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Sample records for newly qualified teachers

  1. The Newly Qualified Teacher in the Working Community

    ERIC Educational Resources Information Center

    Nyman, Tarja

    2014-01-01

    Focusing on the working community, this article concentrates on the newly qualified foreign language teachers' (NQT) experiences and on factors that promoted or prevented the development of professional expertise at the outset of their working life. It draws on a qualitative longitudinal study conducted at the University of Jyväskylä,…

  2. Newly qualified teachers' visions of science learning and teaching

    NASA Astrophysics Data System (ADS)

    Roberts, Deborah L.

    2011-12-01

    This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a

  3. Choosing Teachers: Exploring Agency and Structure in the Distribution of Newly Qualified Teachers

    ERIC Educational Resources Information Center

    Noyes, Andrew

    2008-01-01

    This paper theorises aspects of the distribution of newly qualified teachers in England, which is not arbitrary but patterned with differential effects upon socially distanced learners. As part of a larger project exploring the sociological strategies and stratification whereby teachers choose, and are chosen, for their first teaching post, I…

  4. How Will This Help Me? Evaluating an Accredited Programme to Enhance the Early Professional Development of Newly Qualified Teachers

    ERIC Educational Resources Information Center

    Rhodes, Christopher; Nevill, Alan; Allan, Jo

    2005-01-01

    This article reports on the evaluation of an accredited programme to enhance the early professional development of newly qualified teachers within the Black Country region of the English West Midlands. Newly qualified teachers participating in the accredited programme, their induction tutors, newly qualified teachers not participating in the…

  5. Newly Qualifying Teachers' Perspectives of Diversity and Inclusion: "Understanding through Visual Representations"

    ERIC Educational Resources Information Center

    Phillipson, Sivanes; Forlin, Chris

    2011-01-01

    This research explores the use of visual imagery as a strategy for gaining a greater understanding of diversity and inclusion within regular schools as perceived from the perspective of 118 newly qualifying teachers in Hong Kong. Dyads or small groups of teachers participating in a teacher education course were asked to represent their…

  6. The Newly Qualified Teacher: A Leader and a Professional? A Norwegian Study

    ERIC Educational Resources Information Center

    Grimsath, Gerd; Nordvik, Grete; Bergsvik, Eli

    2008-01-01

    This article is based on a Norwegian study. The focus is two-fold, including the views of both new teachers and leaders on the issue of leadership and professionalism. First, the focus is on the way newly qualified teachers describe how they function in the school and kindergarten organizations. The discussion explores how new teachers' meetings…

  7. Plurilinguism in Teachers' Professionalization: Views of Newly Qualified Pedagogues of Social Work

    ERIC Educational Resources Information Center

    Zascerinskis, Mihails; Aleksejeva, Ludmila; Zascerinska, Jelena

    2012-01-01

    Teachers' professionalization is promoted by language education that includes mother tongue across the curriculum, foreign languages and professional language. Aim of the research is to analyze views of newly qualified pedagogues of social work on languages of professionalization. The object of the present research is views of newly qualified…

  8. The Importance of Networks for Newly Qualified Teachers in Upper Secondary Education

    ERIC Educational Resources Information Center

    Engvik, Gunnar

    2014-01-01

    Background and purpose: The interest in raising the competence of teachers through networks and network activities is increasing. This article is based on the voices of four newly qualified teachers who give us the opportunity to listen to experiences in authentic surroundings. The purpose of this article is to gain better insight into the type of…

  9. The Positioning of Students in Newly Qualified Secondary Teachers' Images of Their "Best Teaching"

    ERIC Educational Resources Information Center

    Haigh, Mavis; Kane, Ruth; Sandretto, Susan

    2012-01-01

    Asking newly qualified teachers (NQTs) to provide images of their "best teaching", and encouraging subsequent reflection on these images, has the potential to enhance their understanding of themselves as teachers as they explore their often unconsciously held assumptions about students and classrooms. This paper reports aspects of a study of 100…

  10. Constructing Practical Knowledge of Teaching: Eleven Newly Qualified Language Teachers' Discursive Agency

    ERIC Educational Resources Information Center

    Ruohotie-Lyhty, Maria

    2011-01-01

    This paper explores the professional development of 11 newly qualified foreign language teachers. It draws on a qualitative longitudinal study conducted at the University of Jyvaskyla, Finland between 2002 and 2009. The paper concentrates on the personal side of teacher development by analysing participants' discourses concerning language…

  11. Newly Qualified Teachers' Work Engagement and Teacher Efficacy Influences on Job Satisfaction, Burnout, and the Intention to Quit

    ERIC Educational Resources Information Center

    Hoigaard, Rune; Giske, Rune; Sundsli, Kari

    2012-01-01

    Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this…

  12. Newly Qualified South African Teachers: Staying or Leaving?

    ERIC Educational Resources Information Center

    Bertram, Carol; Wedekind, Volker; Muthukrishna, Nithi

    2007-01-01

    The international recruitment by countries of the North of teachers from less developed countries has become a controversial aspect of the problem of "brain drain". As a political and economic issue, the argument is that it reduces human capital within the education system and leads to the movement of highly skilled teachers from countries that…

  13. Newly Qualified Teachers' Learning Related to Their Use of Information and Communication Technology: A Swedish Perspective

    ERIC Educational Resources Information Center

    Andersson, Sven B.

    2006-01-01

    This qualitative study focuses on newly qualified teachers' use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable…

  14. How Can Online Discussion Support and Develop Newly Qualified Teachers? Research Briefing No. 51

    ERIC Educational Resources Information Center

    Unwin, Adam

    2013-01-01

    This research investigated newly qualified teachers (NQTs) experiences of participating in online discussions (ODs) that were part of their Master of Teaching (MTeach) course. [The project was partially funded by the Excellence in Work-Based Learning for Education Professionals (WLE) Centre in 2009.

  15. Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers

    ERIC Educational Resources Information Center

    Andersson, Ingrid; Andersson, Sven B.

    2008-01-01

    The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the…

  16. What Kind of Learning Environment Do Newly Qualified Teachers Create?

    ERIC Educational Resources Information Center

    Nyman, Tarja; Kaikkonen, Pauli

    2013-01-01

    On the basis of recent studies, language teaching has educational, cultural, and social objectives. The purpose of this study was firstly to investigate whether the new objectives of foreign language learning and teaching are put into effect, and secondly to examine what kind of learning environments teachers create. The main research data…

  17. Struggling for a Professional Identity: Two Newly Qualified Language Teachers' Identity Narratives during the First Years at Work

    ERIC Educational Resources Information Center

    Ruohotie-Lyhty, Maria

    2013-01-01

    Although teachers' first years in the profession are a widely studied field, the factors that would help to understand the difficulty or the ease with which individuals enter full time teaching and construct their professional identity are still little studied. This narrative study approaches the topic by comparing two newly qualified teachers'…

  18. "When They First Come in What Do You Do?" English as an Additional Language and Newly Qualified Teachers

    ERIC Educational Resources Information Center

    Cajkler, Wasyl; Hall, Bernadette

    2009-01-01

    The Training and Development Agency for Schools (TDA), responsible for teacher training in England, requires all trainees to be prepared for the teaching of English as an additional language (EAL). This study investigated newly qualified teachers' (NQTs) continuing training needs in relation to the standards set by the TDA. One hundred and thirty…

  19. Framing Bodies of Knowledge within the "Acoustics" of the School: Exploring Pedagogical Transition through Newly Qualified Physical Education Teacher Experiences

    ERIC Educational Resources Information Center

    Aldous, David; Brown, David

    2010-01-01

    This article explores the sociological dynamics of pedagogic transition that occur with the passage of newly qualified teachers (NQTs) of Physical Education (PE) into their first posts. It draws its empirical illustration from life history and ethnographic data collected in 2006, from two first-post NQT status PE teachers with contrasting…

  20. Comparative Linguistic Analysis between Newly Qualified Teachers and Experienced Teachers: A Study of the Notion of Pelvic Retroversion in Physical Education

    ERIC Educational Resources Information Center

    Carnus, Marie-France

    2012-01-01

    Background: My theoretical background draws on physical education (PE) clinical didactics. It questions the specific nature of this academic subject matter, how it is transmitted and how it is internalized considering teachers' individuality. I intend to describe and understand how newly qualified and experienced PE teachers interact with their…

  1. What Can Experienced Teachers Learn from Newcomers? Newly Qualified Teachers as a Resource in Schools

    ERIC Educational Resources Information Center

    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…

  2. Confidence or Confusion: How Well Are Today's Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?

    ERIC Educational Resources Information Center

    MacBlain, Sean; Purdy, Noel

    2011-01-01

    Faced with growing numbers of pupils with special needs, as well as those whose first language is not English, head teachers are increasingly faced with the challenge of employing Newly Qualified Teachers who require not only a different type of skills and knowledge base but the necessary personal qualities to effectively respond to the "Every…

  3. Establishing Respectful Educative Relationships: A Study of Newly Qualified Teachers in Ireland

    ERIC Educational Resources Information Center

    O'Grady, Emmanuel

    2015-01-01

    Interpersonal respect is a fundamental aspect of relating to others. This is especially true for teachers, as cultivating relationships is implicit in effective teaching. This three-year qualitative study examines a developing understanding of respect for pre-service teachers that progresses on to their first year's teaching to examine the…

  4. Target Setting in the Induction of Newly Qualified Teachers: Emerging Colleagueship in a Context of Performance Management.

    ERIC Educational Resources Information Center

    Biott, Colin; Spindler, John

    2000-01-01

    Beginning teachers' experience of induction under new British government regulations shows that, although policy emphasizes performance management, teachers and their mentors stress staff management, belonging, and new teachers' contributions to the development of their schools. (SK)

  5. NCLB: Highly Qualified Teachers - The Search for Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Berry, Barnett; Hoke, Mandy; Hirsch, Eric

    2004-01-01

    At the same time that NCLB has given states a mandate to staff their classrooms with "highly qualified teachers," the federal government is pushing a dangerously narrow definition of the knowledge and skills that today's teachers need. Over the last decade, policy makers and business leaders have come to realize what parents have always known -…

  6. Enhancing the Employability of Newly Qualified Nurses: A Pilot Study

    ERIC Educational Resources Information Center

    Dray, Beattie; Burke, Linda; Hurst, Heather M.; Ferguson, Anne; Marks-Maran, Diane

    2011-01-01

    Vocationally based higher education programmes are meant to prepare people for employment in their chosen fields of study. In nursing, historically, employment after qualifying has been almost assured, with sufficient vacancies available for newly qualified nurses. Recently, however, for a number of reasons, primarily related to economic…

  7. Recontextualising Professional Knowledge--Newly Qualified Nurses and Physicians

    ERIC Educational Resources Information Center

    Smeby, Jens-Christian; Vagan, Andre

    2008-01-01

    This article examines the discrepancy between newly qualified nurses' and physicians' assessment of acquired knowledge in education and their assessment of the knowledge demands in occupational practice. Knowledge learned in educational institutions is traditionally conceived as general and decontextualised with great potential for transmission…

  8. Why does A&E attract newly qualified registered nurses?

    PubMed

    Cronin, Gerard; Cronin, Camille

    2006-04-01

    Workforce planning is a particular buzzword that nurse managers must grapple with and now must understand. They must develop strategies to ensure the life and growth of a department while incorporating numerous government targets to ensure the service reaches quality, achieves and meets predetermined goals. To do all this that manager needs a workforce. The recruitment of nursing staff to a specialist area such as Accident & Emergency (A&E) requires a level of creativity and sustained effort. Newly qualified registered nurse working in A&E have, in the past, been considered to be an unusual group of staff to apply to work in A&E. However, many health service managers receive applications from staff in this category and are often encouraged to recruit newly qualified registered nurse's rather than pay for agency workers. Using a qualitative approach this paper explores the key reasons why newly qualified registered nurses choose to work in an Accident & Emergency environment. Data was collected from a sample of 25 newly qualified registered nurses and analysed thematically. Five themes are presented: challenge, teamwork, diversity, support, and learning. These themes have implications for Accident and Emergency units and human resource and workforce planning departments. PMID:16464593

  9. Documenting Characteristics of Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Strain, Lucille B.

    2007-01-01

    Primarily because it is an aspect of the No Child Left Behind Act (NCLB), the concept of "highly qualified teacher" has become more important and more widely implemented throughout the schools of the United States. NCLB requires teachers in all pertinent schools to be highly qualified. Before NCLB, the concept was associated mainly with…

  10. Newly Qualified Physical Education Teachers' Experiences of Developing Subject Knowledge Prior to, during and after a Postgraduate Certificate in Education Course

    ERIC Educational Resources Information Center

    Gower, Cathy; Capel, Susan

    2004-01-01

    Office for Standards in Education (OFSTED) inspections of secondary Postgraduate Certificate in Education (PGCE) physical education courses in England between 1996 and 1998 (OFSTED, 1999) were critical of student teachers' subject knowledge. The purpose of this study was to investigate the development of subject knowledge and influences on the…

  11. The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education

    ERIC Educational Resources Information Center

    Tessier, Damien; Sarrazin, Philippe; Ntoumanis, Nikos

    2010-01-01

    Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers' interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study…

  12. Twelve tips for running teaching programmes for newly qualified doctors.

    PubMed

    Kirkham, Deborah; Baker, Paul

    2012-01-01

    A teaching programme for newly qualified doctors is necessary for their continuing professional development and education. However, guidelines for the logistics and content of such teaching programmes are limited. These 12 tips provide advice and guidance for the creation and development of a successful programme. This article is intended for readers who are involved in teaching; programme directors, administrators, tutors and trainee doctors themselves. The principles included will also be useful for those involved in developing other types of teaching programmes. Engagement of trainees, the education department and other staff in the hospital is crucial for the success of teaching programmes. A culture of attendance and feedback may take time and effort to establish but is absolutely essential for long-term programme viability. Innovative approaches to teaching, a range of teaching staff and coverage of varied clinical and non-clinical topics, all contribute to a strong programme. PMID:22509893

  13. Revised State Plan for Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2006

    2006-01-01

    This State of Arizona Department of Education report addresses the following six requirements and contains supporting documents: (1) The revised plan must provide a detailed analysis of the core academic subject classes in the State that are currently not being taught by highly qualified teachers. The analysis must, in particular, address schools…

  14. Supporting Newly Hired Science Teachers

    ERIC Educational Resources Information Center

    Luft, Julie A.; Nixon, Ryan S.; Dubois, Shannon L.; Campbell, Benjamin K.

