An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report
ERIC Educational Resources Information Center
Glazerman, Steven; Seifullah, Allison
2010-01-01
In 2007, the Chicago Public Schools (CPS) began implementing a schoolwide reform called the Teacher Advancement Program (TAP) using funds from the federal Teacher Incentive Fund (TIF) and private foundations. Under the TAP model, teachers can earn extra pay and responsibilities through promotion to mentor or master teacher as well as annual…
ERIC Educational Resources Information Center
Glazerman, Steven; Seifullah, Allison
2012-01-01
In 2007, using funds from the federal Teacher Incentive Fund (TIF) and private foundations, the Chicago Public Schools (CPS) began piloting its version of a schoolwide reform model called the Teacher Advancement Program (TAP). Under the TAP model, teachers can earn extra pay and take on increased responsibilities through promotion (to mentor…
TEN MASTER TEACHER AND PROGRAM AWARD PROGRAMS.
ERIC Educational Resources Information Center
KOVACH, EDITH M.A.
IN 1966 THE AMERICAN CLASSICAL LEAGUE HONORED THREE TEACHERS WITH ITS MASTER SECONDARY SCHOOL LATIN TEACHER AND PROGRAM AWARD. AMONG THE 32 PROGRAMS CITED FOR RECOGNITION, TEN (INCLUDING THOSE OF THE AWARD WINNERS) POSSESS CLEARLY INNOVATIVE FEATURES. IN BRIEF THEY FEATURE (1) A FIFTH YEAR ADVANCED PLACEMENT PROGRAM, LATIN AS INTRODUCTORY TO…
ERIC Educational Resources Information Center
Baenen, Nancy
2011-01-01
The Teacher Advancement Program (TAP) is a model for training, teacher advancement, and instructional strategies. Based on interviews and observations, the four TAP principles were implemented with fidelity during the 2010-11 school year, with one exception--teacher evaluations. Feedback was slow, and teachers had concerns about the reliability of…
ERIC Educational Resources Information Center
Barber, Carolyn; Torney-Purta, Judith
2008-01-01
The discrepancies between test-based and teacher-based criteria of high achievement are well-documented for students of all ages. This study seeks to determine whether certain high school students who score high on tests of academic achievement are more likely than others to be nominated for advanced academic programs by their teachers. Using…
ERIC Educational Resources Information Center
Browne-Ferrigno, Tricia
2007-01-01
This article shares findings from an exploratory case study about an advanced school leadership development program designed specifically for practicing principals and administrator-trained teachers. The program was designed to help a high-need rural district transform its principalship from school management into learner-center leadership while…
Materials and Area of Study for Advanced Placement Program in American History.
ERIC Educational Resources Information Center
Santos, Peter A.
This paper describes and evaluates benefits of advanced placement programs and identifies materials which can help high school history classroom teachers develop effective advanced placement programs. An advanced placement program is defined as a program which requires a student to do extensive research and writing throughout the school year.…
Tap™: The System for Teacher and Student Advancement. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2015
2015-01-01
"TAP"™: "The System for Teacher and Student Advancement (TAP™)" is an educator effectiveness program that aims to improve student achievement through supports and incentives for teachers. Based on the research, "TAP"™ teachers were found to have no discernible effects on student achievement in science, English…
Development of an Advanced Training Course for Teachers and Researchers in Chemistry
ERIC Educational Resources Information Center
Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan
2016-01-01
Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…
Student-Teacher Astronomy Resource (STAR) Program
NASA Astrophysics Data System (ADS)
Gaboardi, M.; Humayun, M.; Dixon, P.
2006-12-01
Our NASA-funded E/PO program, the Student-Teacher Astronomy Resource (STAR) Program, designed around the Stardust and Genesis Missions, focuses on the reciprocal relationship between technological progress and advances in scientific understanding. We work directly with the public, teachers, classrooms, and individual school students. Both formal and informal evaluations suggest that our four-step approach to outreach has been effective. This annual program may serve as a model for the partnership between a national research institution, local scientists, and local teachers. The program has four components: 1."Space Stations" developed around the technology and science of the Genesis and Stardust Missions, are offered as child-friendly booths at the annual National High Magnetic Field Laboratory (NHMFL) Open House. The stations allow for direct interaction between the scientists and the public (over 3000 visitors). 2. STAR teachers (15) receive training and supplies to lead their classrooms through "Technology for Studying Comets". After attending a one-day in-service at the NHMFL, teachers can bring to their students an inquiry-based space science unit about which they are knowledgeable and excited. 3. We offer "Comet Tales," an informal education experience based on the NASA classroom activity "Comet Basics," to 15 local classrooms. We visit local classrooms and engage students with inquiry about comets, sampling of Wild 2, and what scientists hope to learn from the Stardust Mission. Visits occur during the two-week "Technology for Studying Comets" unit taught by each STAR teacher. 4. The "Stellar Students" component involves 15 high-achieving students in research activities. From each classroom visited during "Comet Tales," one student is selected to visit the NHMFL for a day. Parents and teachers of the students are invited for an awards ceremony and student presentations. Evaluation consisted of focus groups, informal observation, and questionnaires. Responses
ERIC Educational Resources Information Center
Niess, Margaret; Gillow-Wiles, Henry
2013-01-01
This primarily online Master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers' technological, pedagogical, and content knowledge (TPACK)…
Advancing Teacher Education and Curriculum Development through Study Abroad Programs
ERIC Educational Resources Information Center
Rhodes, Joan A., Ed.; Milby, Tammy M., Ed.
2016-01-01
The number of English language students in American schools has dramatically increased in recent years, creating a greater awareness of cross-cultural issues and considerations in education. Globalization as well as an increase in international exchange student programs has proven that pre-service teachers can benefit from traveling abroad and…
Teachers' voices: A comparison of two secondary science teacher preparation programs
NASA Astrophysics Data System (ADS)
Kohlhaas Labuda, Kathryn
This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers
ERIC Educational Resources Information Center
Bond, Nathan; Goodwin, Marilyn; Summers, Emily
2013-01-01
This article describes the conditions for establishing an advanced master's degree program that focuses on teacher leadership. The creation of the model is examined from the perspective of nine administrators from Eanes Independent School District in Austin, Texas, and Texas State University-San Marcos. These administrators collaborated to design…
Teacher Leaders: Advancing Mathematics Learning
ERIC Educational Resources Information Center
Kinzer, Cathy J.; Rincón, Mari; Ward, Jana; Rincón, Ricardo; Gomez, Lesli
2014-01-01
Four elementary school instructors offer insights into their classrooms, their unique professional roles, and their leadership approaches as they reflect on their journey to advance teacher and student mathematics learning. They note a "teacher leader" serves as an example to other educators and strives to impact student learning;…
New Teacher Induction: A Program Evaluation
ERIC Educational Resources Information Center
Hunter, J. Warren
2016-01-01
The purpose of this qualitative program evaluation was to examine the impact a two-year new teacher induction program had on teachers' feelings of support, satisfaction, and self-efficacy. The program purports that higher feelings of support, satisfaction, and self-efficacy in teachers will lead to lower teacher attrition. In turn, research shows…
Curriculum and Practice of an Innovative Teacher Professional Development Program
ERIC Educational Resources Information Center
Horton, Akesha; Shack, Kyle; Mehta, Rohit
2017-01-01
The MSUrbanSTEM fellowship program provides exemplary urban STEM teachers the opportunity to engage in transformative instructional and leadership experiences that support the advancement of their teaching practice. In this chapter, we provide a foundational examination of the development and implementation of a curriculum for this innovative…
Teachers Need Teachers: An Induction Program for First Year Bilingual Teachers.
ERIC Educational Resources Information Center
Sosa, Alicia Salinas; Gonzales, Frank
A critical shortage of bilingual teachers exists in Texas. While the Hispanic population has grown at a 39% rate, the number of Hispanic teachers has declined. The Teachers Need Teachers program in San Antonio pairs about 75 new bilingual education teachers with experienced bilingual education teachers, who serve as mentors. Its purpose is to…
Teacher Development Program: A Vehicle for Assisting Pre-Service Teachers
ERIC Educational Resources Information Center
Wood, Frances B.
2010-01-01
In 1990 the Teacher Development Program was created by the Office of Professional Field Experiences at Southeastern Louisiana University to better the quality and improve the success rate of teacher candidates and student teachers. The fundamental principle behind the program was to provide assistance for pre-service teachers who need immediate…
ERIC Educational Resources Information Center
American Association of Colleges for Teacher Education, Washington, DC.
The recommended standards for teacher education presented in this booklet are the result of a 3-year study conducted by the Evaluative Criteria Study Committee of AACTE. The recommendations are presented in two major sections, one concerned with standards for basic teacher education programs (programs for the initial preparation of teachers…
Teacher Enhancement and Preparation Programs
NASA Technical Reports Server (NTRS)
1995-01-01
These two programs provide opportunities for K-12 teachers of mathematics, science, and technology to spend two weeks at a NASA center learning about aeronautics and space. Participants are selected by peer review from a contracting agent that assists NASA in administering the program. Each teacher receives a stipend that covers the cost of travel, housing, meals, and graduate credit. NEWMAST provides for approximately 100 secondary teachers, and NEWTEST is a program designed to meet the needs of approximately 125 elementary teachers each summer. Teachers are provided with a wide variety of experiences including research laboratory observations, presentations, and 'shadowships'. Individual and team projects are used to enhance the participants knowledge of space and aeronautics and to motivate the teachers to incorporate the summer workshop activities into their classrooms.
Are Elementary Teacher Education Programs the Real Problem of Unqualified Teachers?
ERIC Educational Resources Information Center
Weitman, Catheryn J.; Colbert, Ronald P.
This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state…
ERIC Educational Resources Information Center
Immaculate Heart Coll., Los Angeles, CA.
Immaculate Heart College, Los Angeles, California developed a self-initiated and self-directed curriculum in the Teacher Preparation Program. The curriculum was based on a spiral planning model. Emphasis was placed on continuous evaluation, exploration of the learning experience, development of experimental teacher training experiences in the…
Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education
ERIC Educational Resources Information Center
Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle
2017-01-01
Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…
Teacher Research Programs = Increased Student Achievement
NASA Astrophysics Data System (ADS)
Dubner, J.
2011-12-01
Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.
Rating Teacher-Preparation Programs
ERIC Educational Resources Information Center
Von Hippel, Paul T.; Bellows, Laura
2018-01-01
Recent policies intended to improve teacher quality have focused on the preparation that teachers receive before entering the classroom. A short-lived federal rule would have required every state to assess and rank teacher-preparation programs by their graduates' impact on student learning. Though the federal rule was repealed, last year some 21…
Characteristics of a Good Programming Teacher.
ERIC Educational Resources Information Center
Kushan, Barbara
This paper identifies characteristics of a "good" programming teacher, derived from a study of four teachers in charge of beginning courses in BASIC programming language at high schools in the Greater Kansas City area. In addition to doing classroom observation, the researcher interviewed the teachers themselves, students, and the…
ERIC Educational Resources Information Center
Scott-Coleman, Renette S.
2017-01-01
Studies have shown school districts across the United States strive to meet the needs of first-year teachers by adding various components within a beginning teacher induction program. The purpose of this study was to determine if a relationship existed between beginning teacher induction programming and the overall TEAM observation scores of…
The Development and Validation of a Teacher Preparation Program: Follow-Up Survey
ERIC Educational Resources Information Center
Schulte, Laura E.
2008-01-01
Students in my applied advanced statistics course for educational administration doctoral students developed a follow-up survey for teacher preparation programs, using the following scale development processes: adopting a framework; developing items; providing evidence of content validity; conducting a pilot test; and analyzing data. The students…
ERIC Educational Resources Information Center
Egne, Robsan M.
2017-01-01
This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The…
Development of Teachers as Scientists in Research Experiences for Teachers Programs
NASA Astrophysics Data System (ADS)
Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa
2014-11-01
This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.
Computer Literacy of Turkish Preservice Teachers in Different Teacher Training Programs
ERIC Educational Resources Information Center
Ozsevgec, Tuncay
2011-01-01
This paper reports on an investigation into the sophomore and senior preservice teachers' computer literacy in different teacher training programs and to determine relationship between grades and the teacher training programs in terms of their computer literacy. The study used case study research methodology, and the sample consisted of 276…
ERIC Educational Resources Information Center
Park, Kelly; Caine, Vera; Wimmer, Randolph
2014-01-01
Enriched high school curricula like the Advanced Placement and International Baccalaureate Diploma programs are endorsed as "pathway programs" for postsecondary-bound students. Program participation is perceived to have benefits that appeal to a broad stakeholder group of universities, administrators, teachers, students, and parents. In…
ERIC Educational Resources Information Center
Ingvarson, Lawrence; And Others
The absence of a professional career structure for teachers is not a new problem. In 1989, Australian unions, employers, and governments negotiated the Advanced Skills Teacher (AST) classification. Three levels of AST status involving salary increases were proposed to offer teachers a professional career path in teaching comparable in status to…
ERIC Educational Resources Information Center
Data Quality Campaign, 2014
2014-01-01
State leaders are increasingly focused on improving college and university programs that prepare teachers as a route to a high-quality teacher workforce. This work requires significant data capacity to reliably and securely link teachers with their students' achievement and growth data with the state's teacher preparation programs. This fact sheet…
Teacher Research Experience Programs = Increase in Student Achievement
NASA Astrophysics Data System (ADS)
Dubner, J.
2010-12-01
Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.
Does Teacher Certification Program Lead to Better Quality Teachers? Evidence from Indonesia
ERIC Educational Resources Information Center
Kusumawardhani, Prita Nurmalia
2017-01-01
This paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample…
The Arizona Performance-Based Teacher Certification Program.
ERIC Educational Resources Information Center
Kelley, Michael F.
In response to public pressures and a legislative mandate, the State of Arizona began to systematically evaluate prospective teachers while concomitantly requiring a restructuring of the Arizona teacher preparation programs at the college and university level as part of a program entitled the Arizona Performance-Based Teacher Certification…
Research on teacher education programs: logic model approach.
Newton, Xiaoxia A; Poon, Rebecca C; Nunes, Nicole L; Stone, Elisa M
2013-02-01
Teacher education programs in the United States face increasing pressure to demonstrate their effectiveness through pupils' learning gains in classrooms where program graduates teach. The link between teacher candidates' learning in teacher education programs and pupils' learning in K-12 classrooms implicit in the policy discourse suggests a one-to-one correspondence. However, the logical steps leading from what teacher candidates have learned in their programs to what they are doing in classrooms that may contribute to their pupils' learning are anything but straightforward. In this paper, we argue that the logic model approach from scholarship on evaluation can enhance research on teacher education by making explicit the logical links between program processes and intended outcomes. We demonstrate the usefulness of the logic model approach through our own work on designing a longitudinal study that focuses on examining the process and impact of an undergraduate mathematics and science teacher education program. Copyright © 2012 Elsevier Ltd. All rights reserved.
GLOBE Program Teacher's Guide.
ERIC Educational Resources Information Center
1997
The GLOBE Program is a worldwide, hands-on educational program for elementary and secondary school students. GLOBE aims to increase student achievement in mathematics and science, awareness towards the environment, and improve science process skills through network technology. This teacher's guide provides an overview of the GLOBE program and…
Changes in teacher efficacy and beliefs during a one-year teacher preparation program
NASA Astrophysics Data System (ADS)
Lockman, Alison Schirmer
This study attempted to further understanding of factors affecting the teacher efficacy beliefs of secondary science preservice teachers, and to develop a model relating teacher efficacy to beliefs about teaching and students. A mixed quantitative and qualitative methodology was utilized in order to track participants' beliefs both broadly and in depth throughout a one-year teacher preparation program. Results from this analysis revealed that preservice teachers at the end of the program had significantly higher personal science teaching efficacy beliefs than at the beginning of the program. No significant difference in science teaching outcome expectancy beliefs was found, although individual preservice teachers did develop alternate beliefs. Teacher efficacy beliefs were directly affected by three of Bandura's four sources of self-efficacy beliefs---Mastery experiences, vicarious experiences, and verbal persuasion---with the influence of each source of self-efficacy information appearing to change during the course of the teacher preparation program. No evidence was found that affective states by themselves had resulted in belief changes, although many of the other experiences were more powerful because they were accompanied by an emotional incident. Connections between teacher efficacy beliefs, beliefs about students, and beliefs about teaching were uncovered, as was the importance of content knowledge and pedagogical content knowledge on a teacher's sense of efficacy.
Issues Surrounding the Evaluation of Teacher Internship Programs
NASA Astrophysics Data System (ADS)
Barrett, D.
2006-12-01
Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school math, science and technology teachers in over 1100 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program has an advisory board composed of university researchers, business and education leaders. The board members work in various subcommittees assisting the program with areas such as sponsor recruitment, evaluation and long term planning. The evaluation subcommittee has been actively involved in providing direction regarding the evaluation of the GIFT program's impact on teachers and their students. The program recently conducted a survey of its former participants. This presentation will discuss the results of the survey and the challenges associated with program evaluation of teacher internship programs.
Teacher beliefs and cultural models: A challenge for science teacher preparation programs
NASA Astrophysics Data System (ADS)
Bryan, Lynn A.; Atwater, Mary M.
2002-11-01
The purpose of this paper is to present an argument for developing science teacher education programs that examine teachers' beliefs about multicultural issues and their impact on science teaching and learning. In the paper, we (a) delineate a rationale for the study of teacher beliefs about issues of culture and its impact on science teaching and learning; (b) assert three major categories of teacher beliefs to examine for designing teacher education programs that aim to meet the challenges of increasingly culturally diverse classrooms; and (c) discuss implications for science teacher education programs and research. Research has shown that knowing teachers' beliefs and designing instruction and experiences to explicitly confront those beliefs facilitate refinement of and/or transformation of beliefs and practices (Bryan & Abell, J Res Sci Teaching, 36, 121-140, 1999; Harrington & Hathaway, J Teacher Education, 46, 275-284, 1995; Hollingsworth, Am Educational Res J, 26(2), 160-189, 1989; Olmedo, J Teaching Teacher Education, 13, 245-258, 1997; Tobin & LaMaster, J Res Sci Teaching, 32, 225-242, 1995). Furthermore, prior to student teaching, preservice teachers need to be at least culturally sensitive teachers (Gillette, In Teacher Thinking in Cultural Contexts, F. A. Rios (Ed.); Albany, NY: State University of New York Press; 1996, pp. 104-128). Science educators need to continue to identify those beliefs and practices that undergird desirable and equitable science instruction.
1997 NASA/MSFC Summer Teacher Enrichment Program
NASA Technical Reports Server (NTRS)
1999-01-01
This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.
An Analysis of the Selection and Training of Guiding Teachers in an Urban Teacher Education Program
ERIC Educational Resources Information Center
Lopez, Carmen Lizette
2012-01-01
In response to a growing trend towards alternative teacher education programs, this study aims to direct the focus on traditional teacher preparation programs. The purpose of this study is to analyze the processes of how classroom teachers are selected, trained, and supported as guiding teachers in one urban teacher education program. The…
Status Report on the Virginia Beginning Teacher Assistance Program.
ERIC Educational Resources Information Center
Caldwell, Michael
This report presents a description of the Virgina Beginning Teacher Assistance Program (BTAP), its background and rationale, development, major program assumptions, and major program activities. The Virginia BTAP has three major components: teacher assessment, teacher assistance, and program management. The development and implementation of each…
ERIC Educational Resources Information Center
Lin, Pei-Ying; Childs, Ruth A.; Zhang, Jingshun
2016-01-01
Previous studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who…
Teacher Research Programs Participation Improves Student Achievement in Science
NASA Astrophysics Data System (ADS)
Dubner, J.
2009-12-01
Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers’ skills in communicating science to students. We have measured the impact of New York City public high school science teacher participation in Columbia University’s Summer Research Program for Science Teachers on their students’ academic performance in science. In the year prior to program entry, students of participating and non-participating teachers passed a New York State Regents science examination at the same rate. In years three and four following program entry, participating teachers’ students passed Regents science exams at a higher rate (p = 0.049) than non-participating teachers’ students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings.
A Collaborative, Alternative Teacher Certification Program.
ERIC Educational Resources Information Center
Securro, Samuel, Jr.; And Others
In the summer of 1986, three institutions (West Virginia State College, West Virigina College of Graduate Studies, and West Virgina Institute of Technology) consorted to design an alternative teacher certification program to attract and retain a qualified pool of mathematics and science teachers. Known as the Field-Based Training Program (FBTP),…
Supporting Peace Education in Teacher Education Programs
ERIC Educational Resources Information Center
Baker, Marianne; Martin, Doris; Pence, Holly
2008-01-01
In examining their elementary teacher education program at James Madison University, from their mission to the curriculum and program delivery, the authors used the opportunity to focus explicitly on peace education. The mission and content of teacher education programs are determined largely by the faculty of the institutions of higher education…
English 341: Advanced Composition for Teachers
ERIC Educational Resources Information Center
Duffy, William
2013-01-01
English 341: Advanced Composition for Teachers is a three-credit undergraduate course for pre-service educators at Francis Marion University, a mid-size public university located in northeast South Carolina. According to the university catalog, students enrolled in English 341 "explore connections among writing, teaching, and learning as they…
School of Education - Teacher Preparation Program.
ERIC Educational Resources Information Center
University of the Pacific, Stockton, CA.
In recognition of the fact that teachers in this pluralistic society must have a multiplicity of skills, the School of Education of the University of the Pacific in 1970 initiated a self-study structure which resulted in a critical evaluation of its existing programs for the preparation of teachers. Programs were initiated and strengthened in…
NASA/NSU Pre-Service Teacher Program Report: Narrative and Program Outcomes
NASA Technical Reports Server (NTRS)
2003-01-01
The NASA/NSU Pre-Service Teacher Program seeks to address the critical role that NASA Langley Research Center and Norfolk State University, working in tandem with other institutions around the country, can play in support or pre-service teacher education. Pre-service teachers are selected from designated institutions that serve large minority populations.The program consists of a National Conference and a Summer Institute.
2014 Teacher Prep Review: A Review of the Nation's Teacher Preparation Programs
ERIC Educational Resources Information Center
Greenberg, Julie; Walsh, Kate; McKee, Arthur
2014-01-01
"Teacher Prep Review 2014" is the second edition of the National Council on Teacher Quality's (NCTQ's) annual assessment of the nation's 2,400 teacher prep programs. The "Review" uncovers early evidence that teacher prep programs are beginning to make changes. It arrives at a time of heightened, unprecedented…
Teacher Leadership Program Readiness Surveys. Toolkit/Guide
ERIC Educational Resources Information Center
Finster, Matthew
2016-01-01
Federal initiatives, such as the Teacher Incentive Fund (TIF), encourage school districts to develop teacher leadership (TL) roles and use funds to provide incentives for teachers to fill them. Before starting a teacher leader program, school districts should assess whether their current conditions are favorable to implementing teacher leader…
Graduate Programs in Education: Impact on Teachers' Careers
ERIC Educational Resources Information Center
Tucker, Janice; Fushell, Marian
2013-01-01
This paper examined teachers' decisions to pursue graduate programs and their career choices following completion of their studies. Based on document analysis and statistical examination of teacher questionnaire responses, this study determined that teachers choose graduate studies for different reasons, their program choice influences future…
ERIC Educational Resources Information Center
Poole, Kerry D.
2014-01-01
Florida has experienced some of the greatest growth of Advanced Placement (AP) programs in recent years and student scores on the AP exams have evolved into a highly significant metric in evaluating student proficiency and teacher and school effectiveness. Despite this growth, it is not well known how AP teachers make decisions about the content…
Evolution of a Teacher Professional Development Program that Promotes Teacher and Student Research
NASA Astrophysics Data System (ADS)
Pompea, S. M.; Croft, S. K.; Garmany, C. D.; Walker, C. E.
2005-12-01
The Research Based Science Education (RBSE) and Teacher Leaders in Research Based Science (TLRBSE) programs at the National Optical Astronomy Observatory have been evolving for nearly ten years. Our current program is actually a team of programs aiding teachers in doing research with small telescopes, large research-grade telescopes, astronomical data archives, and the Spitzer Space Telescope. Along the way, as these programs evolved, a number of basic questions were continuously discussed by the very talented program team. These questions included: 1) What is real research and why should we encourage it? 2) How can it be successfully brought to the classroom? 3) What is the relative importance of teacher content knowledge versus science process knowledge? 4) How frustrating should an authentic research experience be? 5) How do we measure the success of our professional development program? 6) How should be evaluate and publish student work? 7) How can teachers work together on a team to pursue research? 8) What is the model for interaction of teachers and researchers - equal partners versus the graduate student/apprentice model? 9) What is the ideal mix of skills for a professional development team at NOAO? 10) What role can distance learning play in professional preparation? 11) What tools are needed for data analysis? 12) How can we stay funded? Our evolving program has also been used as a test bed to examine new models of teacher's professional development that may aid our outreach efforts in the Large Synoptic Survey Telescope program, the Thirty-Meter Telescope program, and the National Virtual Observatory program. We will describe a variety of lessons learned (and relearned) and try to describe best practices in promoting teacher and student research. The TLRBSE Program is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research
Comparison of University-Based Teacher Certification Programs and Alternative Certification Programs
ERIC Educational Resources Information Center
Roberts, Keonna
2016-01-01
The purpose of this qualitative study was to understand further similarities and differences between traditionally certified teachers and alternatively certified teachers specifically in the areas of teacher self-efficacy, classroom management, and teacher perceptions of their preparation program. The following research questions guided this…
Do Teacher Education Programs Have Personality?
ERIC Educational Resources Information Center
Denzine, Gypsy M.; Martin, William E., Jr.; Cramblet, Leslie D.
2005-01-01
Teacher education programs might consider the extent to which their own curriculum provides pre-service teachers with some foundational knowledge in personality psychology. It seems reasonable to consider that a course in educational psychology might be the course in which future teachers are presented an introduction to personality theory. In…
Teaching Advanced Life Sciences in an Animal Context: Agricultural Science Teacher Voices
ERIC Educational Resources Information Center
Balschweid, Mark; Huerta, Alexandria
2008-01-01
The purpose of this qualitative study was to determine agricultural science teacher comfort with a new high school Advanced Life Science: Animal course and determine their perceptions of student impact. The advanced science course is eligible for college credit. The teachers revealed they felt confident of their science background in preparation…
THE TUTORIAL AND CLINICAL PROGRAM OF TEACHER EDUCATION.
ERIC Educational Resources Information Center
HAZARD, WILLIAM R.
TO EXPLORE THE POTENTIAL OF A TEACHER EDUCATION PROGRAM FOR FRESHMEN EDUCATION MAJORS WHICH EMPHASIZES DIRECT TEACHING EXPERIENCE RATHER THAN THE LECTURE-DISCUSSION FORMAT, THIS EXPERIMENTAL PROGRAM WAS BEGUN IN 1964. ITS STUDENTS COMBINE A FULL ACADEMIC SCHEDULE WITH CLINICAL EXPERIENCES AS TEACHER AIDES, TUTORS, OBSERVERS, AND STUDENT TEACHERS.…
ERIC Educational Resources Information Center
Bowie, Robert L.
A study investigated how future teachers viewed themselves as writers and writing teachers and how these identities were being addressed in teacher education programs. Subjects, 226 student teachers at Middle Tennessee State University, responded to a questionnaire designed to measure both writing apprehension and beliefs about the role and…
Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality
ERIC Educational Resources Information Center
Whitebook, Marcy; King, Elizabeth; Philipp, George; Sakai, Laura
2016-01-01
Early childhood teachers routinely face insufficient teaching supports and inadequate rewards for their education and commitment (e.g., low pay, lack of professional supports, and lack of benefits). These shortcomings contribute to poor program quality and fuel high levels of teacher turnover, preventing program improvement and making it…
Criteria for Evaluating Advancement Programs.
ERIC Educational Resources Information Center
Heemann, Warren, Ed.
Criteria for evaluating college and university advancement programs are presented, based on the efforts of professional area trustees and advisory committees of the Council for Advancement and Support of Education (CASE). The criteria can be useful in three ways: as the basis of internal audits of advancement programs or program components; as the…
ERIC Educational Resources Information Center
Çetin, Oguz
2017-01-01
The purpose of this research is to comparatively investigate the efficacy levels of pre-service science (Science, Biology, Physics, and Chemistry) teachers enrolled at the Undergraduate Program of Science Teacher Education and Pedagogical Formation Program. A total of 275 pre-service teachers who were studying in different programmes in the…
Sustainability of teacher implementation of school-based mental health programs.
