Chromosomal distribution of pTa-535, pTa-86, pTa-713, 35S rDNA repetitive sequences in interspecific hexaploid hybrids of common wheat (Triticum aestivum L.) and spelt (Triticum spelta L.)

PubMed Central

Duba, Adrian; Kwiatek, Michał; Wiśniewska, Halina; Wachowska, Urszula; Wiwart, Marian

2018-01-01

Fluorescent in situ hybridization (FISH) relies on fluorescent-labeled probes to detect specific DNA sequences in the genome, and it is widely used in cytogenetic analyses. The aim of this study was to determine the karyotype of T. aestivum and T. spelta hybrids and their parental components (three common wheat cultivars and five spelt breeding lines), to identify chromosomal aberrations in the evaluated wheat lines, and to analyze the distribution of polymorphisms of repetitive sequences in the examined hybrids. The FISH procedure was carried out with four DNA clones, pTa-86, pTa-535, pTa-713 and 35S rDNA used as probes. The observed polymorphisms between the investigated lines of common wheat, spelt and their hybrids was relatively low. However, differences were observed in the distribution of repetitive sequences on chromosomes 4A, 6A, 1B and 6B in selected hybrid genomes. The polymorphisms observed in common wheat and spelt hybrids carry valuable information for wheat breeders. The results of our study are also a valuable source of knowledge about genome organization and diversification in common wheat, spelt and their hybrids. The relevant information is essential for common wheat breeders, and it can contribute to breeding programs aimed at biodiversity preservation. PMID:29447228

Chromosomal distribution of pTa-535, pTa-86, pTa-713, 35S rDNA repetitive sequences in interspecific hexaploid hybrids of common wheat (Triticum aestivum L.) and spelt (Triticum spelta L.).

PubMed

Goriewa-Duba, Klaudia; Duba, Adrian; Kwiatek, Michał; Wiśniewska, Halina; Wachowska, Urszula; Wiwart, Marian

2018-01-01

Fluorescent in situ hybridization (FISH) relies on fluorescent-labeled probes to detect specific DNA sequences in the genome, and it is widely used in cytogenetic analyses. The aim of this study was to determine the karyotype of T. aestivum and T. spelta hybrids and their parental components (three common wheat cultivars and five spelt breeding lines), to identify chromosomal aberrations in the evaluated wheat lines, and to analyze the distribution of polymorphisms of repetitive sequences in the examined hybrids. The FISH procedure was carried out with four DNA clones, pTa-86, pTa-535, pTa-713 and 35S rDNA used as probes. The observed polymorphisms between the investigated lines of common wheat, spelt and their hybrids was relatively low. However, differences were observed in the distribution of repetitive sequences on chromosomes 4A, 6A, 1B and 6B in selected hybrid genomes. The polymorphisms observed in common wheat and spelt hybrids carry valuable information for wheat breeders. The results of our study are also a valuable source of knowledge about genome organization and diversification in common wheat, spelt and their hybrids. The relevant information is essential for common wheat breeders, and it can contribute to breeding programs aimed at biodiversity preservation.

NiO-PTA supported on ZIF-8 as a highly effective catalyst for hydrocracking of Jatropha oil

PubMed Central

Liu, Jing; He, Jing; Wang, Luying; Li, Rong; Chen, Pan; Rao, Xin; Deng, Lihong; Rong, Long; Lei, Jiandu

2016-01-01

Nickel oxide (NiO) and phosphotungstic acid (PTA) supported on a ZIF-8 (NiO-PTA/ZIF-8) catalyst was first synthesized and it showed high activity and good selectivity for the hydrocracking of Jatropha oil. The catalyst was characterized by SEM, SEM-EDS, TEM, N2 adsorption, FT-IR, XRD and XPS. Compared with the NiO-PTA/Al2O3 catalyst, the selectivity of C15-C18 hydrocarbon increased over 36%, and catalytic efficiency increased 10 times over the NiO-PTA/ZIF-8 catalyst. The prepared NiO-PTA/ZIF-8 catalyst was stable for a reaction time of 104 h and the kinetic behavior was also analyzed. This catalyst was found to bypass the presulfurization process, showing promise as an alternative to sulfided catalysts for green diesel production. PMID:27020579

National PTA Gets Connected with Social Media

ERIC Educational Resources Information Center

Phillips, Derek

2011-01-01

People are busy, we all know that. Getting their attention is harder and harder all the time. That's especially true for member organizations and advocacy groups. The National PTA is both and has adapted some social media practices to reach out and maintain contact with more than 5 million volunteers in 25,000 local units. James Martinez, senior…

PTA of supra-aortic arteries with temporary balloon occlusion to avoid distal embolism.

PubMed

Koike, T; Minakawa, T; Abe, H; Takeuchi, S; Sasaki, O; Nishimaki, K; Tanaka, R

1992-03-01

Percutaneous transluminal angioplasty (PTA) was carried out in eight patients with cervical arterial stenosis; six in the subclavian and brachiocephalic arteries (5 with subclavian steal syndrome), one in the common carotid artery, and one in both the brachiocephalic and common carotid arteries (with subclavian steal syndrome). The PTA balloon catheters were introduced via the femoral artery in seven and brachial artery in one. To prevent distal embolization through the vertebral and internal carotid arteries, the blood flow in these vessels was temporarily occluded with a balloon catheter. The dilation of the stenotic areas was generally satisfactory. Antegrade blood flow was promptly obtained in the vertebral artery even in patients with subclavian steal syndrome. In all patients, the clinical symptoms improved. Two patients underwent repeat PTA because of restenosis.