    2014-01-01

    New teachers are common in the teaching workforce (Ingersoll and Merrill 2012). All new teachers will learn about the school curriculum and school policies in their first years. New science teachers, however, need to attend to the "Next Generation of Science Standards" (NGSS Lead States 2013) as they build their instruction and knowledge…

  15. What It Means To Be a "Highly Qualified Teacher".

    ERIC Educational Resources Information Center

    Berry, Barnett

    This essay distinguishes between the No Child Left Behind (NCLB) Act's narrow definition of highly qualified teachers and the full range of skills and knowledge teachers must have to teach all children effectively. It asserts that the NCLB's lack of distinction between minimally and highly qualified teachers, along with rapid implementation…

  16. What Constitutes a Highly Qualified Physical Education Teacher?

    ERIC Educational Resources Information Center

    American Alliance for Health, Physical Education, Recreation and Dance (NJ1), 2007

    2007-01-01

    It is the position of the National Association for Sport and Physical Education (NASPE) that is it critical to have highly qualified physical education teachers delivering a standards-based curriculum that will assist children in adopting and maintaining healthy lifestyles. NASPE acknowledges that highly qualified physical education teachers will…

  17. What Constitutes a Highly Qualified Physical Education Teacher?

    ERIC Educational Resources Information Center

    Napper-Owen, Gloria E.; Marston, Rip; Van Volkinburg, Pat; Afeman, Helene; Brewer, Joan

    2008-01-01

    The National Association for Sport and Physical Education (NASPE) is an advocate for having highly qualified physical education teachers deliver developmentally appropriate, standards-based instruction in schools. However, a comprehensive definition of what constitutes a highly qualified physical education teacher did not exist until recently.…

  18. Dilemmas of a Newly Recruited Academic Qualified Professor: A Case

    ERIC Educational Resources Information Center

    Agrawal, Anand

    2015-01-01

    This case describes the situation of a newly recruited academic professor who volunteered to teach a course on Research Methods to first-term MBA students in a practitioner-oriented case method Business School. Research Methods is a unique course due to its relevance not only in business but also across all graduate programs. Instructional and…

  19. What Is a Highly Qualified Adapted Physical Education Teacher?

    ERIC Educational Resources Information Center

    Lytle, Rebecca; Lavay, Barry; Rizzo, Terry

    2010-01-01

    This article presents information related to the new position statement on the definition of a "highly qualified adapted physical education teacher" published by the Adapted Physical Activity Council (a council of the American Alliance for Health, Physical Education, Recreation and Dance). It discusses the legal references for "highly qualified"…

  20. Learning beyond Graduation: Exploring Newly Qualified Specialists' Entrance into Daily Practice from a Learning Perspective

    ERIC Educational Resources Information Center

    Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

    2016-01-01

    The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance…

  1. Supporting Newly Recruited Teachers in a Unique Area, the Northwest Territories in Canada

    ERIC Educational Resources Information Center

    Abu Rass, Rwaida

    2012-01-01

    Formal and mandatory induction programmes have been widely implemented in many countries to support newly qualified teachers as they cope with the stress and professional demands of their first year in the profession of teaching. This article presents the results of a quantitative and qualitative research study which examined the context of a…

  2. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... secondary school teacher under 34 CFR 200.56(c), which may include a single HOUSSE covering multiple... subjects, the term highly qualified has the meaning given the term in section 9101 of the ESEA and 34 CFR..., except that when used with respect to any teacher teaching in a public charter school, highly...

  3. Standpoints: Perspectives on Highly Qualified English Teachers

    ERIC Educational Resources Information Center

    Gere, Anne Ruggles; Berebitsky, Daniel

    2009-01-01

    The issue of teacher quality has emerged with special force recently; between 2000 and 2005, at least 15 reports addressing teacher quality from a public policy perspective have been produced (Cochran-Smith & Fries, 2005). The National Research Council has been charged by the U.S. Congress to do a national study of teacher preparation programs to…

  4. Creating Highly Qualified Teachers for Urban Schools

    ERIC Educational Resources Information Center

    Thompson, Susan; Smith, Dennie L.

    2005-01-01

    This article describes a design for a teacher preparation program that is successfully preparing teacher candidates to teach in the complex, diverse classrooms in urban schools. The program provides intensive, authentic, field-based experiences and effective mentoring support for teacher candidates as they gain the knowledge, skills, and…

  5. 78 FR 56222 - Agency Information Collection Activities; Comment Request; Highly Qualified Teachers Clearance

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-12

    ... Agency Information Collection Activities; Comment Request; Highly Qualified Teachers Clearance AGENCY... notice will be considered public records. Title of Collection: Highly Qualified Teachers Clearance OMB... disadvantaged students) are taught by teachers participating in an alternative route to certification...

  6. Meeting the Highly Qualified Teachers Challenge

    ERIC Educational Resources Information Center

    Toh, Kok-Aun; Ho, Boon-Tiong; Riley, Joseph P.; Hoh, Yin-Kiong

    2006-01-01

    The moulding of the future of a nation depends on the teachers and the education they provide in schools. Research evidence from the US. National Assessment of Educational Progress (NAEP) confirms this to be the case. Quantitative analysis of data indicates that measures associated with pre-service teacher preparation are by far the strongest…

  7. Newly qualified Project 2000 staff nurses in Scottish nursing homes: issues for education.

    PubMed

    Runciman, Phyllis; Dewar, Belinda; Goulbourne, Alison

    2002-10-01

    The contribution of nursing homes to nurse education in the UK is growing. This article presents educational issues raised by nine senior Nurse Managers from nursing homes in one Scottish health board. The Managers were interviewed as part of a larger Scottish study of employers' views of the skills of newly qualified Project 2000 staff nurses. Perceptions of the adequacy of the skills of newly qualified diplomates in first staff nurse posts in nursing homes following registration were explored. Impressions were mixed but generally favourable. The perceived strengths - confidence, knowledge and a questioning approach, and perceived limitations - in practical and organisational skills, matched closely those of senior Nurse Managers in the NHS sector. Managers noted the significance for learning of the business and customer care ethos of nursing home care and of the exacting skill requirements of specialist and increasingly acute care demands within this sector. There was uncertainty about and concern to strengthen preceptorship support. Matters for debate include the adequacy of telephone support versus in person on-site support for newly qualified nurses, whether expectations of initial performance are realistic and whether skill requirements differ between independent and NHS sectors. The potential value of NHS and independent health care inter-sectoral dialogue and networking is suggested. PMID:12384041

  8. Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice.

    PubMed

    Burford, Bryan; Morrow, Gill; Morrison, Jill; Baldauf, Beate; Spencer, John; Johnson, Neil; Rothwell, Charlotte; Peile, Ed; Davies, Carol; Allen, Maggie; Illing, Jan

    2013-09-01

    Newly qualified doctors spend much of their time with nurses, but little research has considered informal learning during that formative contact. This article reports findings from a multiple case study that explored what newly qualified doctors felt they learned from nurses in the workplace. Analysis of interviews conducted with UK doctors in their first year of practice identified four overarching themes: attitudes towards working with nurses, learning about roles, professional hierarchies and learning skills. Informal learning was found to contribute to the newly qualified doctors' knowledge of their own and others' roles. A dynamic hierarchy was identified: one in which a "pragmatic hierarchy" recognising nurses' expertise was superseded by a "normative structural hierarchy" that reinforced the notion of medical dominance. Alongside the implicit learning of roles, nurses contributed to the explicit learning of skills and captured doctors' errors, with implications for patient safety. The findings are discussed in relation to professional socialisation. Issues of power between the professions are also considered. It is concluded that increasing both medical and nursing professions' awareness of informal workplace learning may improve the efficiency of education in restricted working hours. A culture in which informal learning is embedded may also have benefits for patient safety. PMID:23659622

  9. A Good Teacher in Every Classroom: Preparing the Highly Qualified Teachers Our Children Deserve

    ERIC Educational Resources Information Center

    Darling-Hammond, Linda, Ed.; Baratz-Snowden, Joan, Ed.

    2007-01-01

    This paper excerpts a report based on the National Academy of Education's "Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do," which summarizes research on learning, teaching, and teacher education. In this article, the authors discuss how teachers can prepare to become highly qualified and how they can acquire…

  10. "Qualified"? A Framework for Comparing ELT Teacher Preparation Courses

    ERIC Educational Resources Information Center

    Stanley, Phiona; Murray, Neil

    2013-01-01

    There is no standard via which to measure the "qualified" English language teacher in a way that is meaningful to institutions seeking to employ teaching staff. This is significant given that candidates may differ markedly in their language competence, knowledge about language, methodological skills and ability to explain and justify their praxis…

  11. Teachers: Point System Available to Earn "Qualified" Status

    ERIC Educational Resources Information Center

    Sack, Joetta L.

    2005-01-01

    When President Bush signed the No Child Left Behind Act into law with great fanfare in January 2002, plenty of skeptics said states and districts would not be able to meet its demanding expectations. They frequently pointed to the mandate that a "highly qualified" teacher be in every classroom in which a core subject is taught by the end of the…

  12. 78 FR 67344 - Highly Qualified Teachers Clearance; Extension of Public Comment Period; Correction

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-12

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Highly Qualified Teachers Clearance; Extension of Public Comment Period; Correction AGENCY: Department of... comment for an information collection entitled, ``Highly Qualified Teachers Clearance,''...

  13. Perceptions of Administrators Regarding Hiring Highly Qualified Teachers for Rural High Needs Classrooms

    ERIC Educational Resources Information Center

    Gutierrez, Veronica

    2013-01-01

    Rural schools are struggling to fill their classrooms with highly qualified teachers. Although the criteria, as per the federal government, for identifying a teacher as highly qualified is quite simple the criteria in the perspective of rural administrators is rather complex. The challenge of identifying teachers as highly qualified to teach in…

  14. Reflection and Self-Efficacy: Enhancing the Retention of Qualified Teachers from a Teacher Education Perspective

    ERIC Educational Resources Information Center

    Yost, Deborah S.

    2006-01-01

    Teacher retention has been the subject of much study, yet recent estimates of teachers who choose to leave the profession within the first three years to pursue other careers remains at an unacceptably high level of 33.5 percent. These figures are alarming in light of the fact that schools desperately need qualified teachers. Several authors…

  15. Learning beyond graduation: exploring newly qualified specialists' entrance into daily practice from a learning perspective.

    PubMed

    Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

    2016-05-01

    The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance into practice is scarce. This research aims to contribute to the framework of medical professionals' informal learning and outlines the results of an exploratory study on the nature of learning in daily practice beyond postgraduate training. Eleven newly qualified physicians from different specialized backgrounds participated in a phenomenographic study, using a critical incident method and a grounded theory approach. Results demonstrated that learning in the workplace is, to a large extent, informal and associated with a variety of learning experiences. Analysis shows that experiences related to diagnostics and treatments are important sources for learning. Furthermore, incidents related to communication, changing roles, policy and organization offer learning opportunities, and therefore categorized as learning experiences. A broad range of learning activities are identified in dealing with these learning experiences. More specifically, actively engaging in actions and interactions, especially with colleagues of the same specialty, are the most mentioned. Observing others, consulting written sources, and recognizing uncertainties, are also referred to as learning activities. In the study, interaction, solely or combined with other learning activities, are deemed as very important by specialists in the initial entrance into practice. These insights can be used to develop workplace structures to support the entrance into practice following postgraduate training. PMID:26395113

  16. Views of newly-qualified GPs about their training and preparedness: lessons for extended generalist training

    PubMed Central

    Sabey, Abigail; Hardy, Holly

    2015-01-01

    Background General practice is becoming increasingly complex due to an ageing population with multiple morbidities and the shift of services from secondary to primary care, yet GP training remains largely the same. Extended training is now recommended, initially proposed as a fourth GP specialty trainee year, but more recently as a broad-based 4-year specialty training programme. Aim To explore the views of newly-qualified GPs about their training and preparedness for specific aspects of the GP’s role. Design and setting Qualitative study with newly-qualified GPs who qualified with Severn Deanery between 2007 and 2010. Method Semi-structured interviews with 18 GPs between November 2011 and April 2012. Results Gaining experience in a variety of primary care environments widens insight into patient populations as well as helping GPs develop adaptability and confidence, although this is not routinely part of GP training. However, alongside variety, having continuity with patients in practice remains important. Opportunities to be involved in the management of a practice or to take on substantial leadership roles also vary widely and this may limit preparedness and development of generalist skills. Conclusion Extended training could help prepare GPs for the current challenges of general practice. It could ensure all trainees are exposed to a greater variety of primary care settings including those outside GP practice, as well as experience of business, finance, and leadership roles. Collectively, these changes have the potential to produce GPs with both generalist and enhanced skills, who are better prepared to work collaboratively across the organisational boundaries between primary, secondary, and community care. PMID:25824188

  17. Induction: The Experiences of Newly Qualified Science Teachers

    ERIC Educational Resources Information Center

    Soares, Allan; Lock, Roger; Foster, Julie

    2008-01-01

    This research focused on the induction year entitlement in England, with particular reference to timetable, formal assessment meetings, lesson observations and provision of an induction tutor and a named external contact. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analysed from three consecutive cohorts of…

  18. Mentoring Teachers toward Excellence: Supporting and Developing Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Shulman, Judith H., Ed.; Sato, Mistilina, Ed.