Han, Susan S; Weiss, Bahr
2005-12-01
Evidence-based prevention and intervention programs are increasingly being implemented in schools and it therefore is becoming increasingly important to understand the complexities of program implementation under real-world conditions. Much research has focused on the contextual factors that influence program implementation but less work has attempted to provide an integrated understanding of mechanisms (e.g., teacher-training processes) that affect teachers' program implementation. In this paper, we review literature on factors related to teachers' implementation of school-based prevention and intervention programs, then from this review abstract what we believe are four basic ingredients that characterize potentially sustainable teacher-implemented classroom programs. Finally, we present a sequential model, based on these ingredients, of the naturalistic processes underlying sustainability of teachers' program implementation and describe how this sustainability can be enhanced through provision of teacher training and performance feedback from a classroom consultant.
The Induction Program--Teachers' Experience after Five Years of Practice
ERIC Educational Resources Information Center
Eisenschmidt, Eve; Oder, Tuuli; Reiska, Epp
2013-01-01
The induction program to provide support for novice teachers was introduced into teacher education in Estonia in 2004. The teachers who participated in the first program have now been working for several years. To evaluate the effectiveness of induction activities, we explored how mentoring and an induction program influence teachers' opinions…
Multiculturalism in Four Teacher Education Programs: For Replication or Transformation
ERIC Educational Resources Information Center
Ensign, Jacque
2009-01-01
This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…
Teachers' participation in research programs improves their students' achievement in science.
Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D
2009-10-16
Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.
Professional choices and teacher identities in the Science Teacher Education Program at EACH/USP
NASA Astrophysics Data System (ADS)
Dominguez, Celi Rodrigues Chaves; Viviani, Luciana Maria; Cazetta, Valéria; Guridi, Verónica Marcela; Faht, Elen Cristina; Pioker, Fabiana Curtopassi; Cubero, Josely
2015-12-01
In this article, we present results from a research project in which the main aim was to understand students' decision-making processes in choosing to become a teacher and to make sense of the relationships between this process and the formation of their identity as a teacher. The study was conducted with 39 students from the Science Teacher Education Program (LCN) at the São Paulo University (USP) School of Arts, Sciences, and Humanities (EACH) in Brazil while the students engaged in a supervised practical internship. The data used in this study was collected from narratives written by the students in which they provided their reasons for selecting the LCN program and for choosing a teaching career. The analysis showed several elements contributing to their decision making and the formation of their identities as teachers, including the nature of the undergraduate program, representational models of teaching/teachers, the possibility of being an agent for social transformation, and an affinity toward natural sciences and/or education. Findings from this research offer implications for improvement of the LCN program and suggestions for designing teacher education programs to include actions for improving the teaching career as a life project for new students.
NASA Astrophysics Data System (ADS)
Rebull, L. M.; Gorjian, V.; Squires, G.; Nitarp Team
2012-08-01
How many times have you gotten a question from the general public, or read a news story, and concluded that "they just don't understand how real science works?" One really good way to get the word out about how science works is to have more people experience the process of scientific research. Since 2004, the way we have chosen to do this is to provide authentic research experiences for teachers using real data (the program used to be called the Spitzer Teacher Program for Teachers and Students, which in 2009 was rechristened the NASA/IPAC Teacher Archive Research Program, or NITARP). We partner small groups of teachers with a mentor astronomer, they do research as a team, write up a poster, and present it at an American Astronomical Society (AAS) meeting. The teachers incorporate this experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program differs from other similar programs in several important ways. First, each team works on an original, unique project. There are no canned labs here! Second, each team presents their results in posters at the AAS, in science sessions (not outreach sessions). The posters are distributed throughout the meeting, in amongst other researchers' work; the participants are not "given a free pass" because they are teachers. Finally, the "product" of this project is the scientific result, not any sort of curriculum packet. The teachers adapt their project to their classroom environment, and we change the way they think about science and scientists.
ERIC Educational Resources Information Center
Güngör, Sabri; Özdemir, Yalçin
2017-01-01
This study aims to determine the variables affecting teacher candidates' perceived self-efficacy levels. The study was conducted with 560 students who attended the pedagogical formation programs, a type of teacher training program, run by two different universities in Turkey during the academic year of 2016-2017. The data was obtained by Teachers'…
Preparing New Teachers: Operating Successful Field Experience Programs.
ERIC Educational Resources Information Center
Slick, Gloria Appelt, Ed.
This is the second in a series of four books presenting a variety of field experience program models and philosophies that drive the programs provided to preservice teachers during their undergraduate teacher preparation. This publication addresses the operational aspects of a successfully functioning field experience program and office. The…
A Space Science Teacher Professional Development Program
NASA Astrophysics Data System (ADS)
Limaye, Sanjay S.; Pertzborn, Rosalyn A.
Recent adoption of state/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy/Space Science content have had little education in the area regardless of when they obtained their certification. To meet this growing need the Office of Space Science Education has developed a program to offer teachers background content knowledge through summer workshops and periodic school year meetings for a small number of teachers from Wisconsin and Illinois. The program has included lectures by experts tours of observatories (professional and amateur) science museums and planetariums and on-line learning. A highlight of the program has been introducing teachers to hands-on observing through remotely accessible telescopes. Another aspect has been to make them aware of the many resources available to them through NASA missions. The most significant benefit for the teachers however has been the creation of a peer group and the support it offers in sharing curriculum and lesson plans. This effort has been supported by a NASA/IDEAS grant
Influences of Teacher Preparation Program on Preservice Science Teachers' Beliefs
ERIC Educational Resources Information Center
Nuangchalerm, Prasart; Prachagool, Veena
2010-01-01
Teacher preparation program is routinely make decisions regarding the best pedagogical methods from field experience studies, it can alter students' understandings about academic content and some characteristics through professional practices. This study tries to investigate the extent to which individuals learning to be teachers feel what…
Culturally Responsive Pedagogy for Teacher Candidates of Color in Teacher Education Programs
ERIC Educational Resources Information Center
Gist, Conra D.
2011-01-01
This dissertation study uses culturally responsive pedagogy as a conceptual framework for exploring how teacher educators structure content, pedagogy, and classroom communities for teacher candidates of color at two model teacher education programs. Using multiple data sources including interviews, focus groups, classroom observations, faculty and…
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…
Advanced Standards in Gifted Education Teacher Preparation
ERIC Educational Resources Information Center
National Association for Gifted Children, 2013
2013-01-01
After mastering initial standards for the preparation of teachers of the gifted, many educators in gifted education continue their professional growth toward mastery of advanced professional standards at the post baccalaureate levels. For some this means deepening their understandings and expertise and adding new responsibilities for leadership…
ERIC Educational Resources Information Center
National Science Teachers Association (NJ1), 2007
2007-01-01
The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…
Spitzer Space Telescope Research Program for Teachers and Students
NASA Astrophysics Data System (ADS)
Daou, D.
2005-12-01
The Spitzer Science Center (SSC) and the National Optical Astronomy Observatory (NOAO) have designed a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Space Telescope (SST) archives, and to receive training in infrared astronomy and observational techniques. The teachers also attended a workshop offered by the SSC to learn about the observation planning process, and telescope and instrument capabilities. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the Spitzer Space Telescope and work on their data with SSC and NOAO scientists. This program allows a team of 12 teachers and their students to utilize up to 3.5 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. Leveraging on a well-established teacher professional development, the SSC is offering this program to teachers in the Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing program at the NOAO. This NSF-sponsored program touches the formal education community through a national audience of well-trained and supported middle and high school teachers.
Teacher Performance Pay Programs and Necessary Communication Actions
ERIC Educational Resources Information Center
Heneman, Herbert G., III; Worth, Robin; Arrigoni, Jessica; Kimball, Steven M.; Milanowski, Anthony
2013-01-01
Teacher performance pay programs have proliferated across the country over the past 20 years. To aid in understanding their many variations, the seven major components of these programs are described. Three examples of teacher performance pay programs are provided for illustration: Denver ProComp, TAP, and Houston ASPIRE. Evidence is mixed on the…
A Field-Based Curriculum Model for Earth Science Teacher-Preparation Programs.
ERIC Educational Resources Information Center
Dubois, David D.
1979-01-01
This study proposed a model set of cognitive-behavioral objectives for field-based teacher education programs for earth science teachers. It describes field experience integration into teacher education programs. The model is also applicable for evaluation of earth science teacher education programs. (RE)
NASA Astrophysics Data System (ADS)
Nyman, M. W.; Ellwein, A. L.; Geissman, J. W.; McFadden, L. D.; Crossey, L. J.
2007-12-01
An important component for future directions of geoscience departments is public education. The role of geoscience departments in the preparation and professional development of K-12 teachers is particularly critical, and merges with other teaching missions within the University. The importance of geoscience content for teachers (and the general public) is evident in the numerous earth science related public policy issues that are the subject of ever-increasing attention (climate change, energy resources, water utilization, etc.). The earth and space sciences are not only included in both state and federal science content education standards but are also inherently interesting to students and therefore provide an important gateway to foster interest in science as well as other scientific disciplines. For over 10 years, the Department of Earth and Planetary Sciences (EPS) at the University of New Mexico (UNM) has housed and supported the Natural Science Program (NSP), which provides science content courses and numerous programs for K-12 pre- and in-service teachers. Classes and laboratories are integrated, and are capped at 21 students in the 200-level courses, assuring an active and supportive learning environment for students who are typically science-phobic with negative or no experiences with science. Enrollments are maintained at ~150 preservice teachers per semester. The program is staffed by two lecturers, who have advanced degrees in the geosciences as well as K-12 teaching experience, and several part time instructors, including graduate students who gain valuable teaching experience through teaching in the NSP. With continued support from the department, the NSP has expanded to develop robust and functional relationships related to science teacher professional development with Sandia National Laboratories and local school districts, initiated development of a graduate certificate in science teaching and, advanced a proposal for the development of an Energy
Adventures in supercomputing: An innovative program for high school teachers
DOE Office of Scientific and Technical Information (OSTI.GOV)
Oliver, C.E.; Hicks, H.R.; Summers, B.G.
1994-12-31
Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials ismore » remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).« less
participants may invite up to two students (one of which may be a graduate student) to participate in hands-on touring the world class facilities at NREL. Program Requirements Participate in the one week summer program. Implement one lesson in the fall or spring. Local teachers receive a stipend of $250 for the one
ERIC Educational Resources Information Center
Kasun, G. Sue; Saavedra, Cinthya M.
2016-01-01
In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4-week program were predominantly white, like the majority of…
Galileo Teacher Training Program - GTTP Days
NASA Astrophysics Data System (ADS)
Heenatigala, T.; Doran, R.
2012-09-01
Despite the vast availability of teaching resources on the internet, finding a quality and user-friendly materials is a challenge. Many teachers are not trained with proper computing skills to search for the right materials. With years of expertise training teachers globally, Galileo Teacher Training Program (GTTP) [1] recognize the need of having a go-to place for teachers to access resources. To fill this need GTTP developed - GTTP Days - a program creating resource guides for planetary, lunar and solar fields. Avoiding the imbalance in science resources between the developed and undeveloped world, GTTP Days is available both online and offline as a printable version. Each resource guide covers areas such as scientific knowledge, exploration, observation, photography, art & culture and web tools. The lesson plans of each guide include hands-on activities, web tools, software tools, and activities for people with disabilities [2]. Each activity indicate the concepts used, the skills required and age level which guides the teachers and educators to select the correct content suitable for local curriculum.
Tools to Assess the Impact of Teacher Enhancement Programs
NASA Astrophysics Data System (ADS)
Heatherly, S. A.; Maddalena, R. J.; Govett, A.; Hemler, D.
1997-05-01
Beginning in 1994, the NRAO has hosted an NSF-funded program, ``Research Experience in Teacher Preparation (RETP),'' in which inservice and preservice science teachers participate in residential institutes lasting one or two weeks. While on site, they conduct open-ended investigations using a 40-foot diameter working radio telescope. The aim of RETP has been to deepen and personalize participants' understanding of the nature of science, and to assist them in applying their newfound knowledge to their classroom teaching. So far RETP, and the teacher enhancement programs from which it evolved, have trained 434 inservice and 69 preservice teachers. The impact of the research experience on teachers' perceptions of themselves as professionals and their views of science was initially assessed through open-ended questionnaires and participant journals. From teachers' responses we learned that the research experience has a profound, positive influence on participants' views of science and increased their confidence in using research-based teaching methods. However, determining what actually happens in the classroom is harder to evaluate and requires a more structured approach. Therefore, to determine what changes occurred in teachers and their students, five survey instruments were developed. The instruments: 1) assess changes in teachers' perceptions of their ability to conduct research; 2) gauge teachers' perceptions of three aspects of the institute; 3) measure changes in teachers' concerns about implementing classroom research projects; 4) evaluate the development of teachers' understanding into the nature of science; and 5) determine changes in their students' perceptions of science and science class. To increase the reliability of the instruments, the survey questions were tested for internal consistency. Early results show that the RETP program has significantly affected participants and their students. These instruments are useful not only for evaluating this
Teachers' Perception on Pay-for-Performance Programs in Georgia
ERIC Educational Resources Information Center
Mighty, Nardiann Kenisha
2013-01-01
States are implementing performance programs to help reform compensation systems for teachers; however, little is known on teachers' perception on alternative pay plans. Accordingly, this research study examined the types of pay-for-performance programs Georgia teachers prefer by exploring their perceptions of pay for individual performance, pay…
Behavior and Classroom Management: Are Teacher Preparation Programs Really Preparing Our Teachers?
ERIC Educational Resources Information Center
Flower, Andrea; McKenna, John William; Haring, Christa D.
2017-01-01
Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers.…
Fostering Lifelong Learning--Evaluation of a Teacher Education Program for Professional Teachers
ERIC Educational Resources Information Center
Finsterwald, Monika; Wagner, Petra; Schober, Barbara; Luftenegger, Marko; Spiel, Christiane
2013-01-01
Modern economics has placed lifelong learning (LLL) at the center of an intensive ongoing political debate. Evidenced-based interventions are needed, not only in continuing education courses for teachers, but also in schools. This paper introduces evaluation results of TALK, a teacher education program for professional teachers with the objective…
An Interdisciplinary Teacher Education Program.
ERIC Educational Resources Information Center
And Others; Little, Robert M.
1980-01-01
The University of Washington School of Dentistry developed a 36-month formal teacher education program in combination with joint specialty training in pedodontics and orthodontics. The rationale and structure of the original program is outlined and the reasons for its termination are discussed. (Author/MLW)
ERIC Educational Resources Information Center
Schwab, Richard L.; DeFranco, Thomas C.; McGivney-Burelle, Jean
2004-01-01
The article discusses the Integrated Bachelor's/Master's (IB/M) Teacher Preparation, a five-year teacher preparation program that integrates coursework, school-based clinic experiences, and university and K-12 faculty in the preparation of pre-service teachers. A major component of the IB/M program is the relationship with selected public school…
Home Economics Education Handbook. Teacher Trainee Program.
ERIC Educational Resources Information Center
Jax, Judy A., Comp.
Developed for cooperating teachers and teacher trainees working with the University of Wisconsin-Stout's Home Economics Education Program, this handbook is intended as a reference which may supplement the guidance given by the cooperating teacher, principal, college supervisor or other personnel involved in the guidance and evaluation of teacher…
TTIP Texas Teacher Internship Program: 1996 Curriculum Implementation Plans.
ERIC Educational Resources Information Center
Walenta, Brian T., Ed.
In 1989, the Texas Alliance for Science, Technology, and Mathematics Education began placing teachers at industry sites as part of its Texas Teacher Internship Program (TTIP). TTIP is a competitive program for science, technology, and mathematics teachers who serve as summer interns at industry and university sites in order to experience…
TTIP: Texas Teacher Internship Program 1994 Curriculum Implementation Plans.
ERIC Educational Resources Information Center
Walenta, Brian T., Ed.
The Texas Teacher Internship Program (TTIP) is a competitive program for science, technology and mathematics teachers who serve as summer interns at industry and university sites in order to experience real world applications of the subjects they teach. This document contains curriculum implementation plans developed by the teachers to illustrate…
Reasons of Teachers for Applying for Graduate Programs and Their Expectations from Programs
ERIC Educational Resources Information Center
Burgaz, Berrin; Kocak, Seval
2015-01-01
This study aims to find out teachers' motivation for applying for graduate programs and to explore their expectations from the programs and their ideas regarding the necessity of such programs for teachers. The paper is based on a qualitative research method and draws its data from focus group interviews. The study used the criterion sampling…
NASA Astrophysics Data System (ADS)
Berger, Hana
throughout the program. More specifically, analysis of the teachers' discourse during the second version revealed that the program led to significant changes in teachers' knowledge about their students' knowledge and in teachers' views about the following: 1. the advantages of the KIRs' innovative teaching tool, 2. the "evidence" as a useful resource for evaluating the contribution of the KIRs to students' learning, and more generally, as a powerful tool for investigating students' learning, and for improving practice, and 3. several "learner-centered" pedagogical aspects: the importance and legitimacy of learning from peers, the need to listen carefully to students' ideas and reflections, and the need to investigate students' knowledge using a variety of methods, and to plan the teaching accordingly. Our analysis of the students' worksheets verified the teachers' findings about their students' initial state of knowledge and the improvement of this knowledge as a result of advancing through the KIR phases. When we extended the sample and examined worksheets of additional classes, we found similar findings. We also found that the students were aware of the improvement in their knowledge and attributed this improvement to their working with the KIRs. Two major recommendations emerge from this study: 1. We recommend that KIRs be routinely incorporated into physics teaching. The results show that the KIRs contribute to teachers' practice and to students' learning and support the teachers in becoming more learner-centered in their teaching. 2. We recommend incorporating an evidence-based approach in long-term programs aimed at bringing about a significant change in the teachers' practice. In order to engage the teachers with the evidence endeavor, it is recommended to introduce them an innovative teaching tool that is considered by them important and to evoke their curiosity to find out empirically about the influence of the tool on their students' learning. It is also
ERIC Educational Resources Information Center
Puryear, Pamela Ann
2012-01-01
Novice teachers often lack effective teaching strategies and exhibit poor classroom management, which creates disruptions in the classroom that lessen the quality of instructional time for students. The purpose of this program evaluation was to examine a teacher-mentor training program and the experiences provided to participants to gain a deeper…
Evaluating an English Language Teacher Education Program through Peacock's Model
ERIC Educational Resources Information Center
Coskun, Abdullah; Daloglu, Aysegul
2010-01-01
The main aim of this study is to draw attention to the importance of program evaluation for teacher education programs and to reveal the pre-service English teacher education program components that are in need of improvement or maintenance both from teachers' and students' perspectives by using Peacock's (2009) recent evaluation model in a…
Teacher Responses to Participation in Hawaii's Kahua Induction Program
ERIC Educational Resources Information Center
Thigpen, Rebecca E.
2011-01-01
This qualitative, phenomenological study investigated teachers' responses to participation in the Kahua Induction Program for new and new-to-district public school teachers in Hawaii. Nine teachers were interviewed who had participated in the program for at least one year in the West Hawaii Complex Area on the island of Hawaii. Long, in-depth…
NASA Astrophysics Data System (ADS)
Thornton, Steve; Giles, Wendy; Prescott, Debbie; Rhodes, David
2011-06-01
This paper reports on the efficacy of an accelerated teacher education program ( Growing Our Own) focused in remote Indigenous communities in the Northern Territory. The program is a joint initiative of Charles Darwin University and the Northern Territory Catholic Education Office, providing an intensive two-year program designed to educate Indigenous Teacher Assistants to full teacher status. We describe the growth in knowledge and confidence that has occurred through the program using the story of one of the students in the project, Philomena, as an evocative representation of the experiences of the participants in the program. This growth is particularly evident in one lesson that Philomena taught towards the end of the program in which she was able to challenge her previously accepted role as subservient to the non-Indigenous teacher. Our discussion highlights some key issues for improving outcomes for Indigenous children, including the potential mismatch between Western and Aboriginal ways of thinking in mathematics and developing the mathematical capacity of Indigenous teacher assistants in remote settings. We suggest that the mutual respect of the participants at various levels of Growing Our Own, the situated and purposeful nature of the learning, and the capacity of students to engage in that learning without abandoning their community responsibilities have been pivotal in enhancing educational outcomes in remote communities and in providing opportunities for Indigenous people.
ERIC Educational Resources Information Center
Donovan, Courtney; Green, Kathy E.; Seidel, Kent
2017-01-01
Core competencies essential for effective teaching were identified via a literature review and a review of standards for teacher education, and vetted by state groups with interests in teacher education. Survey items based on these competencies asked teacher candidates, graduates, and teacher education program faculty how well the program prepared…
NASA Astrophysics Data System (ADS)
Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates
2018-01-01
The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.
Program Changes in Technology Teacher Education in Taiwan.
ERIC Educational Resources Information Center
Lai, Chih-Chien Steven
Taiwan has two technology teacher departments: one at the National Taiwan Normal University (NTNU) and the other at National Kaohsiung Normal University (NKNU). In recent years, both universities' technology teacher education programs have simultaneously followed two lines of development: the transition from an industrial arts education program to…
Chilean Teachers Begin Exchange Program Visit in Magdalena
NASA Astrophysics Data System (ADS)
2007-01-01
. Kelly. The Chilean teachers are visiting Magdalena while they are on their Southern Hemisphere summer vacation, and Magdalena's schools are in session. Two Magdalena teachers, Joleen Welborn and Sandra Montoya, will visit San Pedro in June, while they are on summer vacation and the Chilean schools will be in session. Dr. Eduardo Hardy, the AUI/NRAO representative in Chile, will accompany the Chilean teachers on their visit, which has been coordinated by Harrison. "ALMA is a groundbreaking example of the type of international cooperation that marks the future of astronomy. We are especially pleased to sponsor a program that brings together two communities that both enjoy proximity to world-class astronomical research facilities," said Dr. Fred K.Y. Lo, NRAO Director. "While separated by many miles, San Pedro de Atacama and Magdalena have much in common. Both are small communities in high desert environments, and both are next to telescopes where the world's astronomers will be making many exciting discoveries in the coming decades. Bringing these two communities together will advance education and international understanding," Harrison said. The National Radio Astronomy Observatory is a facility of the National Science Foundation, operated under cooperative agreement by Associated Universities, Inc.
Mentors' Perspectives on the Effectiveness of a Teacher Mentoring Program
ERIC Educational Resources Information Center
Tant-Tierce, Tabatha
2013-01-01
Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors,…
Systems for Program Change in Teacher Education. Teacher Education Forum; Volume 3, Number 18.
ERIC Educational Resources Information Center
Beckner, Weldon E.; Medley, Gene W.
Current trends in teacher education are characterized by programs designed to emphasize approaches to learning which are competency based, field centered, and individualized. Presently few colleges and universitites have progressed very far in the development and implementation of these innovative teacher education programs. This study presents…
NASA Astrophysics Data System (ADS)
Rebull, L.; NITARP Team
2011-12-01
Since 2004, we have provided authentic astronomy research experiences for teachers using professional astronomical data. (The program used to be called the Spitzer Teacher Program for Teachers and Students, and in 2009 was renamed NITARP--NASA/IPAC Teacher Archive Research Program.) We partner small groups of teachers with a mentor astronomer, the team does research, writes up a poster, and presents it at the major annual meeting for professional US astronomers, the American Astronomical Society (winter meeting). The teachers incorporate this research experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program, to the best of our knowledge, is completely unique in the following three ways: (1) Each team does original research using real astronomical data, not canned labs or reproductions of previously done research. (2) Each team writes up the results of their research and presents it at an AAS meeting. Each team also presents the educational results of their experience. (3) The 'products' of the program are primarily the scientific results, as opposed to curriculum packets. The teachers in the program involve students at their school and incorporate the experience into their teaching in a way that works for them, their environment, and their local/state standards. The educators in the program are selected from a nationwide annual application process, and they get three trips, all reasonable expenses paid. First, they attend a winter AAS meeting to get their bearings as attendees of the largest professional astronomy meetings in the world. We sponsor a kickoff workshop specifically for the NITARP educators on the day before the AAS meeting starts. After the meeting, they work remotely with their team to write a proposal, as well as read background literature. In the summer (at a time convenient to all team members), the educators plus up to two students per teacher come
NASA Master Teacher Re-Certification Program
NASA Technical Reports Server (NTRS)
Okari-Brooks, Emma; Thompson, Paul
2000-01-01
Edward Waters College is submitting a final report covering the grant period from January 1999 - April 30, 2000. The Teacher re-certification program at Edward Waters College created a high quality professional development opportunity for middle and high school science teachers which will contribute to the improvement of science education and the use of innovation technologies in the classroom for years to come. The following goals and objectives were met and exceeded during the grant period. 1) A focused and relevant educational technology curriculum based on National Science Education Standard and state-of-the art educational resources that are accepted as one of the qualifications for re-certification in the scientific discipline in Duval County, Florida. 2) The program goal was to recertify 40 middle and high school science teachers over a two- year period. This goal was met and exceeded the projected number by recertifying over 80 middle and high school science and math teachers over a two-year period. 3) Teachers that were recertified were given an opportunity to public information that they developed on EWC's Web page or develop a web page of their own. Area schools were made aware of this information through various forms of communication with the teachers in Duval County School District, i.e., flyers sent from EWC to participants, school newspapers, word of mouth, etc. 4) A multimedia technology resource lab is available at EWC for use as a "Learning Lab" for class field trips by Duval County teachers.
Appendix A: Rankings for All Programs in "NCTQ Teacher Prep Review 2014." [2014 Teacher Prep Review
ERIC Educational Resources Information Center
Greenberg, Julie; Walsh, Kate; McKee, Arthur
2014-01-01
The "NCTQ Teacher Prep Review" evaluates the quality of programs that provide preservice preparation of public school teachers. The rankings of all 2,400 elementary, secondary, and special education programs included in "NCTQ Teacher Prep Review 2014" are listed in this appendix as: (1) a numeric national ranking; (2)…
Effect of Teacher Education Program on Science Process Skills of Pre-Service Science Teachers
ERIC Educational Resources Information Center
Yakar, Zeha
2014-01-01
Over the past three or more decades, many studies have been written about teacher education and the preparation of science teachers. Presented here is one which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years. This study…
ERIC Educational Resources Information Center
Lohfink, Gayla; Morales, Amanda; Shroyer, Gail; Yahnke, Sally; Hernandez, Cecilia
2011-01-01
This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program's…
Residents-as-teachers programs in psychiatry: a systematic review.
Dewey, Charlene M; Coverdale, John H; Ismail, Nadia J; Culberson, John W; Thompson, Britta M; Patton, Cynthia S; Friedland, Joan A
2008-02-01
Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.
Evaluation of the 1985-86 Beginning Teacher Program.
ERIC Educational Resources Information Center
Feldman, H. S.
The Florida Beginning Teacher Program was evaluated in 1985-86 to determine its impact on teacher performance and to study problem areas identified in the 1984-85 evaluation. A sample of 43 beginning teachers and their support team members (a peer teacher, a building-level administrator, and one or more professional educators) completed surveys.…
ERIC Educational Resources Information Center
Waddell, Jennifer; Ukpokodu, Omiunota N.
2012-01-01
This article explores a university's Urban Teacher Education Program (UTEP) and its success not just in recruiting, preparing, retaining, and graduating its students, but in likewise leading to employment and retention as teachers in urban schools. It focuses on critical aspects of the program, including recruitment of diverse candidates,…
Building Discretionary Authority in a Teacher Education Program
ERIC Educational Resources Information Center
Baker, Scott; Milner, Joseph O.
2016-01-01
This article reports on a teacher education program's use of "teaching rounds" and "action research" to build teacher candidates' "discretionary authority," the confidence to make their own teaching decisions rather than model their classroom choices solely on a mentor teacher's classroom pedagogy. Discretionary…
The Role of the Middle School Counselor in Teacher-Advisor Programs.
