incentive pay programs in the United States. Using the 2007–08 SASS data set, it found an inverse relationship between union influence and districts’ incentive pay offerings. Large and ethnically diverse districts in urban areas that did not meet the requirements for Adequate Yearly Progress as defined under the No Child Left Behind Act are more likely to offer a larger number of economic incentives. Although rural districts are likely to reward teachers in hard-to-staff schools, they are not more likely to reward teachers who are certified by the National Board or who teach in the subject areas of shortage, nor are they more likely to offer multiple financial incentives.

  15. Group guidance services to improved creativity for teachers

    Directory of Open Access Journals (Sweden)

    Solihatun Solihatun

    2017-11-01

    Full Text Available Creativity in the learning process by teachers is very important in order to support the task at school. Teacher creativity allows teachers to apply various learning methods that encourage students' interest to learn from the classroom. Besides, creativity for teachers is needed to support student development. This study aims to determine the level of creativity of teachers through group guidance services. Subjects in this study involved 10 teachers at Gemma Insani Indonesia Depok. Data analysis used a quantitative approach with pre-test and post-test control group of one design. The results show effective group guidance to improve teacher creativity at Gemma Insani Indonesia Depok.

  16. Curricular adaptations: Case studies of two exemplary elementary science teachers

    Science.gov (United States)

    Harris, Mary Sadama

    This research sought to determine whether and how current local and national curricular mandates affect the science instruction of two exemplary Alabama elementary teachers. The study provides a description of the contextual backdrop of elementary teaching in Alabama and the curricular mandates resulting from federal legislation entitled The No Child Left Behind Act of 2001 that have been enacted across the state of Alabama. This study centers on the evolution of reform initiatives that impact the teaching of science in elementary schools. These reforms focus on student achievement, teacher accountability, subject matter testing, and federal legislation. The emphasis on accountability has created situations where teachers are, in any given year, faced with multiple program innovations focused on subject matter tested leaving other subjects areas such as science excluded from the curricula. Reform initiatives influential to this research were the Alabama Reading Initiative and Alabama's State Department of Education's mandated testing and progress monitoring of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and how these reforms impact the elementary day and science instruction. The purpose of this research, which utilized a qualitative multiple case study design, was to understand how exemplary elementary science teachers in Alabama teach science given the curricular mandates that marginalize science instructional time. The central phenomenon centered on the curricular adaptations and negotiations teachers made in order to teach science. Data collected included classroom observations, semi-structured interviews, and artifacts. An inductive, interpretative approach to data analysis was used to allow for exploration of the sociocultural and sociopolitical influences on science teaching of these exemplary elementary teachers. Findings were constructed as narrative portraitures of each teacher and their science teaching bounded within their unique

  17. Teacher in Space Program - The challenge to education in the space age

    Science.gov (United States)

    Brown, R. W.; Morgan, B. R.

    1986-01-01

    An account is given of the significant events which occurred in the Teacher in Space Program following the Challenger Space Shuttle accident on January 28, 1986. The analysis indicates that the accident has not prevented the continuing effective implementation of the three educational goals of the Teacher in Space Program which are to: (1) raise the prestige of the teaching profession, (2) increase the awareness in the education community of the impact of technology and science on this country's future in preparing students for the future, and (3) use aeronautics and space as a catalyst to enhance all subject areas and grade levels of U.S. education systems.

  18. Perceptions of preparedness of LBS I teachers in the state of Illinois and graduates of Illinois State University's LBS I program to collaborate in teaching grade 7--12 math, science, and social science

    Science.gov (United States)

    Caldwell, Janet E.

    The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher certification program in LBS I perceive their preparedness to teach these subjects. Participants provided information about coursework and life experiences, and they made suggestions about teacher preparation and professional development programs. Six key items forming the composite variable focused on level of preparation in (a) best practices, (b) selecting materials, (c) selecting objectives, (d) adapting instructional strategies, (e) planning lessons, and (f) and evaluating outcomes. Only 30 LBS I teachers of the 282 contacted by e-mail completed surveys. Of 115 graduates contacted, 71 participated in the original survey and 23 participated in a follow-up survey. Data were analyzed to learn more about the teachers' self-perceptions regarding preparedness to teach math, science, or social science. There was a correlation between perceived level of knowledge and the composite preparation variable for all subjects, but no correlation with length of teaching. Both groups indicated high school content courses were important in preparation to teach. Teachers also indicated collaboration and graduates indicated grade school learning. The most frequent recommendation for both teacher preparation and professional development was additional methods courses. A survey distributed to math, science, and social science teachers of Grades 7--12 asked about their perceptions of the preparedness of LBS I teachers to teach their area of content. Few surveys were completed for each subject so they were examined qualitatively. There was variability among participants, but generally the content area teachers rated themselves as more prepared than

  19. teachers beliefs

    African Journals Online (AJOL)

    User

    Abstract. The major purpose of this study was to examine teachers' beliefs and actual classroom practices of .... Solving: According to Thompson (1992), teachers' classroom practice of mathematics problem solving is a critical factor in determining students' problems ... inquiry and creativity (Micintosh, 2000). To foster critical ...

  20. Teacher Absenteeism.

    Science.gov (United States)

    Pohl, James M.