    2006-01-01

    Every year, more than 15,000 teachers vie for the chance to become certified by the National Board for Professional Teaching Standards. Although the process is voluntary, National Board Certification is a widely recognized mark of distinction and is increasingly tied to leadership opportunities for teachers, salary increases, and improved student…

  19. An Entirely Different Reality: The Experience of 12 Newly Qualified Pedagogues on the Subject of Education and Work.

    ERIC Educational Resources Information Center

    Hjort, Katrin

    A study conducted qualitative interviews with 12 newly qualified pedagogues from 3 different training colleges in 3 different locations in Denmark. The project was launched because the formerly more specialized training program was being replaced by one standard education program that would be a general education in which students would gain a…

  20. 2005-2006 Highly Qualified Teacher Reporting Materials. How Will I know if I Meet the Federal Definition of a Highly Qualified Teacher?

    ERIC Educational Resources Information Center

    Ohio Department of Education, 2005

    2005-01-01

    The federal No Child Left Behind Act (NCLB), which took effect in 2002 and requires that all teachers be highly qualified in the core academic content area(s) they teach, places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of the research showing that teachers' mastery of the…

  1. Relationship between emotional intelligence and job satisfaction in newly qualified Malaysian dentists.

    PubMed

    Pau, Allan; Sabri, Budi Aslinie

    2015-03-01

    Job satisfaction (JS) is considered to be a key factor in workforce retention. This article reports on the association between emotional intelligence (EI) and JS in newly qualified dentistsemployed in the Malaysian 3-year compulsory service. A postal questionnaire survey collected data on sociodemographic and occupational characteristics, EI, and JS. In a sample of 342 (58.9%) respondents, sociodemographic characteristics were not statistically significantly associated with both EI and JS total scores, whereas overseas graduates scored more highly on the EI scale compared with local graduates. Linear regression analysis indicated that EI was the only statistically significant predictor of JS. EI was statistically significantly associated with JS with patient relationships (r = 0.28; P = .001), peer support (r = 0.30; P = .001), professional development (r = 0.21; P = .001), quality of care (r = 0.57; P = .001), supporting staff (r = 0.24;P = .001), overall JS (r = 0.28; P = .001), and total JS score (r = 0.40; P = .001). However, EI was not statistically significantly associated with JS with income (r = 0.06; P = .302). These findings have implications for the development of interventions to enhance EI and JS in order to promote retention of dentists in the public sector. PMID:22743863

  2. Pre-registration paid employment choice: the views of newly qualified nurses.

    PubMed

    Phillips, Craig; Kenny, Amanda; Smith, Colleen; Esterman, Adrian

    2012-01-01

    In Australia, nurse education was transferred from hospital based nursing schools to the higher education sector. This transfer resulted in a change for students, from hospital employee to an unpaid, supernumerary role during professional placements. The majority of undergraduate nursing students now combine part time employment with their studies, working mainly within health settings or service sectors such as hospitality and retail. The aims of this study were to identify if newly qualified registered nurses engaged in paid employment during their final year of undergraduate studies, the types of employment they chose, reasons for that choice, skills acquired and their views on any link between employment choice and transition to practice. Focus group interviews involving sixty seven new graduates were conducted. From the data, four organising themes were identified; financial independence and autonomy, confidence and experience, future opportunity and ease of transition. The global theme maximising opportunity describes nurse's views about their decisions on student employment. Participants had differing views on employment choice and transition to practice. Further research is needed in the area to identify whether there is any link between student employment choice and transition to practice. PMID:21310513

  3. The Link of Teacher Career Paths on the Distribution of High Qualified Teachers: A Chilean Case Study

    ERIC Educational Resources Information Center

    Rivero, María del Rosario

    2015-01-01

    This paper uses rich data of 79,418 elementary teachers from 5,521 schools in Chile to study the extent of teacher sorting and its association with teacher career paths. A complete analysis of ten measures of teacher quality shows that highly qualified teachers are unequally distributed across schools. Some schools present a large concentration of…

  4. Women, Education and the Law: Defining the "High Qualified" Teacher--No Child Left Behind's Requirements

    ERIC Educational Resources Information Center

    First, Patricia F.

    2003-01-01

    The No Child Left Behind Act (NCLB) provided that by the end of the 2005-06 school year, all teachers in core content areas, teaching in public schools, must be "highly qualified" in each subject they teach. Under the law, "highly qualified" means that a teacher is fully licensed through a traditional or alternative route and has demonstrated…

  5. Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools

    ERIC Educational Resources Information Center

    Schultz, Lyndsie Marie

    2014-01-01

    The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005,…

  6. Qualifying Teacher Work: Everyday Work as Basis for the Autonomy of the Teaching Profession

    ERIC Educational Resources Information Center

    Aili, Carola; Brante, Goran

    2007-01-01

    Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's…

  7. The Controversy around Defining "Highly Qualified" Teachers and One University's Definition in Practice

    ERIC Educational Resources Information Center

    Stairs, Andrea J.

    2003-01-01

    This article examines definitions of "highly qualified" teachers posed by the federal government, the American public, the professionalization agenda in teacher education, and the deregulation movement in teacher education. It focuses on one university's definition in practice: the Lynch School of Education at Boston College. I describe how a new…

  8. Oh, Won't You Stay: A Multilevel Analysis of the Difficulties in Retaining Qualified Teachers

    ERIC Educational Resources Information Center

    Strunk, Katharine Omenn; Robinson, Joseph Paul

    2006-01-01

    The No Child Left Behind Act of 2001 requires that every classroom be staffed with a "qualified teacher." A growing literature is focusing on what causes teachers to leave their jobs and/or the teaching occupation, rather than solely on factors influencing teacher recruitment. This article uses nationally representative data from the 1999-2000…

  9. Recruiting Highly Qualified African American Teachers in American Urban Public Schools: A Qualitative Collective Case Study

    ERIC Educational Resources Information Center

    James, LaNora Marcell

    2011-01-01

    The purpose of the qualitative collective case study is to identify the weaknesses in the methods used to recruit highly qualified African American preservice teachers in the Washington, DC metropolitan area. The data collection process consisted of one-on-one, open-ended interview questions with 10 highly qualified African American public school…

  10. Maryland State Department of Education Reporting of Highly Qualified Teachers. Memorandum

    ERIC Educational Resources Information Center

    Starr, Joshua P.

    2014-01-01

    The federal "No Child Left Behind Act of 2001" (NCLB) legislation required school districts to ensure that all teachers of core academic subjects met the requirements to be designated highly qualified by July 1, 2006. However, because no Maryland counties were able to comply with the 100 percent highly qualified designation by July 1,…

  11. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... requirements for a “highly qualified special education teacher” in 34 CFR 300.18. (Approved by the Office of... 34 Education 1 2011-07-01 2011-07-01 false Definition of âhighly qualified teacher.â 200.56 Section 200.56 Education Regulations of the Offices of the Department of Education OFFICE OF...

  12. A Freirean Critique of the Competence Model of Teacher Education, Focusing on the Standards for Qualified Teacher Status in England

    ERIC Educational Resources Information Center

    Stevens, David

    2010-01-01

    The paper presents a radical critique of the competence-driven initial teacher education (ITE) paradigm, focusing on the official standards for qualified teacher status in England and Wales, the legal basis for teacher education courses, and specifically the Postgraduate Certificate in Education (PGCE). Broadly, the developing perspective here is…

  13. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... profession under 34 CFR 200.56(c) which may include a single, high objective uniform State standard of... EDUCATION OF CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.18 Highly qualified... subjects, the term highly qualified has the meaning given the term in section 9101 of the ESEA and 34...

  14. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... profession under 34 CFR 200.56(c) which may include a single, high objective uniform State standard of... EDUCATION OF CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.18 Highly qualified... subjects, the term highly qualified has the meaning given the term in section 9101 of the ESEA and 34...

  15. 25 CFR 292.13 - When can a tribe conduct gaming activities on newly acquired lands that do not qualify under one...

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false When can a tribe conduct gaming activities on newly... 292.13 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR ECONOMIC ENTERPRISES GAMING ON....13 When can a tribe conduct gaming activities on newly acquired lands that do not qualify under...

  16. Learning Informally to Use Teaching Games for Understanding: The Experiences of a Recently Qualified Teacher

    ERIC Educational Resources Information Center

    O'Leary, Nick

    2014-01-01

    This article reports on a study of one recently qualified teacher's employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational…

  17. A Comprehensive Induction System: A Key to the Retention of Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Gujarati, Joan

    2012-01-01

    Studies have shown that teacher quality is the single greatest factor affecting student achievement. However, it is not simply enough to recruit highly qualified candidates and place them into the schools where they are needed the most; the United States needs a system to support and retain these teachers. This essay posits that school districts…

  18. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... teacher teaching in a public charter school in a State must meet the certification and licensure requirements, if any, contained in the State's charter school law. (4) If a teacher has had certification or... requirements for a “highly qualified special education teacher” in 34 CFR 300.18. (Approved by the Office...

  19. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... teacher teaching in a public charter school in a State must meet the certification and licensure requirements, if any, contained in the State's charter school law. (4) If a teacher has had certification or... requirements for a “highly qualified special education teacher” in 34 CFR 300.18. (Approved by the Office...

  20. Bringing Them in: The Experiences of Imported and Overseas-Qualified Teachers

    ERIC Educational Resources Information Center

    Sharplin, Elaine

    2009-01-01

    This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill "difficult-to-staff" Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and…

  1. Beyond the Call: Preserving Reflection in the Preparation of "Highly Qualified" Teachers

    ERIC Educational Resources Information Center

    Amobi, Funmi A.

    2006-01-01

    Many teacher education programs are working at a feverish pitch to ensure that their graduates are considered "highly qualified" in light of the No Child Left Behind (NCLB) legislation, which reduces teacher competency to proof of subject matter knowledge as demonstrated by passing a state test and completing requisite number of courses in the…

  2. The 2007 Revised Standards for Qualified Teacher Status: Doubts, Challenges and Opportunities

    ERIC Educational Resources Information Center

    Jackson, Phil; Serf, Jeff

    2008-01-01

    September 2007 saw the introduction of the new "Q" standards for the award of Qualified Teacher Status. Drawing on a meeting of 140 primary and secondary school ITT tutors, this article sets out to record and discuss the teachers' initial reactions to these new standards a few weeks before their introduction. The article shows classroom teachers…

  3. Has the No Child Left Behind Law Produced More Qualified Teachers?

    ERIC Educational Resources Information Center

    Lyttle, LeighAnne

    2011-01-01

    This literature review seeks to find if the No Child Left Behind Act (NCLB) of 2001 has produced more qualified teachers since before its enactment. The impact of the NCLB on student achievement and teacher quality needs have been examined since there have been 10 years after the law was enacted. Only 11% reported that the NCLB highly qualified…

  4. Are Teachers Highly Qualified? A National Study of Secondary Public School Teachers Using SASS 1999-2000

    ERIC Educational Resources Information Center

    Lu, Xuejin; Shen, Jianping; Poppink, Sue

    2007-01-01

    In this study we inquired into the qualifications of public secondary school teachers by examining whether or not teachers met the No Child Left Behind Act's ([NCLB] 2002) definition of "highly qualified" immediately prior to the law's enactment. We examined this by core academic subjects (English, social studies, math, and science) and,…

  5. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... subjects, the term highly qualified has the meaning given the term in section 9101 of the ESEA and 34 CFR... who are assessed against alternate academic achievement standards established under 34 CFR 200.1(d... applicable requirements of section 9101 of the ESEA and 34 CFR 200.56 for any elementary, middle,...

  6. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... subjects, the term highly qualified has the meaning given the term in section 9101 of the ESEA and 34 CFR... who are assessed against alternate academic achievement standards established under 34 CFR 200.1(d... applicable requirements of section 9101 of the ESEA and 34 CFR 200.56 for any elementary, middle,...

  7. Monitoring the newly qualified nurses in Sweden: the Longitudinal Analysis of Nursing Education (LANE) study

    PubMed Central

    2010-01-01

    Background The Longitudinal Analysis of Nursing Education (LANE) study was initiated in 2002, with the aim of longitudinally examining a wide variety of individual and work-related variables related to psychological and physical health, as well as rates of employee and occupational turnover, and professional development among nursing students in the process of becoming registered nurses and entering working life. The aim of this paper is to present the LANE study, to estimate representativeness and analyse response rates over time, and also to describe common career pathways and life transitions during the first years of working life. Methods Three Swedish national cohorts of nursing students on university degree programmes were recruited to constitute the cohorts. Of 6138 students who were eligible for participation, a total of 4316 consented to participate and responded at baseline (response rate 70%). The cohorts will be followed prospectively for at least three years of their working life. Results Sociodemographic data in the cohorts were found to be close to population data, as point estimates only differed by 0-3% from population values. Response rates were found to decline somewhat across time, and this decrease was present in all analysed subgroups. During the first year after graduation, nearly all participants had qualified as nurses and had later also held nursing positions. The most common reason for not working was due to maternity leave. About 10% of the cohorts who graduated in 2002 and 2004 intended to leave the profession one year after graduating, and among those who graduated in 2006 the figure was almost twice as high. Intention to leave the profession was more common among young nurses. In the cohort who graduated in 2002, nearly every fifth registered nurse continued to further higher educational training within the health professions. Moreover, in this cohort, about 2% of the participants had left the nursing profession five years after

  8. The Acquaintance Level of Turkish Prospective Teachers with Qualified Works of Children's Literature

    ERIC Educational Resources Information Center

    Çer, Erkan; Sahin, Ertugrul

    2016-01-01

    The aim of this cross-sectional study is investigate to what extent acquainted prospective Turkish teachers are with qualified works of children's literature. A convenience sample of 146 university students studying at the Turkish teaching department at a university in the Central Black Sea Region completed a questionnaire to determine the…

  9. When Highly Qualified Teachers Use Prescriptive Curriculum: Tensions between Fidelity and Adaptation to Local Context

    ERIC Educational Resources Information Center

    Maniates, Helen

    2010-01-01

    Learning to read marks a critical transition in a child's educational trajectory that has long term consequences. This dissertation analyzes how California's current policies in beginning reading instruction impact two critical conditions for creating opportunity--access to qualified teachers and rigorous academic curriculum--by examining the…

  10. The Distribution of Highly Qualified, Experienced Teachers: Challenges and Opportunities. TQ Research & Policy Brief

    ERIC Educational Resources Information Center

    Imazeki, Jennifer; Goe, Laura

    2009-01-01

    States have been working on strategies to address the equitable distribution of teachers for a number of years. The Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind (NCLB) Act of 2001, specifically calls for states to identify and address the inequitable distribution of highly qualified, experienced…

  11. Selecting the Qualified: A Standards-Based Teacher Education Admission Process.

    ERIC Educational Resources Information Center

    Denner, Peter R.; Salzman, Stephanie A.; Newsome, Jack D.