ERIC Educational Resources Information Center
Henderson, Phyllis; La Forge, Jan
1989-01-01
Discusses three roles of the middle school counselor in developing, coordinating, and implementing a teacher-advisor program: (1) assessing and reporting the school's readiness for such a program; (2) establishing a teacher advisory committee; and (3) training teachers for their role as teacher-advisors. (TE)
76 FR 7935 - Advanced Biofuel Payment Program
Federal Register 2010, 2011, 2012, 2013, 2014
2011-02-11
...The Rural Business-Cooperative Service (Agency) is establishing the Advanced Biofuel Payment Program authorized under the Food, Conservation, and Energy Act of 2008. Under this Program, the Agency will enter into contracts with advanced biofuel producers to pay such producers for the production of eligible advanced biofuels. To be eligible for payments, advanced biofuels must be produced from renewable biomass, excluding corn kernel starch, in a biofuel facility located in a State. In addition, this interim rule establishes new program requirements for applicants to submit applications for Fiscal Year 2010 payments for the Advanced Biofuel Payment Program. These new program requirements supersede the Notice of Contract Proposal (NOCP) for Payments to Eligible Advanced Biofuel Producers in its entirety.
Teacher Perceptions of an Online Tutoring Program for Elementary Mathematics
ERIC Educational Resources Information Center
Whetstone, Patti; Clark, Amy; Flake, Mari Wheeler
2014-01-01
This study explores elementary teacher perceptions related to the implementation of an online tutoring program. Teachers were surveyed regarding factors that affected use of the online tutoring program as a supplement to mathematics instruction. Results indicated that teachers overwhelmingly reported positive views of the training and support…
Mathematics Teachers' Professional Development Program--Needs and Expectations
ERIC Educational Resources Information Center
Levi-Keren, Michal; Patkin, Dorit
2016-01-01
This paper presents the major findings and recommendations from a formative evaluation of the first of a 2-year in-service training program. This program was designed for the professional development of math teachers. It was developed following an educational reform, which was meant to enhance the teachers' ability to generate changes in their…
ERIC Educational Resources Information Center
Collier, Crystal; Henriksen, Richard C., Jr.
2012-01-01
Much of the success of high-risk behavior prevention programs rests with teachers who deliver the curriculum however; few studies have investigated teachers' perceptions of program implementation. The objective of this phenomenological study was to answer the question, "What are the experiences of teachers who are asked to be involved in the…
Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework
ERIC Educational Resources Information Center
Allen, Ayana; Hancock, Stephen D.; W. Lewis, Chance; Starker-Glass, Tehia
2017-01-01
Background/Context: Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student…
Learning to Teach a Blended Course in a Teacher Preparation Program
ERIC Educational Resources Information Center
Kang, Jung Jin
2014-01-01
Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…
An Evaluation of the New Teacher Induction Program in Turkey through the Eyes of Beginning Teachers
ERIC Educational Resources Information Center
Hangül, Sükrü
2017-01-01
Aim of this study was to explore and compare beginning teachers' experiences and evaluations about the new teacher induction program put into practice by the Turkish Ministry of Education. According to the directive and training program announced by the Ministry of Education on March 2nd 2016, the teachers who were appointed in February, 2016 took…
One Year Later: Beginning Teachers Revisit Their Preparation Program Experiences.
ERIC Educational Resources Information Center
Housego, Billie E.; Badali, Salvador J.
1996-01-01
Survey of 48 beginning teachers elicited assessment of their experiences in the elementary teacher education program at the University of British Columbia. Teachers assessed the importance of teaching particular knowledge, skills, and understandings and the program's potential and success in doing so. As in similar studies, findings indicate the…
Understanding How Teachers Listen in a Reading Enrichment Program
ERIC Educational Resources Information Center
Gilson, Cindy M.; Little, Catherine A.
2016-01-01
Asking questions that invite students to access advanced thinking skills during classroom discourse is a key strategy for challenging and supporting high-ability middle school readers. This critical teaching practice requires careful teacher listening. However, empirical research around teachers' "listening orientations," or how teachers…
NASA Astrophysics Data System (ADS)
Ramsey, Susan Brady
The purpose of this study is to examine the effectiveness of the National Math and Science Initiative's Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students' test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools.
Galileo Teacher Training Program - MoonDays
NASA Astrophysics Data System (ADS)
Heenatigala, T.; Doran, R.
2012-09-01
Moon is an excellent tool for classroom education. Many teachers fail to implement lunar science in classroom at several levels though - lack of guidance, finding the right materials, and implanting lessons in the school curriculum - just to name a few. To overcome this need, Galileo Teacher Training Program (GTTP) [1] present MoonDays, a resource guide for teachers globally which can be used both in and out of classroom. GTTP MoonDays includes scientific knowledge, hands-on activities, computing skills, creativity and disability based lesson plans.
Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara
2014-01-01
Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.
Creating a Teacher-Student Research Program Using the Spitzer Space Telescope
NASA Astrophysics Data System (ADS)
Daou, D.; Pompea, S.; Thaller, M.
2004-12-01
The Spitzer Science Center (SSC) and the National Optical Astronomy Observatory (NOAO) have created a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Space Telescope (SST) archives, and to receive training in infrared astronomy and observational techniques. The teachers will also attend a workshop offered by the SSC to learn about the observation planning process, and telescope and instrument capabilities. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the SST and work with the SST archival data. This program allows a team of 12 teachers and their students to utilize up to 3 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. Leveraging on a well-established teacher professional development, the SSC is offering this program to teachers in the Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing program at the NOAO. This NSF-sponsored program touches the formal education community through a national audience of well-trained and supported middle and high school teachers. The Spitzer educational research program also reaches an additional national audience of students through an informal education program based at the University of Arizona's Astronomy Camp, directed by Dr. Don McCarthy. During this camp, the teachers and their students will learn about the SST through the vast amount of data available in the Spitzer archives.
NASA Astrophysics Data System (ADS)
Osburg, Thomas; Todorova, Albena
Professional development of teachers plays a significant role for the success of educational reforms and for student achievement. Programs for developing teachers’ skills to integrate digital media in the classroom have received increased attention, due to the role of technology in today’s world. Recent research and field experiences have identified elements which contribute to the effectiveness of such programs, among them opportunities for sustained, collaborative and self-directed learning. This paper explores how an online platform of a large scale blended program for professional development, Intel® Teach - Advanced Online, supports the implementation of such opportunities in practice and incorporates them in the structure of the program. The positive outcomes from the program as evidenced by its evaluation indicate that professional development based on the design principles identified as effective by recent research is a viable solution for addressing the limitations of traditional teacher training for technology integration.
ERIC Educational Resources Information Center
Estupinan, Marina
2010-01-01
The purpose of the study was to research and analyze: (a) the similarities and differences in pre-service teachers' perceptions of teacher preparedness for multicultural education following the completion of a course in a teacher credentialing program, and (b) the identification of major factors from the university professor's perceptions which…
A Teachers' Guide for the Outdoor School Program.
ERIC Educational Resources Information Center
Battle Creek Public Schools, MI.
The general aim of this guide is to aid the teachers of the fifth and sixth grade boys and girls who participate in the Outdoor School program at the Battle Creek Outdoor Center. Another major aim of this guide is to aid the outdoor school teachers who bear the major responsibility in implementing the outdoor school program. An historical overview…
Program Development for Primary School Teachers' Critical Thinking
ERIC Educational Resources Information Center
Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan
2017-01-01
The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…
ERIC Educational Resources Information Center
Pratt, Denise Marie
2010-01-01
There are several types of teacher induction programs that have been in existence for over the last ten years, such as university and school district in-house programs that have primarily carried the responsibility of developing new teachers. The responsibility of these structures in training and developing these beginning teachers has been…
Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers
NASA Astrophysics Data System (ADS)
Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.
2005-12-01
Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in
Evaluation of an Inservice Program for Earth Science Teachers
ERIC Educational Resources Information Center
Mayer, Victor J.; And Others
1975-01-01
Reports on the evaluation of an earth science inservice program designed to (1) improve teachers' understandings of principles and concepts, (2) assist teachers in the use of investigatory techniques for teaching, (3) assist teachers in developing and implementing laboratory-oriented courses and (4) instruct teachers in techniques of self…
Effective Multicultural Teacher Education Programs: Methodological and Conceptual Issues
ERIC Educational Resources Information Center
Rao, Shaila
2005-01-01
To meet challenges of diversity in classrooms various multicultural teacher education programs to prepare pre-service teachers are introduced with the objective of changing beliefs, attitudes, knowledge base, and pedagogical skills. Studies reporting effectiveness of these programs used measure such as portfolio assessment, interviews, survey and…
Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs
ERIC Educational Resources Information Center
Bippert, Kelli; Harmon, Janis
2017-01-01
Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed…
ERIC Educational Resources Information Center
Akiba, Motoko; Cockrell, Karen Sunday; Simmons, Juanita Cleaver; Han, Seunghee; Agarwal, Geetika
2010-01-01
State departments of education can play an important role in preparing teachers for effectively teaching diverse learners in our schools through state policies and standards on teacher certification and teacher education program accreditation. We conducted a content analysis of state standards on teacher certification and program accreditation in…
Four Decades of the Advanced Placement Program.
ERIC Educational Resources Information Center
Rothschild, Eric
1999-01-01
Reports on the history of the Advanced Placement (AP) program, considering such issues as the program's initiation, changes within the program, its various problems, growth in Advanced Placement, and the program's reach overseas. (CMK)
NASA Astrophysics Data System (ADS)
Bergman, Daniel Jay
2007-12-01
This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.
Hybridized Teacher Education Programs in NYC: A Missed Opportunity?
ERIC Educational Resources Information Center
Mungal, Angus Shiva
2015-01-01
This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a "forced" partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between…
Reforming teacher education: a model program for preparing teachers of deaf children.
Shroyer, E H; Compton, M V
1992-12-01
Recent literature is replete with the concerns of general educators that students majoring in elementary and pre-primary education do not acquire sufficient content and liberal arts matter as a part of their knowledge base. Educators in undergraduate teacher preparation programs in deafness have expressed the same concerns. This article describes how the Program in Education of Deaf Children at the University of North Carolina at Greensboro added courses in a second major and in liberal arts to expand the knowledge base of prospective teachers of deaf and hard of hearing children.
A Program Evaluation of Cardinal Stritch University's Undergraduate Teacher Education Program
ERIC Educational Resources Information Center
Russell, Freda Renee
2009-01-01
The purpose of the research was to study the effectiveness of Cardinal Stritch University's Undergraduate Teacher Education Program in preparing its graduates to teach all children. The researcher framed the study around four areas of concern common to beginning teachers from the research and literature: (a) curriculum, instruction and assessment…
Rationale in Choosing a Teacher Preparation Program.
ERIC Educational Resources Information Center
Raine, LaVerne; Harkins, Donna; Sampson, Mary Beth
A study examined students' reasons for, and implications of, choosing a traditional student teaching program or a field-based program of preservice teacher education. The traditional student teaching program and the field-based program were offered concurrently for a short period of time at Texas A&M University--Commerce. Students enrolled in…
ERIC Educational Resources Information Center
Yontz, Brian David
2010-01-01
The stewardship of schools is central to the renewal and preservation of that which is precious in our nation's schools. This study examined perceptions of future teachers as to the degree to which their teacher preparation program emphasized the idea of stewarding schools. With a theoretical foundation that initial teacher preparation provides…
Teacher-Leader Degree Designed as a Vehicle for Career Fulfillment
ERIC Educational Resources Information Center
Rebora, Anthony
2012-01-01
Programs in teacher leadership have emerged as a growing number of teachers look to advance their careers and stay in the classroom. Exactly how many teacher-leadership degree programs exist is difficult to determine since no organization tracks them separately from other master's offerings in educational leadership. But a review of U.S. education…
NASA Astrophysics Data System (ADS)
Dubner, J.
2008-12-01
U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional
A National Descriptive Survey of Teacher Residency Programs
ERIC Educational Resources Information Center
Wasburn-Moses, Leah
2017-01-01
Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare…
Stuttering at school: the effect of a teacher training program on stuttering.
Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves
2016-07-04
Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.
ERIC Educational Resources Information Center
Ahn, Thomas; Vigdor, Jacob L.
2011-01-01
North Carolina has operated one of the country's largest pay-for-performance teacher-bonus programs since the late 1990s. New research shows that a North Carolina-style incentive-pay program has the potential to improve student learning by encouraging teachers to exert more effort on the job. The North Carolina model avoids three pitfalls…
Science 26: Teacher Resource Manual. Integrated Occupational Program. Interim 1991.
ERIC Educational Resources Information Center
Alberta Dept. of Education, Edmonton. Curriculum Branch.
The Integrated Occupation Science 26 Program is an optional program designed to allow students in Alberta, Canada to meet the credit requirements of the Certificate of Achievement and facilitate transfer to the General High School Diploma Program. This Teacher Resource Manual is provided to assist classroom teachers to implement the Science 26…
Practitioner Inquiry with Early Program Teacher Candidates
ERIC Educational Resources Information Center
Koomen, Michele Hollingsworth
2016-01-01
This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of…
Designing and Implementing a Mentoring Program to Support Clinically-Based Teacher Education
ERIC Educational Resources Information Center
Henning, John E.; Gut, Dianne; Beam, Pamela
2015-01-01
This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…
Community-Based Native Teacher Education Programs.
ERIC Educational Resources Information Center
Heimbecker, Connie; Minner, Sam; Prater, Greg
This paper describes two exemplary school-based Native teacher education programs offered by Northern Arizona University (NAU) to serve Navajo students and by Lakehead University (Ontario) to serve members of the Nishnabe Nation of northern Ontario. The Reaching American Indian Special/Elementary Educators (RAISE) program is located in Kayenta,…
Perspectives and Practices of Graduates of an Urban Teacher Residency Program
ERIC Educational Resources Information Center
Tricarico, Katie M.
2012-01-01
Many traditional university-based and alternative route teacher preparation programs have been developed to prepare new teachers to work in urban, high minority, and high-poverty classrooms. There is little literature that documents the outcomes of these programs designed specifically for urban environments or the practices of teachers who…
Assessment! The Foundation to This Performance/Field-Based Teacher Preparation Program.
ERIC Educational Resources Information Center
Schmitz, Steve; Veilbig, Cindy; Fitch, Lanny; Alawiye, Osman
This report describes the assessment practices of the undergraduate performance and field-based teacher preparation programs of Central Washington University. The undergraduate program involves 2-year programs for elementary school teacher candidates in 3 school districts. Portfolios are used in this program as a means of authentic assessment and…
An Education Program to Increase Teacher Knowledge about Sickle Cell Disease.
ERIC Educational Resources Information Center
King, Allison A.; Tang, Sujie; Ferguson, Kim L.; DeBaun, Michael R.
2005-01-01
This program evaluated the effectiveness of a sickle cell disease (SCD) education program for teachers of students with SCD in their classroom. Teachers with students in a remediation program for students participated in an educational program consisting of four domains: Inheritance and Prevalence, Common Complications, Strokes, and Individual…
Organized Hypocrisy in EFL Teacher Training Programs
ERIC Educational Resources Information Center
Karim, Abdul; Mohamed, Abdul Rashid; Ismail, Shaik Abdul Malik Mohamed; Rahman, Mohammad Mosiur
2018-01-01
Embracing the reasons for the failure of donor-sponsored English-teacher training programs is very critical since it precedes the revisions, improvements and quality assurance for the futuristic training programs. Ideating such philosophy, the current study concerns the blatant penetration with regard to the donor-aided training programs in…
ERIC Educational Resources Information Center
Duhon-Haynes, Gwendolyn; And Others
This paper examines alternative certification programs in terms of entrance requirements, supervision and mentoring, and post-certification professional support. A good alternative program uses rigorous screening processes to ensure the selection of qualified teacher interns; provides high-quality preservice training in methodology, classroom…
ERIC Educational Resources Information Center
Fuller, Edward J.
2014-01-01
The National Council on Teacher Quality's (NCTQ) recent review of university-based teacher preparation programs concluded the vast majority of such programs were inadequately preparing the nation's teachers. The study, however, has a number of serious flaws that include narrow focus on inputs, lack of a strong research base, missing standards,…
NASA Astrophysics Data System (ADS)
Penuel, B.; Korbak, C.; Shear, L.
2003-12-01
The GLOBE program provides a rich context for examining issues concerning implementation of inquiry-oriented, scientist-driven educational programs, because the program has both a history of collecting evaluation data on implementation and mechanisms for capturing program activity as it occurs. In this paper, researchers from SRI International's evaluation team explore the different roles that regional partners play in preparing and supporting teachers to implement the GLOBE Program, an international inquiry-based Earth science education initiative that has trained over 14,000 teachers worldwide. GLOBE program evaluation results show the program can be effective in increasing students' inquiry skills, but that the program is also hard for teachers to implement (Means et al., 2001; Penuel et al., 2002). An analysis of GLOBE's regional partner organizations, which are tasked with preparing teachers to implement its data collection and reporting protocols with students, shows that some partners are more successful than others. This paper reports findings from a quantitative analysis of the relationship between data reporting and partner support activities and from case studies of two such regional partners focused on analyzing what makes them successful. The first analysis examined associations between partner training and support activities and data reporting. For this analysis, we used data from the GLOBE Student Data Archive matched with survey data collected from a large sample of GLOBE teachers as part of SRI's Year 5 evaluation of GLOBE. Our analyses point to the central importance of mentoring and material support to teachers. We found that incentives, mentoring, and other on-site support to teachers have a statistically significant association with higher data reporting levels. We also found that at present, teachers access these supports less often than they access listservs and e-mail communication with teachers after GLOBE training. As a follow-up to this
Three Teacher-Initiated Programs (Middle Ground).
ERIC Educational Resources Information Center
Southard, Deborah Dressell; Looman, Glenn; Schreiber, Susie
1997-01-01
Offers three brief articles on three teacher-initiated programs that involve collaboration with colleagues and students: in music/arts production by fourth and fifth graders; an independent study program in which middle school students wrote grant proposals; and an activity in which seventh graders mapped a timeline of Earth history and geologic…
34 CFR 230.1 - What is the Troops-to-Teacher program?
Code of Federal Regulations, 2014 CFR
2014-07-01
... 34 Education 1 2014-07-01 2014-07-01 false What is the Troops-to-Teacher program? 230.1 Section 230.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers Program § 230...
34 CFR 230.1 - What is the Troops-to-Teacher program?
Code of Federal Regulations, 2012 CFR
2012-07-01
... 34 Education 1 2012-07-01 2012-07-01 false What is the Troops-to-Teacher program? 230.1 Section 230.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers Program § 230...
34 CFR 230.1 - What is the Troops-to-Teacher program?
Code of Federal Regulations, 2011 CFR
2011-07-01
... 34 Education 1 2011-07-01 2011-07-01 false What is the Troops-to-Teacher program? 230.1 Section 230.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers Program § 230...
34 CFR 230.1 - What is the Troops-to-Teacher program?
Code of Federal Regulations, 2010 CFR
2010-07-01
... 34 Education 1 2010-07-01 2010-07-01 false What is the Troops-to-Teacher program? 230.1 Section 230.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers Program § 230...
34 CFR 230.1 - What is the Troops-to-Teacher program?
Code of Federal Regulations, 2013 CFR
2013-07-01
... 34 Education 1 2013-07-01 2013-07-01 false What is the Troops-to-Teacher program? 230.1 Section 230.1 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers Program § 230...
NASA Astrophysics Data System (ADS)
Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh
2017-05-01
Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.
Teacher Isolation: How Mentoring Programs Can Help
ERIC Educational Resources Information Center
Heider, Kelly L.
2005-01-01
Teacher attrition has become a very serious problem in the United States in recent years. Studies have shown that many talented, new teachers are leaving the profession early in their careers due to feelings of isolation. In response to the alarming turnover rate, school districts have adopted mentoring programs which have been successful at…
Effectiveness of an Alternative Certification Program for the Preparation of Elementary Teachers
ERIC Educational Resources Information Center
Follo, Eric J.; Rivard, James J.
2009-01-01
This study focuses on the effectiveness of the alternative elementary teacher certification program at Oakland University in Rochester, Michigan. The program was developed in response to the projected teacher shortage, the need for teachers in subjects such as mathematics and science, the need for teachers in urban schools, and the need for…
Examining a Program Designed to Improve Supervisory Knowledge and Practices of Cooperating Teachers
ERIC Educational Resources Information Center
Erbilgin, Evrim
2014-01-01
This article reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The program was planned as a kind of practicum: the cooperating teachers participated in the program while working with a student teacher. The program included activities where the cooperating…
Identifying Program Characteristics for Preparing Pre-Service Teachers for Diversity
ERIC Educational Resources Information Center
Akiba, Motoko
2011-01-01
Background/Context: Educating pre-service teachers to develop multicultural awareness, knowledge, and skills for teaching diverse students is a major responsibility of teacher education program coordinators and teacher educators. Numerous studies have discussed and explored the characteristics of teacher preparation that improve pre-service…
ERIC Educational Resources Information Center
Fox, Rebecca K.; Muccio, Leah S.; White, C. Stephen; Tian, Jie
2015-01-01
Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects…
ERIC Educational Resources Information Center
Reed, Charlotte
This report discusses progress in achieving goals, general program effectiveness, and progress toward institutionalization of the Urban Teacher Education Program (UTEP) at Indiana University Northwest. This program has two major goals: (1) to change what the urban teacher knows and is able to do and (2) to significantly affect the education of…
ERIC Educational Resources Information Center
Zancanella, Don; Alsup, Janet
2010-01-01
When someone uses the term "standards," one tends to assume the topic under discussion is K-12 education, but standards for teacher preparation have their own parallel history. In English teacher education, that history has two strands: the NCTE Guidelines for the Preparation of Teachers of English Language Arts, which predate the "standards…
ERIC Educational Resources Information Center
Clark, Sarah K.; Jones, Cindy D.; Reutzel, D. Ray; Andreasen, Lindi
2013-01-01
In this study, we tracked elementary preservice teachers' (N = 41) perceived ability to teach reading as they moved through their teacher preparation program. After graduation, we conducted follow-up teaching observations and interviews with five of these novice teachers to explore their perceptions about their ability to teach reading. An…
Individual Stress Management Coursework in Canadian Teacher Preparation Programs
ERIC Educational Resources Information Center
Harris, Gregory E.
2011-01-01
Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress…
UTEP: Urban Teacher Education Program. Final Report to the Lilly Endowment On Program Evaluation.
ERIC Educational Resources Information Center
Sandoval, Pamela A.
The Urban Teacher Education Program (UTEP) is a project of Indiana University Northwest (IUN) and three urban school districts (Gary, East Chicago, and Hammond, Indiana) to develop novice teachers, continue professional development among experienced professionals, and provide a forum for research on teacher education. Following discussion of the…
76 FR 24343 - Advanced Biofuel Payment Program; Correction
Federal Register 2010, 2011, 2012, 2013, 2014
2011-05-02
...-AA75 Advanced Biofuel Payment Program; Correction AGENCY: Rural Business-Cooperative Service; Rural... Federal Register of February 11, 2011, establishing the Advanced Biofuel Payment Program authorized under... this Program, the Agency will enter into contracts with advanced biofuel producers to pay such...
Hundert, J
1982-01-01
In contrast to previous studies where teachers were instructed how to implement behavior modification programs designed by an experimenter, teachers in the present experiment were taught how to write as well as implement behavior modification programs. The generalized effects of two training conditions on teacher and pupil behaviors were assessed by a multiple baseline design where, following baseline, two teachers of multi-handicapped deaf children were taught to set objectives and measure pupil performance (measurement training), Later, through a training manual, they learned a general problem-solving approach to writing behavior modification programs (programming training). After both training conditions, experimenter feedback was given for teachers' application of training to a target behavior for one pupil and generalization was measured across target behaviors for the same pupil and across pupils. It was found that measurement training had little general effect on either teacher behavior or pupil behavior. However, after programming training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. Along with these effects, there was improvement in pupil behaviors. Possible explanation for generalized effects of teacher training were considered.
Teacher Training and Teacher Use of Laptops in a 1:1 Laptop Program: A Correlational Study
ERIC Educational Resources Information Center
Staub, Justin H.
2013-01-01
The purpose of this quantitative correlational study was to examine the relationship, if any, between teacher training and teacher use of a laptop in a one-to-one laptop program. Teachers recorded their training weekly throughout the twelve-week study. Teacher use of laptops was measured through self-reporting in a pretest and posttest design,…
ERIC Educational Resources Information Center
Rank, Bryan D.; Retallick, Michael S.
2017-01-01
Faculty in agricultural teacher education programs are responsible for preparing future teachers to lead effective school-based agricultural education programs. However, agriculture teachers are having difficulty implementing supervised agricultural experience (SAE), even though they value it conceptually as a program component. In an effort to…
Mathematics Pedagogy and Content in a Blended Teacher Education Program
ERIC Educational Resources Information Center
Morales, Romelia V.; Anderson, Hal; McGowan, John
2003-01-01
Recently, the Department of Teacher Education and the Liberal Studies Program in the School of Education at California State University, Dominguez Hills (CSUDH) collaborated in developing a Blended Liberal Studies/Teacher Education Program (BLTEP) for upper division transfer students interested in completing an elementary credential. The BLTEP…
Leading the Teacher Induction and Mentoring Program. Second Edition
ERIC Educational Resources Information Center
Sweeny, Barry W.
2007-01-01
While resources are abundant for helping the mentor and the new teacher, very little has been written to guide the leaders of teacher and mentor development. This book provides an effective, proven model for developing, implementing, evaluating, and sustaining an induction and mentoring program that results in highly qualified teachers. A…
ERIC Educational Resources Information Center
Daniels, Lia M.; Mandzuk, David; Perry, Raymond P.; Moore, Ceri
2011-01-01
In a novel approach to initial teacher education, we combined a program review perspective and a psychological perspective. First, we assessed the extent to which student teachers (n=137) felt that components of their BEd program prepared them for teaching and whether these components represented meaningful program dimensions. Through content…
Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options
ERIC Educational Resources Information Center
Feuer, Michael J.; Floden, Robert E.; Chudowsky, Naomi; Ahn, Judie
2013-01-01
Teacher preparation programs (TPPs) are where prospective teachers gain a foundation of knowledge about pedagogy and subject matter, as well as early exposure to practical classroom experience. Although competence in teaching, as in all professions, is shaped significantly by on-the-job experiences and continuous learning, the programs that…
Improving Teacher Feedback during Active Learning: Effects of a Professional Development Program
ERIC Educational Resources Information Center
Van den Bergh, Linda; Ros, Anje; Beijaard, Douwe
2014-01-01
This study focuses on improving teacher feedback during active learning. Changing teachers' behavior sustainably, however, is very difficult. Several conditions should be taken into account, and programs should build on teachers' cognitions and practices. Effects of a specifically designed professional development program on 16 elementary…
Walsh, Danielle S; Lazorick, Suzanne; Lawson, Luan; Lake, Donna; Garrison, Herbert G; Higginson, Jason; Vos, Paul; Baxley, Elizabeth
2018-05-01
This project aimed to evaluate the effectiveness of a faculty development program in health systems science (HSS)-the Teachers of Quality Academy (TQA). Participants in TQA and a comparison group were evaluated before, during, and 1 year after the program using self-perception questionnaires, tests of HSS knowledge, and tracking of academic productivity and career advancement. Among program completers (n = 27), the mean self-assessed ratings of knowledge and skills of HSS topics immediately after the program, as compared to baseline, increased significantly compared to controls (n = 30). Participants demonstrated progressive improvement of self-perceived skills and attitudes, and retention of HSS knowledge, from baseline to completion of the program. Participants also demonstrated substantially higher HSS scholarly productivity, leadership, and career advancement compared to the comparison group. The TQA effectively created a faculty cadre able to role model, teach, and create a curriculum in HSS competencies for medical students, resident physicians, and other health professionals.
The Hemingway Project: A Collaborative School-based Program for Teacher Certification.
ERIC Educational Resources Information Center
Butler, Shannon K.; And Others
At Weber State University (Utah), teacher educators have collaborated with English faculty to design a pilot program (Hemingway Project) which serves as an initial effort to restructure the teacher education program. The program, funded by the Hemingway Foundation, is intended to provide greater integration of the university experience with actual…
Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program.