    2001-01-01

    Nationwide, there are several innovative approaches to substitute teacher staffing issues, including: increased substitute teacher pay and enlistment of local college students to substitute at least 3 days per week in exchange for tuition help and a guaranteed job after graduation. Incentive programs for low absenteeism rates are a good way to…

  1. Teacher Absenteeism in Urban Schools

    Directory of Open Access Journals (Sweden)

    James E. Bruno

    2002-07-01

    Full Text Available School reform efforts aimed at promoting equity and excellence at urban school settings are heavily dependent upon the quality of teaching personnel that are used to deliver the instructional program. Social Justice and other public policy issues related to equity and excellence at urban schools have begun to examine the impact that teacher absenteeism, and by extension the reliance on substitute teachers to deliver instructional might have on educational attainment. This study combines school district data gathering mechanisms on teacher absence rates at school sites with Geographical Information Systems (G.I.S. to map the association between a school's geographical environmental space and the propensity for teacher absence. The disparity between teaching resources as delivered by the school district vs. teacher resources as actually received by students in the classroom via teacher absenteeism is examined in the context of schools located in positive (high income and negative (low income geographical space. The study concludes that there is a strong association between the geographical quality of the school site setting, teacher absenteeism, and the reliance on substitute teachers to deliver instructional programs. Disparity in teacher absenteeism rates across large urban geographical areas threatens the promotion of equity and excellence in the schools by attenuating or lessening the effect of school resources to support instruction and amplifying the risk factors of students in the classroom.

  2. What Can Experienced Teachers Learn from Newcomers? Newly Qualified Teachers as a Resource in Schools

    Science.gov (United States)

    Ulvik, Marit; Langorgen, Ketil

    2012-01-01

    Research on beginning teachers often focuses on the problems they encounter. This study, however, is based on the view that it is better to build on what people do well rather than to focus on their failures and helplessness. The aim of the study is to investigate teachers' strengths by examining the areas in which new teachers in upper secondary…

  3. Communication Strategies in Experienced vs. Inexperienced Teachers' Talk: A Sign of Transformation in Teacher Cognition

    Science.gov (United States)

    Rahmani Doqaruni, Vahid

    2017-01-01

    Due to the fact that research in areas related to "teacher experience" is in short supply, the purpose of the present study is to fill the gap in L2 teacher education through comparing two groups of teachers, namely inexperienced vs. experienced, to see whether differences between them in the course of communication strategies (CSs)…

  4. Second/Foreign Language Program Preservation and Advancement: Literatures and Lessons for Teachers and Teacher Education

    Science.gov (United States)

    Crookes, Graham; Talmy, Steven

    2004-01-01

    In a period of declining state support for education, we argue S/FL teachers and teacher educators would do well to become oriented to language program preservation and advancement. We discuss three areas such an orientation could take, namely organizing, direct action, and fundraising, so that teachers and students can become more involved in…

  5. Teachers: The vision supported

    Energy Technology Data Exchange (ETDEWEB)

    Tuomi, J.

    1994-12-31

    A support system is necessary to implement the vision of standards-based science education. The National Science Resources Center has studied isolated areas where innovations have succeeded and finds that the successful enterprises have these elements in common: 1. The availability of high-quality, inquiry-centered science curriculum units that are appropriate for children; 2. Teacher education programs to prepare and support elementary teachers to teach hands-on, inquiry-centered science; 3. Support systems for supplying science materials and equipment to teachers; 4. Assessment methods for evaluating student performance that are consistent with the goals of an effective science program; and, 5. Administrative and community support for an effective science program.

  6. Counseling in teacher education

    DEFF Research Database (Denmark)

    Mølgaard, Dorthe Busk

    Counseling is about supporting and challenging students in making decisions, being adaptive, seeing opportunities and acquiring self-knowledge. Literaturesearch of articles about counseling research in nordic teacher education 2008-2013 shows no results. We started a participant-orientated pilotp......Counseling is about supporting and challenging students in making decisions, being adaptive, seeing opportunities and acquiring self-knowledge. Literaturesearch of articles about counseling research in nordic teacher education 2008-2013 shows no results. We started a participant......-orientated pilotproject about counseling in teacher education. The aim was to acquire knowledge about how students perceive counseling. This knowledge could help uncover potential areas of development for counselingpractice. In the pilotproject it is tested if the chosen method is suitable for bigger qualitative study...

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

    Science.gov (United States)

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

    2012-06-01

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

  8. Avaliação de material didático digital centrada no usuário: uma investigação de instrumentos passíveis de utilização por professores User-centred evaluation of digital learning materials: an investigation of instruments subject to use by teachers

    Directory of Open Access Journals (Sweden)

    Katia Alexandra de Godoi

    2009-01-01

    Full Text Available Neste artigo, discute-se a importância da avaliação de materiais didáticos digitais centrada no usuário. Primeiramente, apresentam-se as abordagens de avaliação passíveis de aplicação a esses materiais, assim como suas definições e classificações. Em seguida, revisam-se conceitos de usabilidade em materiais didáticos digitais. Por fim, descreve-se uma série de instrumentos avaliativos passíveis de serem utilizados por professores.In this study, we discuss the importance of user-centered evaluation of digital learning materials. First of all, different evaluation approaches are introduced, as well as their definitions and classifications. Then, concepts of usability in digital learning materials are surveyed. Finally, a range of evaluation tools subject to use by teachers are described.

  9. Teacher agency

    DEFF Research Database (Denmark)

    Priestley, M.; Biesta, G.; Robinson, Sarah

    2015-01-01

    remains an inexact and poorly conceptualised construct in much of the literature, where it is often not clear whether the term refers to an individual capacity of teachers to act agentically or to an emergent ‘ecological’ phenomenon dependent upon the quality of individuals’ engagement...... of the contexts within which teachers work – for example accountability mechanisms and other forms of output regulation of teachers’ work – leading to engagement with policy that is often instrumental and blighted by unintended consequences. In the chapter, we illustrate how a detailed understanding of teacher...