    2001-01-01

    Presents a standards-based admission process for qualifying caring and competent teacher candidates. The process includes prerequisite standards, multiple assessments to evaluate these standards, and an admission interview process that involves faculty from several disciplines. There is a strong focus on dispositional standards. (SLD)

  12. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false Definition of âhighly qualified teacher.â 200.56 Section 200.56 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving Basic Programs Operated...

  13. Hire or Not to Hire: A Study of Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Holland, Eric L.

    2009-01-01

    The purpose of this study was to find out how and to what extent alternatively certified teachers, who are considered highly qualified, impact the achievement gap that exists between Black and White students that is measured by the End Of Course Test (EOCT). Two public school districts, one rural and one suburban, were selected from 150 school…

  14. University-Qualified Indigenous Early Childhood Teachers Voices of Resilience

    ERIC Educational Resources Information Center

    Fleet, Alama; Kitson, Ros; Cassady, Bevan; Hughes, Ross

    2007-01-01

    Demonstrating persistence and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as…

  15. The Outdoor School Inspires Potentially Highly Qualified Middle Level Teachers

    ERIC Educational Resources Information Center

    Watson, Patricia A.; Doue, Walter

    2007-01-01

    Take 50 university education students who may not be quite sure they want to be teachers. Pour them all into a charter bus, and drive them five hours to a remote Texas Hill Country location. Mix in equal parts of enthusiasm and dedication, well-planned interdisciplinary curriculum, and face-to-face interaction with middle level students. Let…

  16. Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

    NASA Astrophysics Data System (ADS)

    Cothron, J.

    2007-12-01

    A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

  17. Entry into nursing: an ethnographic study of newly qualified nurses taking on the nursing role in a hospital setting.

    PubMed

    Bjerknes, Mari Skancke; Bjørk, Ida Torunn

    2012-01-01

    The transition from student to working nurse has long been recognized as challenging. This paper presents the findings of research into the opportunities and limitations encountered by newly qualified nurses when taking on the nursing role. The study had an ethnographic design. Observation, interviews, and document analysis were used to gain insight into nurses' daily work from the perspective of recently graduated nurses. Thirteen nurses were monitored closely during their first year in a hospital setting in Norway. These new nurses generally entered the field with empathy for their patients, enthusiasm for the profession, and readiness to learn more about being a good nurse. However, their more experienced colleagues seemed to neither respect nor nurture this attitude. The new nurses experienced heavier responsibilities than expected, fragmentation of patient care, and stressful interactions with colleagues. The lack of a supportive work environment and role models increased the new nurses' experience of overwhelming responsibility in their daily work situations. The nurses learned to cope the hard way, despite the organizational culture, not because of it. Adjusting the profession's expectations of new nurses, and offering good role models and more comprehensive support programmes, would markedly ease the transition for new nurses. PMID:23050136

  18. Entry into Nursing: An Ethnographic Study of Newly Qualified Nurses Taking on the Nursing Role in a Hospital Setting

    PubMed Central

    Bjerknes, Mari Skancke; Bjørk, Ida Torunn

    2012-01-01

    The transition from student to working nurse has long been recognized as challenging. This paper presents the findings of research into the opportunities and limitations encountered by newly qualified nurses when taking on the nursing role. The study had an ethnographic design. Observation, interviews, and document analysis were used to gain insight into nurses' daily work from the perspective of recently graduated nurses. Thirteen nurses were monitored closely during their first year in a hospital setting in Norway. These new nurses generally entered the field with empathy for their patients, enthusiasm for the profession, and readiness to learn more about being a good nurse. However, their more experienced colleagues seemed to neither respect nor nurture this attitude. The new nurses experienced heavier responsibilities than expected, fragmentation of patient care, and stressful interactions with colleagues. The lack of a supportive work environment and role models increased the new nurses' experience of overwhelming responsibility in their daily work situations. The nurses learned to cope the hard way, despite the organizational culture, not because of it. Adjusting the profession's expectations of new nurses, and offering good role models and more comprehensive support programmes, would markedly ease the transition for new nurses. PMID:23050136

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

    ERIC Educational Resources Information Center

    Jang, Syh-Jong

    2011-01-01

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

  20. Interpreting the Meaning of the Terms "Certified" and "Highly Qualified" for Teachers of Students with Visual Impairments

    ERIC Educational Resources Information Center

    Pogrund, Rona L.; Wibbenmeyer, Kristina A.

    2008-01-01

    This article investigates the value of the term "highly qualified" as it relates to teachers of students with visual impairments. Routes to certification of teachers of students with visual impairments in the United States are not uniform and may not always reflect high-quality teacher preparation. A rationale for more stringent national standards…

  1. Preparing Highly Qualified Teachers for Students with Emotional or Behavioral Disorders: The Impact of NCLB and IDEA

    ERIC Educational Resources Information Center

    Rosenberg, Michael S.; Sindelar, Paul T.; Hardman, Michael L.

    2004-01-01

    No Child Left Behind (NCLB) and the reauthorization of the Individuals with Disabilities Education Act (IDEA) require that by 2005-2006 all teachers be highly qualified, a designation that for the first time in history is actually specified by federal statute. The authors discuss how the federal definition of highly qualified is influencing the…

  2. Inclusion in Mexico: Ensuring Supportive Attitudes by Newly Graduated Teachers

    ERIC Educational Resources Information Center

    Forlin, Chris; Cedillo, Ismael Garcia; Romero-Contreras, Silvia; Fletcher, Todd; Hernandez, Humberto Javier Rodriguez

    2010-01-01

    The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training…

  3. The Way and Stay (Attraction and Retention) of Newly Appointed Urban Teachers: A Public Relations Concern

    ERIC Educational Resources Information Center

    Young, I. Phillip; Forbes, John D.

    2008-01-01

    A concern of the public and of local school districts is that of staffing well-qualified teachers for the education of America's youth. Staffing, however, is a multistage process that involves attracting a viable candidate pool and retraining those selected. To determine if attraction and retention are sequential or related administrative…

  4. A private school leadership perspective on highly qualified middle school science teachers

    NASA Astrophysics Data System (ADS)

    Bogaski, Carolyn Siniscalchi

    The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders' definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ. A convergent mixed methods survey design (Creswell, 2014) was used, in which qualitative and quantitative data were collected in parallel, analyzed separately, and then merged. Participants in the survey consisted of 119 leaders. A congruency rubric separated responses by religious affiliation and socioeconomic status (SES) level and matched responses with the percentage of congruency with the existing FL, national, and NSTA definitions of HQ. Descriptive statistics, paired samples t-test, and chi-squared test were used to analyze the quantitative and qualitative data. Qualitative data were coded into preliminary and final codes. Final codes were converted into magnitude codes, which allowed the researcher to analyze further the qualitative data statistically. Survey responses received were definitely congruent, except in ranking the importance of a candidate having an out-of-field degree with state certification, and in ranking the importance of a candidate being fully qualified to teach science in their state with a strong knowledge of science content. Segregating the survey responses into registered religious affiliations and SES levels found that the definition of a HQ MS science teacher was mostly congruent among all demographics, with only a couple of exceptions. The study found that these private school leaders' common definition of a HQ MS science teacher is one with adequate science content knowledge, pedagogy including engagement in laboratory activities, ability to relate to

  5. The experience of a good day: a phenomenological study to explain a good day as experienced by a newly qualified RN.

    PubMed

    Jackson, Carole

    2005-01-01

    The main aim of this study was to provide an explanation of the newly qualified nurse's experience and description of a good day. Secondly it sought to provide an explanation of how a good day made them feel about nursing. By identifying the main components of a good day and what positively effects the experience of a working day for a newly qualified nurse, it may be possible to move towards an increase in the occurrence of the components and emulation of a good day. While there is evidence to suggest that positive experiences within nursing increase job satisfaction and aid retention to the profession, the experience of a good day and what constitutes a good day for a newly qualified nurse has not been explored. The main components of a good day have not been identified and no work has been carried out to ascertain how these days make nurses feel about their chosen career. The aims of the study lent themselves to a phenomenological descriptive approach to research, the objective of which is identification of the essence of behaviour. Eight newly qualified nurses agreed to take part in the research. Each participant was interviewed twice, and in addition one group interview was arranged to clarify themes. The interviews, which were audio taped, were informal allowing the participants to answer in an open and unstructured manner. Once completed, all the tapes were transcribed and immersion and analysis of the data led to 5 themes naturally emerging as the components of a good day. The identified themes were, doing something well, good relationships with patients, feeling that you've achieved something, getting the work done and you need team work. In addition, although not a theme of a good day but of great importance was the description of 'that wonderful feeling at the end of a good day'. These themes contributed to feelings of job satisfaction and the pleasure of nursing. More specifically the concept of knowing the patient both from a personal level and knowing

  6. The experience of a good day: a phenomenological study to explain a good day as experienced by a newly qualified RN.

    PubMed

    Jackson, Carole

    2005-04-01

    The main aim of this study was to provide an explanation of the newly qualified nurse's experience and description of a good day. Secondly, it sought to provide an explanation of how a good day made them feel about nursing. By identifying the main components of a good day and what positively effects the experience of a working day for a newly qualified nurse, it may be possible to move towards an increase in the occurrence of the components and emulation of a good day. While there is evidence to suggest that positive experiences within nursing increase job satisfaction and aid retention to the profession, the experience of a good day and what constitutes a good day for a newly qualified nurse has not been explored. The main components of a good day have not been identified and no work has been carried out to ascertain how these days make nurses feel about their chosen career. The aims of the study lent themselves to a phenomenological descriptive approach to research, the objective of which is identification of the essence of behaviour. Eight newly qualified nurses agreed to take part in the research. Each participant was interviewed twice, and in addition one group interview was arranged to clarify themes. The interviews, which were audio taped, were informal allowing the participants to answer in an open and unstructured manner. Once completed, all the tapes were transcribed and immersion and analysis of the data led to 5 themes naturally emerging as the components of a good day. The identified themes were, doing something well, good relationships with patients, feeling that you've achieved something, getting the work done and you need team work. In addition, although not a theme of a good day but of great importance was the description of 'that wonderful feeling at the end of a good day'. These themes contributed to feelings of job satisfaction and the pleasure of nursing. More specifically the concept of knowing the patient both from a personal level and

  7. The Secretary's Fifth Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom

    ERIC Educational Resources Information Center

    US Department of Education, 2006

    2006-01-01

    "The Secretary's Fifth Annual Report on Teacher Quality" presents the most current information for 50 states, the District of Columbia, Puerto Rico and outlying areas, on the implementation of the teacher quality provisions of Title II of the "Higher Education Act of 1965, as amended" ("HEA") and the mandates of the "No Child Left Behind Act of…

  8. The Secretary's Seventh Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom

    ERIC Educational Resources Information Center

    Office of Postsecondary Education, US Department of Education, 2010

    2010-01-01

    This seventh report on the quality of America's teacher preparation programs and novice teachers presents data reported to the U.S. Department of Education (the Department) in October 2007 by all 50 states, the District of Columbia, Puerto Rico and the outlying areas, which include American Samoa, the Federated States of Micronesia, Guam, the…

  9. A Study of Highly Qualified Science Teachers' Career Trajectory in the Deep, Rural South: Examining a Link between Deprofessionalization and Teacher Dissatisfaction

    ERIC Educational Resources Information Center

    Hodges, Georgia W.; Tippins, Deborah; Oliver, J. Steve

    2013-01-01

    Science teacher retention, attrition, and migration continue to perplex educational scholars, political entities, as well as the general public. This study utilized an interpretive methodological design to generate assertions regarding career choice made by highly qualified science teachers in the deep, rural South through analysis of documents,…

  10. Pre-Service English Teachers' Perceptions of Newly Arrived Children from Mainland China

    ERIC Educational Resources Information Center

    Wing Chan, Yu; Gao, Xuesong

    2014-01-01

    The research reported here investigated pre-service English language teachers' perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared…

  11. Correlation between Transformational Leadership Practices of Teachers and Administrators of a Large Suburban Newly Established High School

    ERIC Educational Resources Information Center

    Garity, Thomas C.

    2011-01-01

    The purpose of the research study was to determine the correlation between transformational leadership practices of teachers and administrators of a large suburban newly established high school. Twenty-one certified teachers and two certified administrators completed Kouzes and Posner's Leadership Practices Inventory self-rating scale to rate…

  12. Preparing Highly Qualified Teacher Candidates for Urban Schools. The Importance of Dispositions

    ERIC Educational Resources Information Center

    Talbert-Johnson, Carolyn

    2006-01-01

    Teacher education programs are at a critical link for the preparation of teachers who possess an ethical stance regarding the knowledge, skills, and dispositions required to intervene effectively with all students. Therefore, teacher education is taking center stage in the discussion relevant to teacher quality and its effectiveness on the…

  13. Searching the Attic: How States Are Responding to the Nation's Goal of Placing a Highly Qualified Teacher in Every Classroom. NCTQ Reports

    ERIC Educational Resources Information Center

    Walsh, Kate; Snyder, Emma

    2004-01-01

    This report, the second in a series published by the National Council on Teacher Quality, examines states' progress in meeting the new federal requirement that by the end of the 2005-2006 school year there will be a "highly qualified teacher" in every classroom in the nation. This new requirement has led to some discomfort in more than a few…

  14. A Non-Econometric Analysis with Algebraic Models to Forecast the Numbers of Newly Hired and Retirement of Public Primary School Teachers in Taiwan

    ERIC Educational Resources Information Center

    Lung-Hsing, Kuo; Hung-Jen, Yang; Ying-Wen, Lin; Shang-Ming, Su

    2011-01-01

    In recent years, the "street teachers" issue has caused social concern in Taiwan. This study estimates the retirement of and needs for newly hired and public primary school teachers in 2010 using an algebraic model from the paper by Husssar (1999). This recursive methodology predicts the number of newly hired public primary school teachers due to…

  15. Developing State Policy to Ensure a "Highly Qualified" Teacher in Every Classroom. Issue Brief

    ERIC Educational Resources Information Center

    Koppich, Julia E.