Sutherland, Kevin S; Conroy, Maureen A; McLeod, Bryce D; Algina, James; Kunemund, Rachel L
2018-02-01
Teachers sometimes struggle to deliver evidence-based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher treatment integrity of BEST in CLASS, a tier-2 prevention program designed for young children at risk for developing emotional/behavioral disorders. Ninety-two early childhood teachers and 231 young children at-risk for emotional/behavioral disorders participated in the study. Latent growth curve analyses indicated that both adherence and competence of delivery increased across six observed time points. Results suggest that teacher education and initial levels of classroom quality may be important factors to consider when teachers deliver tier-2 (i.e., targeted to children who are not responsive to universal or tier-1 programming) prevention programs in early childhood settings. Teachers with higher levels of education delivered the program with more adherence and competence initially. Teachers with higher initial scores on the Emotional Support subscale of the Classroom Assessment Scoring System (CLASS) delivered the program with more competence initially and exhibited higher growth in both adherence and competence of delivery across time. Teachers with higher initial scores on the Classroom Organization subscale of the CLASS exhibited lower growth in adherence across time. Contrary to hypotheses, teacher self-efficacy did not predict adherence, and teachers who reported higher initial levels of Student Engagement self-efficacy exhibited lower growth in competence of delivery. Results are discussed in relation to teacher delivery of evidence-based programs in early childhood classrooms.
Understanding science teacher enhancement programs: Essential components and a model
NASA Astrophysics Data System (ADS)
Spiegel, Samuel Albert
Researchers and practioners alike recognize that "the national goal that every child in the United States has access to high-quality school education in science and mathematics cannot be realized without the availability of effective professional development of teachers" (Hewson, 1997, p. 16). Further, there is a plethora of reports calling for the improvement of professional development efforts (Guskey & Huberman, 1995; Kyle, 1995; Loucks-Horsley, Hewson, Love, & Stiles, 1997). In this study I analyze a successful 3-year teacher enhancement program, one form of professional development, to: (1) identify essential components of an effective teacher enhancement program; and (2) create a model to identify and articulate the critical issues in designing, implementing, and evaluating teacher enhancement programs. Five primary sources of information were converted into data: (1) exit questionnaires, (2) exit surveys, (3) exit interview transcripts, (4) focus group transcripts, and (5) other artifacts. Additionally, a focus group was used to conduct member checks. Data were analyzed in an iterative process which led to the development of the list of essential components. The Components are categorized by three organizers: Structure (e.g., science research experience, a mediator throughout the program), Context (e.g., intensity, collaboration), and Participant Interpretation (e.g., perceived to be "safe" to examine personal beliefs and practices, actively engaged). The model is based on: (1) a 4-year study of a successful teacher enhancement program; (2) an analysis of professional development efforts reported in the literature; and (3) reflective discussions with implementors, evaluators, and participants of professional development programs. The model consists of three perspectives, cognitive, symbolic interaction, and organizational, representing different viewpoints from which to consider issues relevant to the success of a teacher enhancement program. These
Systemic Perspectives on Beginning Teacher Programs.
ERIC Educational Resources Information Center
Schlechty, Phillip C.; Whitford, Betty Lou
1989-01-01
Discusses the importance of basing beginning teacher programs in schools where roles are structured to support induction and provide exemplary education for students. Addresses structural and political issues, human resource development, and symbolism. (RJC)
Science Teacher Leadership: Learning from a Three-Year Leadership Program
ERIC Educational Resources Information Center
Luft, Julie A.; Dubois, Shannon L.; Kaufmann, Janey; Plank, Larry
2016-01-01
Teachers are professional learners and leaders. They seek to understand how their students learn, and they participate in programs that provide new instructional skills, curricular materials, and ways to become involved in their community. This study follows a science teacher leadership program over a three-year period of time. There were…
Design of a Teacher-Student Research Program Using the Spitzer Space Telescope
NASA Astrophysics Data System (ADS)
Pompea, S. M.; Daou, D.; Thaller, M.
2004-12-01
Under the sponsorship of the NASA Spitzer Science Center, we have designed a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Science Center Archives, observation planning process, and telescope and instrument capabilities in order to plan observations. They also received fundamental training in infrared astronomy and infrared observational techniques, before they began planning their observing program. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the OSS/NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the Spitzer Space Telescope and work with infrared archival data. This program allows a team of 12 teachers and their students to utilize up to 3 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. With the goal of leveraging on a well-established teacher professional development, the program serves teachers in the NSF-sponsored Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing Public Affairs and Educational Outreach Department program at the National Optical Astronomy Observatory (NOAO) in Tucson. The program touches the formal education community through a national audience of well-trained and supported middle and high school teachers. There are currently 68 teachers (and their students) participating in TLRBSE with an additional 57 teachers in the still-supported precursor RBSE program. The Spitzer educational research program also reaches an additional national audience
The Charlotte-Mecklenburg Teacher Career Development Program.
ERIC Educational Resources Information Center
Schlechty, Phillip C.; And Others
1985-01-01
Effective training, evaluation, and incentives are key aspects of this school system's six-level career ladder program for teacher development. The three-pronged committee structure for planning and communication and the program's ownership by everyone involved have been vital to its successful planning and development. (DCS)
Middle East Studies Teacher Training Program. Final Report.
ERIC Educational Resources Information Center
Sefein, Naim A.
This guide presents a teacher training program in Middle Eastern studies and procedures for program implementation. Details concerning program announcement, participant selection, and travel accommodations are included. Participants attended an orientation and registration workshop and an intensive academic workshop before flying to Egypt for the…
Overview of Advanced Turbine Systems Program
NASA Astrophysics Data System (ADS)
Webb, H. A.; Bajura, R. A.
The US Department of Energy initiated a program to develop advanced gas turbine systems to serve both central power and industrial power generation markets. The Advanced Turbine Systems (ATS) Program will lead to commercial offerings by the private sector by 2002. ATS will be developed to fire natural gas but will be adaptable to coal and biomass firing. The systems will be: highly efficient (15 percent improvement over today's best systems); environmentally superior (10 percent reduction in nitrogen oxides over today's best systems); and cost competitive (10 percent reduction in cost of electricity). The ATS Program has five elements. Innovative cycle development will lead to the demonstration of systems with advanced gas turbine cycles using current gas turbine technology. High temperature development will lead to the increased firing temperatures needed to achieve ATS Program efficiency goals. Ceramic component development/demonstration will expand the current DOE/CE program to demonstrate industrial-scale turbines with ceramic components. Technology base will support the overall program by conducting research and development (R&D) on generic technology issues. Coal application studies will adapt technology developed in the ATS program to coal-fired systems being developed in other DOE programs.
Researcher/Teacher Orientation of Doctoral Programs for Business.
ERIC Educational Resources Information Center
Burkholder, Jeanette S.; Stevens, Robert E.
1987-01-01
A survey of business school directors and department administrators attempted to (1) determine the orientation of doctoral programs toward researcher/teacher training, (2) assess the desires of administrators who hire doctoral business graduates in terms of researcher/teacher training, and (3) compare the reality with the desired reality. (CH)
Teacher Philosophy and Program Implementation and the Impact on Sex Education Outcomes.
ERIC Educational Resources Information Center
De Gaston, Jacqueline F.; And Others
1994-01-01
Reports a study that evaluated teacher influence and impact in a middle school abstinence sex education program, noting pre-post change, teacher differences, and student differences. Surveys indicated abstinence sex education programs can produce positive outcomes that are significantly influenced by the teacher's own philosophy and commitment to…
Ethics Education in Australian Preservice Teacher Programs: A Hidden Imperative?
ERIC Educational Resources Information Center
Boon, Helen J.; Maxwell, Bruce
2016-01-01
This paper provides a snapshot of the current approach to ethics education in accredited Australian pre-service teacher programs. Methods included a manual calendar search of ethics related subjects required in teacher programs using a sample of 24 Australian universities and a survey of 26 university representatives. Findings show a paucity of…
Characteristics of Teacher Incentive Pay Programs: A Statewide District Survey
ERIC Educational Resources Information Center
Liang, Guodong; Akiba, Motoko
2015-01-01
Purpose: The purpose of this paper is to examine the characteristics of teacher incentive pay programs used by midsize to large school districts in Missouri. Design/methodology/approach: This study primarily used the Teacher Compensation Programs (TCP) survey data. The TCP survey was developed by the authors to understand the nature and…
Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do
ERIC Educational Resources Information Center
Darling-Hammond, Linda, Ed.; Bransford, John, Ed.
2005-01-01
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing…
Our Student-Teacher Program Lets Us Spot Hot Faculty Prospects Early.
ERIC Educational Resources Information Center
Kolze, Richard C.
1988-01-01
A high school district in suburban Chicago recruits top quality teachers by emphasizing the importance of its student teaching program, committing extra time and resources to the program, and recruiting new staff members from the student teacher ranks. (MLF)
The NASA/IPAC Teacher Archive Research Program (NITARP): Lessons Learned
NASA Astrophysics Data System (ADS)
Rebull, Luisa M.; Gorjian, Varoujan; Squires, Gordon K.
2017-01-01
NITARP, the NASA/IPAC Teacher Archive Research Program, gets teachers involved in authentic astronomical research. We partner small groups of educators with a professional astronomer mentor for a year-long original research project. The teams echo the entire research process, from writing a proposal, to doing the research, to presenting the results at an American Astronomical Society (AAS) meeting. The program runs from January through January. Applications are available annually in May and are due in September. The educators’ experiences color their teaching for years to come, influencing hundreds of students per teacher. In support of other teams planning programs similar to NITARP, in this poster we present our top lessons learned from running NITARP for more than 10 years. Support is provided for NITARP by the NASA ADP program.
Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?
Wahl, Melanie S.; Adelson, Jill L.; Patak, Margarete A.; Pössel, Patrick; Hautzinger, Martin
2014-01-01
The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects. PMID:24837667
ERIC Educational Resources Information Center
Karimi, Leila; Ahmad, Tunku Badariah Tunku
2013-01-01
Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of…
Independent Teacher Education Programs: Apocryphal Claims, Illusory Evidence
ERIC Educational Resources Information Center
Zeichner, Ken
2016-01-01
Teacher education provided in U.S. colleges and universities has been routinely criticized since its inception in the early nineteenth century. These programs are uneven in quality and can be improved. Advocacy groups and self-proclaimed social entrepreneurs are working aggressively to deregulate the preparation of teachers and to expand…
Teacher Scaffolding of Academic Language in an Advanced Placement U.S. History Class
ERIC Educational Resources Information Center
Gritter, Kristine; Beers, Scott; Knaus, Robert W.
2013-01-01
This article examines teacher scaffolding of academic language in an Advanced Placement United States History (APUSH) course throughout a school year for one student who received a perfect score on the end of year APUSH exam. Data includes four months of observation of teacher instructional strategies to scaffold student writing and vignettes of…
Teacher Incentive Pay Programs: Characteristics and Association with Instructional Practices
ERIC Educational Resources Information Center
Liang, Guodong
2011-01-01
This dissertation research examined the characteristics of teacher incentive pay programs in the state of Missouri and across the nation in the United States. The purposes of this study were (a) to examine the characteristics of districts that offered performance-related pay (PRP) programs and teachers who received PRP awards in 2007 using the…
Teachers' Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom
ERIC Educational Resources Information Center
Wright, Vivian H.; Wilson, Elizabeth K.
2011-01-01
This paper describes 10 teachers' perceptions of technology integration and technology use in their classrooms, five years after their graduation from a teacher education program which encouraged technology use in teaching and learning. The researchers used Hooper and Rieber's (1999) five phases of technology use (familiarization, utilization,…
In-Service Program for Teachers of Educable Mentally Retarded Children. Final Report.
ERIC Educational Resources Information Center
Hebeler, Jean R.; Simms, Betty H.
To extend and modify university teacher education to meet the needs of noncertified special class teachers, to improve the classroom program and to provide the opportunity for certification, 26 teachers took part in a 2 year educational program. Formal course work was combined with internship activities in which actual classroom assistance was…
The Industrial Vocational High School Teacher Training Program Cooperating with the Enterprises.
ERIC Educational Resources Information Center
Chi, Cheng-Feng
Training of vocational education teachers should be closely linked to the industries in which the teachers are preparing to instruct students. A teacher training program in Taiwan has been designed with the cooperation of the metals manufacturing industry. In this four-year program, students are assigned to the industry to learn the product…
Facilitating Participant Success: Teachers Experiencing Antarctica and the Arctic Program
NASA Astrophysics Data System (ADS)
Shipp, S. S.; Bruccoli, A.; Porter, M.; Meese, D.
2003-12-01
Through the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program K-12 science teachers participate as members of polar field projects. Objectives of the program include: immersing the science teacher in the experience of research; 2) leveraging the research experience of the teacher to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The polar field experience is an exciting opportunity accompanied by a daunting number of responsibilities. In addition to preparing for field research, TEA teachers bring their experience to colleagues, classrooms, and communities. Before going into the field, they give presentations, help plan how students can connect to the polar regions, and share the expedition with the public. In the field, the TEA teacher is a team member and educational liaison, responding to questions by e-mail, and posting e-journals describing the research experience. Upon return, the TEA again shares the experience broadly with the community. In addition, they work closely with 3 colleagues for 140 hours to bring the experience of research into classrooms. Formative evaluation of the TEA Program underscores the need to support teachers in accomplishing their responsibilities; this support is necessary to achieve program objectives. TEA teachers are responsible for sharing the science content of their research. While many broadcast the excitement of the experience, they may not have the scientific background to convey the content. This is due, in part, to many teachers having to be generalists in their classrooms. Shifting into the role of specialist can be challenging. In the year of preparation before the field experience, TEA teachers attend orientation, meet with their research teams for several days, and are encouraged to learn more about their science topic. Understanding builds through the field experience. It may take two or more years after the field work for the
NASA Astrophysics Data System (ADS)
Nelson, Marianne T.
Many professional development programs fall short of accomplishing their objectives. Recently, programs have been developed that would appear to appeal to teachers and to enhance their potential to influence teachers' practice. My research describes six teachers' responses to a professional development program that employs video as a key feature. The Next Move program consists of eight two-hour sessions, and includes a one-hour video intended to stimulate discussion among a group of teachers. All group participants were invited to participate in the study. My interview sample consisted of six teachers from two groups who volunteered to participate in the study. The first group consisted of four study participants from an urban district. Twelve teachers from this district attended the initial session. Of these, seven became regular participants who completed all sessions. Most of them registered for the graduate credit option. Two study participants were from a single suburban elementary school that had five teachers; they occasionally met jointly with a group from another elementary school, so the numbers varied. Teachers volunteering for this study had from four to seventeen years experience. They were all Caucasian and included four women and two men. My data set consists of three interviews with each teacher, one at the start of the program, one after the last session, and one at the end of the school year. I interviewed each facilitator and jointly interviewed the program's producer and project manager. Additional data was obtained from observation of program sessions and classrooms. Print data sources were the program guide and the project summative evaluation. The data analysis suggests a poor match between the funder's intent and what the teachers expected, based on the program title and information in the promotional flyer. Because of these discontinuities, the program failed to meet its objectives fully. However, some interesting benefits did appear. For
Hybrid-Mentoring Programs for Beginning Elementary Science Teachers
ERIC Educational Resources Information Center
Bang, EunJin
2013-01-01
This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science…
Light: Teacher's Curriculum Guide for the Thirteen-College Curriculum Program.
ERIC Educational Resources Information Center
George, Aleyamma; Ragland, Leon
This booklet is a teacher's manual in a series of booklets that make up the core of a Physical Science course designed for the freshman year of college and used by teachers in the 27 colleges participating in the Thirteen College Curriculum Program. This program is a curriculum revision project in support of 13 predominantly Negro colleges and…
Project ESCAPE; A Performance-Based Teacher Education Program.
ERIC Educational Resources Information Center
Vigo County School Corp., Terre Haute, IN.
Project ESCAPE is sponsored by the Vigo County School Corporation of Terre Haute, Indiana, with the cooperation of Indiana State University. The unique characteristic of this project is that it is a competency-based teacher education program that has been created, tested, and implemented by practicing professional teachers. It is based on the…
ERIC Educational Resources Information Center
Kitchen, Julian; Hodson, John
2013-01-01
Aboriginal education in Canada needs to shift away from the assimilative model to a model of culturally responsive pedagogy. Teacher education programs that serve Aboriginal teachers have an important role to play in developing an education system that both meets mainstream and Indigenous criteria for success. This paper examines the experiences…
Know How? Show How: Experienced Teachers Share Best Practices through Ontario Program
ERIC Educational Resources Information Center
Amato, Lindy; Anthony, Paul; Strachan, Jim
2014-01-01
Launched in 2007, the Teacher Learning and Leadership Program, out of Ontario, Canada, operates on the belief that classroom teachers know their learning needs and the needs of their students best. Additionally, the program assumes teachers have the greatest knowledge of how to build and foster multiple learning networks in order to share their…
The Arctic Climate Modeling Program: Professional Development for Rural Teachers
ERIC Educational Resources Information Center
Bertram, Kathryn Berry
2010-01-01
The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…
1970-1971 Yearly Report: Consulting Teacher Program; Chittenden South School District.
ERIC Educational Resources Information Center
Vermont Univ., Burlington. Coll. of Education.
Reported are service and research projects which consultants from Vermont's 1970-71 Consulting Teacher Program (Chittenden South) helped teachers to implement to improve the social and academic behaviors of 269 handicapped learners in regular elementary classes. Such program aspects as inservice education, consulting activities, parent…
Accelerated Reader Program: What Do Teachers Really Think?
ERIC Educational Resources Information Center
Smith, Amy Frances; Westberg, Karen; Hejny, Anne
2017-01-01
What do teachers really think about the Accelerated Reader program, a widely used supplemental, independent reading program in which their students read fiction and non-fiction books of their choice and take brief online comprehension quizzes about the books? The Accelerated Reader (AR) program was designed by Renaissance Learning Company to…
ERIC Educational Resources Information Center
Thornton, Steve; Giles, Wendy; Prescott, Debbie; Rhodes, David
2011-01-01
This paper reports on the efficacy of an accelerated teacher education program ("Growing Our Own") focused in remote Indigenous communities in the Northern Territory. The program is a joint initiative of Charles Darwin University and the Northern Territory Catholic Education Office, providing an intensive two-year program designed to…
Cooperation: A Key to Urban Teacher Education. Cooperative Urban Teacher Education Program, No. 2.
ERIC Educational Resources Information Center
Clothier, Grant; Swick, James
The Laboratory's Cooperative Urban Teacher Education Program (CUTE), presently involving 23 Midwest liberal arts colleges plus four public and two parochial school systems in Oklahoma City, Wichita, and Kansas City, was organized in 1966 to develop and implement practical plans for cooperation in the preparing of teachers for inner-city schools. A…
Theory to Practice through Teacher Inquiry Courses in a Graduate Program: Two Teachers' Perspectives
ERIC Educational Resources Information Center
Keat, Jane Blakely
2005-01-01
Our graduate degree program includes a component of six one-credit courses, in which teachers find ways to bring into their own classroom practices theory learned in related three-credit courses. Prior research indicates that taking course work alone may not bring about changes in teachers' decision-making. Prior research also encourages higher…
ERIC Educational Resources Information Center
Harriman, Marilyn Williams
The Tech Prep Early Childhood Professions Program is designed to provide high school and community college students in Texas with the necessary training and skills to find employment in the child care and education professions as teachers, directors, or special needs paraprofessionals. This Advanced Speciality Curriculum Guide is designed for…
Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas.
ERIC Educational Resources Information Center
Berney, Mary F., Ed.; Ayers, Jerry B., Ed.
This book is a guide to evaluating the educational programs for preparation of school administrators, school counselors and psychologists, school library media specialists, vocational education teachers, special education teachers, health and physical education teachers, and music and visual arts education teachers. It is a practical guide to the…
Teachers' Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes, and Barriers
ERIC Educational Resources Information Center
Perikkou, Anastasia; Kokkinou, Eleni; Panagiotakos, Demosthenes B.; Yannakoulia, Mary
2015-01-01
Teachers' attitudes about school food environments and their readiness to implement school-based nutrition programs were investigated. A total of 1,436 primary-school teachers filled out a questionnaire on their demographic and professional characteristics and their attitudes, beliefs, and barriers for implementing health educational programs. The…
NASA Astrophysics Data System (ADS)
Baquerizo-Birth, Marisol
This exploratory phenomenological study investigates the lived experiences of six high school physics teachers in Nebraska regarding their perceptions on the impact of participating in a science-based out-of-school program. By exploring the research question, we discover how this experience relates to these teachers' self-concept and professional growth. Open-ended, semi-structured, one-on-one interviews are used as the data collection method to explore teachers' perceptions. Responses reveal that teachers participating in the Cosmic Ray Observatory Project (CROP) as a means of exploring advanced, extracurricular physics projects perceive their participation as an opportunity for enrichment, collaboration, helping their students, and empowerment. Intertwined in the presented narratives, teachers refer to their schools' limited administrative support as a source of struggle tied to the challenge of balancing school and teaching responsibilities with CROP participants' responsibilities. This study proposes teachers must feel confident with their specific subject area to achieve a progressive view of self, and that supplemental professional development opportunities are crucial to physics teaching.
Education Program - Teacher in Space
1985-12-17
S85-46205 (December 1985) --- Sharon Christa McAuliffe (left), from Concord, New Hampshire, and Barbara R. Morgan of McCall, Idaho, have been named NASA Teacher-in-Space Project prime and backup payload specialists, respectively, for the first citizen observer position of the STS program, scheduled for a Challenger flight in January 1986. Photo credit: NASA
The Real World and People Teacher Education Program.
ERIC Educational Resources Information Center
Hall, Gene E.
Whereas 10 years ago the concerns of students were for improvement and achievement in the knowledge of science and for success in college, today they are concerned about the interactions between man and his environment. Teachers must be trained to cope with these new directions. A program for the education of science teachers is proposed which…
Teachers' Perspectives about an Anti-Bullying Program
ERIC Educational Resources Information Center
Lester, Robin Rawlings; Maldonado, Nancy
2013-01-01
Bullying has become a nationwide concern at the K-12 level. Guided by the theoretical framework of social learning theory, this study explored the perceptions of secondary education teachers about the bully-proofing program in place at one target middle school. Despite the target middle school's anti-bullying program, the incidence of bullying had…
Teacher Beliefs regarding Bilingualism in an English Medium Reading Program
ERIC Educational Resources Information Center
Vaish, Viniti
2012-01-01
Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program.…
NASA Astrophysics Data System (ADS)
Roof, S.; Warburton, J.; Oddo, B.; Kane, M.
2007-12-01
TREC teacher answers after consulting the research team. TREC teachers have developed and distributed teaching modules using real questions and data from the research program. Our collaboration is successful in part because the teachers are well prepared by ARCUS in advance of the field experience and the Svalbard REU leaders treat the TREC teacher as a senior member of the research team. Reliable telephone and internet communication from the field site is also important because it greatly facilitates the daily outreach. Our success is measured by the hundreds of K-12 students exposed to arctic climate change research (some of which are now going to college to pursue geoscience studies!) and the mutual desire for continued collaboration between the Svalbard REU Program and the ARCUS PolarTREC Program.
Making It Real: A Practice-Based Early Childhood Teacher Education Program
ERIC Educational Resources Information Center
Vartuli, Sue; Snider, Karrie; Holley, Maggie
2016-01-01
In early childhood teacher education programs, the reality of educational systems must be understood and teacher candidates must be ready to deal with the current challenges schools face. The rationale and application of the principles of practice based teacher education are presented in this article. Practice-based teacher education programs…
NASA Astrophysics Data System (ADS)
Frazier, Wendy Michelle
Science Work Experience Programs for Teachers (SWEPTs) provide an opportunity for science and math teachers to work in research laboratories during the summer to experience science as it is practiced in the laboratory-setting. Through the use of interviews with teachers and students, classroom observations, and an analysis of printed student sheets and student work, the lived experience of a cohort of program participants in Columbia University's Summer Research Program for Secondary School Science Teachers was recorded in an effort to describe the effect of experience in a SWEPT on the classroom environment of teacher participants and student outcomes. Relying on Social Learning Theory and science education reform documentation as a theoretical framework the following dimensions of the classroom were examined: (1) emergent themes that include the participants' perceptions of the importance of technology in the classroom, (2) interpersonal relationships with the teachers at the participants' schools, fellow program participants, research scientists, and students, and (3) changes in epistemological structure, curriculum, instructional strategies, and classroom practices. Methodological and theoretical implications are addressed with respect to future studies, and suggestions for refinement of SWEPTs are provided.
The Perceived Technology Proficiency of Students in a Teacher Education Program
ERIC Educational Resources Information Center
Coffman, Vonda G.
2013-01-01
The purpose of this study is to determine the perceived technology capabilities of different levels of undergraduate students of Kent State University in the College of Education, Health, and Human Services teacher education programs; to determine if the perceived technology capabilities of students beginning the teacher education program differ…
The Education of Deaf-Blind Youth: Teacher Characteristics and Program Issues.
ERIC Educational Resources Information Center
Maxson, B. J.; And Others
1989-01-01
Teachers (n=124) of deaf-blind students responded to a survey regarding their experience, training, program characteristics, communication methods, certification, and prevalence of deaf-blind students in their programs. Results indicated a high number of certifications for teachers, and a steady incidence of deaf-blind students across age groups…
An Alternative School Teacher Education Program. Teacher Education Forum; Volume 3, Number 7.
ERIC Educational Resources Information Center
Barr, Robert D.
The Alternative School Teacher Education Program, cooperatively developed by participating public schools and Indiana University, is a field-based masters degree program designed for completion in one calendar year. Students spend two summers on campus pursuing graduate course work. During the academic year between these summers, students earn…
ERIC Educational Resources Information Center
Medley, Donald M.; And Others
1989-01-01
Describes the development of an assessment program for beginning teachers and the program's effect on teaching and teacher education in Virginia. Discusses definitions of competence and performance, development of a system for assessing competence, training of classroom recorders, and measurement of competence by observations of teachers'…
Earth Science Resource Teachers: A Mentor Program for NASA's Explorer Schools
NASA Astrophysics Data System (ADS)
Ireton, F.; Owens, A.; Steffen, P. L.
2004-12-01
Each year, the NASA Explorer Schools (NES) program establishes a three-year partnership between NASA and 50 school teams, consisting of teachers and education administrators from diverse communities across the country. While partnered with NASA, NES teams acquire and use new teaching resources and technology tools for grades 4 - 9 using NASA's unique content, experts and other resources. Schools in the program are eligible to receive funding (pending budget approval) over the three-year period to purchase technology tools that support science and mathematics instruction. Explorer School teams attend a one-week summer institute at one of NASA's field centers each summer. The weeklong institutes are designed to introduce the teachers and administrators to the wealth of NASA information and resources available and to provide them with content background on NASA's exploration programs. During the 2004 summer institutes at Goddard Space Flight Center (GSFC) the National Earth Science Teachers Association (NESTA) entered into a pilot program with NES to test the feasibility of master teachers serving as mentors for the NES teams. Five master teachers were selected as Earth Science Resource Teachers (ESRT) from an application pool and attended the NES workshop at GSFC. During the workshop they participated in the program along side the NES teams which provided the opportunity for them to meet the teams and develop a rapport. Over the next year the ESRT will be in communication with the NES teams to offer suggestions on classroom management, content issues, classroom resources, and will be able to assist them in meeting the goals of NES. This paper will discuss the planning, selection, participation, outcomes, costs, and suggestions for future ESRT mentorship programs.
Impact of Professional Development Programs for Teachers of the Gifted
ERIC Educational Resources Information Center
Vidergor, Hava E.; Eilam, Billie
2011-01-01
The aim of the present study was to assess the impact of the Israeli certification program for teachers of gifted children. Pre- and post-tests addressed Israeli teachers' perceptions of unique teaching-learning situations in pullout centers, the desired characteristics of teachers of the gifted, as well as knowledge of gifted and instructional…
Supporting Students of Color in Teacher Education: Results from an Urban Teacher Education Program
ERIC Educational Resources Information Center
Waddell, Jennifer
2014-01-01
This article describes an urban teacher education program on a predominantly White campus, in which 71% of the students in the program were students of color. This article details a qualitative study and highlights the structures of support most influential in the retention of students within the program. Findings suggest that a multifaceted…
ERIC Educational Resources Information Center
Ciolek, Raymond
2017-01-01
The purpose of this research was to investigate whether new teacher and new teacher mentor perceptions of the effectiveness of the Missouri State Beginning Teachers' Assistance Program (BTAP) were positive and whether the new teacher perceptions led to the new teacher remaining in the teaching profession at least five years. At the time of this…
The FOSTER Project: Teacher Enrichment Through Participation in NASA's Airborne Astronomy Program
NASA Technical Reports Server (NTRS)
Koch, David; Hull, G.; Gillespie, C., Jr.; DeVore, E.; Witteborn, Fred C. (Technical Monitor)
1995-01-01
NASA's airborne astronomy program offers a unique opportunity for K-12 science teacher enrichment and for NASA to reach out and serve the educational community. Learning from a combination of summer workshops, curriculum supplement materials, training in Internet skills and ultimately flying on NASA's C-141 airborne observatory, the teachers are able to share the excitement of scientific discovery with their students and convey that excitement from first hand experience rather than just from reading about science in a textbook. This year the program has expanded to include teachers from the eleven western states served by NASA Ames Research Center's Educational Programs Office as well as teachers from communities from around the country where the scientist who fly on the observatory reside. Through teacher workshops and inservice presentations, the FOSTER (Flight Opportunities for Science Teacher EnRichment) teachers are sharing the resources and experiences with many hundreds of other teachers. Ultimately, the students are learning first hand about the excitement of science, the scientific method in practice, the team work involved, the relevance of science to their daily lives and the importance of a firm foundation in math and science in today's technologically oriented world.