  10. Experienced biology teachers' pedagogical content knowledge (PCK) on photosynthesis

    Science.gov (United States)

    Widodo, Ari

    2017-05-01

    Teacher certification program raises a question of whether certified teachers really more competence than non-certified teachers. However, since the notion of teachers' competence is measure in terms of content knowledge and pedagogical knowledge instead of Pedagogical Content Knowledge (PCK). Teacher' PCK as the essence of teachers' competence is somehow ignored. The study presented here analyses experienced biology teachers' PCK. Subjects are experienced biology teachers who teach at the formerly called Pioneered Standardized Schools (RSBI). They are purposively chosen since they are certified teachers who have received very intensive training organized by the education authorities (national, province and district) as well as by the schools. Therefore, this group of teachers can be considered as experienced and well-prepared for teaching science.

  11. Praxis, subjectivity and sense

    Directory of Open Access Journals (Sweden)

    Alfredo Gómez-Muller

    2006-07-01

    Full Text Available A primordial aspect of the Sartrian critique of alienation concerns understanding the analytic ideology as the domination of materiality over the symbolic, in other words as the reification of the human, and therefore as anticulture. In the context of contemporary nihilism, the decoding of the mechanisms which consign praxis to the practico-inert requires a critique of the relations between the social sciences and philosophy, which in its turn implies a new theory of the relation between what Sartre calls the "notion" (the area of subjectivity and the "concept" (objectivity, From this perspective, the deconstruction of the established frontiers between the social sciences and philosophy, and between the conceptual and the narrative, is corelative to a redefinition of the relation between theory and practice.

  12. "Becoming" Learners/Teachers in Nomadic Space

    Science.gov (United States)

    Gorodetsky, Malka; Barak, Judith

    2016-01-01

    This paper suggests a conjunction between the learning space of educational edge community (EEC) and the Deleuzeguattarian thought regarding the nature of teachers' "becoming." It attends to the emerging subjectivities of teachers/learners within an EEC, a nomadic, open, and smooth space of learning. It is suggested that autonomous…

  13. English Language Teaching: Role of a Teacher

    OpenAIRE

    Anamika Shukla

    2012-01-01

    Teacher can change subject matter from prose to poetry, from essay writing to letter writing to prevent the class from monotonous routine. Audio-Visual aids can add to the presentation of the topic. Students can be encouraged to listen to English news and Key words: English teaching, language teaching, role of teacher

  14. Secondary School Teachers’ Perception of “Teacher Professional Development”: A Case Study of Teachers from Five Districts of Uganda.

    Directory of Open Access Journals (Sweden)

    Alice Merab Kagoda

    2014-12-01

    Full Text Available Teacher professional development (TPD is important in keeping teachers abreast with changes that characterise the 21st century schools. However, TPD will only be valuable if teachers perceive it as important. Moreover the varying perceptions of teacher professional development by teachers are likely to affect their view of TPD. Using data collected from secondary school teachers, this study explored teachers’ understanding of the concept “teacher professional development, TPD approaches used by teachers and barriers/constraints they face. Results show that teachers have narrow understanding of the concept, and that to many TPD meant subject content upgrading by going back to teacher training college, while others view it as attending workshops and seminars. Barriers mentioned included shortage of time, lack of funds, lack of motivation and support by head teachers and government as a whole. Researchers recommend that teacher education should incorporate a component of professional teacher development in the initial teacher training. The head teachers and Ministry of Education and Sports should support in-service teachers in their endeavour to develop professionally. Teachers with low selfesteem should be motivated through attendance of conferences, workshops and group activities at local level.

  15. STUDENTS’ EVALUATION OF EDUCATION QUALITY IN HUMAN RESOURCE MANAGEMENT AREA: CASE OF PRIVATE CZECH UNIVERSITY

    Directory of Open Access Journals (Sweden)

    VNOUČKOVÁ, Lucie

    2016-06-01

    Full Text Available The quality of education, lessons, subjects and teachers perceived by students is currently often discussed topic regarding strategic management of universities. Assessment of higher education learning outcomes represents internalization of a higher education competition. The aim of the article is to evaluate perception of education quality of lectures, subjects and teachers by university students in the area of human resource management in private Czech university and to identify main approaches to academic staff. The data were collected by quantitative survey by questionnaire data collection (n=218. Students state that subjects, lessons and teachers in the area of human resource management lessons mostly satisfied their expectations (average value between 1.09 and 1.97. The students emphasised that the staff creates positive atmosphere and gives the opportunity to express an opinion which is very important for students at the university. Research outcomes show there is a dependency between the effort of teacher, student understanding and teachers’s willingness to give students an opportunity to express an opinion. The paper is extension of conference paper presented on ERIE conference 2016.

  16. Trouble in Paradise: Teacher Conflicts in Shared Decision Making.

    Science.gov (United States)

    Weiss, Carol H.; And Others

    1992-01-01

    Interviews with teachers at six high schools that have instituted structures for shared decision making reveal the conflicts, the confusion about the locus of final decision authority, and the need for training teachers in this unfamiliar area. (19 references) (MLF)

  17. Teachers' views of student achievement standards

    National Research Council Canada - National Science Library

    Maksimovic, Aleksandra

    2016-01-01

    .... The paper reports about a research of the views of class- and subject elementary-school teachers of the importance of defining, and the role of defined achievement standards, as well as their limitations...