    2004-01-01

    If recent efforts to raise student achievement are to succeed, all school children must have access to highly skilled teachers. Research increasingly demonstrates that teachers are critical influences on student learning. In addition to discussion of how to produce an adequate supply of teachers with the requisite skills, research reveals much…

  16. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... test), subject knowledge and teaching skills in reading/language arts, writing, mathematics, and other... requirements for a “highly qualified special education teacher” in 34 CFR 300.18. (Approved by the Office of... certification and licensure process, that the provisions in paragraph (a)(2)(ii) of this section are met. (3)...

  17. Meeting the Demand for Highly Qualified Special Education Teachers During Severe Shortages: What Should Policymakers Consider?

    ERIC Educational Resources Information Center

    Brownell, M.T.; Hirsch, E.; Seo, S.

    2004-01-01

    In the authors' response to the other articles in this special series, they acknowledge the dilemma that chronic teacher shortages and recent demands for a quality teacher for every child pose for securing sufficient numbers of special educators. We provide information about current policies and programs that states and districts are implementing…

  18. The Flow of Higher Qualified New Teachers into Challenging UK High Schools

    ERIC Educational Resources Information Center

    Brown, John

    2015-01-01

    If every child is to have a fairly even chance of a good education, every child must have a fairly even chance of being taught by high-quality teachers. However, high levels of social segregation in UK schools concentrate disadvantaged young people in some schools creating conditions that may deter many teachers. This study investigates whether…

  19. Speaking the Same Language: Bringing Together Highly-Qualified Secondary English and Special Education Teachers

    ERIC Educational Resources Information Center

    Dieker, Lisa A.; Ousley, Denise M.

    2006-01-01

    The focus of this article is to provide practical tools to assist secondary special educators and English teachers to more effectively meet the needs of students with disabilities in the area of English/Language Arts. The articles focuses on ideas that emerged as two teacher educators brought together 6-12 English and special education preservice…

  20. Making Empowerment and Collaboration Part of the Lives of Highly Qualified Team Teachers

    ERIC Educational Resources Information Center

    Seed, Allen

    2006-01-01

    This article describes the meaning of empowerment and collaboration, how they can be instituted, and the benefits that can result from them. Empowerment of teachers is a necessary ingredient of school improvement. Administrators who empower teachers grant them "the autonomy to make decisions about curriculum, pedagogy, and assessment." In this…

  1. Accommodating Diversity: An Assessment of Teacher Training Needs in Newly Desegregated Schools. Multi-Ethnic School Environments.

    ERIC Educational Resources Information Center

    Beckum, Leonard C.; Dasho, Stefan J.

    Classroom practices of selected teachers in two school districts were studied to provide a research base for the development of inservice training in newly desegregated or multiethnic schools. This report discusses the second study, which tested the validity of implications drawn from the first study. Schools in the second study had initiated…

  2. Opening Pandora's Box: Texas Elementary Campus Administrators Use of Educational Policy and Highly Qualified Classroom Teachers Professional Development through Data-Informed Decisions for Science Education

    ERIC Educational Resources Information Center

    Brown, Linda Lou

    2009-01-01

    Federal educational policy, "No Child Left Behind Act of 2001", focused attention on America's education with conspicuous results. One aspect, "highly qualified classroom teacher" and "principal" (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas…

  3. Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System

    ERIC Educational Resources Information Center

    Wilkins, Chris

    2011-01-01

    This paper explores the impact of the increasingly performative nature of the assessment of teachers' performance in England leading to the introduction of "Professional Standards for Teachers" in 2007. It reports the findings of a small-scale study of newly-qualified primary school teachers in the context of literature on teacher identity,…

  4. Resolve and Resources to Get a Qualified Teacher in Every Classroom. Challenge to Lead Series

    ERIC Educational Resources Information Center

    Cornett, Lynn M.; Gaines, Gale F.

    2004-01-01

    This report highlights how key parts of the teacher work force "system" should work together and helps you ask--and answer--questions about emerging solutions that offer promise. Policy-makers in SREB states should focus on five policy areas in which there is now considerable data, plus three emerging policy areas that are growing in importance.…

  5. Rolling Back Advances in Multicultural Education: No Child Left Behind and "Highly Qualified Teachers"

    ERIC Educational Resources Information Center

    Copenhaver-Johnson, Jeane

    2007-01-01

    What are the relationships between the No Child Left Behind Act of 2001 (NCLB) and the core tenets of multicultural education? One way to evaluate the degree to which NCLB helps support goals consistent with multicultural education is to assess how teacher candidates are identified and prepared for teaching under the new "highly qualified…

  6. The Preparation of Highly Qualified Teachers for English Language Learners: Educational Responsiveness for Unmet Needs

    ERIC Educational Resources Information Center

    Cadiero-Kaplan, Karen; Rodriguez, James L.

    2008-01-01

    As the number of English language learners (ELLs) continues to grow in California and throughout the country, there is a need to examine present policies that impact the preparation of teachers to meet the varying needs of this diverse student population. This article utilizes a framework of educational responsiveness to examine the definition and…

  7. Producing Caring Qualified Teachers: An Exploration of the Influence of Pre-Service Teacher Concerns on Learner-Centeredness

    ERIC Educational Resources Information Center

    Dunn, Karee E.; Rakes, Glenda C.

    2010-01-01

    In a time where students in the United States academic performance continues to lag behind in the international rankings, a disconcerting phenomenon in concerns literature indicates that pre-service and in-service teachers report low levels of concerns regarding the effect implementation of educational innovations have on students. This study…

  8. Becoming "Highly Qualified"

    ERIC Educational Resources Information Center

    Quigley, Kimberly; Gomez, Cristina

    2006-01-01

    The Data Analysis for Teachers course helps teachers to learn instructional strategies, and make them "highly qualified" to teach mathematics for understanding. Going through the process of asking statistical questions, collecting appropriate data, analyzing the data, and interpreting the data was very exciting and students responded well when…

  9. Development of ODL in a Newly Industrialized Country According to Face-to-Face Contact, ICT, and E-Readiness

    ERIC Educational Resources Information Center

    van Zyl, J. Marinda; Els, Christoffel Johannes; Blignaut, Anita Seugnet

    2013-01-01

    A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives…

  10. Harnessing OER to Develop Teachers: The Guyana Experience

    ERIC Educational Resources Information Center

    Butcher, Neil; Moore, Andrew; Hoosen, Sarah

    2014-01-01

    The Ministry of Education in Guyana has prioritised increasing the number of qualified teachers by providing opportunities to both pre- and in-service teachers to gain relevant qualifications. This paper describes the process used to redesign the teacher training curriculum in Guyana to achieve the goals of a newly-developed ICT Professional…

  11. Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program

    ERIC Educational Resources Information Center

    Cook-Sather, Alison

    2006-01-01

    Through an analysis of a contemporary rite of passage--the final stage of teacher preparation--I develop a new theory of liminality that both builds on and extends Victor Turner's enduring insights. The analysis focuses on how preservice teachers in an undergraduate education program engage in a process of identity formation within an…

  12. Recruiting and Retaining Highly Qualified Special Education Teachers for High-Poverty Districts and Schools: Recommendations for Educational Leaders

    ERIC Educational Resources Information Center

    Fall, Anna-Maria

    2010-01-01

    Teacher turnover disproportionately impacts high poverty districts, where teachers hold fewer professional credentials and working conditions are more challenging. The disparities in teacher quality and working conditions likely contribute to teacher turnover and workplace instability as well as limit students' opportunities to learn.…

  13. Effects of Student Achievement on Satisfaction of Newly Appointed Teachers: A Cognitive Dissonance Perspective

    ERIC Educational Resources Information Center

    Young, I. Phillip; Chounet, F. Paul; Buster, Amy; Sailor, Scott

    2005-01-01

    Research addressing attraction and selection of employees within the public school setting seems to indicate that the higher a school's student achievement the more likely a potential job candidate is to assess a position at that school favorably. However, the validity of this finding has failed to be assessed with "real teachers" accepting actual…

  14. THE NEWLY-ESTABLISHED RESEARCH AND DEVELOPMENT CENTER IN TEACHER EDUCATION.

    ERIC Educational Resources Information Center

    BOWN, OLIVER H.

    A REPORT WAS MADE OF THE FIRST 2 MONTHS OF OPERATION OF THE RESEARCH AND DEVELOPMENT CENTER IN TEACHER EDUCATION. THE PROGRAM OF THIS CENTER WAS PLANNED TO USE A PARTNERSHIP OF EDUCATIONAL TALENT AND EXPERIENCE TO PROVIDE A FOLLOW-THROUGH WHICH CAN MAKE CREATIVE IDEAS IN EDUCATION BECOME REALITIES IN THE PUBLIC SCHOOLS RATHER THAN JUST MATERIAL…

  15. Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers' Opinions

    ERIC Educational Resources Information Center

    Altintas, Esra; Ozdemir, Ahmet S.

    2015-01-01

    This study aims to evaluate a differentiation approach that was recently developed to teach mathematics to gifted middle school students in terms of its practice by teachers by studying the effect of the approach on achievement among both gifted and non-gifted students. From mixed research methods, the study used an explanatory design. It was…

  16. What the Research Says about Class Size, Professional Development, and Recruitment, Induction, and Retention of Highly Qualified Teachers: A Compendium of the Evidence on Title II, Part A, Program-Funded Strategies

    ERIC Educational Resources Information Center

    Krasnoff, Basha

    2015-01-01

    States and districts have the flexibility to creatively use Title II, Part A funds to address teacher quality issues. Currently, three strategies predominate--class size reduction, professional development, and recruitment, induction, and retention of highly qualified teachers. Each strategy is implemented with the intention of improving teaching…

  17. Self-Reported Handling of Bullying among Junior High School Teachers in Finland

    ERIC Educational Resources Information Center

    Sairanen, Leena; Pfeffer, Karen

    2011-01-01

    Teachers play an important role in bullying prevention. This study examines teachers' views on the extent and ways in which they would intervene in bullying situations. The sample comprised 136 teachers from junior high schools in Finland (107 females and 29 males). Years of service ranged from newly qualified to over 20 years of experience.…

  18. Teachers' and School Counselors' Perceptions of Their Cultural Competence in Working with Newly Arrived Latino Immigrant Students: A Mixed Methods Research Study

    ERIC Educational Resources Information Center

    Guardiola Castillo, Irma V.

    2014-01-01

    The purpose of this study was to explore teachers' and school counselors' perceptions of their cultural competence in working with newly arrived Latino immigrant students by using a mixed instrument with closed-ended and open-ended items. Multicultural Counseling Competencies (MCC) served as the theoretical framework for this study (Sue,…

  19. Using Computers in the Programming of Qualifying Teachers of Arabic in the Faculties of Education in Egypt.

    ERIC Educational Resources Information Center

    Mahmoud, Abdelrahman Kamel Abdelrahman

    In Egypt, teachers of Arabic do not study the computer in the syllabus of their preparation in Faculties of Education. Moreover, they do not use it in studying any of the syllabi until they graduate as teachers. This issue seems to have been lost between the extreme simplification of technicians from one side, and the sharp overlook of linguistics…

  20. Discovering the Needs Assessment of Qualified STEM Teachers for the High-Need Schools in South Texas

    ERIC Educational Resources Information Center

    Yang, Jeong; Lee, Young; Park, Sung; Wong-Ratcliff, Monica; Ahangar, Reza; Mundy, Marie-Anne

    2015-01-01

    Concerns are arising in the United States that a majority of secondary school students fail to achieve mathematics and science proficiency due to teachers who lack adequate knowledge of the subjects. The concerns over shortages of mathematics and science teachers have also reached new heights. In Texas high schools, the teaching areas in…

  1. Developing Conceptual Frameworks for Creativity, ICT and Teacher Education

    ERIC Educational Resources Information Center

    Loveless, Avril; Burton, Jeremy; Turvey, Keith

    2006-01-01

    This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development…

  2. "Being Professional": RE Teachers' Understandings of Professionalism 1997-2014

    ERIC Educational Resources Information Center

    Everington, Judith

    2016-01-01

    The article draws on a series of qualitative studies undertaken between 1997 and 2014 in order to contribute to knowledge of, and debate about, Religious Education(RE) and professionalism from the perspective of teachers of RE. The findings of research undertaken with successive cohorts of English trainee and newly qualified teachers is used to…

  3. Trainee Teachers, Gender and Becoming the "Right" Person for the Job: Care and Authority in the Vocational Habitus of Teaching

    ERIC Educational Resources Information Center

    Braun, Annette

    2012-01-01

    Drawing on a qualitative study of 32 UK student teachers, this paper asks what constitutes the vocational culture of teaching by exploring contradictory discourses of care and authority as they are presented to, and interpreted by, trainee teachers along their journey to becoming newly qualified teachers. Introducing the concept of "vocational…

  4. Opening Pandora's Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education

    NASA Astrophysics Data System (ADS)

    Brown, Linda Lou

    Federal educational policy, No Child Left Behind Act of 2001, focused attention on America's education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students' learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey(c) and the Texas Elementary Campus Administrator Survey(c) with results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly's Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students' achievement and teachers' PD learning science content. Some constructs included the use of data

  5. Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

    NASA Astrophysics Data System (ADS)

    Tolbert, Sara E.