ERIC Educational Resources Information Center
Bramwell-Lalor, Sharon; Rainford, Marcia
2015-01-01
This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers' experiences while being engaged in Assessment for Learning (AfL) practices such as sharing of learning objectives and peer- and self-assessment. Quantitative data were collected…
An Inservice Program for Elementary Teachers: Components, Instructional Procedures, and Evaluation.
ERIC Educational Resources Information Center
Horak, Willis J.; And Others
A description and evaluation of a year-long science in-service program for elementary teachers is provided. Consisting of three components, the program was designed to expand teachers' understandings of physics and chemistry concepts and processes and to encourage more science teaching and science activities in their classrooms. The on-campus…
Teacher Reform in Indonesia: Can Offshore Programs Create Lasting Pedagogical Shift?
ERIC Educational Resources Information Center
Allen, William; Hyde, Mervyn; Whannel, Robert; O'Neill, Maureen
2018-01-01
Regional and national interest in reforming teaching in Indonesia has seen governments, NGOs and education specialists combine to drive pedagogical changes among school teachers there. Results of these programs have been indifferent at best. This paper reports on teacher reform programs in Provinsi Papua, one of the most marginal societies in…
Inside the UTeach Program: Implications for Research in Mathematics Teacher Education
ERIC Educational Resources Information Center
Wasserman, Nicholas H.
2010-01-01
As the national impetus to advance education continues to look toward improving the teachers sent into the classroom, more research needs to be done to in the area of mathematics teacher education. A number of recent studies have summarized, synthesized, and developed useful information about what should be viewed as important in mathematics…
Three Essays on Teacher Education Programs and Test-Takers' Response Times on Test Items
ERIC Educational Resources Information Center
Qian, Hong
2013-01-01
This dissertation includes three essays: one essay focuses on the effect of teacher preparation programs on teacher knowledge while the other two focus on test-takers' response times on test items. Essay One addresses the problem of how opportunities to learn in teacher preparation programs influence future elementary mathematics teachers'…
ERIC Educational Resources Information Center
Carlson, Sarah E.
2011-01-01
The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers' interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing…
Theory and Implementation of an Innovative Teacher Professional Development Program
ERIC Educational Resources Information Center
Seals, Christopher; Mehta, Swati; Wolf, Leigh Graves; Marcotte, Candace
2017-01-01
U.S. teachers have less time to plan, collaborate, and research related work in comparison to teachers in competing countries (NECTL) and time is needed for teachers to learn new skills, understand new concepts, and to integrate new ideas into their practice (Corcoran, 1995). The MSUrbanSTEM Teaching and Leadership Fellowship program is a…
Advanced Industrial Materials (AIM) fellowship program
DOE Office of Scientific and Technical Information (OSTI.GOV)
McCleary, D.D.
1997-04-01
The Advanced Industrial Materials (AIM) Program administers a Graduate Fellowship Program focused toward helping students who are currently under represented in the nation`s pool of scientists and engineers, enter and complete advanced degree programs. The objectives of the program are to: (1) establish and maintain cooperative linkages between DOE and professors at universities with graduate programs leading toward degrees or with degree options in Materials Science, Materials Engineering, Metallurgical Engineering, and Ceramic Engineering, the disciplines most closely related to the AIM Program at Oak Ridge National Laboratory (ORNL); (2) strengthen the capabilities and increase the level of participation of currentlymore » under represented groups in master`s degree programs, and (3) offer graduate students an opportunity for practical research experience related to their thesis topic through the three-month research assignment or practicum at ORNL. The program is administered by the Oak Ridge Institute for Science and Education (ORISE).« less
Productive Partnerships: Pilot Program Brings Teachers and SPCA Together.
ERIC Educational Resources Information Center
Kukulka, Judi; Soltow, Willow
1984-01-01
A pilot program providing a comprehensive humane education curriculum is described. Packets containing instructional material on animal classification, pet care, wildlife, animal communication, and human activism are provided to teachers. In addition, school visits make it possible to demonstrate the activities, and motivate teachers to make…
ERIC Educational Resources Information Center
Rojas Tejada, Antonio J.; Cruz Del Pino, Raquel M.; Tatar, Moshe; Jimenez Sayans, Pablo
2012-01-01
The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers--SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive…
Advanced Respite Care: Medically Challenged. Teacher Edition. Respite Care Series.
ERIC Educational Resources Information Center
Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.
This curriculum guide is designed to help teachers to provide advanced-level training for care providers who want to work with individuals who are chronically or terminally ill and require specialized care. The curriculum contains seven units. Each of the instructional units includes some or all of these basic components: performance objectives,…
ERIC Educational Resources Information Center
Moore, Deborah Green
2012-01-01
Despite the number of programs in Mississippi that focus on developing and training teachers, the State continues to face a critical teacher shortage. This non-experimental, ex-post facto, quantitative study investigated the America Reads-Mississippi (ARM) Future Teacher Corps (FTC) program, an AmeriCorps program in Mississippi with a mission to…
ERIC Educational Resources Information Center
Delk, Tricia
2017-01-01
The purpose of the qualitative descriptive embedded single case study research was to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. The problem was the inadequacy on the part of teacher-credentialing programs to train pre-service teachers to make…
ERIC Educational Resources Information Center
Holt, Janice Hooper
2012-01-01
The purpose of this study was to examine induction programs in North Carolina during the 2010-2011 school year to determine beginning teachers received the support as recommended by State Board of Education policy. Participants were second-year high school teachers participating in district level beginning teacher induction programs and were…
Perceived Factors Impacting School Music Programs: The Teacher's Perspective
ERIC Educational Resources Information Center
Abril, Carlos R.; Bannerman, Julie K.
2015-01-01
The purpose of this study was to examine elementary music teachers' perceptions of factors impacting their music programs and teaching positions as well as the actions these teachers take in response to those factors. The following research questions guided the study: (1) What factors are perceived to impact music programs and teaching…
Sexual Orientation Topics in Elementary Teacher Preparation Programs in the USA
ERIC Educational Resources Information Center
Jennings, Todd; Sherwin, Gary
2008-01-01
This investigation is a descriptive study documenting the inclusion of sexual orientation (gay and lesbian) topics in a sample of 65 public university elementary teacher preparation programs across the USA (representing the preparation of 14,000-19,000 new teachers annually). Findings indicate that only 55.6% of programs address sexual orientation…
Development of Effective Teacher Program: Teamwork Building Program for Thailand's Municipal Schools
ERIC Educational Resources Information Center
Chantathai, Pimpka; Tesaputa, Kowat; Somprach, Kanokorn
2015-01-01
This research is aimed to formulate the effective teacher teamwork program in municipal schools in Thailand. Primary survey on current situation and problem was conducted to develop the plan to suggest potential programs. Samples were randomly selected from municipal schools by using multi-stage sampling method in order to investigate their…
ERIC Educational Resources Information Center
Reddy, Alison Marie
2012-01-01
In this descriptive, mixed methods study, the researcher investigated the influence of teacher preparation programs' field experiences on teacher candidates' sense of teaching efficacy. Tschannen-Morgan & Woolfolk-Hoy's (2001) Teacher Sense of Efficacy Scale questionnaire was sent to 221 teacher candidates enrolled in one of…
Computer Literacy for Student Teachers and Elementary Children through Programming.
ERIC Educational Resources Information Center
Elliott, John D.
This paper argues that teachers and students should be creators as well as consumers of computer software, not only so that they might better appreciate the skills involved, but also to improve teacher effectiveness in the classroom. As part of their own class work, 13 second-year student teachers developed a branching program using simple basic…
Georgia's Grow-Your-Own Teacher Programs Attract the Right Stuff
ERIC Educational Resources Information Center
Swanson, Peter B.
2011-01-01
There is a shortage of educators and there are various factors that account for the lack of teachers. Millions of new teachers will be needed in the near future and the present study juxtaposes the vocational personality profiles of adolescents (N = 262) participating in Future Educators of America programs in Georgia to in-service teachers'…
Experienced Teacher Fellowship Program. Final Report.
ERIC Educational Resources Information Center
Wolansky, William D.; Cochran, Leslie H.
The Industrial Arts Fellowship Program provides an opportunity for 24 experienced teachers to pursue graduate study related to two occupational clusters: industrial materials and processes or energy and propulsion systems. As part of their studies, students developed, field tested, and evaluated curriculum materials which applied these evolving…
Mathematics Teachers' Self-Captured Video and Opportunities for Learning
ERIC Educational Resources Information Center
Sherin, Miriam Gamoran; Dyer, Elizabeth B.
2017-01-01
Numerous video-based programs have been developed to support mathematics teachers in reflecting on and examining classrooms interactions without the immediate demands of instruction. An important premise of such work is that teacher learning occurs at the time that the video is viewed and discussed with teachers. Recent advances in technology,…
Promoting Reflection in Teacher Preparation Programs: A Multilevel Model
ERIC Educational Resources Information Center
Etscheidt, Susan; Curran, Christina M.; Sawyer, Candace M.
2012-01-01
Teacher reflection has been promoted as a necessary tool for educators to sustain responsive instructional practices. A variety of approaches for integrating inquiry into teaching and reflection in practice emerged from extensive and intensive efforts to reform teacher preparation programs. Based on those conceptualizations, a three-level model of…
Advanced composites technology program
NASA Technical Reports Server (NTRS)
Davis, John G., Jr.
1993-01-01
This paper provides a brief overview of the NASA Advanced Composites Technology (ACT) Program. Critical technology issues that must be addressed and solved to develop composite primary structures for transport aircraft are delineated. The program schedule and milestones are included. Work completed in the first 3 years of the program indicates the potential for achieving composite structures that weigh less and are cost effective relative to conventional aluminum structure. Selected technical accomplishments are noted. Readers who are seeking more in-depth technical information should study the other papers included in these proceedings.
The Impact of In-Service Technology Training Programmes on Technology Teachers
ERIC Educational Resources Information Center
Gumbo, Mishack; Makgato, Moses; Muller, Helene
2012-01-01
The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…
Advanced Industrial Materials Program
NASA Astrophysics Data System (ADS)
Stooksbury, F.
1994-06-01
The mission of the Advanced Industrial Materials (AIM) program is to commercialize new/improved materials and materials processing methods that will improve energy efficiency, productivity, and competitiveness. Program investigators in the DOE national laboratories are working with about 100 companies, including 15 partners in CRDA's. Work is being done on intermetallic alloys, ceramic composites, metal composites, polymers, engineered porous materials, and surface modification. The program supports other efforts in the Office of Industrial Technologies to assist the energy-consuming process industries. The aim of the AIM program is to bring materials from basic research to industrial application to strengthen the competitive position of US industry and save energy.
Structure of Primary Mathematics Teacher Education Programs in Spain
ERIC Educational Resources Information Center
Cañadas, María C.; Gómez, Pedro; Rico, Luis
2013-01-01
Spain was 1 of the 17 countries that participated in the International Association for the Evaluation of Educational Achievement's Teacher Education and Development Study in Mathematics (TEDS-M 2008). In this paper, we explore and describe the structure of Spanish primary mathematics teacher education programs. We analyzed the documents collected…
Increasing Accountability for Teacher Preparation Programs. Challenge to Lead
ERIC Educational Resources Information Center
Jackson, Jenny, Comp.
2006-01-01
Southern Regional Education Board (SREB) states face new challenges as they adapt to the requirements of the federal No Child Left Behind Act of 2001. This report reviews SREB states' progress in strengthening their accountability systems to ensure that their teacher preparation programs are producing quality teachers. This report identifies what…
NASA Astrophysics Data System (ADS)
Lawrenz, Frances; McCreath, Heather
Qualitative and quantitative evaluation procedures were used to compare two physical-science teacher inservice training programs. The two programs followed the master teacher training model espoused by NSF but used different types of master teachers and types of activities. The two evaluation procedures produced different results and together they provided a much clearer picture of the strengths and weaknesses of the two programs. Using only one approach or the other would have substantially altered the conclusions.
Exemplary Programs Supporting Teacher Professional Development in the U.S.A.
NASA Astrophysics Data System (ADS)
Passow, Michael J.
2015-04-01
By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators
Domitrovich, Celene E; Bradshaw, Catherine P; Berg, Juliette K; Pas, Elise T; Becker, Kimberly D; Musci, Rashelle; Embry, Dennis D; Ialongo, Nicholas
2016-04-01
A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers' own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers' beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.
ERIC Educational Resources Information Center
Duke, Daniel L.; Tucker, Pamela D.; Bucko, Scott; Duffey, Gena; McBride, Melissa
2005-01-01
Growing regulation of teacher preparation programs has raised concerns about standardization in the field of teacher education. With greater uniformity, is there a loss of innovation and program identity? To gather information on this question, we examined teacher preparation programs in Elementary Education, Secondary English, Secondary…
DOE Office of Scientific and Technical Information (OSTI.GOV)
Liby, Alan L; Rogers, Hiram
The goal of this activity was to carry out program implementation and technical projects in support of the ARRA-funded Advanced Materials in Support of EERE Needs to Advance Clean Energy Technologies Program of the DOE Advanced Manufacturing Office (AMO) (formerly the Industrial Technologies Program (ITP)). The work was organized into eight projects in four materials areas: strategic materials, structural materials, energy storage and production materials, and advanced/field/transient processing. Strategic materials included work on titanium, magnesium and carbon fiber. Structural materials included work on alumina forming austentic (AFA) and CF8C-Plus steels. The advanced batteries and production materials projects included work onmore » advanced batteries and photovoltaic devices. Advanced/field/transient processing included work on magnetic field processing. Details of the work in the eight projects are available in the project final reports which have been previously submitted.« less
ERIC Educational Resources Information Center
Herring, Phillip Allen
2009-01-01
The purpose of the study was to analyze the science outreach program, Science In Motion (SIM), located in Mobile, Alabama. This research investigated what impact the SIM program has on student cognitive functioning and teacher efficacy and also investigated teacher perceptions and attitudes regarding the program. To investigate student…
Brayton advanced heat receiver development program
NASA Technical Reports Server (NTRS)
Heidenreich, G. R.; Downing, R. S.; Lacey, Dovie E.
1989-01-01
NASA Lewis Research Center is managing an advanced solar dynamic (ASD) space power program. The objective of the ASD program is to develop small and lightweight solar dynamic systems which show significant improvement in efficiency and specific mass over the baseline design derived from the Space Station Freedom technology. The advanced heat receiver development program is a phased program to design, fabricate and test elements of a 7-kWe heat-receiver/thermal-energy-storage subsystem. Receivers for both Brayton and Stirling heat engines are being developed under separate contracts. Phase I, described here, is the current eighteen month effort to design and perform critical technology experiments on innovative concepts designed to reduce mass without compromising thermal efficiency and reliability.
ERIC Educational Resources Information Center
Jenset, Inga Staal; Klette, Kirsti; Hammerness, Karen
2018-01-01
Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice, during university…
Exploratory Advanced Research Program
DOT National Transportation Integrated Search
2013-08-20
The Exploratory Advanced Research Program strives to develop partnerships with the public and private sectors because the very nature of EAR is to apply ideas across traditional fields of research and stimulate new approaches to problem solving. Thro...
MTU-pre-service teacher enhancement program. Final report, September 1992--May 1995
DOE Office of Scientific and Technical Information (OSTI.GOV)
Anderson, C.S.; Yarroch, W.J.
1996-01-01
The MTU Pre-Service Teacher Enhancement Program was a two year extended project designed to introduce a select group of science and engineering undergraduate students, with good {open_quotes}people skills,{close_quotes} to the teaching profession. Participants were paid for their time spent with area teacher/mentors and were involved in a variety of in school activities, projects and observations to illustrate the teaching profession. They were encouraged to consider the teaching profession as a future career option. The student participants, however, were under no obligation to enter the Teacher Education Program at the conclusion of the program.
Children, teachers and nature: An analysis of an environmental education program
NASA Astrophysics Data System (ADS)
Cheng, Judith Chen-Hsuan
Environmental education is an important tool for providing knowledge, supporting positive attitudes toward nature, and building skills to protect and improve the environment. Because of limited funding sources and increasing environmental challenges, it is important to provide effective environmental education programs. Program evaluation is one strategy to engage stakeholders and increase program effectiveness. An evaluation of a fourth grade environmental education program, Lagoon Quest developed by Brevard Zoo, provides an unique opportunity to answer several questions about implementing an effective environmental education program. The first question is about the effectiveness of Lagoon Quest. Evaluation data are reported in a case study that provides details about the development of the evaluation questions and evaluation instruments. The pre/posttest comparison suggests that participating in Lagoon Quest effectively increases students' knowledge of Indian River Lagoon (mean increase = 5.03, p<0.05). This program is effective among students' from different socio-economic background. Moreover, teachers and parents indicate that the program positively influenced the students and are supportive of it. Lagoon Quest is now a required program in the fourth grade curriculum in Brevard County, which raises the second question: how do teachers react to a required fourth grade program? Teachers' prior experience in environmental education, science education, Lagoon Quest and their attitudes toward Lagoon Quest were examined. A teacher survey was conducted to explore teachers' attitudes, but the low response rate necessitated a process to explore non-respondents' attitudes. Follow-up focus groups at schools with few respondents suggest that teachers who had prior experience in teaching science were more likely to be highly supportive of Lagoon Quest and were more likely to use additional resources to support the program. Also, teachers' interest in Indian River Lagoon is
ERIC Educational Resources Information Center
Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.
2013-01-01
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…
Design and Implementation Considerations for Alternative Teacher Compensation Programs
ERIC Educational Resources Information Center
Brodsky, Andrew; DeCesare, Dale; Kramer-Wine, Jennifer
2010-01-01
Over the past decade, educators and policymakers have used a variety of approaches to designing and implementing teacher compensation programs. These approaches include federal incentive funds, state-level programs, and district initiatives. This article reviews 6 such programs in order to identify themes and draw conclusions relevant to…
PSYCHOLOGY IN THE TEACHER PREPARATION PROGRAM.
ERIC Educational Resources Information Center
HERBERT, JOHN; WILLIAMS, DONALD
SUBSTANTIAL CHANGE IN THE FORM AND SUBSTANCE OF PSYCHOLOGY OFFERINGS IN TEACHER PREPARATION PROGRAMS MAY BE IMMINENT. ALTHOUGH THERE SEEMS TO BE SUBSTANTIAL AGREEMENT THAT PSYCHOLOGY SHOULD BE TAUGHT, AGREEMENT THAT CHANGES MUST BE MADE IS GENERAL. COURSE OBJECTIVES FORMULATED BY THE PSYCHOLOGICAL FOUNDATIONS PLANNING GROUP ARE LISTED. IT IS…
ERIC Educational Resources Information Center
Blazer, Christie
2012-01-01
The shortage of qualified teachers across the U.S. has contributed to the popularity of alternative certification programs. These programs are designed to attract individuals into the teaching profession by allowing candidates to become certified without having to complete a traditional teacher education program. This Information Capsule reviewed…
ERIC Educational Resources Information Center
Henry, Gary T.; Campbell, Shanyce L.; Thompson, Charles L.; Patriarca, Linda A.; Luterbach, Kenneth J.; Lys, Diana B.; Covington, Vivian Martin
2013-01-01
Calls for evidence-based reform of teacher preparation programs (TPPs) suggest the question: Do the current indicators of progress and performance used by TPPs predict effectiveness of their graduates when they become teachers? In this study, the indicators of progress and performance used by one program are examined for their ability to predict…
ERIC Educational Resources Information Center
Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges
2017-01-01
As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…
Program Standards for the Initial Preparation of Teachers of Social Studies.
ERIC Educational Resources Information Center
National Council for the Social Studies, Washington, DC.
These guidelines are derived from the National Council for the Social Studies (NCSS) document, "National Standards for Social Studies Teachers." The guidelines are intended to be used by institutions that prepare teachers to assess the quality of their teacher preparation programs for licensure (or certification) in comprehensive social…
Advancing Research in the National Science Foundation's Advanced Technological Education Program
ERIC Educational Resources Information Center
Wingate, Lori A.
2017-01-01
Advanced Technological Education is distinct from typical National Science Foundation programs in that it is essentially a training--not research--program, and most grantees are located at technical and two-year colleges. This article presents empirical data on the status of research in the program, discusses the program's role in supporting NSF's…
NASA Astrophysics Data System (ADS)
Moore, Steven; Haviland, Don; Moore, William; Tran, Michael
2016-12-01
This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation. Three cohorts of teachers participated in the program, with each participant receiving 40 h of synchronous online instruction and 80 h of in-person instruction and support over an 8-month period. Data from surveys of participants both before and after the program were analyzed using correlation, ordinary least squares, and ordered logit regression analyses. The analyses revealed increases in the self-reported frequency of GIS use and enhanced feelings of preparation, competence, community, and comfort with respect to using GIS for instruction. A composite index of all impact variables was positively influenced as well. The statistical analyses found a strong relationship between self-reported feelings of preparation and use of GIS. Some support was found for the idea that feelings of competence, community, and comfort were related to the teachers' sense of preparation. The findings suggest that a robust hybrid model of teacher professional development can prepare teachers to use GIS in their classrooms. More research is needed to understand how hybrid models influence the sociopsychological and other dimensions that support teachers' feelings of preparation to implement GIS.
Advance Control Measures & Programs
As areas develop their path forward or action plan, they should consider a variety of voluntary and mandatory measures and programs. The resources on this page can help, and participants are also encouraged to talk with their EPA Advance contact
ERIC Educational Resources Information Center
Bastian, Kevin C.; Marks, Julie T.
2017-01-01
Given concerns with the performance and attrition of novice teachers, North Carolina allocated $7.7 million from Race to the Top to create the New Teacher Support Program (NTSP), an induction model developed and implemented by the state's public university system and targeted at low-performing schools. In this study, we assess the associations…
ERIC Educational Resources Information Center
Dragon, Karon; Peacock, Kim; Norton, Yvonne; Steinhauer, Evelyn; Snart, Fern; Carbonaro, Mike; Boechler, Patricia
2012-01-01
This article explores changes that occurred in preservice teachers' thinking about the use of educational technology in a post-secondary, Aboriginal, elementary teacher education program. The research explores relationships associated with changes in preservice teachers' attitudes and perceived proficiency with technology integration. Quantitative…
ERIC Educational Resources Information Center
Liu, Wei
2012-01-01
This is an evaluative research study of a NSF-funded, DRK-12 cyber-enabled teacher professional development program in elementary engineering education. The finding shows the significant impact of the program on students' science and engineering knowledge in the second year of the program's implementation. However, student learning gain…
ERIC Educational Resources Information Center
RYERSON, NORMAN E.
THROUGH THE DEVELOPMENT OF A COOPERATIVE COLLEGE-UNIVERSITY GRADUATE STUDY PROGRAM, THE AUGMENTATION OF A PAID FOURTH-YEAR INTERNSHIP APPROACH IN A TEACHER TRAINING PROGRAM WAS EXPLORED. STEPS INCLUDED--(1) INVOLVEMENT OF THE FACULTY IN AN EVALUATION OF THE TEACHER EDUCATION PROGRAM AND THE COLLEGE CURRICULUM, (2) CHANGING WEEKLY SCHEDULES AND THE…
An Engineering Research Program for High School Science Teachers: Year Two Changes and Results
ERIC Educational Resources Information Center
DeJong, Brian P.; Yelamarthi, Kumar; Kaya, Tolga
2016-01-01
The research experiences for teachers program at Central Michigan University was initiated to team in-service and pre-service teachers with undergraduate engineering students and engineering faculty, in an engineering research setting. During the six-week program, teachers learn engineering concepts and develop high-school instructional material…
Exemplary Teacher Initiated Programs. Lucretia Crocker Fellows 1986-1987.
ERIC Educational Resources Information Center
Massachusetts State Dept. of Education, Boston.
The Lucretia Crocker Program recognizes the importance and potential impact of teacher-initiated innovation in public schools. The program is named for the woman who set up educational programs for emancipated blacks after the Civil War and promoted educational opportunity for blacks and women. Brief descriptions are given of the following…
Report Card on the Effectiveness of Teacher Training Programs
ERIC Educational Resources Information Center
Tennessee State Board of Education, 2010
2010-01-01
Tennessee Code Annotated 49-5-108 requires the state to develop a report card or assessment on the effectiveness of teacher training programs. This report includes data on the performance of each institution's graduates in the following areas required by state statute: placement and retention rates, Praxis results, and teacher effect data based on…
Turkish Physics Teachers' Views about the 2007 Physics Teaching Program and its Implementation
ERIC Educational Resources Information Center
Mercan, Fatih Caglayan
2013-01-01
The renewal of the secondary school physics teaching program was initiated in 2008, however, there is limited research investigating physics teachers' enactment of the teaching program in their classes. The purpose of this study was to identify and describe teachers' views about the official teaching program and its implementation. The…
75 FR 338 - Proposed Information Collection; Comment Request; NOAA Teacher at Sea Program
Federal Register 2010, 2011, 2012, 2013, 2014
2010-01-05
... Collection; Comment Request; NOAA Teacher at Sea Program AGENCY: National Oceanic and Atmospheric... Teacher at Sea Program. Through this program, educators spend up to 3 weeks at sea on a NOAA research... required of anyone going to sea. Once educators are selected and participate on a cruise, they write a...
Memphis State University's New Five-year Program For the Initial Preparation of Teachers.
ERIC Educational Resources Information Center
Saunders, Robert L.
A description is presented of a new extended teacher education program at Memphis State University. Instituted in 1985, the program has four objectives: (1) to develop and implement an extended (five-year) program covering all areas of teacher preparation, with institutional recommendation for certification coming only after completion of the…
Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers
ERIC Educational Resources Information Center
Buonviri, Nathan O.; Paney, Andrew S.
2015-01-01
Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…
10 Myths & Realities about Community College Teacher Education Programs. Second Edition
ERIC Educational Resources Information Center
Maricopa Community Colleges, 2009
2009-01-01
As community colleges emerge as a solution to the teacher quality and shortage issue, the National Association of Community College Teacher Education Programs (NACCTEP) created this pamphlet in an attempt to dispel any misperceptions individuals may have about the community college role in teacher education. "10 Myths About Community College…
A Call for Reformation of Teacher Preparation Programs in the United States
ERIC Educational Resources Information Center
Dann, Ashley Ireland
2014-01-01
Although current research, educational theorists, and international comparison prove a need for reform, the United States' teacher preparation programs are failing. The following paper will call for the reform of teacher preparation programs in three distinct areas. Examination of current data, application of educational theorists'…
ACE: A Collaborative School Consultation Program for Secondary School Teachers
ERIC Educational Resources Information Center
Couture, Caroline; Massé, Line
2014-01-01
This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…
Correlational Study of Leadership Style and Teacher Job Satisfaction in Two Head Start Programs
ERIC Educational Resources Information Center
Miles, Wanda L.