  18. A "Politics against Social Submission": Of Early Years Teachers' Accessibility and Work with Children in Québec

    Science.gov (United States)

    Chang-Kredl, Sandra

    2017-01-01

    In this paper, I examine the claim that teachers' subjective experiences can lead to social change through the perspective of the early years teacher in Quebec. Fourteen early childhood teachers participated in memory writing and individual interviews. Data were inductively coded and analysed in terms of the teachers' subjective experiences of:…

  19. Who Teaches Primary Physical Education? Change and Transformation through the Eyes of Subject Leaders

    Science.gov (United States)

    Jones, Luke; Green, Ken

    2017-01-01

    Primary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called adults other than teachers, who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this…

  20. The Relationship between Quality Circles and Teacher Satisfaction.

    Science.gov (United States)

    Sherman, Ross

    1990-01-01

    The relationship of teacher participation in Quality Circles to teacher satisfaction was examined for 64 elementary school teachers participating in 9 Quality Circle decision-making groups. Participation in the Quality Circles did not meet subjects' needs for achievement, recognition, or growth; and it did not increase job satisfaction. (SLD)

  1. Fifty Years of Federal Teacher Policy: An Appraisal

    Science.gov (United States)

    Sykes, Gary; Dibner, Kenne

    2009-01-01

    Federal policy directed to teaching and teachers is the subject of this review, which is organized around: (1) recruitment; (2) training; (3) accountability; (4) incentives; (5) qualifications; (6) class size reduction; (teacher working conditions; and (8) human resource management and the overall coordination of teacher policy. For each theme,…

  2. The Opinions of Prospective Teachers on Peer Assessment

    Science.gov (United States)

    Özdemir, Serpil

    2016-01-01

    This research was conducted to determine the opinions of prospective teachers on peer assessment. The study was carried out at a university in the West Black sea with forty-one prospective Turkish teachers. The prospective teachers presented a lesson on a subject they had decided on formerly, and were evaluated by their peers. The groups consisted…

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

    Science.gov (United States)

    Joolideh, Faranak; Yeshodhara, K.

    2009-01-01

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

  4. Sensibility and Subjectivity: Levinas’ Traumatic Subject

    Directory of Open Access Journals (Sweden)

    Rashmika Pandya

    2011-02-01

    Full Text Available The importance of Levinas’ notions of sensibility and subjectivity are evident in the revision of phenomenological method by current phenomenologists such as Jean-Luc Marion and Michel Henry. The criticisms of key tenants of classical phenomenology, intentionality and reduction, are of a particular note. However, there are problems with Levinas’ characterization of subjectivity as essentially sensible. In “Totality and Infinity” and “Otherwise than Being”, Levinas criticizes and recasts a traditional notion of subjectivity, particularly the notion of the subject as the first and foremost rational subject. The subject in Levinas’ works is characterized more by its sensibility and affectedness than by its capacity to reason or affect its world. Levinas ties rationality to economy and suggests an alternative notion of reason that leads to his analysis of the ethical relation as the face-to-face encounter. The ‘origin’ of the social relation is located not in our capacity to know but rather in a sensibility that is diametrically opposed to the reason understood as economy. I argue that the opposition in Levinas’ thought between reason and sensibility is problematic and essentially leads to a self-conflicted subject. In fact, it would seem that violence characterizes the subject’s self-relation and, thus, is also inscribed at the base of the social relation. Rather than overcoming a problematic tendency to dualistic thought in philosophy Levinas merely reverses traditional hierarchies of reason/emotion, subject/object and self/other. 

  5. Non-native Chinese Foreign Language (CFL) Teachers: Identity and Discourse

    OpenAIRE

    Zhang, Chun

    2014-01-01

    AbstractNative Chinese foreign language (CFL) teacher identity is an emerging subject of research interest in the teacher education. Yet, limited study has been done on the construction of Non-native CFL teachers in their home culture. Guided by a concept of teacher identity-in-discourse, the paper reports on a qualitative study that explores how three Non-native CFL teachers construct their teacher identity as they interact with Danish students while teaching CFL at one Danish university. Da...

  6. Antecedents of teachers' emotions in the classroom: an intraindividual approach.

    Science.gov (United States)

    Becker, Eva S; Keller, Melanie M; Goetz, Thomas; Frenzel, Anne C; Taxer, Jamie L

    2015-01-01

    Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2-3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students' motivation and discipline explained 24% of variance in teachers' enjoyment and 26% of variance in teachers' anger. In line with theoretical assumptions, after introducing teachers' subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers' enjoyment and anger respectively. The effects of students' motivation and discipline level on teachers' emotions were partially mediated by teachers' appraisals of goal conduciveness and coping potential. The findings imply that since teachers' emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.

  7. The competence of teachers in modern education

    OpenAIRE

    Požar Hajnalka F.

    2016-01-01

    Daily changes in all areas of human activity have made changes in the demands that are put before teachers. Teachers in addition to their primary area of work, have to adapt and fit into the paradigm of the modern schools and teaching. The aim of this paper is to analyze the desirable competencies of teachers as well as teaching basic assumptions for the advancement of teaching. In this concept, the paper analyzes the competences and the role of teachers in modern schools, their ability to ap...

  8. Restructuring Teachers' Work

    Directory of Open Access Journals (Sweden)

    Lisa Kirtman

    2002-05-01

    Full Text Available Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural, but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders, parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside

  9. Effective Teachers

    Directory of Open Access Journals (Sweden)

    Beverly A. King Miller

    2015-09-01

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

  10. The Societal Nature of Subjectivity

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2013-01-01

    The HSR Focus presents a psycho-societal approach to qualitative empirical research in several areas of everyday social life. It is an approach which integrates a theory of subjectivity and an interpretation methodology which integrates hermeneutic experiences from text analysis and psychoanalysis...