    2011-12-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

  6. Quality Counts 2003. If I Can't Learn from You: Ensuring a Highly Qualified Teacher for Every Classroom.

    ERIC Educational Resources Information Center

    Education Week, 2003

    2003-01-01

    This year's Quality Counts, Education Week's comprehensive overview on the quality of American education, focuses on the relationship between teacher quality and the growing academic achievement gap. It includes profiles of hard-to-staff schools, state alternative certification programs, and surveys of the 50 states on recruiting, supporting, and…

  7. Roundtable Discussion: Meeting the Highly Qualified Teacher Criteria for Special Education Teachers. Hearing before the Subcommittee on Education and Early Childhood Development of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Ninth Congress, First Session (April 27, 2005) S. Hrg. 109-78

    ERIC Educational Resources Information Center

    US Senate, 2005

    2005-01-01

    The purpose of this countable was to discuss the requirements of No Child Left Behind that about 200,000 teachers--special education teachers who teach children in special education classes or who are severely disabled and who teach multiple subjects in middle school and in high school--be "highly qualified," and what exactly that means. In his…

  8. An Evaluation of the Primary School Teacher Induction Training Program in Belize

    ERIC Educational Resources Information Center

    Samuels, Sheldon James

    2011-01-01

    Scope and Method of Study. The purpose of the evaluation study was to determine the effectiveness of the Belize Primary School Teacher Induction Program through the perceptions of three participant groups; newly qualified teachers, their mentors, and their principals. Evaluation methods were used, including a researcher developed survey. Findings…

  9. Training Teachers to Use New Technologies Impacts Multiple Ecologies: Evidence from a National Initiative

    ERIC Educational Resources Information Center

    Davis, Niki; Preston, Christina; Sahin, Ismail

    2009-01-01

    A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel…

  10. ICT Teacher Training: Evidence for Multilevel Evaluation from a National Initiative

    ERIC Educational Resources Information Center

    Davis, Niki; Preston, Christina; Sahin, Ismail

    2009-01-01

    This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for…

  11. ePortfolios beyond Pre-Service Teacher Education: A New Dawn?

    ERIC Educational Resources Information Center

    Boulton, Helen

    2014-01-01

    The aim of this paper is to demonstrate the efficacy of using ePortfolios to enhance career skills for newly qualified teachers (NQTs). The context is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could…

  12. "I'm Tentatively Teaching": Crossing the Border from Student of Teaching to Teacher of Students

    ERIC Educational Resources Information Center

    Pietsch, Marilyn; Williamson, John

    2009-01-01

    The majority of newly qualified teachers in New South Wales, Australia, begin their careers as casual teachers in fragmented employment contexts which make it difficult to build on the knowledge base gained at university through continuous, and continuously evaluated, practice in a classroom. This study explored the experiences of early career…

  13. Induction Rites and Wrongs: The "Educational Vandalism" of New Teachers' Professional Development

    ERIC Educational Resources Information Center

    Bubb, Sara; Earley, Peter

    2006-01-01

    The central theme of this article is that teachers' professional development in England is not being taken as seriously as it needs to be. With reference to the induction of newly-qualified teachers and the early professional development pilot schemes, it draws on data from several related pieces of research, to argue that cases of "educational…

  14. More than a Shortage of Early Childhood Teachers: Looking beyond the Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care

    ERIC Educational Resources Information Center

    Fenech, Marianne; Waniganayake, Manjula; Fleet, Alma

    2009-01-01

    In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and…

  15. From Theory to Practice: The Experiences of Catholic Probationary Teachers

    ERIC Educational Resources Information Center

    Coll, Roisin

    2009-01-01

    Drawing on empirical data, this article explores the experiences of newly qualified Roman Catholic teachers in Scotland as they enter the classroom. Set within the context of a longitudinal study that was conducted over a 3-year period tracking the experiences and development needs of Catholics new to the profession, this particular article is…

  16. The Power of the "Object" to Influence Teacher Induction Outcomes

    ERIC Educational Resources Information Center

    Anthony, Glenda; Haigh, Mavis; Kane, Ruth

    2011-01-01

    In this paper we explore newly qualified New Zealand secondary teachers' varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary "objects" of induction that were represented in the…

  17. The Started Newly and Retired Primary School Teachers' Opinions Related to Occupational Values and Analyzing the Chance of These Values

    ERIC Educational Resources Information Center

    Koybasi, Fatma; Donmez, Burhanettin

    2012-01-01

    Aim of this research is to present what the occupational values are and changes in these values according to the opinions of the teachers who retired in the last five years and who have started the job in the last five years. This study was designed to determine the levels of factors concerning quality in research methods and phenomenology model…

  18. Newly Diagnosed?

    MedlinePlus

    ... Suggestions Examine Your Skin Newly Diagnosed? Understanding Your Pathology Biopsy: The First Step Sentinel Node Biopsy Melanoma ... start this journey: Get a copy of your pathology report. We can help you understand the report ...

  19. Multilingual Primary Classrooms: An Investigation of First Year Teachers' Learning and Responsive Teaching

    ERIC Educational Resources Information Center

    Cajkler, Wasyl; Hall, Bernadette

    2012-01-01

    This article draws on the analysis of 26 interviews with newly qualified primary teachers (NQTs) in one multilingual city in England, towards the end of their induction year. Interview analysis focused on three themes: developments in pedagogic practice, collaboration with colleagues, resolutions for change or development. Detailed thematic…

  20. Preparing Teachers for Children in Poverty: The Nashville District Picks up the Mantle for Qualified Instruction in High-Needs Schools

    ERIC Educational Resources Information Center

    Holt, Camille B.; Garcia, Pedro

    2005-01-01

    The U.S. Department of Education's "1999-2000 Schools and Staffing Survey" indicated that teacher shortages are 50 percent higher in urban schools than in suburban schools. Almost a third of the teachers leave the profession during the first three years and nearly half leave after five years. In schools serving low-income communities, the rate is…

  1. Does "Highly Qualified" Make You a "Star"?

    ERIC Educational Resources Information Center

    McKinney, Sueanne E.; Fuller, Sherell; Hancock, Stephen; Audette, Bob

    2006-01-01

    The No Child Left Behind Act of 2002 set forth to hold all schools accountable to high standards and address the long-standing objective of closing the achievement gap between students from high and low socioeconomic backgrounds. The guidelines and criteria that describe highly qualified teachers emphasize pedigrees and standardized test scores as…

  2. Profitability of Qualified-Labour-Power Production

    ERIC Educational Resources Information Center

    Baldino, Roberto Ribeiro; Cabral, Tânia Cristina Baptista

    2015-01-01

    In Baldino and Cabral (2013) we introduced the concept of qualified labour-power as the commodity produced by the school system. In the present article we outline a quantitative model to evaluate the profit rate of educational programmes. We compare a medical school programme with a teacher education programme at a public university in Brazil,…

  3. Classroom-Based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

    ERIC Educational Resources Information Center

    Palardy, Gregory J.

    2015-01-01

    Background: An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the…

  4. The Science Shortfall: An Analysis of the Shortage of Suitably Qualified Science Teachers in Australian Schools and the Policy Implications for Universities

    ERIC Educational Resources Information Center

    Harris, Kerri-Lee; Farrell, Kelly

    2007-01-01

    Declining enrollment in the physical sciences at university is causing concern among higher education institutions, governments and industry. In response, renewed attention is being paid to the tertiary science background of school teachers, given their key role in both preparing and enthusing students for tertiary science study. A recent study,…

  5. Can Closeness, Conflict, and Dependency Be Used to Characterize Students' Perceptions of the Affective Relationship with Their Teacher? Testing a New Child Measure in Middle Childhood

    ERIC Educational Resources Information Center

    Koomen, Helma M. Y.; Jellesma, Francine C.

    2015-01-01

    Background: The constructs of closeness, conflict, and dependency, which are derived from attachment theory, are widely used to qualify teachers' perceptions of relationships with individual children. Aims: Our main aim was to reveal whether similar and reliable dimensions could be identified in middle childhood with a newly developed student…

  6. Do Principal Preparation Programs Influence Student Achievement through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis

    ERIC Educational Resources Information Center

    Fuller, Ed; Young, Michelle; Baker, Bruce D.

    2011-01-01

    Purpose: The primary purpose of this study is to explore how the characteristics of the principal preparation programs of newly hired elementary school principals might influence school achievement through the development of well-qualified teams of teachers by the school. Of primary interest is whether elementary school principals from preparation…

  7. Teachers' Perceptions on How to Improve Teacher Retention

    ERIC Educational Resources Information Center

    Wood, Jennifer L.

    2014-01-01

    The purpose of this qualitative descriptive case study was to research teachers' attrition in a central South Carolina school district by analyzing the experiences of 5 former teachers in the district. Highly qualified teachers are needed to educate students who come from diverse backgrounds. Unfortunately, many qualified teachers leave the…

  8. Hot Billet Surface Qualifier

    SciTech Connect

    Tzyy-Shuh Chang

    2007-04-30

    OG Technologies, Inc. (OGT), developed a prototype of a Hot Billet Surface Qualifier (“Qualifier”) based on OGT’s patented HotEye™ technology and other proprietary imaging and computing technologies. The Qualifier demonstrated its ability of imaging the cast billets in line with high definition pictures, pictures capable of supporting the detection of surface anomalies on the billets. The detection will add the ability to simplify the subsequent process and to correct the surface quality issues in a much more timely and efficient manner. This is challenging due to the continuous casting environment, in which corrosive water, temperature, vibration, humidity, EMI and other unbearable factors exist. Each installation has the potential of 249,000 MMBTU in energy savings per year. This represents a cost reduction, reduced emissions, reduced water usage and reduced mill scale.

  9. The Role of Newly Prepared PBL Teachers' Motivational Beliefs and Perceptions of School Conditions in Their Project Based Learning Implementation

    ERIC Educational Resources Information Center

    English, Mary C.

    2013-01-01

    The purpose of this exploratory survey study was to investigate the role of motivational beliefs and perceptions of school conditions in K-12 teachers' implementation of PBL following their completion of introductory PBL training. Specifically, this study examined how much of the variance in the extent of PBL implementation was explained by…

  10. Responding to Teacher Quality and Accountability Mandates: The Perspective of School Administrators and Classroom Teachers

    ERIC Educational Resources Information Center

    Roellke, Christopher; Rice, Jennifer King

    2008-01-01

    In this article, we examine how the federal, state, and district policy environments affect the decisions and work of principals and teachers. Specifically, we examine principal and teacher perceptions of policies and practices focused on: (1) increasing the overall supply of qualified teachers; (2) recruiting qualified teachers; (3) distributing…

  11. The Master Science Teacher

    ERIC Educational Resources Information Center

    Toh, Kok-Aun; Tsoi, Mun-Fie

    2008-01-01

    The dire need of some schools to boost the academic performance of their students inevitably rests with their ability to attract highly qualified teachers. As such, the UK has put in place the Advanced Skills Teacher (AST) scheme, while the US has set the ball rolling in laying down standards for the certification of the master science teacher, to…

  12. 7 CFR 1150.109 - Qualified program.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE DAIRY PROMOTION PROGRAM Dairy Promotion and Research Order Definitions § 1150.109 Qualified program. Qualified program means any dairy product...

  13. 7 CFR 1150.109 - Qualified program.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... AGREEMENTS AND ORDERS; MILK), DEPARTMENT OF AGRICULTURE DAIRY PROMOTION PROGRAM Dairy Promotion and Research Order Definitions § 1150.109 Qualified program. Qualified program means any dairy product...

  14. 7 CFR 1150.109 - Qualified program.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... AGREEMENTS AND ORDERS; MILK), DEPARTMENT OF AGRICULTURE DAIRY PROMOTION PROGRAM Dairy Promotion and Research Order Definitions § 1150.109 Qualified program. Qualified program means any dairy product...

  15. Let Teachers Pick Principals.

    ERIC Educational Resources Information Center

    Raisch, C. Daniel

    1993-01-01

    If a school and community are qualified enough to hire teachers, counselors, and secretaries through school-based-management processes, they are equally qualified to hire the school principal. This article describes a site-based team-selection process designed to identify optimal administrator characteristics, advertise the job opening, handle…

  16. (A)broad Teacher Education

    ERIC Educational Resources Information Center

    Ling, Lorraine; Burman, Eva; Cooper, Maxine; Ling, Peter

    2006-01-01

    In this article, the implications of international students undertaking teacher education in Australian universities are discussed as an example of global teacher education and its consequences for teacher educators and students. Increasing numbers of international students come to Australia to qualify as teachers and this has consequences for the…

  17. Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education

    ERIC Educational Resources Information Center

    Epps, Rebekah Barnes

    2010-01-01

    The need for highly qualified teachers is a problem that is plaguing the entire United States. The preparation of teachers is one of utmost importance in America. Future teachers rely on experiences in teacher preparation programs to gain valuable knowledge and wisdom of practice about the realness of teaching. The most critical aspects of teacher…

  18. 42 CFR 495.204 - Incentive payments to qualifying MA organizations for qualifying MA-EPs and qualifying MA...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 5 2013-10-01 2013-10-01 false Incentive payments to qualifying MA organizations for qualifying MA-EPs and qualifying MA-affiliated eligible hospitals. 495.204 Section 495.204 Public... Requirements Specific to Medicare Advantage (MA) Organizations § 495.204 Incentive payments to qualifying...

  19. 42 CFR 495.204 - Incentive payments to qualifying MA organizations for qualifying MA-EPs and qualifying MA...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 5 2014-10-01 2014-10-01 false Incentive payments to qualifying MA organizations for qualifying MA-EPs and qualifying MA-affiliated eligible hospitals. 495.204 Section 495.204 Public... Requirements Specific to Medicare Advantage (MA) Organizations § 495.204 Incentive payments to qualifying...