2010-01-01
The purpose of this study was to examine the relationship between leadership style and teacher job satisfaction. The population sample consisted of teachers within two preschool programs. The research study sought to understand the leadership styles of preschool program directors while examining concerns related to preschool teachers' job…
Evidence of the Need to Prepare Prospective Teachers to Engage in Mathematics Consultations
ERIC Educational Resources Information Center
van Ingen, Sarah; Eskelson, Samuel L.; Allsopp, David
2016-01-01
The mathematics consultation represents a powerful opportunity for mathematics teachers to leverage the knowledge base of special education professionals to advance equity for students with special education needs. Yet, most teacher preparation programs do not specifically prepare prospective teachers to engage in mathematics-specific…
Integrating Global Content into Special Education Teacher Preparation Programs
ERIC Educational Resources Information Center
Xin, Joy F.; Accardo, Amy L.; Shuff, Midge; Cormier, Mary; Doorman, Diane
2016-01-01
Globalization affects many aspects of our lives in the 21st century and requires us to adopt an international perspective. For this study, global content was integrated into one course of an undergraduate special education teacher education program. A total of 118 teacher candidates were enrolled in the course over two semesters. A pre-post test…
ERIC Educational Resources Information Center
Çetin, Nagihan Imer
2016-01-01
The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…
A Rural Education Teacher Preparation Program: Course Design, Student Support and Engagement
ERIC Educational Resources Information Center
Eaton, Sarah Elaine; Gereluk, Dianne; Dressler, Roswita; Becker, Sandra
2017-01-01
Attracting and retaining teachers for rural and remote areas is a pervasive global problem. Currently, teacher education in Canada is primarily delivered in face-to-face formats located in urban centres or satellite campuses. There is a need for relevant and responsive teacher education programs for rural pre-service teachers. Recognizing this…
ERIC Educational Resources Information Center
Strom, Kathryn Jill
2014-01-01
While research suggests that new teachers work to put into practice the pedagogy learned from their preservice preparation programs during their first year of teaching, they often resort to traditional, teacher-centered pedagogies even when prepared to use innovative practices, particularly in urban schools. Relatively little is known, however,…
Neuro-Linguistic Programming: Enhancing Teacher-Student Communications.
ERIC Educational Resources Information Center
Childers, John H., Jr.
1985-01-01
Defines Neurolinguistic Programming (NCP) and discusses specific dimensions of the model that have applications for classroom teaching. Describes five representational systems individuals use to process information and gives examples of effective and ineffective teacher-student communication for each system. (MCF)
Redesigning a Special Education Teacher-Preparation Program: The Rationale, Process, and Outcomes
ERIC Educational Resources Information Center
Fuchs, Wendy W.; Fahsl, Allison J.; James, Susanne M.
2014-01-01
Teacher-preparation programs across the nation are faced with multiple mandates that aim to increase rigor and effectiveness of future educators. In the state of Illinois, all teacher-preparation programs must revise and redesign their coursework to align with the new professional teaching standards and licensure requirements. This article will…
Impacts of the Retired Mentors for New Teachers Program. REL 2017-225
ERIC Educational Resources Information Center
DeCesare, Dale; McClelland, Abby; Randel, Bruce
2017-01-01
This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district's schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less…
ERIC Educational Resources Information Center
Thomas, Hollie B.; Jackson, Franklin D. R.
The attitudes of teachers in a metropolitan area toward starting programs in applied biological and agricultural occupations and other vocational areas were studied in order to establish a base line of attitudes with which program implementation must start. Specific objectives were to: (1) determine the attitude of teachers toward offering such…
ERIC Educational Resources Information Center
Saada, Nivan
2012-01-01
I examine a unique Elementary Mathematics Lead Teacher program entering its second decade of operation. The program is based in a large, urban, Midwestern school district, with the vision of developing a cadre of teacher leaders to support mathematics education. The district's professional development content was conventional, including both…
ERIC Educational Resources Information Center
Catalano, Theresa; Hamann, Edmund T.
2016-01-01
While Ruiz's (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings…
ERIC Educational Resources Information Center
Biggs, Bridget K.; Vernberg, Eric M.; Twemlow, Stuart W.; Fonagy, Peter; Dill, Edward J.
2008-01-01
This study examined variability in teachers' reported adherence to a school-based violence prevention program, Creating a Peaceful School Learning Environment, and investigated the relations of teacher adherence to teachers' attitudes related to the intervention and students' attitudes about and responses to bullying. The results provide evidence…
English Language Teachers as Program Administrators
ERIC Educational Resources Information Center
Tannacito, Dan J.
2013-01-01
An administrator, broadly conceived, is a person who has authority to lead and manage people, practices, materials, and policies in an educational unit. Dan Tannacito shows teachers the pathway to becoming English language program administrators (ELPAs) and the myriad benefits they can derive. Most may be surprised to see that they are already on…
Promoting Student Engagement through Scholarship in a Teacher Preparation Program
ERIC Educational Resources Information Center
Sanchez, Claudia; Olson-Pacheco, Ali; Grosso, Liliana; Hanley, Elizabeth
2008-01-01
A project entitled "Academic Presentations and Publications by Leaders in Education" (Project APPLE) was developed to offer pre-service teachers opportunities to grow professionally outside traditional coursework requirements. Project APPLE seeks to engage students in teacher education programs in two types of scholarly activities: professional…
Teacher Development Program for ATP 2000. Project Report.
ERIC Educational Resources Information Center
Sutphin, Dean; And Others
Agri Tech Prep 2000 (ATP 2000) is a 4-year tech prep program linking high school and postsecondary curricula designed to prepare New York students for careers in agriculture or acceptance into a college program in agriculture. Because teacher development was designated an integral project component for fiscal year 1991-1992, a weeklong teacher…
ERIC Educational Resources Information Center
Habermann, Mary Jean
The report describes the rationale for and history of an exchange program for Nuevo Leon (Mexico) and New Mexico bilingual education teachers. The program evolved from the need to help Spanish-speaking students maintain their own language and culture while in the United States. New Mexico's state policy concerning language-minority children and…
ERIC Educational Resources Information Center
Ebrahim, H. B.; Verbeek, D. C.; Mashiya, J. N.
2011-01-01
In developing the Advanced Certificate in Teaching (ACT) as a professional qualification for continuing teacher education for early schooling at the University of KwaZulu-Natal we asked the following: "What are the enabling roles foundation phase teachers need to play in order to reclaim their space as agents who significantly influence their…
ERIC Educational Resources Information Center
Pitman, John C.
The primary purposes of this paper are (a) to describe how the Performance Based Teacher Education (PBTE) Component of the New England Program in Teacher Education (NEPTE) and Rhode Island Teacher Center (RITC) are currently operating, and (b) to project how the NEPTE and RITC delivery systems might be further utilized to diffuse PBTE. Both NEPTE…
Teacher Reflection in Indonesia: Lessons Learnt from a Lesson Study Program
ERIC Educational Resources Information Center
Suratno, Tatang; Iskandar, Sofyan
2010-01-01
Although reflection is seen as a means to improve teacher professionalism, its practice in Indonesia has a scant regard until the lesson study program was implemented around the year 2005. In Indonesian context, lesson study is a process by which teachers and teacher educators work together to critically improve the quality of classroom practice…
A Culturally Responsive, Transnational Middle Grades Teacher Education Program in American Samoa
ERIC Educational Resources Information Center
Zuercher, Deborah K.; Yoshioka, Jon; Deering, Paul D.; Martin, Katie; Curry, Kezia; O'Neill, Tara; Apisa, Sheila W.
2012-01-01
Since 1979, the American Samoa Department of Education and the University of Hawai'i have partnered to provide education and training for American Samoan teachers. Beginning in 2009, these efforts have focused on teachers in the middle grades. This article describes the context, program structure, and implementation of a graduate degree program in…
Secondary Content Area Reading: Challenging Sell for Professors in Teacher Education Programs
ERIC Educational Resources Information Center
Almerico, Gina M.
2011-01-01
Candidates in teacher education programs who are training to become secondary education content area teachers are required in most programs to enroll in a class dealing with teaching reading in the content areas. A number of these candidates reluctantly attend these courses and question the appropriateness of the content they are required to…
Experts in the Classroom: Fellows Program Connects Teacher Learning to Student Outcomes
ERIC Educational Resources Information Center
Pett, Kate; Strahan, David; Gates, Carlye
2014-01-01
This article provides snapshots of teacher leadership in action as one result of the Asheville (N.C.) City Schools Foundation Innovation Fellows program, an approach to providing high quality professional learning for the district's best teachers. With start-up funding from the Z. Smith Reynolds Foundation, this program was created to retain great…
Teacher Education Preparation Program for the 21st Century. Which Way Forward for Kenya?
ERIC Educational Resources Information Center
Katitia, David Melita Ole
2015-01-01
Teacher quality is always cited as the most significant efficiency of teacher preparation programs. This paper discusses the aspects of Teacher education factor that influences student achievement. There has always been an increased interest in examining the preparation program for the 21st century in Kenya and recommending the way forward for our…
Success of a Faculty Development Program for Teachers at the Mayo Clinic
Lee, Staci M.; Lee, Mark C.; Reed, Darcy A.; Halvorsen, Andrew J.; Berbari, Elie F.; McDonald, Furman S.; Beckman, Thomas J.
2014-01-01
Background There has been limited research on the improvement of underperforming clinical teachers. Objective To determine whether a faculty development program could improve the evaluations of clinical teachers in an internal medicine residency program. Methods A total of 123 teachers completed faculty development at the Mayo Clinic from 2009 to 2012. The faculty enhancement and education development program (FEED) consists of 6 interactive, small group, 2-hour sessions taught by experienced Mayo Clinic faculty over 1 year. These sessions address the following competencies: asking questions, diagnosing learners, giving feedback, using teaching frameworks, recognizing learning styles, and providing clinical supervision. Resident-of-faculty Mayo teaching effectiveness (MTE) scores have previously demonstrated content, internal structure, and criterion validity. Teachers were grouped into the top 80% or the bottom 20%, according to baseline MTE scores. Mixed linear models were used to compare these groups regarding changes in MTE scores after completion of FEED. Results were adjusted for teacher age, sex, medical specialty, academic rank, and teaching awards. Results For all participants combined, the adjusted MTE scores (mean; standard error) improved from baseline (3.80; 0.04) to completion of FEED (3.93; 0.04; P < .001). However, the bottom 20% had a significantly greater improvement in scores than the top 80% (score-change difference = 0.166, P < .001). Conclusions We describe a low-intensity faculty development intervention that benefited all clinical teachers, but was particularly effective for underperforming teachers in internal medicine. The approach may be suitable for adoption or adaptation in other graduate medical education programs. PMID:26140122
Mindfulness programming for parents and teachers of children with ADHD.
Miller, Carlin J; Brooker, Brianne
2017-08-01
Parents and teachers of children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for a range of suboptimal psychosocial outcomes, including mental health difficulties and heightened stress, problems perhaps ameliorated through mindfulness-based programming. To show pilot data from an investigation of the outcomes of a purpose-built mindfulness training for parents and teachers of children with ADHD (N = 26). The program represents a purpose-driven modification of the Mindfulness-Based Stress Reduction (MBSR) curriculum. Namely, we reduced participant time commitment and added psychoeducation about ADHD with brief parent training. The measurement protocol included measures of stress, anxiety, depression, and mindfulness. Following the 8-week program, parents and teachers reported reduced perceived stress, reduced self-reported anxiety, and improvements in some facets of mindfulness. The work highlights the promise of specialized mindfulness-based interventions in promoting positive psychosocial outcomes in specific at-risk groups, such as the carers of children with ADHD. Copyright © 2017 Elsevier Ltd. All rights reserved.
Advanced Technological Education Program: 1995 Awards and Activities.
ERIC Educational Resources Information Center
National Science Foundation, Washington, DC. Directorate for Education and Human Resources.
The Advanced Technological Education (ATE) program promotes exemplary improvement in advanced technological education at the national and regional level through support of curriculum development and program improvement at the undergraduate and secondary school levels, especially for technicians being educated for the high performance workplace of…
ERIC Educational Resources Information Center
Nagel, Nancy G.
2008-01-01
In the essay, "The logic of convergence and uniformity in teacher production", Loomis et al. advocate that teachers are experiencing a shift from individualistic programs that prepare them toward uniform, common teacher preparation resulting from top-down agenda-setting and mandated regulations. In their theoretical stance, the knowledge…
ERIC Educational Resources Information Center
Liu, Laura B.; Milman, Natalie B.
2013-01-01
This case study examines the impact of the 1-year implementation of a state-mandated, standardized teacher performance assessment (TPA) on a faculty's infusion of multicultural education across a secondary education teacher preparation program. Findings show that faculty and teacher candidate (TC) perceptions predominantly concluded that the TPA…
An Evaluation of (TIF) Teacher Innovation Funds Awards Program. Parts I and II.
ERIC Educational Resources Information Center
District of Columbia Public Schools, Washington, DC.
This evaluation report is in two main sections, the first dealing with a program in five senior high school areas and involving 96 teachers during 1968-70, the second dealing with a program in one high school and one vocational high school and involving 43 teachers during 1970-71. The programs were established to seek out and fund innovative…
ERIC Educational Resources Information Center
Lin, Su-ching; Cheng, Wen-wen; Wu, Ming-sui
2015-01-01
Most research suggests professional development improves teachers' knowledge and pedagogy and enhances teachers' confidence to facilitate a positive attitude about student learning. This study attempted to investigate the connection between teacher professional development program and students' Learning. This study took Readers' Theater Teaching…
ERIC Educational Resources Information Center
Shinas, Valerie Harlow; Karchmer-Klein, Rachel; Mouza, Chrystalla; Yilmaz-Ozden, Sule; Glutting, Joseph J.
2015-01-01
In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the…
Interactive and Collaborative Professional Development for In-Service History Teachers
ERIC Educational Resources Information Center
Callahan, Cory; Saye, John; Brush, Thomas
2016-01-01
This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…
How Induction Programs Affect the Decision of Alternate Route Urban Teachers to Remain Teaching
ERIC Educational Resources Information Center
LoCascio, Steven J.; Smeaton, Patricia S.; Waters, Faith H.
2016-01-01
This mixed-methods study analyzes the induction programs for alternate route beginning teachers in low socioeconomic, urban schools. The researcher surveyed 53 teachers at the end of their first year and conducted six in-depth follow-up interviews. The study found that half the teachers did not receive an induction program congruent with state…
Developing a Modular Teacher Education Program for an R&D Center.
ERIC Educational Resources Information Center
Martin, Guy N.; Clark, Michal C.
The R&D Center in Teacher Education at the University of Texas is attempting to make significant contributions to teacher education through the development of teacher education modules. In order to make the most of their effort, a shift in focus from project to program is needed. This paper describes the development of a conceptual focus and a…
A New Agenda: Research to Build a Better Teacher Preparation Program
ERIC Educational Resources Information Center
Mitchel, Ashley LiBetti; King, Melissa Steel
2016-01-01
Every year, new teachers collectively spend about $4.8 billion on their training requirements, nearly all of which goes to teacher preparation programs. Unfortunately, it is unclear whether that is money well spent. Despite decades of research and ongoing calls to improve the quality of teacher training, we still do not know how to sculpt an…
ERIC Educational Resources Information Center
Waddell, Jennifer; Vartuli, Sue
2015-01-01
In recent years, teacher education has been charged with reforming programs to better align curriculum, clinical practice, and accountability. The sense of urgency for reform has been heightened by competition from alternative routes to teaching that jump straight to practice, often criticized for foregoing essential knowledge and theory. This…
Unterbrink, Thomas; Pfeifer, Ruth; Krippeit, Lorena; Zimmermann, Linda; Rose, Uwe; Joos, Andreas; Hartmann, Armin; Wirsching, Michael; Bauer, Joachim
2014-01-01
In order to evaluate a manual-based group program for teachers aiming at strengthening mental health, we examined (1) whether the teachers interested in participating differ from their colleagues without interest and (2) whether there is evidence of subgroups benefiting more than others among those who participated. Out of a basic sample of 949 schoolteachers, 337 teachers declared interest in a group program. All teachers were surveyed with the "General Health Questionnaire", the "Maslach Burnout Inventory" and the "Effort Reward Imbalance Questionnaire". In addition, participating teachers were screened with the "Symptom Checklist 27" T and χ(2)-tests were calculated to detect differences between those interested in the program and the remaining 612 teachers. Six factors were established and used for a regression analysis that identified specific parameters more or less correlating with health benefits of those who participated in the program. Findings showed that those declaring interest in the intervention displayed a higher degree of occupational stress according to all health parameters examined. Teachers interested in the program were significantly younger, more frequently female and single. The regression analysis showed that the baseline scores of the six health parameters were the strongest predictors for improvement. Worse scores before the beginning of the intervention correlated with a more positive effect. Intervention programs aiming at alleviating the mental stress of teachers find the interest of those who need it most. More importantly, the latter are the ones who--at least if our program is applied-benefit best.
Teacher Education Graduates' Entrance into the Teaching Profession: Development and Test of a Model
ERIC Educational Resources Information Center
Rots, Isabel; Aelterman, Antonia
2009-01-01
This study aims to advance insight into the relationship between teacher education and graduates' intended and actual entrance into the teaching profession. Moreover, it indicates how this relationship varies between teacher training for primary education (i.e., programs for class teachers-to-be) and teacher training for secondary education (i.e.,…
Targeting students, teachers and parents in a wellness-based prevention program in schools.
Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol
2007-01-01
This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student/parent (n = 124), student/parent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student/parent (n=65), student/parent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For example, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student/parent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.
ERIC Educational Resources Information Center
Martin, Wendy; Strother, Scott; Weatherholt, Tara; Dechaume, Merav
2008-01-01
The eMINTS professional development programs are designed to help teachers learn how to integrate technology into their teaching, using instructional strategies that promote inquiry-based learning and encourage collaboration and community building among students and teachers. The eMINTS programs considered in this evaluation include: (1) eMINTS…
ERIC Educational Resources Information Center
Goldstein, Peggy; Warde, Beverly; Rody, Carla
2013-01-01
Given federal mandates, public school districts have adopted inclusive practices with the expectation that general education teachers can accommodate students with disabilities. For teacher preparation programs to prepare future teachers for this reality, it is important to understand the composition of a "typical" general education…
To the Extremes! A Teacher Research Experience Program in the Polar Regions
NASA Astrophysics Data System (ADS)
Warburton, J.; Bartholow, S.
2014-12-01
PolarTREC-Teachers and Researchers Exploring and Collaborating, a teacher professional development program, began with the International Polar Year in 2004 and continues today in the United States. In 2007, the National Science Foundation designated PolarTREC as potentially transformative, meaning that the "research results often do not fit within established models or theories and may initially be unexpected or difficult to interpret; their transformative nature and utility might not be recognized until years later." PolarTREC brings U.S. K-12 educators and polar researchers together through an innovative teacher research experience model. Teachers spend three to six weeks in remote arctic and Antarctic field camps. Since 2007, over 100 teachers have been placed in field experiences throughout the Arctic and Antarctic and with half of them participating in field experiences in Antarctica. During their experience, teachers become research team members filling a variety of roles on the team. They also fulfil a unique role of public outreach officer, conducting live presentations about their field site and research as well as journaling, answering questions, and posting photos. Evaluation data collected over the past eight years on program participants shows that PolarTREC has clearly achieved it goals and strongly suggests programs that link teachers and researchers can have the potential to transform the nature of science education. By giving teachers the content knowledge, pedagogical tools, confidence, understanding of science in the broader society, and experiences with scientific inquiry, participating teachers are using authentic scientific research in their classrooms. Not surprisingly this has also led to increases in student interest and knowledge about the Polar Regions. In this presentation, we will highlight the best practices of teacher research experiences as well as discuss why it is vital to have teachers and researchers work together to communicate
NASA Astrophysics Data System (ADS)
Johnston, Carol Suzanne Chism
This qualitative study explores how a scientific research experience helped seven secondary science teachers to grow professionally. The design of this Research Experience for Teachers (RET) program emphasized having teachers become members of university scientific research communities---participating in experimental design, data collection, analysis, and presenting of findings---in order to have a better understanding of research science. I conducted individual interviews with teacher and scientist participants, visited the teachers in their laboratories, videotaped classroom visits, and videotaped group meetings during the summers to learn what teachers brought back to their classrooms about the processes of science. I examined the teachers' views of research science, views shaped by their exposure to research science under the mentorship of a scientist participant. The teachers observed the collaborative efforts of research scientists and experienced doing scientific research, using technology and various experimental methods. Throughout their two-year experience, the teachers continually refined their images of scientists. I also examined how teachers in this program built a professional community as they developed curricula. Further, I investigated what the teachers brought from their experiences back to the classroom, deciding on a theme of "Communicating Science" as a way to convey aspects of scientific inquiry to students. Teacher growth as a result of this two-year program included developing more empathy for student learning and renewing their enthusiasm for both learning and teaching science. Teacher growth also included developing curricula to involve students in behaving as scientists. The teachers identified a few discrete communication practices of scientists that they deemed appropriate for students to adopt to increase their communication skills. Increased community building in classes to model scientific communities was seen as a way to motivate
Alternative Teacher Preparation Programs. Title II News You Can Use
ERIC Educational Resources Information Center
Office of Postsecondary Education, US Department of Education, 2015
2015-01-01
Title II of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the "Higher Education Opportunity Act," requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. "Title II News You Can…
Webster, Collin A; Zarrett, Nicole; Cook, Brittany S; Egan, Cate; Nesbitt, Danielle; Weaver, R Glenn
2017-04-01
Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time. Copyright © 2017 Elsevier Ltd. All rights reserved.
Spanish Teacher Education Programs and Community Engagement
ERIC Educational Resources Information Center
Jovanovi, Ana; Filipovi, Jelena
2013-01-01
Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through…
Wood, William B
2002-01-01
A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.
2002-01-01
A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors. PMID:12669097
NASA Astrophysics Data System (ADS)
Raphael, Carol Greco
2002-09-01
The 1996 National Science Education Standards provided educators and policy makers with a major impetus for constructive change in science education. The Standards not only specified what science content should be taught, but also provided organization for future science curricula. A major theme that pervades the Standards is that the classroom teacher is the most important component of classroom change and that reform efforts should be directed at improving the teaching of science through professional development for science teachers. In response to the National Science Education Standards, the Science Teachers Organization (pseudonym) prepared a professional development program for science teachers that was intended to acquaint teachers with the Standards and bring about reform of science teaching by changing teachers' instructional strategies and procedures. This program, named Preparing Schools for Science (PSS), was designed for use in all of the 50 states, but was first introduced in a southwestern state referred to as Utopia in this dissertation. Using the Provus Method of Discrepancy Evaluation, a design and installation audit of the Preparing Schools for Science Program was performed. Suggestions for program improvement, as well as a complete evaluation design for the PSS Program, were presented. Specific program modifications suggested by the research included an improved organization of personnel to monitor and supervise the program, more sustained professional development workshops, a stronger network of support for teachers. Five major implications for future professional development programs emerge from this research. (1) A needs analysis should be conducted before a program is designed in order to ensure that the program meet the needs of those for whom it is intended. (2) The length and type of training are the most important factors in ensuring that teachers have sufficient time to incorporate and learn how to use new ideas. (3) Additional
ERIC Educational Resources Information Center
Yuan, Kun; Le, Vi-Nhuan; McCaffrey, Daniel F.; Marsh, Julie A.; Hamilton, Laura S.; Stecher, Brian M.; Springer, Matthew G.
2013-01-01
This study drew on teacher survey responses from randomized experiments exploring three different pay-for-performance programs to examine the extent to which these programs motivated teachers to improve student achievement and the impact of such programs on teachers' instruction, number of hours worked, job stress, and collegiality. Results showed…
ERIC Educational Resources Information Center
Powell, Rebecca; Cantrell, Susan Chambers; Correll, Pamela
2017-01-01
This phenomenological investigation was designed to answer the following question: In this school, what were teachers' experiences with a scripted reading program? Seventeen teachers were interviewed at the end of the first year of implementing a scripted program. Four themes emerged from this analysis: (1) The program supported teachers' work…
NASA Astrophysics Data System (ADS)
Fletcher, Steven Samuel
This three-year longitudinal study explores the evolving beliefs and practices of five prospective secondary science teachers in a university preparation program from recruitment through their first year in the classroom. As an interpretive qualitative study, the format for data collection and analysis utilizes a case-study methodology with cross-case analysis. Data was collected through semi-structured interviews, collected artifacts, and classroom observations. There are a number of important conclusions from this study. First, the teachers' beliefs about teaching initially shift to a contemporary focus during the program, but ultimately return to a didactic orientation by their first year in the classroom. At the same time, the teachers' beliefs about learning remain consistently more contemporary in nature. Second, the participants believe that they practice teaching science as inquiry at a higher level than are indicated by researcher observations. Third, while participants value advanced content and educational theory coursework, they do not always see the link between these experiences and their development as science teachers. Fourth, the findings from this study reveal that internal and external contextual factors impacted, to varying degrees, the development of the science teachers. The findings from this study contribute to a deeper understanding of the development of science teachers from preservice education to the induction years, which indicates a pattern that is not linear. The findings from this study also reinforce the importance of internal and external contextual factors on the development of science teachers. Ultimately, this study is important to the field of secondary science teacher education as it depicts the complex interactions between the individual, the preparation program, and the school placements that impact the beliefs and practices of preservice and beginning teachers.
ERIC Educational Resources Information Center
Thomson, James R., Jr.; Schuck, Robert F.
This paper presents a study of the personal variables associated with first-year teacher morale that can be identified early in the training programs of novice teachers. This study is based on data derived from 96 (76.6 percent) of the graduates teaching in Mississippi. Data were collected through the use of five special instruments: (1)…
ERIC Educational Resources Information Center
Ulusoy, Mustafa
2015-01-01
This study aimed to investigate teacher candidates' retrospective and prospective evaluations about the classroom teacher education program, self, and the teaching profession. Observations, interviews, focus group interviews, and surveys were used to collect data from the 240 subjects. Teacher candidates believed that the teaching profession is…
Creating Leaders through the Teacher Learning and Leadership Program
ERIC Educational Resources Information Center
Pearce, Kyle
2015-01-01
Leadership is a skill that can be learned through professional development, mentoring, and leadership development programs. In Ontario, the Teacher Learning and Leadership Program (TLLP) helps educators develop their leadership skills through a Ministry of Education--funded project that addresses student learning needs in their classrooms. This…
A Rural Special Education Teacher Training Program: Successful Adaptations.
ERIC Educational Resources Information Center
Prater, Greg; And Others
The Rural Special Education Program (RSEP), a partnership between Northern Arizona University (NAU) and Kayenta Unified School District (KUSD), provides training for preservice special education teachers to work with Native American students and their families. To date, the program has provided training for 63 preservice special education…
Advanced gas turbine systems program
DOE Office of Scientific and Technical Information (OSTI.GOV)
Zeh, C.M.
1995-06-01
The U.S. Department of Energy (DOE) is sponsoring a program to develop fuel-efficient gas turbine-based power systems with low emissions. DOE`s Office of Fossil Energy (DOE/FE) and Office of Energy Efficiency and Renewable Energy (DOE/EE) have initiated an 8-year program to develop high-efficiency, natural gas-fired advanced gas turbine power systems. The Advanced Turbine Systems (ATS) Program will support full-scale prototype demonstration of both industrial- and utility-scale systems that will provide commercial marketplace entries by the year 2000. When the program targets are met, power system emissions will be lower than from the best technology in use today. Efficiency of themore » utility-scale units will be greater than 60 percent on a lower heating value basis, and emissions of carbon dioxide will be reduced inversely with this increase. Industrial systems will also see an improvement of at least 15 percent in efficiency. Nitrogen oxides will be reduced by at least 10 percent, and carbon monoxide and hydrocarbon emissions will each be kept below 20 parts per million, for both utility and industrial systems.« less
Teachers' and Mothers' Satisfaction with Resource Room Programs in Jordan
ERIC Educational Resources Information Center
Al Khateeb, Jamal M.; Hadidi, Muna S.
2009-01-01
This paper reports the results of an investigation of satisfaction of 135 resource room teachers and 190 mothers of children served in resource room programs in Jordan. Information from teachers was gathered using questionnaires, semi-structured interviews, and classroom visits. Information from parents was gathered using a brief questionnaire.…
An Inservice Program for Vocational Teachers of the Disadvantaged. Handbook.
ERIC Educational Resources Information Center
Ehresman, Norman D.; And Others
A product of a research project designed to improve the teaching effectiveness of vocational teachers of disadvantaged students, this handbook includes the specific procedures and materials that can be utilized in an inservice program for vocational teachers of disadvantaged youth. (The final report of this project is contained in a separate…
ERIC Educational Resources Information Center
Brindle, Sharon Evans
2012-01-01
Problem: Within the higher education community there is discourse regarding teacher dispositions and the assessment of dispositions. Murray (2007) and Damon (2007) posited that additional scholarship and research were needed to provide a meaningful construct of dispositions. With this lack of consensus, teacher education programs need to explore…
Master's Degree Programs for the Preparation of Secondary Earth Science Teachers.