  11. Physics teacher education in Finland and reasons underlying the top scores of Finnish students on international assessments

    Science.gov (United States)

    Hirvonen, Pekka

    2010-02-01

    In Finland physics teachers have Master's degree in physics and pedagogical studies (60 cr). In addition they have introductory and intermediate studies (60 cr) in minor subjects, normally in mathematics and chemistry. The degree consists of 300 cr minimum and takes 5 years or more. In Bachelor studies (180 cr), almost identical in all Finnish universities, student teachers do the same physics courses than physicists (70 cr). Few exceptions can be found, e.g. in Joensuu we have two laboratory courses (5 cr) for student teachers. Part of pedagogical studies (25 cr) and some minor subject studies are included in Bachelor studies. Master studies (120 cr) differ more from university to university. Some universities do not make a difference between student teachers and forthcoming physicists but for instance the Universities of Joensuu and Helsinki offer several special courses for student teachers. These special courses include elements from different areas, e.g. the history of physics or the philosophy of physics, or the courses can concentrate on students' pre-knowledge or to foster students' conceptual and structural understanding of physics. In addition master's thesis can be done in the area of physics education. In summary, significant differences between universities can only be found in Master studies. However, there is no evidence that special courses for teachers produce better results than traditional master's physics courses. In fact most of the Finnish in-service physics teachers have done the traditional physics courses that do not include any influence from physics education research. Teacher education is surely one factor underlying the top scores of Finnish students. However, it is not only one and many other reasons can also be presented. )

  12. 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…

  13. Preservice Teachers Respond to "And Tango Makes Three": Deconstructing Disciplinary Power and the Heteronormative in Teacher Education

    Science.gov (United States)

    Phillips, Donna Kalmbach; Larson, Mindy Legard

    2012-01-01

    This study employs Foucualdian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing "homosexuality," "education" and "teacher" in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses…

  14. How to Activate Teachers through Teacher Evaluation?

    Science.gov (United States)

    Tuytens, Melissa; Devos, Geert

    2014-01-01

    There is a general doubt on whether teacher evaluation can contribute to teachers' professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate…

  15. Teachers' perceptions of Twitter for professional development.

    Science.gov (United States)

    Davis, Kerry

    2015-01-01

    The aim of this study was to determine how school teachers in the United States (US) perceived using Twitter as a means for professional development, engagement in communities of practice, and any benefits or drawbacks to participating in Twitter. This qualitative research utilized an embedded case design with three sources of data: (a) three consecutive months of tweet data from late 2011 archived on the host website, relating to #EdChat, a weekly online chat in Twitter about education issues; (b) interviews with 19 school teachers in the US who participated in the #EdChat online discussions in Twitter; and (c) Twitter bio and Tweet data of the 19 teachers interviewed. All data were entered into NVIVO (QSR International Pty. Ltd., Doncaster, Australia) for content thematic coding, and The Communities of Practice and Connectivist Conceptual Framework was used to inform this analysis. The researchers' interpretations were verified with participants, and data triangulated across all sources to strengthen confidence in the results. Five main themes and 17 subthemes emerged from the data across all sources. The main themes were teachers' perceptions of sharing knowledge and resources, Twitter promoting a sense of belonging, Twitter providing meaningful professional development, and teachers' views on the technical benefits and drawbacks of using Twitter. Regardless of years teaching, subject area, or age, educators perceived Twitter as providing an online forum to reflect upon practice, exchange knowledge and experience, and be in the presence of supportive colleagues. While participants experienced the pace and volume of information as being overwhelming at times, educators developed skills to managing this and perceived discussions to be learner-centered and supportive. Teachers valued the sense of community and learning that they reported were not otherwise available in their own physical workplace. Overall, participants perceived that the benefits of participation

  16. Reaching teachers: The first step in teaching students

    Energy Technology Data Exchange (ETDEWEB)

    Berry, G.

    1991-01-01

    A 1984 American Association of the Academy of Sciences study of more than 150 successful science in-service programs developed a list of their characteristics, which included: Strong academic component in mathematics, science, and communications, focused on enrichment rather than remediation; academic subjects taught by teachers who are highly competent in the subject matter and believe that students can learn the materials; heavy emphasis on the applications of science and mathematics and careers in these fields; integrative approach to teaching that incorporates all subject areas, hands-on opportunities, and computers; multiyear involvement with students; recruitment of participants from all relevant target populations; opportunities for in-school and out-of-school learning experiences; parental involvement and development of base of community support; specific attention to removing educational inequalities related to race and gender; involvement of professionals and staff who look like the target population; development of peer support systems (involvement of a critical mass of any kind of student); evaluation, long-term follow-up, and careful data collection; and, mainstreaming'' -- integration of program elements supportive of women and minorities into the institutional support programs. I shall illustrate these points with ongoing teacher-support programs in progress in the Chicago area.

  17. Reaching teachers: The first step in teaching students

    Energy Technology Data Exchange (ETDEWEB)

    Berry, G.

    1991-12-31

    A 1984 American Association of the Academy of Sciences study of more than 150 successful science in-service programs developed a list of their characteristics, which included: Strong academic component in mathematics, science, and communications, focused on enrichment rather than remediation; academic subjects taught by teachers who are highly competent in the subject matter and believe that students can learn the materials; heavy emphasis on the applications of science and mathematics and careers in these fields; integrative approach to teaching that incorporates all subject areas, hands-on opportunities, and computers; multiyear involvement with students; recruitment of participants from all relevant target populations; opportunities for in-school and out-of-school learning experiences; parental involvement and development of base of community support; specific attention to removing educational inequalities related to race and gender; involvement of professionals and staff who look like the target population; development of peer support systems (involvement of a critical mass of any kind of student); evaluation, long-term follow-up, and careful data collection; and, ``mainstreaming`` -- integration of program elements supportive of women and minorities into the institutional support programs. I shall illustrate these points with ongoing teacher-support programs in progress in the Chicago area.

  18. Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

    Science.gov (United States)

    Berry, Ayora

    included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers' perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers' experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of

  19. Using authentic intellectual assessment to determine level of instructional quality of teacher practice of new elementary school teachers based on teacher preparation route

    Science.gov (United States)

    Cassidy, Kimberly E.