  20. The master science teacher

    NASA Astrophysics Data System (ADS)

    Toh, Kok-Aun; Tsoi, Mun-Fie

    2008-11-01

    The dire need of some schools to boost the academic performance of their students inevitably rests with their ability to attract highly qualified teachers. As such, the UK has put in place the Advanced Skills Teacher (AST) scheme, while the US has set the ball rolling in laying down standards for the certification of the master science teacher, to distil the best teachers from this pool of highly qualified science teachers. This article examines some of the practices in the teaching-learning process one would associate with those of master science teachers. It argues for the master science teacher to have a well-developed pedagogical content knowledge rather than be an expert in content knowledge. It argues for the master science teacher to be someone who has moved 'from personal comprehension to preparing for the comprehension of others' (Shulman 1987 Harv. Educ. Rev. 75 1-22).

  1. Teachers Wanted: Attracting and Retaining Good Teachers

    ERIC Educational Resources Information Center

    Heller, Daniel A.

    2004-01-01

    Just as the pool of qualified teacher applicants is shrinking and attrition rates are soaring, new standards are making entry into the teaching profession more difficult. Teachers can make sure their school system doesn't get caught in the crunch by implementing the approach from this visionary guide. Daniel A. Heller describes a top-to-bottom…

  2. 75 FR 27934 - Qualified Nonpersonal Use Vehicles

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-19

    ... driver and all passengers of a qualified nonpersonal use vehicle. However, a working condition fringe... Internal Revenue Service 26 CFR Part 1 RIN 1545-BH65 Qualified Nonpersonal Use Vehicles AGENCY: Internal... regulations relating to qualified nonpersonal use vehicles as defined in section 274(i). Qualified...

  3. 20 CFR 302.3 - Qualifying conditions.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 1 2012-04-01 2012-04-01 false Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits...

  4. 20 CFR 302.3 - Qualifying conditions.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 20 Employees' Benefits 1 2014-04-01 2012-04-01 true Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits...

  5. 20 CFR 302.3 - Qualifying conditions.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 20 Employees' Benefits 1 2013-04-01 2012-04-01 true Qualifying conditions. 302.3 Section 302.3... QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits with... paragraph (a) of this section, service months deemed under § 210.3 of this chapter shall be disregarded....

  6. 20 CFR 302.3 - Qualifying conditions.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 1 2011-04-01 2011-04-01 false Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits...

  7. 20 CFR 302.3 - Qualifying conditions.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits...

  8. Paralinguistic Qualifiers: Our Many Voices.

    ERIC Educational Resources Information Center

    Poyatos, Fernando

    1991-01-01

    A case is made for the increased study of paralinguistic voice qualifiers, which include variations in breathing, laryngeal, esophageal, pharyngeal, velopharyngeal, lingual, labial, mandibular, articulatory, articulatory tension, and objectual control. It is proposed that attention to these voice qualities has a variety of practical, literary,…

  9. Canada's Highly Qualified Manpower Resources.

    ERIC Educational Resources Information Center

    Atkinson, A. G.; And Others

    The purpose of this report is to assemble basic statistics on highly qualified manpower resources in Canada, especially focusing on scientists and engineers, for the development of policies and research in this field. The economic background contributing to the growth of the white-collar and professional labor force is discussed, and the roles of…

  10. Beginning Teachers' Perceptions of Their Induction Program Experiences

    ERIC Educational Resources Information Center

    Algozzine, Bob; Gretes, John; Queen, Allen J.; Cowan-Hathcock, Misty

    2007-01-01

    Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every…

  11. Supporting "Out-of-Field" Teachers of Secondary Mathematics

    ERIC Educational Resources Information Center

    Vale, Colleen

    2010-01-01

    Principals are very aware that there is a great deal of competition in attracting qualified teachers of mathematics to their school, since there are just not enough qualified mathematics teachers out there. Recent studies of the qualifications of teachers in Australian schools have confirmed that there is a crisis in the supply of qualified…

  12. Do We Produce Enough Mathematics and Science Teachers?

    ERIC Educational Resources Information Center

    Ingersoll, Richard M.

    2011-01-01

    Empirical research on the supply and demand of math and science teachers finds some surprising results. The employment of qualified math and science teachers has more than kept pace with the demand, and most schools find qualified teachers for those positions. However, about a third of public schools--particularly high-poverty, high-minority, and…

  13. 7 CFR 4290.110 - Qualified management.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and...

  14. 7 CFR 4290.110 - Qualified management.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 15 2014-01-01 2014-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and...

  15. 14 CFR 314.6 - Qualifying dislocation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Qualifying dislocation. 314.6 Section 314.6 Aeronautics and Space OFFICE OF THE SECRETARY, DEPARTMENT OF TRANSPORTATION (AVIATION PROCEEDINGS) PROCEDURAL REGULATIONS EMPLOYEE PROTECTION PROGRAM General § 314.6 Qualifying dislocation. A qualifying dislocation is...

  16. 7 CFR 4290.110 - Qualified management.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 15 2013-01-01 2013-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and...

  17. 7 CFR 4290.110 - Qualified management.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 15 2012-01-01 2012-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. Link to an amendment..., that its current or proposed management team is qualified and has the knowledge, experience,...

  18. Teacher Quality: The Perspectives of NCTE Members

    ERIC Educational Resources Information Center

    Dudley-Marling, Curt; Abt-Perkins, Dawn; Sato, Kyoko; Selfe, Richard (Dickie)

    2006-01-01

    This article reports the findings of a study examining the National Council of Teachers of English (NCTE) members' perceptions of what is required to become and to remain a highly-qualified teacher of the English language arts. An online survey was conducted to ten NCTE members: five teachers, and five university-based teacher educators. Findings…

  19. New Evidence on Teacher Labor Supply

    ERIC Educational Resources Information Center

    Engel, Mimi; Jacob, Brian A.; Curran, F. Chris

    2014-01-01

    Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective…

  20. 24 CFR 291.525 - Eligible teachers.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 24 Housing and Urban Development 2 2014-04-01 2014-04-01 false Eligible teachers. 291.525 Section... Sales Program § 291.525 Eligible teachers. A person qualifies as a teacher for the purposes of the GNND Sales Program if the person is: (a) Employed as a full-time teacher by a state-accredited public...

  1. Support for Teacher Quality: An AFT Priority.

    ERIC Educational Resources Information Center

    Baratz-Snowden, Joan

    1999-01-01

    Highlights some of the major efforts the American Federation of Teachers has undertaken to ensure that a qualified teacher is in every classroom throughout the nation, focusing on: preservice teacher education; licensure standards; recruitment and hiring practices; induction and mentoring practices; professional development; teacher evaluation;…

  2. 24 CFR 291.525 - Eligible teachers.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Sales Program § 291.525 Eligible teachers. A person qualifies as a teacher for the purposes of the GNND Sales Program if the person is: (a) Employed as a full-time teacher by a state-accredited public school...; and (b) The public or private school where the person is employed as a teacher serves students...

  3. 24 CFR 291.525 - Eligible teachers.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Sales Program § 291.525 Eligible teachers. A person qualifies as a teacher for the purposes of the GNND Sales Program if the person is: (a) Employed as a full-time teacher by a state-accredited public school...; and (b) The public or private school where the person is employed as a teacher serves students...

  4. 24 CFR 291.525 - Eligible teachers.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 24 Housing and Urban Development 2 2012-04-01 2012-04-01 false Eligible teachers. 291.525 Section... Sales Program § 291.525 Eligible teachers. A person qualifies as a teacher for the purposes of the GNND Sales Program if the person is: (a) Employed as a full-time teacher by a state-accredited public...

  5. 24 CFR 291.525 - Eligible teachers.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 24 Housing and Urban Development 2 2013-04-01 2013-04-01 false Eligible teachers. 291.525 Section... Sales Program § 291.525 Eligible teachers. A person qualifies as a teacher for the purposes of the GNND Sales Program if the person is: (a) Employed as a full-time teacher by a state-accredited public...

  6. The Relationship between Job Satisfaction and Educational Leadership among Teachers in Secondary Education

    ERIC Educational Resources Information Center

    Stevens, Jessica Ann

    2013-01-01

    The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who…

  7. ISS qualified thermal carrier equipment

    NASA Astrophysics Data System (ADS)

    Deuser, Mark S.; Vellinger, John C.; Jennings, Wm. M.

    2000-01-01

    Biotechnology is undergoing a period of rapid and sustained growth, a trend which is expected to continue as the general population ages and as new medical treatments and products are conceived. As pharmaceutical and biomedical companies continue to search for improved methods of production and, for answers to basic research questions, they will seek out new avenues of research. Space processing on the International Space Station (ISS) offers such an opportunity! Space is rapidly becoming an industrial laboratory for biotechnology research and processing. Space bioprocessing offers exciting possibilities for developing new pharmaceuticals and medical treatments, which can be used to benefit mankind on Earth. It also represents a new economic frontier for the private sector. For over eight years, the thermal carrier development team at SHOT has been working with government and commercial sector scientists who are conducting microgravity experiments that require thermal control. SHOT realized several years ago that the hardware currently being used for microgravity thermal control was becoming obsolete. It is likely that the government, academic, and industrial bioscience community members could utilize SHOT's hardware as a replacement to their current microgravity thermal carrier equipment. Moreover, SHOT is aware of several international scientists interested in utilizing our space qualified thermal carrier. SHOT's economic financing concept could be extremely beneficial to the international participant, while providing a source of geographic return for their particular region. Beginning in 2000, flight qualified thermal carriers are expected to be available to both the private and government sectors. .

  8. Understanding Prostate Cancer: Newly Diagnosed

    MedlinePlus

    ... Wellness PCF Spotlight Glossary African American Men Understanding Prostate Cancer Newly Diagnosed Newly Diagnosed Staging the Disease Issues ... you care about has recently been diagnosed with prostate cancer, this section will help guide you through the ...

  9. Secondary Education Teacher Preparation Programs Should Differentiate Curriculum and Instruction for Traditional and Nontraditional Preservice Teachers

    ERIC Educational Resources Information Center

    Schairer-Kessler, Cynthia J.

    2013-01-01

    Much demand remains for teacher education programs to produce highly qualified teachers. Current trends show that almost half of today's preservice teachers are considered nontraditional in terms of age and life experience. The purpose of this study was to determine whether secondary education teacher preparation programs should differentiate…

  10. Perceived Needs of Beginning Elementary Teachers in New-Teacher Mentor Programs

    ERIC Educational Resources Information Center

    Streeter, Jason D.

    2013-01-01

    Extensive research has confirmed that thousands of teachers leave the profession each year. As teacher attrition rates continue to rise, school districts are faced with the problem of not retaining teachers. This information is vital because classroom instruction and student performance are directly tied to retaining qualified teachers. The…

  11. The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students

    ERIC Educational Resources Information Center

    Perkins, Britine Lynee

    2013-01-01

    The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education programs to address community needs, the shortage of qualified teachers, and the lack of diversity among teachers. As the community college's teacher education role…

  12. A Logic for Qualified Syllogisms

    NASA Astrophysics Data System (ADS)

    Schwartz, Daniel G.

    In various works, L.A. Zadeh has introduced fuzzy quantifiers, fuzzy usuality modifiers, and fuzzy likelihood modifiers. This paper provides these notions with a unified semantics and uses this to define a formal logic capable of expressing and validating arguments such as 'Most birds can fly; Tweety is a bird; therefore, it is likely that Tweety can fly'. In effect, these are classical Aristotelean syllogisms that have been "qualified" through the use of fuzzy quantifiers. It is briefly outlined how these, together with some likelihood combination rules, can be used to address some well-known problems in the theory of nonmonotonic reasoning. The work is aimed at future applications in expert systems and robotics, including both hardware and software agents.

  13. Can a Childcare Practicum Encourage Degree Qualified Staff to Enter the Childcare Workforce?

    ERIC Educational Resources Information Center

    Thorpe, Karen; Millear, Prudence; Petriwskyj, Anne

    2012-01-01

    Concern to ensure that all children have access to high-quality educational experiences in the early years of life has instigated policies to increase the qualifications of staff in the childcare workforce, and in particular, to increase the number of degree qualified teachers. However, existing data suggests that employment in childcare is viewed…

  14. Shaping New Models for Teacher Education

    ERIC Educational Resources Information Center

    Rust, Frances O'Connell

    2010-01-01

    American teacher education is stuck in an unproductive and dysfunctional pattern. American teacher education programs graduate thousands of newly certified teachers each year, but the evidence that even half of the new graduates are dynamic and capable teachers is weak. The reputations of the teacher education programs through which they pass are…

  15. A study of the relationships between "highly qualified" status, instructional practices, and students' science achievement in three high poverty Louisiana school systems

    NASA Astrophysics Data System (ADS)

    Clayton, Michelle

    Using a mixed methods research design, the author examined the relationships between "highly qualified" status, instructional practices, and students' science achievement for six third grade teachers in three high poverty Louisiana school systems. The study analyzed qualitative and quantitative data for three science classes taught by "highly qualified" teachers and three science classes taught by "non-highly qualified" teachers. The qualitative portion of the study was conducted through classroom observations, teacher interviews, and lesson plan reviews. The qualitative data was coded and triangulated to determine whether the instructional practices of each teacher were more "teacher-centered" or "student-centered." The qualitative data analysis indicated various patterns and consistencies in the instructional practices used by the "highly qualified" and "non-highly qualified" teachers selected for this study. The quantitative portion of the study involved analysis of the students' science achievement data for the six third grade science teachers selected for the study. Science achievement was measured by the third grade Integrated Louisiana Education Assessment Program (iLEAP) scores. A two-way ANOVA indicated that there were statistically significant differences in the mean scores of the three high poverty Louisiana school systems as well as the students taught by "highly qualified" and "non-highly qualified" teachers and the interactions between the two: F(2, 123) = 46.99, p < 0.01; F(1, 123) = 4.54, p = 0.035; F(2, 123) = 3.73, p = 0.027. A separate one-way ANOVA indicated that statistically significant differences existed between the six participating teachers in the study: F (5, 123) = 20.386, p < 0.01). Tukey's HSD post-hoc tests and homogeneous subset analyses were conducted in order to determine which teachers' scores significantly differed from each other.