ERIC Educational Resources Information Center
Passero, Richard Nicholas
Investigated were master's degree programs for the preparation of secondary school earth science teachers. Programs studied were classified as: (1) noninstitute college programs, and (2) National Science Foundation (NSF) institute programs. A total of 289 students enrolled in noninstitute programs contributed data by personal visits and…
NASA Astrophysics Data System (ADS)
Rhee, Hyang-yon; Choi, Kyunghee
2014-05-01
The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.
K-4 Keepers Collection: A Service Learning Teacher Professional Development Program
NASA Astrophysics Data System (ADS)
Schwerin, T. G.; Blaney, L.; Myers, R. J.
2011-12-01
This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.
ERIC Educational Resources Information Center
Bayraktar, Sule
2011-01-01
The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…
Advanced Rotorcraft Transmission (ART) program
NASA Technical Reports Server (NTRS)
Heath, Gregory F.; Bossler, Robert B., Jr.
1993-01-01
Work performed by the McDonnell Douglas Helicopter Company and Lucas Western, Inc. within the U.S. Army/NASA Advanced Rotorcraft Transmission (ART) Program is summarized. The design of a 5000 horsepower transmission for a next generation advanced attack helicopter is described. Government goals for the program were to define technology and detail design the ART to meet, as a minimum, a weight reduction of 25 percent, an internal noise reduction of 10 dB plus a mean-time-between-removal (MTBR) of 5000 hours compared to a state-of-the-art baseline transmission. The split-torque transmission developed using face gears achieved a 40 percent weight reduction, a 9.6 dB noise reduction and a 5270 hour MTBR in meeting or exceeding the above goals. Aircraft mission performance and cost improvements resulting from installation of the ART would include a 17 to 22 percent improvement in loss-exchange ratio during combat, a 22 percent improvement in mean-time-between-failure, a transmission acquisition cost savings of 23 percent of $165K, per unit, and an average transmission direct operating cost savings of 33 percent, or $24K per flight hour. Face gear tests performed successfully at NASA Lewis are summarized. Also, program results of advanced material tooth scoring tests, single tooth bending tests, Charpy impact energy tests, compact tension fracture toughness tests and tensile strength tests are summarized.
A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey
ERIC Educational Resources Information Center
Sert, Olcay
2010-01-01
This study proposes a comprehensive framework for a Conversation Analysis (CA) informed English language teacher education program in Turkey. By reviewing recent studies in CA, Critical Reflective Practice, Teacher Language Awareness and language teacher education in general; the author calls for a more effective language teacher education program…
A Review of Models for Teacher Preparation Programs for Precollege Computer Science Education.
ERIC Educational Resources Information Center
Deek, Fadi P.; Kimmel, Howard
2002-01-01
Discusses the need for adequate precollege computer science education and focuses on the issues of teacher preparation programs and requirements needed to teach high school computer science. Presents models of teacher preparation programs and compares state requirements with Association for Computing Machinery (ACM) recommendations. (Author/LRW)
"Special Delivery": Case Studies in Alternative Teacher Licensure Programs for Students of Color.
ERIC Educational Resources Information Center
Hasslen, Robin; Green, Les
St. Cloud State University's Teacher of Color project provides alternate licensure for degreed individuals needing only to complete their teacher education core and subject area coursework. It offers minority students on- and off-campus programs, financial support, flexible hours, and a compressed program. Researchers examined participating…
ERIC Educational Resources Information Center
Strycker, Jesse D.
2011-01-01
Though an educational technology experience is required as part of a traditional teacher education program student's educational preparation, research has been limited into the experiences had by alternative teacher education program students. Similarly, little research has been done comparing technology experiences between both types of teacher…
ERIC Educational Resources Information Center
Peneston, Dee Anne
2012-01-01
The purpose of this study is to examine the relationship between deaf education teachers' perceptions of preparedness and their learning experiences in preparation programs and districts' and schools' supports they receive during beginning years of teaching. Additionally, this study provides suggestions regarding what colleges and…
ERIC Educational Resources Information Center
Hughes, Joan E.
2013-01-01
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon…
The Effects of the Preschool Inclusion Program on Teacher Outcomes in Turkey
ERIC Educational Resources Information Center
Sucuoglu, Nimet Bülbin; Bakkaloglu, Hatice; Akalin, Selma; Demir, Seyda; Iscen-Karasu, Fadime
2015-01-01
The aim of this study was to evaluate the effects of a teacher training program on teacher outcomes. The teachers' knowledge and attitudes regarding inclusion, classroom management strategies, and their relationships with children both with and without disabilities were evaluated using self-report instruments. In addition, their classroom…
ERIC Educational Resources Information Center
McTavish, Marianne; Filipenko, Margot
2016-01-01
This article examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and…
ERIC Educational Resources Information Center
Chychuk, Antonina
2017-01-01
In Great Britain and the USA the normative basis of primary/elementary school teachers' qualification advancement is being actively developed, i. e. this issue is considered at the state level. For a long time the development of retraining and advancement training system for primary/elementary school teachers has been grounded on conceptual…
Learning Communities in Teacher Education Programs: Four Success Stories.
ERIC Educational Resources Information Center
Cox, Barbara, Ed.
This report describes a program implemented by the Tomas Rivera Center (Claremont, California) to increase the number of well-prepared Latino teachers. Based on the concept of learning communities, the program aims to reduce the isolation experienced by minority students, offer support services that help nontraditional students satisfy academic…
The Teacher Advisor Program: An Innovative Approach to School Guidance.
ERIC Educational Resources Information Center
Myrick, Robert D.; And Others
The Teacher Advisor Program (TAP) is an innovative developmental approach to counseling that directly involves teachers as advisors to 18 to 20 students, with whom they meet both individually and in group sessions. An introductory chapter that cites the need for a developmental approach to counseling in contemporary schools and the potential role…
The Emergence of Community in a Preservice Teacher Education Program
ERIC Educational Resources Information Center
Sumsion, Jennifer; Patterson, Catherine
2004-01-01
This paper traces the unexpected emergence of community in a recently reconceptualized Teachers as Researchers unit in a preservice teacher education program. Drawing on data collected from 145 of the 292 students who completed the unit, we chronicle and theorize about key events, tensions, and dynamics in the evolution of the community, and…
Teacher Leader Programs: Structure and Staffing in Four TIF Districts
ERIC Educational Resources Information Center
Pyatigorsky, Mikhail; Heneman, Herb; Steele, Clarissa; Finster, Matthew; Milanowski, Tony
2015-01-01
Some Teacher Incentive Fund (TIF) grantees are experimenting with the design and operation of teacher leader (TL) programs as part of their performance-based compensation systems (PBCS). Much of the impetus for this is the U.S Department of Education TIF 4 requirement that grantees' PBCS should provide for "additional responsibilities and…
Program Management Educational Needs of Idaho Business and Marketing Teachers
ERIC Educational Resources Information Center
Kitchel, Allen; Cannon, John; Duncan, Dennis
2009-01-01
The purpose of this study was to determine the perceived program management professional development needs of Idaho secondary business/marketing teachers (N = 233) in order to guide pre-service curriculum development and in-service training activities. Sixty-two percent (n = 146) of the 233 teachers completed a modified version of Joerger's (2002)…
ERIC Educational Resources Information Center
Baradaran, Abdollah
2016-01-01
The current research aimed at inspecting the existence of a significant relationship between teachers' teaching styles and their Autonomy. For this reason, two questionnaires with regard to the main variables were given to 175 female English language teachers, teaching at advanced levels. Moreover, non-parametric Mann Whitney and Kruskal Wallis…
ERIC Educational Resources Information Center
PSI Associates, Inc., Washington, DC.
The Peace Corps stateside training program for secondary school teachers in Liberia trained 37 volunteers in several subject area groups--language arts, mathematics and science, and health. Because many of the teachers had never taught before, their 4-week training program concentrated on teaching and learning theories and specific teaching…
Reducing Substance Abuse Risk Factors among Children through a Teacher as Facilitator Program.
ERIC Educational Resources Information Center
McLaughlin, Robert J.; And Others
1993-01-01
Teachers as Facilitators (TAF) program used teachers as leaders of small groups that promoted social, emotional, and academic development of children at high risk for substance abuse. Found that school personnel were capable of accurately identifying and referring students; TAF program was effective in improving students' perceived academic…
ERIC Educational Resources Information Center
Gholami, Javad; Qurbanzada, Isa
2016-01-01
Recently, teacher training courses have attracted the researchers' special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness…
Ricciotti, Hope A; Dodge, Laura E; Head, Julia; Atkins, K Meredith; Hacker, Michele R
2012-01-01
Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p < 0.001). However, resident self-evaluation of teaching skill was lower than faculty evaluation (mean difference: 0.4; 95% CI 0.3-0.6). When compared to the clinical setting, resident-as-teacher evaluations were significantly correlated with faculty and resident evaluations, but not medical student evaluations. Evaluations from both the resident-as-teacher program and the clinical setting improved with duration of residency. The resident-as-teacher program provides a method to train, give feedback, and evaluate resident teaching.
A brief cognitive-behavioral stress management program for secondary school teachers.
Leung, Sharron S K; Chiang, Vico C L; Chui, Y Y; Mak, Y W; Wong, Daniel F K
2011-01-01
This study aimed to assess the efficacy of a brief cognitive-behavioral program that was designed to reduce the work-related stress levels of secondary school teachers. A quasi-experimental design was used to compare the intervention groups with the wait-list control groups. Seventy teachers from the intervention groups and 54 from the control groups completed a set of validated scales at the baseline and 3-4 wk later. The scales included the Depression Anxiety Stress Scale, the Dysfunctional Attitude Scale-Form A, the Health-Promoting Lifestyle Profile II, and the Occupational Stress Inventory Revised Edition. After controlling for the baseline measures, the intervention groups had significantly lower role stress, personal strain and overall work-related stress 3-4 wk after the baseline measurements. The intervention groups also had significantly higher stress management behaviors, and less general stress and dysfunctional thoughts than the control groups (all p≤0.05). The levels of dysfunctional thoughts and stress management behaviors significantly predicted general stress after intervention and personal resource deficits. The level of dysfunctional thoughts also predicted the personal strain of work-related stresses (all p<0.05). The brief program reported in this study was efficacious in reducing the work-related stress of secondary teachers. Teachers experienced less work-related stress after the program, and they reported reduced dysfunctional thoughts and enhanced stress management behaviors. This program may be considered as an initial strategy for teachers to develop skills to cope with their work-related stress in the short term and could be incorporated with other strategies to achieve longer-term effects.
Learning to Redesign Teacher Education: A Conceptual Framework to Support Program Change
ERIC Educational Resources Information Center
Anagnostopoulos, Dorothea; Levine, Thomas; Roselle, Rene; Lombardi, Allison
2018-01-01
University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their…
ERIC Educational Resources Information Center
Qian, Hong; Youngs, Peter
2016-01-01
This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…
Advanced Rotorcraft Transmission (ART) program summary
NASA Technical Reports Server (NTRS)
Krantz, T. L.; Kish, J. G.
1992-01-01
The Advanced Rotorcraft Transmission (ART) Program was initiated to advance the state of the art for rotorcraft transmissions. The goal of the ART Program was to develop and demonstrate the technologies needed to reduce transmission weight by 25 pct. and reduce noise by 10 dB while obtaining a 5000 hr 'mean time between failure'. The research done under the ART Program is summarized. A split path design was selected as best able to meet the program goals. Key part technologies needed for this design were identified, studied, and developed. Two of these technologies are discussed in detail: the load sharing of split path designs including the use of a compliant elastomeric torque splitter and the application of a high ratio, low pitch line velocity gear mesh. Development of an angular contact spherical roller bearing, transmission error analysis, and fretting fatigue testing are discussed. The technologies for a light weight, quiet, and reliable rotorcraft transmission were demonstrated.
ERIC Educational Resources Information Center
Sherwin, Gary; Jennings, Todd
2006-01-01
This study examined the coverage of sexual orientation topics within 77 public university secondary teacher preparation programs across seven US states, and represented programs preparing 8,300-11,500 teachers annually. Findings indicated that 40% of programs did not address sexual orientation as a diversity topic. Further, even programs that did…
ERIC Educational Resources Information Center
Kizil, Ruhan Circi; Briggs, Derek; Seidel, Kent; Green, Kathy
2014-01-01
The evidence that teacher preparation programs have an impact on teacher quality is often limited. Progress in research on this topic will remain rather limited in its influence on practice until more proximal measures of teacher education outcomes can be established. The dearth of variables to measure the impact of teacher preparation programs on…
ERIC Educational Resources Information Center
Berney, Mary F.
Plans for the field-testing and implementation of the Accreditation Plus Model (APM) for evaluation of teacher preparation programs are described. Field-testing is taking place in the Center for Teacher Education Evaluation at Tennessee Technological University (Cookeville). The APM is based on the professional judgment approach to program…
Effectiveness of a Voice Training Program for Student Teachers on Vocal Health.
Richter, Bernhard; Nusseck, Manfred; Spahn, Claudia; Echternach, Matthias
2016-07-01
The effectiveness of a preventive training program on vocal health for German student teachers was investigated on specific vocal parameters. The voice quality as described by the Dysphonia Severity Index of 204 student teachers (training group: n = 123; control group: n = 81) was measured at the beginning and at the end of the student teachers training period (duration 1.5 years). Additionally, for investigating the voice-carrying capacity, a vocal loading test (VLT) was performed. Finally, participants had to provide a subjective judgment of a possible Voice Handicap Index. The training program improved the voice quality of the trained group compared with that of the control group, whose voice quality declined. The trained group was also able to better sustain their voice quality across the VLT than the control group. Both groups, however, reported a similar increase in subjective vocal strain. The presented training program clearly showed a positive impact on the voice quality and the vocal capacity. The results maintain the importance of such a training program to be integrated in the education and occupational routine of teachers. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
Transportable Teacher Training Program in Nutrition. Pre-School-Grade 12.
ERIC Educational Resources Information Center
Bell State Univ., Muncie, IN. Dept. of Home Economics.
This guidebook consists of two main parts: a user's guide for training teachers in nutrition; and the educational materials to be used in the training program. The object of this guidebook is to increase the knowledge and competence of inservice elementary and secondary teachers in nutrition education. Sections in the user's guide describe three…
Innovative Methods in Teaching Programming for Future Informatics Teachers
ERIC Educational Resources Information Center
Majherová, Janka; Králík, Václav
2017-01-01
In the training of future informatics teachers the students obtain experience with different methods of programming. As well, the students become familiar with programming by using the robotic system Lego Mindstorms. However, the small number of Lego systems available is a limiting factor for the teaching process. Use of virtual robotic…
Kentucky Career and Technical Teacher Education Programs/Ongoing Issues
ERIC Educational Resources Information Center
Workman, Ed; Stubbs, Joyce
2012-01-01
What is Career and Technical Education (CTE)? How does one identify and recognized strong CTE educational programs? And after one has answers to the first two questions, how does one successfully align CTE teacher education (CTTE) programs across large institutions such as colleges within universities, or in Kentucky's endeavor within universities…
ERIC Educational Resources Information Center
O'Connor, Eileen A.
2007-01-01
The Master of Arts in Teaching program at Empire State College, a new alternative teacher certification program focused on bringing career-changing adults to high-needs schools, provides a unique opportunity to understand the challenges facing new teachers, in their content area and in their use of technology. This article describes aspects of…
ERIC Educational Resources Information Center
Milner, H. Richard; Tenore, F. Blake; Laughter, Judson
2008-01-01
In this article, the authors discuss what teacher education programs can do to prepare teachers to teach high-achieving culturally diverse male students. They suggest that special attention needs to be directed at the educational experiences of high-achieving Black male students. They also believe that diverse male learners, and especially high…
ERIC Educational Resources Information Center
Gittman, Elizabeth; Gottlieb, Karen
Support for Innovative Teacher Projects was a 12-month program implemented by the Board of Cooperative Education Services (BOCES) of Nassau County, New York, designed to encourage and assist teachers in developing innovative projects in priority areas and in applying for funding. In collaboration with a university school of education, the project…
When Outbound Mobility Programs and Service Learning Align in Pre-Service Teacher Education
ERIC Educational Resources Information Center
Power, Anne; Truong, Son; Gray, Tonia; Downey, Greg; Hall, Tim; Jones, Benjamin
2017-01-01
This project sought to investigate the learning that comes about from the intersection of outbound mobility experience programs (OMEs) with service learning in pre-service teacher education settings. The aim of the program of international service learning in the case study was to encourage pre-service teachers to rethink potentially ethnocentric…
Making International Experiences Accessible to In-Service Teachers through East Meets West Program
ERIC Educational Resources Information Center
An, Shuhua; Wu, Zhonghe
2015-01-01
The goal of this study was to examine the impact of the integration of global experiences on in-service teachers' international perspectives in mathematics classroom teaching through offering a graduate course "Global Perspectives in Mathematics Teaching" in the form of the East Meets West Program. This program engages teachers in an…
Ed School Essentials: Evaluating the Fundamentals of Teacher Training Programs in Texas. Full Report
ERIC Educational Resources Information Center
Greenberg, Julie; Walsh, Kate
2010-01-01
In Texas, undergraduate teacher preparation programs graduate 9,300 new elementary, secondary and special education teachers, nearly half (43 percent) of the total number produced each year in the state. This report examines 67 of those programs on a range of standards. The standards bear directly on their programs' capacity to attract the most…
ERIC Educational Resources Information Center
Jones, Naeemah T.
2013-01-01
Technology has aided in the reshaping of traditional education as new and advanced digital technologies have been and are continuing to be implemented in schools. Recent research suggests that veteran teachers use such technology less than novice teachers and demonstrate less proficiency in its use. The research also suggests that attitudes and…
Context and Capabilities: Tensions between Managers' and Teachers' Views of Advanced Skills in VET
ERIC Educational Resources Information Center
Schmidt, Teressa
2017-01-01
The concept of "advanced skills" for vocational education and training (VET) teachers is a little-debated topic in the discourse about quality in Australian VET, yet arguably what makes for a "good" VET teacher ought to be a prominent issue. There has however, been some sporadic interest in the topic with Mitchell, in…
Advanced rotorcraft transmission program
NASA Technical Reports Server (NTRS)
Bill, Robert C.
1990-01-01
The Advanced Rotorcraft Transmission (ART) program is an Army-funded, joint Army/NASA program to develop and demonstrate lightweight, quiet, durable drivetrain systems for next generation rotorcraft. ART addresses the drivetrain requirements of two distinct next generation aircraft classes: Future Air Attack Vehicle, a 10,000 to 20,000 lb. aircraft capable of undertaking tactical support and air-to-air missions; and Advanced Cargo Aircraft, a 60,000 to 80,000 lb. aircraft capable of heavy life field support operations. Both tiltrotor and more conventional helicopter configurations are included in the ART program. Specific objectives of ART include reduction of drivetrain weight by 25 percent compared to baseline state-of-the-art drive systems configured and sized for the next generation aircraft, reduction of noise level at the transmission source by 10 dB relative to a suitably sized and configured baseline, and attainment of at least a 5000 hr mean-time-between-removal. The technical approach for achieving the ART goals includes application of the latest available component, material, and lubrication technology to advanced concept drivetrains that utilize new ideas in gear configuration, transmission layout, and airframe/drivetrain integration. To date, candidate drivetrain systems were carried to a conceptual design stage, and tradeoff studies were conducted resulting in selection of an ART transmission configuration for each of the four contractors. The final selection was based on comparative weight, noise, and reliability studies. A description of each of the selected ART designs is included. Preliminary design of each of the four selected ART transmission was completed, as have mission impact studies wherein comparisons of aircraft mission performance and life cycle costs are undertaken for the next generation aircraft with ART and with the baseline transmission.
Bringing Space Scientists, Teachers, and Students Together With The CINDI E/PO Program
NASA Astrophysics Data System (ADS)
Urquhart, M.; Hairston, M.
2007-12-01
We will report on the activities, challenges, and successes of the ongoing collaboration between the William B. Hanson Center for Space Sciences (CSS) and the Department of Science/Mathematics Education (SME) at the University of Texas at Dallas. At the core of our partnership is the Education and Public Outreach program for the Coupled Ion / Neutral Dynamics Investigation (CINDI) instrument. CINDI is a NASA-funded program on the Air Force's Communication / Navigation Outage Forecast Satellite (C/NOFS) which will be launched in summer 2008. The CSS faculty and research scientists and the SME faculty and students have created a dynamic program that brings scientists and K-12 teachers together. Our activities include middle and high school curriculum development, teachers workshops, graduate course work for teachers, creation of the popular "Cindi in Space" educational comic book, and bringing K-12 teachers and students to work and/or visit with the CINDI scientists. We will present the outcomes of this collaborative effort as well as our recent experience of having a physics teacher from a local high school as our Teacher in Residence at CSS in summer 2007.
ERIC Educational Resources Information Center
Kim, Dong-Joong; Choi, Sang-Ho
2016-01-01
A technology-friendly teacher education program can make pre-service teachers more comfortable with using technology from laggard to innovator and change their learning styles in which they prefer the use of technology in teaching. It is investigated how a technology-friendly mathematics education program, which provided 49 pre-service teachers an…
New Meets New: Fitting Technology to an Inquiry-Based Teacher Education Program.
ERIC Educational Resources Information Center
Jacobsen, D. Michele; Clark, W. Bruce
The method by which student teachers at the University of Calgary are prepared to meet technology requirements for teacher certification has been made obsolete by the introduction of a new inquiry-based teacher education program. Combined with a new school curriculum, which requires the seamless integration of technology into core subject areas,…
Technology development program for an advanced microsheet glass concentrator
NASA Technical Reports Server (NTRS)
Richter, Scott W.; Lacy, Dovie E.
1990-01-01
Solar Dynamic Space Power Systems are candidate electrical power generating systems for future NASA missions. One of the key components in a solar dynamic power system is the concentrator which collects the sun's energy and focuses it into a receiver. In 1985, the NASA Lewis Research Center initiated the Advanced Solar Dynamic Concentrator Program with funding from NASA's Office of Aeronautics and Space Technology (OAST). The objectives of the Advanced Concentrator Program is to develop the technology that will lead to lightweight, highly reflective, accurate, scaleable, and long lived (7 to 10 years) space solar dynamic concentrators. The Advanced Concentrator Program encompasses new and innovative concepts, fabrication techniques, materials selection, and simulated space environmental testing. The Advanced Microsheet Glass Concentrator Program, a reflector concept, that is currently being investigated both in-house and under contract is discussed.
NASA Technical Reports Server (NTRS)
1993-01-01
The NASA/USRA University Advanced Design Program was established in 1984 as an attempt to add more and better design education to primarily undergraduate engineering programs. The original focus of the pilot program encompassing nine universities and five NASA centers was on space design. Two years later, the program was expanded to include aeronautics design with six universities and three NASA centers participating. This year marks the last of a three-year cycle of participation by forty-one universities, eight NASA centers, and one industry participant. The Advanced Space Design Program offers universities an opportunity to plan and design missions and hardware that would be of usc in the future as NASA enters a new era of exploration and discovery, while the Advanced Aeronautics Design Program generally offers opportunities for study of design problems closer to the present time, ranging from small, slow-speed vehicles to large, supersonic and hypersonic passenger transports. The systems approach to the design problem is emphasized in both the space and aeronautics projects. The student teams pursue the chosen problem during their senior year in a one- or two-semester capstone design course and submit a comprehensive written report at the conclusion of the project. Finally, student representatives from each of the universities summarize their work in oral presentations at the Annual Summer Conference, sponsored by one of the NASA centers and attended by the university faculty, NASA and USRA personnel and aerospace industry representatives. As the Advanced Design Program has grown in size, it has also matured in terms of the quality of the student projects. The present volume represents the student work accomplished during the 1992-1993 academic year reported at the Ninth Annual Summer Conference hosted by NASA Lyndon B. Johnson Space Center, June 14-18, 1993.
A Fresh Look at Graduate Programs in Teacher Leadership in the United States
ERIC Educational Resources Information Center
Leonard, Jack; Petta, Katherine; Porter, Christina
2012-01-01
Teacher leadership has been studied in the United States for 30 years, but less is known about American graduate programs that purport to prepare teacher leaders. Furthermore, the federal No Child Left Behind Act of 2001 prompted a closer look at teacher effectiveness, which then shifted the definition of teacher leadership and caused some…
Interdisciplinary Studies Program. Teacher's Guide: Part IV.
ERIC Educational Resources Information Center
Valencia Community Coll., Orlando, FL.
This teacher's guide was developed for the last of four courses in Valencia Community College's Interdisciplinary Studies program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the semester's content (i.e., the…
Interdisciplinary Studies Program. Teacher's Guide: Part II.
ERIC Educational Resources Information Center
Valencia Community Coll., Orlando, FL.
This teacher's guide was developed for the second of four courses in Valencia Community College's Interdisciplinary Studies Program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the semester's topic (i.e., the…
Interdisciplinary Studies Program. Teacher's Guide: Part III.
ERIC Educational Resources Information Center
Valencia Community Coll., Orlando, FL.
This teacher's guide was developed for the third of four courses in Valencia Community College's Interdisciplinary Studies program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the course's topic (i.e., Western…
Interdisciplinary Studies Program. Teacher's Guide: Part I.
ERIC Educational Resources Information Center
Valencia Community Coll., Orlando, FL.
This teacher's guide was developed for the first of four courses in Valencia Community College's Interdisciplinary Studies Program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the semester's topic (i.e., the…
Parents are Teachers: A Child Management Program.
ERIC Educational Resources Information Center
Becker, Wesley C.
This manual is designed to help parents apply reinforcement theory in managing their children. The program explains how parents can systematically use consequences to teach children in positive ways. Units include: When to Reinforce; How to Reinforce; Reinforcement and Punishment in Everyday Life; and Why Parents (and Teachers) Goof; the Criticism…
Preparing Teachers for Online Instruction with a Graduate Certificate Program
ERIC Educational Resources Information Center
Shepherd, Craig E.; Bolliger, Doris U.; Dousay, Tonia A.; Persichitte, Kay
2016-01-01
Online education for K-12 students has grown rapidly over the past decade. Approximately four million K-12 students enroll in one or more online courses each year. Because online learning is expanding into K-12 settings, teacher education programs need to prepare preservice teachers to be successful in these areas. This paper describes the design…
NASA Technical Reports Server (NTRS)
Fang, Wai-Chi; Alkalai, Leon
1996-01-01
Recent changes within NASA's space exploration program favor the design, implementation, and operation of low cost, lightweight, small and micro spacecraft with multiple launches per year. In order to meet the future needs of these missions with regard to the use of spacecraft microelectronics, NASA's advanced flight computing (AFC) program is currently considering industrial cooperation and advanced packaging architectures. In relation to this, the AFC program is reviewed, considering the design and implementation of NASA's AFC multichip module.
NASA/industry advanced turboprop technology program
DOE Office of Scientific and Technical Information (OSTI.GOV)
Ziemianski, J.A.; Whitlow, J.B. Jr.
1988-01-01
Experimental and analytical effort shows that use of advanced turboprop (propfan) propulsion instead of conventional turbofans in the older narrow-body airline fleet could reduce fuel consumption for this type of aircraft by up to 50 percent. The NASA Advanced Turboprop (ATP) program was formulated to address the key technologies required for these thin, swept-blade propeller concepts. A NASA, industry, and university team was assembled to develop and validate applicable design codes and prove by ground and flight test the viability of these propeller concepts. Some of the history of the ATP project, an overview of some of the issues, andmore » a summary of the technology developed to make advanced propellers viable in the high-subsonic cruise speed application are presented. The ATP program was awarded the prestigious Robert J. Collier Trophy for the greatest achievement in aeronautics and astronautics in America in 1987.« less
NASA/industry advanced turboprop technology program
NASA Technical Reports Server (NTRS)
Ziemianski, Joseph A.; Whitlow, John B., Jr.