    This study was designed to determine whether or not differences existed in the effectiveness between teachers from traditional and alternative teacher preparation routes. The NCLB requirement of having a highly qualified teacher in every classroom has brought close attention to the assessment of teacher effectiveness and the preparation of teacher candidates. The study population included elementary school teachers, within their first three years of teaching who taught science, from five southeastern Virginia schools. For this study, an authentic intellectual assessment rubric created by Newmann, Bryk, and Nagaoka (1997) was utilized to measure teacher effectiveness in terms of the level of instructional quality of new teachers. Chi-square and t test analyses were conducted to investigate the difference between scores of science lesson assignments of new elementary teachers based on type of teacher preparation route the teachers completed. The critical finding of the study was that whereas there were no statistically significant differences in the science assignment scores between traditionally and alternatively prepared teachers, there were significant weaknesses in all teacher participants in the areas of construction of knowledge and connection to students' lives. The results of this study have implications for teachers, teacher preparation routes, teacher development coordinators of school divisions, and those in charge of instructional policies.

  20. Sex Stereotypes of Secondary School Teaching Subjects: Male and Female Status Gains and Losses

    Science.gov (United States)

    Simpson, Richard L.

    1974-01-01

    A survey reveals that teachers considered different subjects appropriately taught by men or by women and that higher prestige was attributed to whatever sex conformed to the subjects' sex stereotypes. (Author/KM)

  1. Spaces, Times, and Knowledge for a Reflective Subjectivity in the Bellaterra Primary School

    Directory of Open Access Journals (Sweden)

    Alejandra Bosco

    2009-05-01

    Full Text Available In this article we present the results of a narrative inquiry into the construction of subjectivity in primary schools. In this study the researchers' own subjectivities came under the same scrutiny as those who were the focus of the research, and were placed in relation to them. We will discuss the doubts that arose as we carried out our research as well as how our positions as researchers changed over the course of the study. We will also describe our attempts to give voice to teachers and learners through our narratives. This goal led us to produce an account of subjectivity that was relational, process-based, and, sometimes, fragmented. Our interpretation of the representation of childhood/learners and learning in school is based upon how the teachers we have worked with shared a reflective, integral, cooperative, and community view of learning. We will also discuss how learners develop forms of positioning, identification, and differentiation depending on their relationships with others. In this way we have been able to reconstruct the way in which learners' subjectivities are formed by narrating scenes observed in classrooms with different groups of peers, and in other areas of the school where these groups carry out different activities. URN: urn:nbn:de:0114-fqs0902273

  2. “Moderate Class, More Knowledge” Vocational Subjects in Primary School Curriculum in Thailand

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    Chaveewan Charoensap

    2017-11-01

    Full Text Available This research focuses on the attitudes and opinions of administrators, teachers, parents and students on the vocational subjects in primary school curriculum in Thailand after educational reform 1992 and the Thai government policy ‘Moderate Class More Knowledge’ since 2015. Special emphasis is on curriculum and the teaching-learning process regarding vocational subjects in primary schools in Thailand. As per the post-1992 curriculum, the teachers have to train the pupils to carry out skill-based activities using the new methods and techniques in the teaching-learning process. It consists of Work-oriented Experiences ; this deals with general practical work experiences and basic knowledge for career preparation and starts from grade 1. And it consists of Special Experience ; dealing with activities based on learners’ interests provided for those in grades 5-6.Each school can organize learning activities according to learners’ needs and interests. The vocational training aims to make the Thai children better equipped to face the rapid changing realities of life today in the AEC (ASEAN Economic Community. The nature of teaching and learning activities in schools is conditioned by the needs of the local communities by which the people can apply the acquired knowledge and basic skills to improve their quality of life and their community. These courses have made the learning process more enjoyable as well as more socially useful. The educational reforms of 1992 made certain parts of the curriculum, including general subjects, compulsory for all schools in the country. With regard to the optional subjects, it was realized the each province and each district had different needs. The school education committee consists of school teachers, school administrators, parents and community leaders whom design the optional subjects which are suited for their areas. Research results found more than 90% of administrator, teachers, parents and students

  3. Exploring the inquiry experience: A focus on Kentucky teachers

    Science.gov (United States)

    Nolte, Beth

    2007-12-01

    Inquiry-based instruction is driven by active participation by the learner. Through the learning process, critical thinking skills are practiced. While inquiry methods are often discussed in the realm of science education, the methods are not subject specific. In fact, the Kentucky Program of Studies calls for the incorporation of inquiry strategies into all areas of the curriculum. This call for more inquiry-based education occurs in the midst of a national testing debate in which accountability is tied to student test scores. This study takes a narrative approach to explore teachers' experiences with using inquiry methods. Interviews were conducted with teachers who, at least 1 year prior to participating in this study, had attended a weeklong intensive professional development workshop on using inquiry methods for instruction. A method is described for analyzing interview data direct in its digital audio form---without transcription. Eight teachers' experiences are presented here in the narrative form and their narratives are compared for an overall analysis. Themes of conflict previously reported in the literature are explored in participants' stories. This research concludes with a discussion of the results, a reflection on the method, and suggestions for the future based on teachers' experiences with using inquiry-based learning strategies.

  4. Electronic In-Service Teacher-Training for The New National EFL Curriculum in Turkey

    Directory of Open Access Journals (Sweden)

    I. Hakkı MIRICI

    2006-01-01

    Full Text Available A new national curriculum in all subject areas is about to be introduced in elementary schools in Turkey. The new curriculum is based on a “Constructivist” approach. This discussion paper focuses on the new curriculum for English as a foreign language, noting that teachers need information about the philosophy of the new curriculum and how its different elements support each other. The paper sets the curriculum reform in the context of international objectives in education such as the Dakar Conference, the Pisa project, Socrates programmes, the Common European Framework for Languages and the European Language Portfolio. The paper discusses the role of electronic learning in in-service training in both ongoing and one-shot teacher training programmes. The paper identifies four specific challenges and proposes solutions for a successful implementation of the new curriculum. The four challenges are how to make up the new curriculum comprehensible to teachers, how to help teachers develop their own materials, how to persuade teachers to participate in training process, and how to help teachers share their ideas.