  16. 13 CFR 108.110 - Qualified management.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 13 Business Credit and Assistance 1 2011-01-01 2011-01-01 false Qualified management. 108.110... management. An Applicant must show, to the satisfaction of SBA, that its current or proposed management team is qualified and has the knowledge, experience, and capability in Community Development Finance...

  17. Alaska High School Graduation Qualifying Examination Booklet.

    ERIC Educational Resources Information Center

    Alaska State Dept. of Education, Juneau.

    This booklet is an explanation of what the Alaska High School Graduation Qualifying Examination means to Alaskans and how it fits into a larger school accountability reform initiative. The high school class of 2002 is the first group of students who will need to pass the High School Graduation Qualifying Examination to receive a high school…

  18. 46 CFR 391.5 - Qualified withdrawals.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 46 Shipping 8 2011-10-01 2011-10-01 false Qualified withdrawals. 391.5 Section 391.5 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION REGULATIONS UNDER PUBLIC LAW 91-469 FEDERAL INCOME TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.5 Qualified withdrawals. (a) In general. (1)...

  19. 46 CFR 391.5 - Qualified withdrawals.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 46 Shipping 8 2013-10-01 2013-10-01 false Qualified withdrawals. 391.5 Section 391.5 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION REGULATIONS UNDER PUBLIC LAW 91-469 FEDERAL INCOME TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.5 Qualified withdrawals. (a) In general. (1)...

  20. 46 CFR 391.5 - Qualified withdrawals.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 46 Shipping 8 2014-10-01 2014-10-01 false Qualified withdrawals. 391.5 Section 391.5 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION REGULATIONS UNDER PUBLIC LAW 91-469 FEDERAL INCOME TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.5 Qualified withdrawals. (a) In general. (1)...

  1. 46 CFR 391.5 - Qualified withdrawals.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 8 2010-10-01 2010-10-01 false Qualified withdrawals. 391.5 Section 391.5 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION REGULATIONS UNDER PUBLIC LAW 91-469 FEDERAL INCOME TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.5 Qualified withdrawals. (a) In general. (1)...

  2. 7 CFR 802.1 - Qualified laboratories.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 7 2013-01-01 2013-01-01 false Qualified laboratories. 802.1 Section 802.1... REQUIREMENTS FOR GRAIN WEIGHING EQUIPMENT AND RELATED GRAIN HANDLING SYSTEMS § 802.1 Qualified laboratories. (a) Metrology laboratories. (1) Any State metrology laboratory currently approved by the NBS...

  3. 30 CFR 795.10 - Qualified laboratories.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 30 Mineral Resources 3 2013-07-01 2013-07-01 false Qualified laboratories. 795.10 Section 795.10... laboratories. (a) Basic qualifications. To be designated a qualified laboratory, a firm shall demonstrate that... necessary field samples and making hydrologic field measurements and analytical laboratory determinations...

  4. 30 CFR 795.10 - Qualified laboratories.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 30 Mineral Resources 3 2014-07-01 2014-07-01 false Qualified laboratories. 795.10 Section 795.10... laboratories. (a) Basic qualifications. To be designated a qualified laboratory, a firm shall demonstrate that... necessary field samples and making hydrologic field measurements and analytical laboratory determinations...

  5. 30 CFR 795.10 - Qualified laboratories.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 30 Mineral Resources 3 2012-07-01 2012-07-01 false Qualified laboratories. 795.10 Section 795.10... laboratories. (a) Basic qualifications. To be designated a qualified laboratory, a firm shall demonstrate that... necessary field samples and making hydrologic field measurements and analytical laboratory determinations...

  6. 7 CFR 802.1 - Qualified laboratories.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 7 2012-01-01 2012-01-01 false Qualified laboratories. 802.1 Section 802.1... REQUIREMENTS FOR GRAIN WEIGHING EQUIPMENT AND RELATED GRAIN HANDLING SYSTEMS § 802.1 Qualified laboratories. (a) Metrology laboratories. (1) Any State metrology laboratory currently approved by the NBS...

  7. 48 CFR 14.210 - Qualified products.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Qualified products. 14.210 Section 14.210 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACTING METHODS AND CONTRACT TYPES SEALED BIDDING Solicitation of Bids 14.210 Qualified products. See subpart 9.2....

  8. 7 CFR 802.1 - Qualified laboratories.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 7 2010-01-01 2010-01-01 false Qualified laboratories. 802.1 Section 802.1... REQUIREMENTS FOR GRAIN WEIGHING EQUIPMENT AND RELATED GRAIN HANDLING SYSTEMS § 802.1 Qualified laboratories. (a) Metrology laboratories. (1) Any State metrology laboratory currently approved by the NBS...

  9. 30 CFR 795.10 - Qualified laboratories.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 30 Mineral Resources 3 2010-07-01 2010-07-01 false Qualified laboratories. 795.10 Section 795.10... laboratories. (a) Basic qualifications. To be designated a qualified laboratory, a firm shall demonstrate that... necessary field samples and making hydrologic field measurements and analytical laboratory determinations...

  10. 46 CFR 390.9 - Qualified withdrawals.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., construction or reconstruction its fair market value. The party must obtain the prior written permission of the... CONSTRUCTION FUND § 390.9 Qualified withdrawals. (a) In general—(1) Defined. In accordance with 46 U.S.C. 53509...: (i) The acquisition, construction or reconstruction of a qualified agreement vessel; (ii)...

  11. 46 CFR 390.9 - Qualified withdrawals.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ..., construction or reconstruction its fair market value. The party must obtain the prior written permission of the... CONSTRUCTION FUND § 390.9 Qualified withdrawals. (a) In general—(1) Defined. In accordance with 46 U.S.C. 53509...: (i) The acquisition, construction or reconstruction of a qualified agreement vessel; (ii)...

  12. 76 FR 60757 - Executive Branch Qualified Trusts

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-30

    ... qualified trusts provisions for the executive branch in subparts D and E of 5 CFR part 2634 (see 57 FR 11800.... 12674, 54 FR 15159, 3 CFR, 1989 Comp., p. 215, as modified by E.O. 12731, 55 FR 42547, 3 CFR, 1990 Comp... the use of a qualified blind trust is the lack of knowledge, or actual ``blindness,'' by an...

  13. Newly Deployed Sojourner Rover

    NASA Technical Reports Server (NTRS)

    1999-01-01

    This 8-image mosaic was acquired during the late afternoon (near 5pm LST, note the long shadows) on Sol 2 as part of the predeploy 'insurance panorama' and shows the newly deployed rover sitting on the Martian surface. This color image was generated from images acquired at 530,600, and 750 nm. The insurance panorama was designed as 'insurance' against camera failure upon deployment. Had the camera failed, the losslessly-compressed, multispectral insurance panorama would have been the main source of image data from the IMP.

    However, the camera deployment was successful, leaving the insurance panorama to be downlinked to Earth several weeks later. Ironically enough, the insurance panorama contains some of the best quality image data because of the lossless data compression and relatively dust-free state of the camera and associated lander/rover hardware on Sol 2.

    Mars Pathfinder is the second in NASA's Discovery program of low-cost spacecraft with highly focused science goals. The Jet Propulsion Laboratory, Pasadena, CA, developed and manages the Mars Pathfinder mission for NASA's Office of Space Science, Washington, D.C. JPL is an operating division of the California Institute of Technology (Caltech). The IMP was developed by the University of Arizona Lunar and Planetary Laboratory under contract to JPL. Peter Smith is the Principal investigator.

  14. Teacher Compensation around the Globe

    ERIC Educational Resources Information Center

    Sclafani, Susan

    2010-01-01

    Nations around the world are experimenting with ways to use salary incentives to recruit and retain teachers, fill vacancies in hard-to-staff areas, and improve student learning. These experiments come at a time when qualified teachers are in short supply and when teaching appears to be a less popular professional choice for young people. Programs…

  15. Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe

    ERIC Educational Resources Information Center

    Chitiyo, Morgan; Odongo, George; Itimu-Phiri, Ambumulire; Muwana, Florence; Lipemba, Mary

    2015-01-01

    Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special…

  16. 34 CFR 685.217 - Teacher loan forgiveness program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 1990; (ii) 34 CFR 685.219; or (iii) Section 428 K of the Act. (d) Forgiveness amount. (1) A qualified... under section 34 CFR 682.216. (3) The Secretary does not refund payments that were received from or on... science teacher, or at an eligible educational service agency as a highly qualified teacher of...

  17. The Neo-Liberal Turn in Understanding Teachers' and School Leaders' Work Practices in Curriculum Innovation and Change: A Critical Discourse Analysis of a Newly Proposed Reform Policy in Lower Secondary Education in the Republic of Ireland

    ERIC Educational Resources Information Center

    Simmie, Geraldine Mooney

    2014-01-01

    The study in this article involved a critical discourse analysis of five policy documents in relation to a curriculum reform proposed for lower secondary education in the Republic of Ireland. It examined the (re)positioning of governance in relation to curriculum and teacher education. Findings indicate a predominant clinical discourse closely…

  18. 29 CFR 541.303 - Teachers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Professional Employees § 541.303 Teachers. (a) The term “employee employed in a bona fide professional capacity... development of the student. (c) The possession of an elementary or secondary teacher's certificate provides a... teaching professionals. Teachers who possess a teaching certificate qualify for the exemption regardless...

  19. 29 CFR 541.303 - Teachers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Professional Employees § 541.303 Teachers. (a) The term “employee employed in a bona fide professional capacity... development of the student. (c) The possession of an elementary or secondary teacher's certificate provides a... teaching professionals. Teachers who possess a teaching certificate qualify for the exemption regardless...

  20. 29 CFR 541.303 - Teachers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Professional Employees § 541.303 Teachers. (a) The term “employee employed in a bona fide professional capacity... development of the student. (c) The possession of an elementary or secondary teacher's certificate provides a... teaching professionals. Teachers who possess a teaching certificate qualify for the exemption regardless...

  1. TEACHERS FOR OUR BIG CITY SCHOOLS.

    ERIC Educational Resources Information Center

    BIVLIN, HARRY N.

    THERE ARE SEVERAL WAYS OF ATTRACTING AND RETAINING SUFFICIENT NUMBERS OF QUALIFIED TEACHERS. A MORE EXTENSIVE AND INTELLIGENT USE CAN BE MADE OF EXISTING LABORATORY SCHOOLS AND AFFILIATED SCHOOLS FOR URBAN TEACHER EDUCATION. INCREASED EFFORT CAN BE MADE IN POINTING TEACHER EDUCATION TOWARD URBAN TEACHING RATHER THAN PRESENTING ONLY THE…

  2. Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS: Teacher Education for the Advancement of a Multicultural Society

    ERIC Educational Resources Information Center

    Nunez, Marci; Fernandez, Mary Rose

    2006-01-01

    The recruitment of qualified teachers is an immense and demanding job, particularly for high-poverty urban schools. Urban schools often turn to the common practice of recruiting teachers who are under qualified, most of them with no teaching experience and limited training. Because of their lack of preparation, coupled with the difficult working…

  3. Impact of Teacher Qualification on Student Achievement at the Elementary and Middle School Levels

    ERIC Educational Resources Information Center

    Andrews, Sandra L.

    2012-01-01

    Although the federal No Child Left Behind (NCLB) Act requires that classroom teachers be highly qualified, the assumption that achieving the highly qualified endorsement equates to teacher effectiveness in the classroom is unverified. The purpose of this study was to compare the effect of teacher qualification, as defined by the NCLB Act and…

  4. Investing in Head Start Teachers. NIEER Preschool Policy Matters, Issue 4.

    ERIC Educational Resources Information Center

    2003

    Research shows that preschool produces the strongest effects when teachers are well qualified. Noting that most Head Start preschool teachers do not hold even the minimum teaching degrees required to teach kindergarten, this policy brief looks at the costs of putting highly qualified teachers in Head Start classrooms to improve the effectiveness…

  5. Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions

    ERIC Educational Resources Information Center

    Ferchen, Megan Hollingsworth

    2012-01-01

    Teacher incompetence and the identification of incompetent teachers have become major educational issues. With the implementation of No Child Left Behind (NCLB), every student is expected to be taught by a "highly qualified" teacher. Although "highly qualified" does not guarantee competent teaching, the two often go hand-in-hand. The purpose of…

  6. Teacher Certification in Manitoba.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg.

    This booklet provides information for teachers wishing to qualify for certification in the Canadian province of Manitoba. Written in French and English, the booklet's topics include: (1) requirements for types of teaching certificates (provisional teaching; permanent teaching; special, vocational-industrial, and vocational-business education;…

  7. Hiring Teachers from Abroad

    ERIC Educational Resources Information Center

    Charney, Jonathan

    2009-01-01

    Schools in America, especially in communities far from urban centers, are working harder to find highly qualified and culturally proficient staff to prepare students successfully for an increasingly interconnected world. Apart from offering teachers more professional development and hiring educators with international travel experience, public…

  8. Trends and Challenges in Teacher Preparation in Deaf Education

    ERIC Educational Resources Information Center

    Lenihan, Susan

    2010-01-01

    Recent developments in deaf education are influencing teacher preparation programs, which are facing challenges in meeting the critical need for highly qualified teachers. Of approximately 65 teacher preparation programs in the United States, 11 programs focus primarily on preparing teachers to work with children who are deaf or hard of hearing…

  9. Finding Superior Teachers: The Intractable Challenge of Public Education.

    ERIC Educational Resources Information Center

    Hendrick, Irving G.

    1998-01-01

    Examines the issue of finding enough qualified teachers for the 21st century, highlighting a specific dichotomy in teacher education: the conflicting pressures for achieving high standards of quality in preparing teachers versus the need to replenish the teaching force. Discusses improvement in public education and teacher education and the need…

  10. The Coming Teacher Shortage: What Schools Can Do about It.

    ERIC Educational Resources Information Center

    Dunlap, Diane M.

    1986-01-01

    Increased enrollments combined with teacher retirements and resignations are creating a strain on the current supply of qualified teachers. As the demand for new teachers is increasing, the number of new teaching graduates is decreasing proportionally. A national teacher shortage is imminent and already exists is some locations and in some…