1988-01-01
Experimental and analytical effort shows that use of advanced turboprop (propfan) propulsion instead of conventional turbofans in the older narrow-body airline fleet could reduce fuel consumption for this type of aircraft by up to 50 percent. The NASA Advanced Turboprop (ATP) program was formulated to address the key technologies required for these thin, swept-blade propeller concepts. A NASA, industry, and university team was assembled to develop and validate applicable design codes and prove by ground and flight test the viability of these propeller concepts. Some of the history of the ATP project, an overview of some of the issues, and a summary of the technology developed to make advanced propellers viable in the high-subsonic cruise speed application are presented. The ATP program was awarded the prestigious Robert J. Collier Trophy for the greatest achievement in aeronautics and astronautics in America in 1987.
ERIC Educational Resources Information Center
Franklin, Annette
2010-01-01
This oral history study addressed the problem of under-representation of minority teachers through the voices and perspectives of five African American female paraprofessional teacher aides who entered the teaching profession through participation in the Career Opportunities Program in Erie, Pennsylvania from 1970 through 1974. Two theoretical…
The Role of Teachers' Guided Reflection in Effecting Positive Program Change.
ERIC Educational Resources Information Center
Vogt, Lynn Allington; Au, Kathryn H. P.
1995-01-01
Examines the evolution of teacher support and development in the Kamehameha Elementary Education Program (KEEP) and Rough Rock Community School collaboration. Ongoing teacher development featured regular classroom observation and feedback with mentors and peers and self-reflection through videotaping and journal writing. (two references) (MDM)
Exploring EFL Teachers' CALL Knowledge and Competencies: In-Service Program Perspectives
ERIC Educational Resources Information Center
Liu, Mei-Hui; Kleinsasser, Robert C.
2015-01-01
This article describes quantitative and qualitative data providing perspectives on how six English as a Foreign Language (EFL) vocational high school teachers perceived CALL knowledge and competencies in a yearlong technology-enriched professional development program. The teachers' developing technological pedagogical content knowledge (TPACK) and…
ERIC Educational Resources Information Center
Aluede, Oyaziwo; Egbochuku, ELizabeth
2007-01-01
This paper investigated how personal characteristics of secondary school teachers influence their beliefs about their school guidance and counselling programs. Two hundred and sixteen senior secondary school teachers responded to the "Teachers Beliefs about School Guidance and Counselling Programs Inventory (TBSG &CI)". When…
A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students.
ERIC Educational Resources Information Center
LeLoup, Jean W.; Schmidt-Rinehart, Barbara C.
2003-01-01
Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL)
The Impact of Competency-Based Teacher Education and Certification Programs in Utah.
ERIC Educational Resources Information Center
Mouritsen, Roger C.
Utah is a member of a nine-state consortium to study competency-based teacher education and certification programs. This paper presents an overview of the nationwide movement for competency-based teacher education, followed by a description of the situation in Utah. The State Board of Education is making an effort through the Teacher Education and…
ERIC Educational Resources Information Center
McCarthy, Christopher J.; Lambert, Richard G.; Crowe, Elizabeth W.; McCarthy, Colleen J.
2010-01-01
This study examined the relationship of teachers' perceptions of coping resources and demands to job satisfaction factors. Participants were 158 Advanced Placement Statistics high school teachers who completed measures of personal resources for stress prevention, classroom demands and resources, job satisfaction, and intention to leave the field…
ERIC Educational Resources Information Center
Ilieva, Roumi
2010-01-01
The professional identity of language teachers has gained prominence in research on language instruction in the last decade. This article adds to work by critically exploring how teacher education programs allow non-native English-speaking teachers (NNESTs) to construct positive professional identities and become pro-active educators. It reports…
Examining How Teachers Use Graphs to Teach Mathematics during a Professional Development Program
ERIC Educational Resources Information Center
Bautista, Alfredo; Cañadas, María C.; Brizuela, Bárbara M.; Schliemann, Analúcia D.
2015-01-01
There are urgent calls for more studies examining the impact of Professional Development (PD) programs on teachers' instructional practices. In this study, we analyzed how grades 5-9 mathematics teachers used graphs to teach mathematics at the start and end of a PD program. This topic is relevant because while many studies have investigated…
77 FR 15740 - Application for New Awards; Alaska Native Education Program
Federal Register 2010, 2011, 2012, 2013, 2014
2012-03-16
... Description Purpose of Program: The purpose of the Alaska Native Education (ANE) program is to support... increasing the number or percentage of teachers or principals who are effective or reducing the number or... systems; and reforming compensation and advancement systems. For the purposes of this priority, teacher...
ERIC Educational Resources Information Center
Nadeem, Mohammed; Ali, Akhtar; Maqbool, Saira
2013-01-01
The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan.…
ERIC Educational Resources Information Center
Thomas, Carol R.
2013-01-01
Many new teachers are leaving the profession during their first 3 years in a rural pre-kindergarten through 12th grade public school classroom in the southeastern United States. This study reviewed the teacher-support programs typically used in this school that assisted new teachers and encouraged their retention. This work is important because…
ERIC Educational Resources Information Center
Fitzgerald, Sheila M.
To determine if the career needs of undergraduate students entering a teacher preparation program would be similar to the needs expressed by experienced teachers on the Minnesota Importance Questionnaire (MIP), the responses of 100 undergraduate elementary education students at Michigan State University were compared to those of 178 career…
Teachers' Perceptions of Georgia's Early Reading Intervention Program: A Qualitative Study
ERIC Educational Resources Information Center
Hobby, Patti Tennant
2012-01-01
This qualitative study used an ethnographic method to investigate teachers' perceptions of reading interventions delivered in a state-funded early intervention program (EIP). Academically at-risk students struggle to meet grade-level standards year after year, even with interventions involving small group, targeted assistance. Teacher perceptions…
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement
ERIC Educational Resources Information Center
Goldhaber, Dan; Liddle, Stephanie; Theobald, Roddy
2013-01-01
With teacher quality repeatedly cited as the most important "schooling" factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs…
Functions of Code-Switching among Iranian Advanced and Elementary Teachers and Students
ERIC Educational Resources Information Center
Momenian, Mohammad; Samar, Reza Ghafar
2011-01-01
This paper reports on the findings of a study carried out on the advanced and elementary teachers' and students' functions and patterns of code-switching in Iranian English classrooms. This concept has not been adequately examined in L2 (second language) classroom contexts than in outdoor natural contexts. Therefore, besides reporting on the…
Pilot Student-Teacher Aide Program for the Lincoln Parish School Board. Final Report.
ERIC Educational Resources Information Center
Coco, Harold B.
The Lincoln Parish School Board, with assistance from the Gulf South Research Institute staff, conducted a 10-week pilot student-teacher aide program in which 72 college education majors worked as teacher aides in eight high schools and elementary schools for approximately 10 hours a week at $1.50 per hour. Consultants for the program were hired…
Teacher Preparation in Changing Times: One Program's Journey toward Re-Vision and Revision
ERIC Educational Resources Information Center
Mueller, Jennifer J.; File, Nancy K.
2015-01-01
The purpose of this paper is to describe a major revision process to the early childhood teacher education program at our 4-year university. We briefly outline the major policy and standards changes that we have witnessed impacting our work as early childhood teacher educators that were, in part, the impetus for our program changes. We describe…
NASA Astrophysics Data System (ADS)
Rozenszajn, Ronit; Yarden, Anat
2014-02-01
Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.
NASA Astrophysics Data System (ADS)
Kinzler, R. J.; Short, J.; Contino, J.; Cooke-Nieves, N.; Howes, E.; Kravitz, D.; Randle, D.; Trowbridge, C.
2014-12-01
Leveraging the Rose Center for Earth and Space and active research departments in Earth and Planetary Science, Astrophysics, and Paleontology, the Education Department at the American Museum of Natural History (AMNH) offers an MAT program to prepare new Earth Science teachers (~100 new teachers by 2018) as well as a range of professional development (PD) opportunities for over 3,000 K-12 teachers annually, providing opportunities to learn with scientists; inquiry-based experiences; and standards-aligned resources. The AMNH produces innovative geoscience and other STEM resources supporting teacher and student science investigations with data visualizations and analysis tools, teaching case materials and other resources that provide rich nonfiction reading and writing opportunities for use in Earth and space science curricula that are integrated in the MAT and PD programs. Museum resources and the MAT and PD programs are aligned to support the recently released Next Generation Science Standards (NGSS) and the Common Core State Standards. The NGSS is a set of science and engineering practices, crosscutting concepts and disciplinary core ideas to help cultivate teachers' and K-12 students' scientific habits of mind, develop their knowledge and abilities to engage in scientific investigations, and teach them how to reason in context; goals that closely align with those of the AMNH's teacher preparation and professional development programs. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) is a required text for the MAT program, and this text as well as the NGSS Performance Expectations guide the PD programs as well. Researchers working with Museum scientists and educators find it is not enough for programs for pre- and in-service teachers to provide access to resources. Research suggests that these programs need to engage pre- and in-service teachers in using and reflecting on these types of resources, as well as take
ERIC Educational Resources Information Center
Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz
2018-01-01
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the…
ERIC Educational Resources Information Center
Stiegler, Sam
2008-01-01
This interview-based essay explores how a teacher-training program, while ostensibly dedicated to the idea of teaching for social justice, completely neglected issues of homophobia and heterosexism. How did silence around queer issues leave a dedicated group of young, queer teachers-in-training without the academic, intellectual, or psychological…
Enrollment in Teacher Preparation Programs. Title II News You Can Use
ERIC Educational Resources Information Center
Office of Postsecondary Education, US Department of Education, 2015
2015-01-01
Title II of the "Higher Education Act of 1965" ("HEA"), as amended in 2008 by the "Higher Education Opportunity Act," requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher credentialing, kindergarten through 12th grade. "Title II News You Can…
Standards for Competence in Braille Literacy Skills in Teacher Preparation Programs.
ERIC Educational Resources Information Center
Amato, Sheila
2002-01-01
A survey was conducted with 45 instructors from teacher training programs for teaching students with visual impairments. Respondents evidenced a strong commitment to Braille literacy and teacher preparation, however, findings indicate a lack of consistency in Braille courses with respect to standards and criteria for competence in Braille…
Teacher-Coordinator's Guide for Related Instruction in Multi-Occupation Cooperative Programs.
ERIC Educational Resources Information Center
Spooner, Kendrick, Ed.; Mutter, Marylouise, Ed.
The product of two teacher-coordinator workshops, the guide represents the cooperative efforts of the teacher participants and provides supplementary instructional materials for secondary school multioccupational cooperative programs. The first section of the guide is intended for use in large group classroom instruction and deals with the goals,…
Measuring Pre-Kindergarten Teachers' Perceptions: Compliance with the High/Scope Program
ERIC Educational Resources Information Center
Palenzuela, Silvia M.
2004-01-01
The research study examined the relationship between pre-kindergarten teachers' age and years of experience with their perceptions and their actual compliance with the norms of the High/Scope Pre-kindergarten Program. Teachers' perceptions of satisfaction with the supervisory relationship were measured by the Early Childhood Job Satisfaction…
Coordination Problems in Graduate Programs for Two-Year College English Teachers.
ERIC Educational Resources Information Center
Sparrow, W. Keats
Six problems in coordinating a graduate program for two-year college English teachers are discussed in this paper. The problems are: how to implement national guidelines for such programs, how to staff the programs, how to accommodate traditional university personnel guidelines and regulations to the nontraditional staff for the programs, how to…
Including Multiple Voices in Collaboratively Designing a Teacher Education Program
ERIC Educational Resources Information Center
Konecki, Loretta R.; Sturdivant, Robika L.; King, Caryn M.; Melin, Jacquelyn A.; Lancaster, Paula E.
2012-01-01
This narrative case study describes the collaborative processes employed by a midwestern university as it designed and implemented a clinically based, postbaccalaureate teacher preparation program for science, technology, engineering, and mathematics (STEM) graduates committed to teaching in high need secondary schools. The program development…
An Evaluation of a 4-8 Mathematics Teacher Preparation Program at a Large State Institution in Texas
ERIC Educational Resources Information Center
Lim, Woong
2011-01-01
This study provided a springboard for future teacher preparation evaluation studies by examining the 4-8 mathematics teacher preparation component of the teacher preparation program at a large state institution in Texas. The research questions for this study were: (1) To what extent is the 4-8 mathematics teacher preparation program consistent…
Dent, Clyde W.; Skara, Silvana; Sun, Ping; Sussman, Steve
2011-01-01
This paper presents the results of an effectiveness trial of Project Towards No Drug Abuse [TND], in which we compared program delivery by regular classroom teachers and program specialists within the same high schools. Within 18 schools that were randomly assigned to the program or control conditions, health classrooms were assigned to program delivery by teachers or (outside) specialists. Classroom sessions were observed by pairs of observers to assess three domains of implementation fidelity: adherence, classroom process, and perceived student acceptance of the program. Pre- and immediate posttest survey data were collected from 2331 students. Of the four composite indexes of implementation fidelity that were examined, only one (quality of delivery) showed a difference between specialists and teachers, with marginally higher ratings of specialists (p < .10). Both teachers and program specialists achieved effects on three of the five immediate outcome measures, including program-specific knowledge, addiction concern, and social self-control. Students’ posttest ratings of the program overall and the quality of program delivery failed to reveal differences between the teacher- and specialist-led classrooms. These results suggest that motivated, trained classroom teachers can implement evidence-based prevention programs with fidelity and achieve immediate effects. PMID:17180722
A Survey of AASCU Institutions: Compliance with Selected NCATE Standards at the Advanced Level.
ERIC Educational Resources Information Center
Sparapani, Ervin; Nelson, David
This report presents the results of a survey of advanced programs in teacher education at member institutions of the American Association of State Colleges and Universities (AASCU). It is the opinion of researchers that several of the NCATE criteria apply more appropriately to basic programs than to advanced, especially in the categories related…
ERIC Educational Resources Information Center
Engler, Karen S.; MacGregor, Cynthia J.
2018-01-01
At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri…
Trends in teachers' recommendations for changing elementary and junior-high school science programs
NASA Astrophysics Data System (ADS)
Stronck, David R.
Since 1978 many studies have called for changes in the practices of science teaching. These changes in instruction will occur only when the teachers decide to change their practices. This study uses surveys to consider the question of what were the trends in the teachers' recommendations for changes in elementary and junior-high school science programs between the years of 1978 and 1982. Large samples of teachers in British Columbia, Canada, responded anonymously to questionnaires in these years: 3040 teachers in 1978 and 1631 in 1982, with return rates ranging from 77.5% to 85%. These teachers described themselves as shifting their classroom practices toward ones that emphasize passive learning and memorization. The British Columbia Science Assessments recommend more inservice programs to stop this trend. There were very few differences in the teachers' recommendations for changes in the schools. The elementary-school teachers had major changes in their rankings of only two activities: they increased their ranking of activity-centered learning and reduced their ranking of outdoor education.
75 FR 11836 - Bioenergy Program for Advanced Biofuels
Federal Register 2010, 2011, 2012, 2013, 2014
2010-03-12
... (NOCP); additional payment for advanced biofuel produced from October 1, 2008 through September 30, 2009. SUMMARY: RBS is announcing additional payments to advanced biofuel producers determined eligible in Fiscal... biofuel produced in FY 2009, the request must include: Form RD 9005-3, ``Advanced Biofuel Program Payment...
Improving Science Teacher Preparation through the APS PhysTEC and NSF Noyce Programs
NASA Astrophysics Data System (ADS)
Williams, Tasha; Tyler, Micheal; van Duzor, Andrea; Sabella, Mel
2013-03-01
Central to the recruitment of students into science teaching at a school like CSU, is a focus on the professional nature of teaching. The purpose of this focus is twofold: it serves to change student perceptions about teaching and it prepares students to become teachers who value continued professional development and value the science education research literature. The Noyce and PhysTEC programs at CSU place the professional nature of teaching front and center by involving students in education research projects, paid internships, attendance at conferences, and participation in a new Teacher Immersion Institute and a Science Education Journal Reading Class. This poster will focus on specific components of our teacher preparation program that were developed through these two programs. In addition we will describe how these new components provide students with diverse experiences in the teaching of science to students in the urban school district. Supported by the NSF Noyce Program (0833251) and the APS PhysTEC Program.
DOE/JPL advanced thermionic technology program
NASA Technical Reports Server (NTRS)
1979-01-01
Progress made in different tasks of the advanced thermionic technology program is described. The tasks include surface and plasma investigations (surface characterization, spectroscopic plasma experiments, and converter theory); low temperature converter development (tungsten emitter, tungsten oxide collector and tungsten emitter, nickel collector); component hardware development (hot shell development); flame-fired silicon carbide converters; high temperature and advanced converter studies; postoperational diagnostics; and correlation of design interfaces.
TEACHERS' GUIDES. WORLD HISTORY FOR THE ACADEMICALLY TALENTED. ADVANCED PLACEMENT EUROPEAN HISTORY.
ERIC Educational Resources Information Center
AUGSPURGER, EVERETT F.; AND OTHERS
PREPARED BY TEACHERS AND SUPERVISORS WORKING WITH A 2-YEAR DEMONSTRATION PROJECT, THIS DOCUMENT CONTAINS GUIDES FOR A WORLD HISTORY COURSE (PREHISTORY TO EARLY 20TH CENTURY) FOR THE GIFTED AND AN ADVANCED PLACEMENT COURSE IN EUROPEAN HISTORY (ANCIENT CIVILIZATION TO EARLY 20TH CENTURY). STUDENTS ARE EXPECTED TO STUDY HISTORICAL ISSUES AND DEVELOP…
NASA Astrophysics Data System (ADS)
Nam, Jeonghee; Seung, Eulsun; Go, MunSuk
2013-03-01
This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.
NASA Astrophysics Data System (ADS)
Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.
2002-12-01
Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific
ERIC Educational Resources Information Center
Heineke, Amy J.; Carter, Heather; Desimone, Melissa; Cameron, Quanna
2010-01-01
The College of Teacher Education and Leadership (CTEL) at Arizona State University (ASU) embraced the opportunity to partner with Teach For America (TFA) to tailor existing teacher preparation programs to meet the unique needs of alternatively certified teachers in urban schools. Rather than harp on the distinctions between ideologies and…
Promoting the Development of Mentor Teachers: Theory and Research Programs Using Guided Reflection.
ERIC Educational Resources Information Center
Reiman, Alan J.; Thies-Sprinthall, Lois
1993-01-01
Describes theory and a research program that uses guided reflection to promote the development of mentor teachers. Significant findings from a quasi-experimental study and a replication study are presented. The paper can assist teacher educators, policymakers, and school personnel who are searching for a teacher induction model. (GLR)
Advanced expander test bed program
NASA Technical Reports Server (NTRS)
Masters, A. I.; Mitchell, J. C.
1991-01-01
The Advanced Expander Test Bed (AETB) is a key element in NASA's Chemical Transfer Propulsion Program for development and demonstration of expander cycle oxygen/hydrogen engine technology component technology for the next space engine. The AETB will be used to validate the high-pressure expander cycle concept, investigate system interactions, and conduct investigations of advanced missions focused components and new health monitoring techniques. The split-expander cycle AETB will operate at combustion chamber pressures up to 1200 psia with propellant flow rates equivalent to 20,000 lbf vacuum thrust.
Cultural Applications: Ideas for Teacher Education Programs
ERIC Educational Resources Information Center
Bartone, Michael
2010-01-01
Going to where students and their families live, play, and socialize is one way of creating personalized relationships. In the author's years of teaching he has always found it is the little things that make a huge impact on all the lives of people involved. By incorporating a real life cultural application piece, teacher education programs can…
Community Organizations' Programming and the Development of Community Science Teachers
ERIC Educational Resources Information Center
Varelas, Maria; Morales-Doyle, Daniel; Raza, Syeda; Segura, David; Canales, Karen; Mitchener, Carole
2018-01-01
In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected…
ERIC Educational Resources Information Center
Samani, Ebrahim; Baki, Roselan; Razali, Abu Bakar
2014-01-01
Success in implementation of computer-assisted language learning (CALL) programs depends on the teachers' understanding of the roles of CALL programs in education. Consequently, it is also important to understand the barriers teachers face in the use of computer-assisted language learning (CALL) programs. The current study was conducted on 14…
Nursery Production, A Teacher's Manual.
ERIC Educational Resources Information Center
Buckey, Sylvia; And Others
Developed by a group of university faculty members and graduate assistants, this planning guide is designed for teachers' use in high school, technical school, and associate degree agriculture programs in teaching nursery production with the focus on entry and advanced level occupations. This manual consists of the text of the student handbook…
Increase in teachers' knowledge about ADHD after a week-long training program: a pilot study.
Syed, Ehsan Ullah; Hussein, Sajida Abdul
2010-01-01
ADHD affects 3% to 5% of school-age children. Clinical and community based epidemiological studies in Pakistan have shown a high prevalence of ADHD among school going children. A thorough review of literature shows that no studies of teachers' training programs regarding ADHD have been published in Pakistani research literature. The aim of the present study is the development and evaluation of an ADHD training program for teachers. A teachers' training program for ADHD was designed and a pilot run in 3 schools of Karachi, Pakistan. Teachers knowledge regarding signs and symptoms of ADHD was tested before and after the workshop and then again after 6 months using an ADHD knowledge questionnaire. Forty-nine teachers, all of them women, completed the questionnaires before and after the training program, and 35 of them filled it out at the 6-month interval. Mean scores of these tests were compared using a paired t test. The authors found the difference of mean score of 1.48 +/- 2.95, and this was statistically significant (p < .005). The authors conclude that the workshop improved the knowledge of the school teachers regarding ADHD symptomatology, and it remained significant even after 6 months of training.
AP: A Critical Examination of the Advanced Placement Program
ERIC Educational Resources Information Center
Sadler, Philip M.; Sonnert, Gerhard; Tai, Robert; Klopfenstein, Kirstin
2016-01-01
The Advanced Placement (AP) program was created to enhance the experience of gifted students as they transition from high school to college. "AP: A Critical Examination of the Advanced Placement Program," edited by Philip M. Sadler, Gerhard Sonnert, Robert Tai, and Kirstin Klopfenstein (2010, Harvard Education Press), questions the…
Developing pre-service science teachers' pedagogical content knowledge by using training program
NASA Astrophysics Data System (ADS)
Udomkan, Watinee; Suwannoi, Paisan
2018-01-01
A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.
Kwon, Ja Youn; Kulinna, Pamela Hodges; van der Mars, Hans; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason
2018-06-01
Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.
Attrition of Hmong Students in Teacher Education Programs.
ERIC Educational Resources Information Center
Root, Steven; Rudawski, Anthony; Taylor, Matthew; Rochon, Ronald
2003-01-01
A descriptive study addressed student attrition in two Title VII Bilingual Education Career Ladder Programs for Hmong paraprofessionals and traditional-age college students working toward teacher certification in Wisconsin. Surveys showed that dropouts were disproportionately male and nontraditional students; factors included financial problems,…
Federal Register 2010, 2011, 2012, 2013, 2014
2012-04-13
... NATIONAL SCIENCE FOUNDATION Innovative Technology Experiences for Students and Teachers (ITEST.... SUPPLEMENTARY INFORMATION: Title of Collection: Innovative Technology Experiences for Students and Teachers... for Students and Teachers (ITEST) is a National Science Foundation program that responds to current...
ERIC Educational Resources Information Center
Edwards, Jennifer L.; Green, Kathy E.
This study evaluated differences between persisters and nonpersisters in a 3-year teacher development program. Participants were K-12 teachers from a large school district with both urban and suburban schools. They were part of a grant to help teachers implement state content standards through cognitive coaching, nonverbal classroom management,…
Unlocking the Secrets of Agency: New Teacher Induction Program Empowers Educator-Centered Growth
ERIC Educational Resources Information Center
Correll, Juliet
2017-01-01
The Arlington Independent School District in Texas has developed a New Teacher Induction Program to foster individual agency for each teacher and empower educator-centered growth, intentionally modeling the same kind of learning designs that teachers apply with students in their classrooms. After exploring elements of the ideal classroom through…
34 CFR 230.2 - What definitions apply to the Troops-to-Teacher program?
Code of Federal Regulations, 2013 CFR
2013-07-01
... 34 Education 1 2013-07-01 2013-07-01 false What definitions apply to the Troops-to-Teacher program? 230.2 Section 230.2 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers...
34 CFR 230.2 - What definitions apply to the Troops-to-Teacher program?
Code of Federal Regulations, 2012 CFR
2012-07-01
... 34 Education 1 2012-07-01 2012-07-01 false What definitions apply to the Troops-to-Teacher program? 230.2 Section 230.2 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers...
34 CFR 230.2 - What definitions apply to the Troops-to-Teacher program?
Code of Federal Regulations, 2011 CFR
2011-07-01
... 34 Education 1 2011-07-01 2011-07-01 false What definitions apply to the Troops-to-Teacher program? 230.2 Section 230.2 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers...
34 CFR 230.2 - What definitions apply to the Troops-to-Teacher program?
Code of Federal Regulations, 2014 CFR
2014-07-01
... 34 Education 1 2014-07-01 2014-07-01 false What definitions apply to the Troops-to-Teacher program? 230.2 Section 230.2 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION INNOVATION FOR TEACHER QUALITY Troops-to-Teachers...
ERIC Educational Resources Information Center
Moore, Steven; Haviland, Don; Moore, William; Tran, Michael
2016-01-01
This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation.…
Impact of Teacher Preparation upon Teacher Efficacy
ERIC Educational Resources Information Center
Redmon, Robert J.
2007-01-01
A cohort of students in a teacher preparation program completed questionnaires measuring their feelings of teacher self efficacy at three points in the program. Results suggest that pre-service teachers' feelings of self efficacy do improve as a result of their participation in such programs. (Contains 1 figure and 1 table. Teacher Efficacy…
Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?
ERIC Educational Resources Information Center
Lichtinger, Einat; Leichtentritt, Judith
2016-01-01
This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…
The Impact of Mentoring Programs on Teachers in Urban Middle Schools
ERIC Educational Resources Information Center
Wider, Beyonka Shantel
2012-01-01
Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…
A Quantitative Correlational Study of Teacher Preparation Program on Student Achievement
ERIC Educational Resources Information Center
Dingman, Jacob Blackstone
2010-01-01
The purpose of this quantitative correlational study was to identify the relationship between the type of teacher preparation program and student performance on the seventh and eighth grade mathematics state assessments in rural school settings. The study included a survey of a convenience sample of 36 teachers from Colorado and Washington school…
ERIC Educational Resources Information Center
Cavallini, M. Felicia; Wendt, Janice C.; Rice, Desmond
2007-01-01
Schools have the potential to foster healthy behaviors among youths through sound health and physical education programs. Teacher candidates who are being certified through teacher preparation programs should take a course on basic wellness and exercise principles, in order to prepare themselves to teach those principles to all school faculty…
The American Indian Teacher Training Program: The Next to Last Piece of the Puzzle.
ERIC Educational Resources Information Center
Tonemah, Stuart A.
The American Indian Teacher Training Program (AITTP), a Masters of Education program, aims to train American Indian and Alaska Native teachers to teach American Indian and Alaska Native gifted and talented students and to dispel stereotypes of these students among their colleagues. American Indian Research and Development, Inc. (AIRD, Inc.)…
Advanced Photovoltaic Solar Array program status
NASA Technical Reports Server (NTRS)
Kurland, Richard M.; Stella, Paul M.
1989-01-01
The Advanced Photolvoltaic Solar Array (APSA) Program is discussed. The objective of the program is to demonstrate a producible array system by the end of this decade with a beginning-of-life (BOL) specific power of 130 W/kg at 10 kW as an intermediate milestone toward the ultimate goal of 300 W/kg at 25 kW by the year 2000. The near-term goal represents a significant improvement over existing rigid panel flight arrays (25 to 45 W/kg) and the first-generation flexible blanket NASA/OAST SAFE I array of the early 1980s, which was projected to provide about 60 W/kg BOL. The prototype wing hardware is in the last stages of fabrication and integration. The current status of the program is reported. The array configuration and key design details are shown. Projections are shown for future performance enhancements that may be expected through the use of advanced structural components and solar cells.
ERIC Educational Resources Information Center
Li, Yi
2016-01-01
This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses.…
Improving Teacher Education Programs
ERIC Educational Resources Information Center
Harding, Kelly; Parsons, Jim
2011-01-01
In this paper, the authors review current practices in pre-service teacher education. They suggest that radical improvements are possible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of young teachers to consider how teachers might thrive in a difficult…