  5. INDIGENOUS ELEMENTARY SCHOOL TEACHERS OPINION ON SEX EDUCATION IN A SCHOOL OF DOURADOS - MS

    Directory of Open Access Journals (Sweden)

    Rosaldo de Albuquerque Souza

    2011-12-01

    Full Text Available A large portion of the population consists of adolescents aged by 12 to 19 years. During this period of human life occur several behavioral factors involving sexuality that intrigues many researchers, teachers and parents and according to the Parâmetros Curriculares Nacionais (PCNs, sex education must be taught in schools as a crosscutting theme. The aim of this study was to investigate perceptions and attitudes towards sexual education among elementary school Indigenous teachers in a rural school in Dourados-MS. Data collection was conducted through a questionnaire completed by individual teachers. The results show that teachers consider important to work with sex education in elementary schools involving different areas of knowledge and with the help of health professionals. Most teachers work or have worked this theme in his classes, and consider the students receptive and interested, however, some teachers have difficulty in approaching the subject. One of the difficulties encountered are related to the low acceptance of their parents, highlighting the need for guidance on the same theme. The Parâmetros Curriculares Nacionais ensures that the sex education should begin in early school years.

  6. Writing in the elementary science classroom: Teacher beliefs and practices within a narrowing curriculum

    Science.gov (United States)

    Leffler, Angela K.

    The narrowed curriculum continues to be challenging for science education as teachers strive to impart content that is on the high-stakes assessments. This Qualitative multiple-case study investigated four experienced, elementary classroom teachers' use of writing in science. It was designed to provide insight into teaching beliefs and practices of how teachers use writing in science opportunities within a narrowing curriculum. Triangulation was achieved through teacher interviews, classroom observations, and document analysis. Three major findings were evident through careful examination of data which is representative of the teacher participants within this study: 1.) Writing is combined with dialogue, multiple applications, activity and audience, 2.) Writing is used as an assessment and as a means to enhance learning, 3.) Writing is prioritized in science with differing schedule approaches. Although these are the major findings there were exceptions that were unique to each individual participant. The findings of this study can inform pre-service, novice and experienced classroom teachers on how to interconnect the two subject areas of writing and science to promote enhancement of learning. By gaining this information, it could diminish the global achievement gap in science.

  7. Seeing things through science eyes: A case study of an exemplary elementary teacher

    Science.gov (United States)

    Foster, Andrea Susan

    Science-eyed elementary teachers exhibit relentless passions for replacing traditional teaching with realistic, integrated, responsible instruction with science at its core. The purpose of this study was to explore an exemplary elementary teacher's thinking about science and how it serves as a vehicle for the learning that occurs in her primary classroom. Two research questions were investigated in this study. First, what does it mean for an exemplary elementary teacher to view all learning with science eyes? Second, in what ways does the science-oriented elementary teacher use her knowledge of science content, pedagogy, and practical experience to structure her students' learning and her classroom teaching? A naturalistic methodology was employed in this research effort. Classroom observations, teacher interviews, documents, and selected artifacts were analyzed using a constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) and the analysis tools of HyperRESEARCH (1994) in an effort to unravel the complex, intuitive knowledge of a nationally recognized first grade teacher. Data analyses provided insightful information about this exceptional teacher and how she organizes, plans, and implements effective lessons that integrate science with all subject areas. Four direct observation themes, Best Practice, Just Like a Scientist, Integrating Curriculum - A Balancing Act, and Expert Pedagogy, and six interview themes, Curriculum - What to Teach?, Instruction - How to Teach, Knowing Students, Getting Stuff, Professionalism, and Reflective Practitioner, emerged from independent analyses of two data sets. Three overall themes, Head, Heart, and Hands of an Exemplary Science Elementary Teacher, emerged from a convergent content analysis. The themes provide the foundation for a proposed model of an expert science pedagogue. Ten portrait-like, impressionistic, vignettes are included in this unique study to capture the spirit of the science-eyed elementary

  8. Good teacher, good tutor

    Directory of Open Access Journals (Sweden)

    Couto LB

    2016-07-01

    Full Text Available Lucélio B Couto, Gustavo S Romão, Reinaldo B Bestetti  Department of Medicine, University of Ribeirão Preto, Ribeirão Preto, Brazil We have read with great interest the paper by Kassab et al, who have essentially shown that good teachers will be good tutors in a problem-based learning (PBL environment. We have been facing great difficulties to select tutors because there has been no tradition in PBL in our region in the preuniversity teaching. Furthermore, the majority of our teachers have been formed in a discipline-based medical curriculum. Therefore, it is reassuring to learn from the work by Kassab et al that subject-matter mastery is the powerful independent predictor of tutoring skills.  View the original paper by Kassab and colleagues.

  9. Stephen Hawking's Universe. Teacher's Guide.

    Science.gov (United States)

    Thompson, Malcolm H.; Rameau, Jonathan D.

    This program guide is meant to help teachers assist their students in viewing the six-part public television series, "Stephen Hawking's Universe." The guide features program summaries that give background information and brief synopses of the programs; previewing activities that familiarize students with the subject; vocabulary that…

  10. The Student as a Teacher.

    Science.gov (United States)

    Edwards, K. Anthony

    Teachers trained in the art of teaching have recognized for many years that the student is an object of instruction. It has only been recently recognized, however, that the student can effectively teach his peers. By doing the teaching, students learn the material better and retain the subject matter longer than they ordinarily would. In addition,…

  11. Teacher Professional Development and Appraisal

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    Kushtarbek Kimshanov

    2016-06-01

    Full Text Available Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015. Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2, 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

  12. Heuristic Inquiry: Intensifying Subjectivity in Art Education Research.

    Science.gov (United States)

    Emery, Lee

    1996-01-01

    Recommends using a number of qualitative research techniques, specifically for research regarding art education teaching techniques and teachers. Argues that the process of teaching and the subject of art are so subjective that researchers should embrace unabashedly qualitative approaches to research. Briefly describes these approaches. (MJP)

  13. Lighting the way: photonics leaders II (PL2) optics and photonics teacher professional development

    Science.gov (United States)

    Gilchrist, Pamela O.; Hilliard-Clark, Joyce; Bowles, Tuere; Carpenter, Eric

    2014-07-01

    A sample group of nineteen teachers completed the second phase of the Photonics Leaders II Optics and Photonics professional development program. Participants took a basic Physics content knowledge test that was designed by a Professor of Physics. The test was completed before the teachers participated in the program and at the end of the program to gather data for statistical inquiry. Statistical studies on pre-test and post-test data indicated significant gains in physics content knowledge over time, and that instructors teaching at the middle school level or only teaching one subject area scored significantly lower during the pretest. Reports from previous participants are summarized to disseminate the percentage of teachers who have incorporated at least one workshop activity and the kind of activity performed. The concerns and limitations reported by previous participants are reviewed as well.

  14. A cohort of novice Danish science teachers: Background in science and argumentation about science teaching

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    Birgitte Lund Nielsen

    2011-09-01

    Full Text Available A survey on science background and argumentation about science teaching was conducted on a local cohort of newly qualified Danish science teachers. The survey was administered before the novice teachers began their first jobs in primary and lower secondary schools and focused on their reflections on specific scenarios of science teaching and themselves as teachers in various science fields. Three areas of concern were identified: There was evidence of reflection upon and argumentation for the practice of science teaching being stundent centred, but many respondents showed a tendency to focus on students’ activities as a goal in themselves, few considered what the students learned through the activities. Results furthermore suggest that the teachers’ own assessment of their subject matter knowledge in the physics field may, for a large subgroup in the cohort, affect their approach to teaching science.

  15. Comparing Classroom Interactive Behaviors of Science and Non-Science Pre-Service Teachers

    Science.gov (United States)

    Bergman, Daniel; Morphew, Jason

    2014-01-01

    This study compared classroom interactive behaviors of science pre-service teachers and pre-service teachers of other subjects. Participants included pre-service teachers enrolled in a general methods course for secondary educators and its school-based fieldwork counterpart. Statistical tests found that science pre-service teachers had fewer…

  16. From Diagrams to Self-Regulated Learning: Student Teachers' Reflections on the Construction of Their PLE

    Science.gov (United States)

    Tur, Gemma; Marín, Victoria I.; Moreno, Juan; Gallardo, Antonio; Urbina, Santos

    2016-01-01

    This paper presents a study on the reflections on their PLEs by student teachers in an ICT subject of the fourth degree course in Teacher Education (Early Childhood Teacher Training) at the University of the Balearic Islands (UIB). There were four student teacher groups (n = 117) participating in this project, from the three Balearic Islands'…

  17. Developing and Validating a Competence Framework for Secondary Mathematics Student Teachers through a Delphi Method

    Science.gov (United States)

    Muñiz-Rodríguez, Laura; Alonso, Pedro; Rodríguez-Muñiz, Luis J.; Valcke, Martin

    2017-01-01

    Initial teacher education programmes provide student teachers with the desired competences to develop themselves as teachers. Although a generic framework for teaching competences is available covering all school subjects in Spain, the initial teacher education programmes curriculum does not specify which competences secondary mathematics student…

  18. Conference on Enabling Teachers for Entrepreneurship Education

    OpenAIRE

    Silva, Maria do Carmo Vieira da; Reis, Carlos; Pereira, Cristina; Formosinho, Dores; Ferreira, Eduarda; Hoare, Malcolm; Tadeu, Pedro; Gonçalves, Teresa; Paiva, Teresa; Fernández Cruz, Manuel; Afonso, Maria Margarida; Gijón Puerta, José

    2013-01-01

    The Conference on Enabling Teachers for Entrepreneurship Education (ENTENP2013) in Initial Teacher Education (ITE) will be held at the Guarda Polytechnic Institute (GPI) in Guarda on 7/8 June 2013. We expect delegates from all the Portuguese Higher Education Institutions and the EU Member States, as well as Pre-Accession Countries and countries participating in the Competitiveness and Innovation Framework Programme (CIP). ENTENP 2013 addresses to all practitioners from the area of teacher edu...

  19. EXTENT PARENTAL AND STUDENT-RELATED FACTORS AFFECT STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS SUBJECTS IN SECONDARY SCHOOLS IN AWKA EDUCATION ZONE

    OpenAIRE

    Ezenwafor, J. I.; Amobi, S. C.

    2016-01-01

    Poor students’ results in business subjects in Awka Education Zone in internal and external examinations informed the need for this on parental and student-related factors that affect students’ academic performance in secondary schools in the area. Two research questions guided the study with two hypotheses tested at 0.05 level of significance. Survey research design was adopted. The population was 316 principals and business teachers from the 61 secondary schools in the zone. A structured qu...

  20. The Role of Teachers' Future Self Guides in Creating L2 Development Opportunities in Teacher-Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition

    Science.gov (United States)

    Kubanyiova, Magdalena

    2015-01-01

    Understanding the relationship between teachers' use of language in teacher-led discourse (TLD; Toth, 2008) and opportunities for L2 development is a well-established area of SLA research. This study examines one teacher's role in creating such opportunities in TLD in her EFL classes in a state secondary school by examining the inner resources…