Corbell PTA's Wild Walk: Fundraiser Cultivates Community

ERIC Educational Resources Information Center

Cassano, Michelle

2012-01-01

When Corbell Elementary opened its doors in 2006 in Frisco, Texas, its newly formed PTA faced the challenge of implementing a productive fundraiser to get the school off to a great start. The new board chose to focus its efforts on a single fundraiser, rather than a series of smaller ones. They wanted to avoid having the children selling any kind…

Neointimal Hyperplasia after Silverhawk Atherectomy versus Percutaneous Transluminal Angioplasty (PTA) in Femoropopliteal Stent Reobstructions: A Controlled, Randomized Pilot Trial

DOE Office of Scientific and Technical Information (OSTI.GOV)

Brodmann, Marianne, E-mail: marianne.brodmann@medunigraz.at; Rief, Peter; Froehlich, Harald

2013-02-15

Due to intimal hyperplasia instent reobstruction in the femoropopliteal arterial segment is still an unsolved problem. Different techniques have been discussed in case of reintervention to guarantee longlasting patency rate. We conducted a randomized, controlled, pilot trial comparing Silverhawk atherectomy with percutaneous transluminal angioplasty (PTA) in patients with a first instent reobstruction in the femoropopliteal arterial segment, to evaluate intima media thickness (IMT) within the treated segment, as a parameter of recurrence of intimal hyperplasia. In a total 19 patients were included: 9 patients in the atherectomy device and 10 patients in the PTA arm. IMT within the treated segmentmore » was statistically significantly elevated in all patients treated with the Silverhawk device versus the patients treated with PTA. The obvious differentiation in elevation of IMT in nonfavor for patients treated with the Silverhawk device started at month 2 (max IMT SH 0.178 mm vs. IMT PTA 0.1 mm, p = 0.001) with a spike at month 5 (max IMT SH 0.206 mm vs. IMT PTA 0.145 mm, p = 0.003) and a decline once again at month 6 (max IMT SH 0.177 mm vs. IMT PTA 0.121 mm, p = 0.02). The values for mean IMT performed the same way. Although Silverhawk atherectomy provides good results at first sight, in the midterm follow-up of treatment of first instent restenosis it did not perform better than PTA as it showed elevated reoccurrence of intimal media hyperplasia.« less

Hydroprocessing of Jatropha Oil for Production of Green Diesel over Non-sulfided Ni-PTA/Al2O3 Catalyst

PubMed Central

Liu, Jing; Lei, Jiandu; He, Jing; Deng, Lihong; Wang, Luying; Fan, Kai; Rong, Long

2015-01-01

The non-sulfided Ni-PTA/Al2O3 catalyst was developed to produce green diesel from the hydroprocessing of Jatropha oil. The Ni-PTA/Al2O3 catalyst was prepared by one-pot synthesis of Ni/Al2O3 with the co-precipitation method and then impregnanting Ni/Al2O3 with PTA solution. The catalysts were characterized with BET, SEM-EDX, TEM, XRD, XPS, TGA and NH3-TPD. The Ni and W species of the Ni-PTA/Al2O3 catalyst were much more homogeneously distributed on the surface than that of commercial Al2O3. Catalytic performance in the hydroprocessing of Jatropha oil was evaluated by GC. The maximum conversion of Jatropha oil (98.5 wt%) and selectivity of the C15-C18 alkanes fraction (84.5 wt %) occurred at 360 °C, 3.0 MPa, 0.8 h−1. The non-sulfided Ni-PTA/Al2O3 catalyst is more environmentally friendly than the conventional sulfided hydroprocessing catalyst, and it exhibited the highest catalytic activity than the Ni-PTA catalyst supported with commercial Al2O3 grain and Al2O3 powder. PMID:26162092

Neointimal hyperplasia after silverhawk atherectomy versus percutaneous transluminal angioplasty (PTA) in femoropopliteal stent reobstructions: a controlled, randomized pilot trial.

PubMed

Brodmann, Marianne; Rief, Peter; Froehlich, Harald; Dorr, Andreas; Gary, Thomas; Eller, Philipp; Hafner, Franz; Deutschmann, Hannes; Seinost, Gerald; Pilger, Ernst

2013-02-01

Due to intimal hyperplasia instent reobstruction in the femoropopliteal arterial segment is still an unsolved problem. Different techniques have been discussed in case of reintervention to guarantee longlasting patency rate. We conducted a randomized, controlled, pilot trial comparing Silverhawk atherectomy with percutaneous transluminal angioplasty (PTA) in patients with a first instent reobstruction in the femoropopliteal arterial segment, to evaluate intima media thickness (IMT) within the treated segment, as a parameter of recurrence of intimal hyperplasia. In a total 19 patients were included: 9 patients in the atherectomy device and 10 patients in the PTA arm. IMT within the treated segment was statistically significantly elevated in all patients treated with the Silverhawk device versus the patients treated with PTA. The obvious differentiation in elevation of IMT in nonfavor for patients treated with the Silverhawk device started at month 2 (max IMT SH 0.178 mm vs. IMT PTA 0.1 mm, p = 0.001) with a spike at month 5 (max IMT SH 0.206 mm vs. IMT PTA 0.145 mm, p = 0.003) and a decline once again at month 6 (max IMT SH 0.177 mm vs. IMT PTA 0.121 mm, p = 0.02). The values for mean IMT performed the same way. Although Silverhawk atherectomy provides good results at first sight, in the midterm follow-up of treatment of first instent restenosis it did not perform better than PTA as it showed elevated reoccurrence of intimal media hyperplasia.

The periplasmic transaminase PtaA of Pseudomonas fluorescens converts the glutamic acid residue at the pyoverdine fluorophore to α-ketoglutaric acid.

PubMed

Ringel, Michael T; Dräger, Gerald; Brüser, Thomas

2017-11-10

The periplasmic conversion of ferribactin to pyoverdine is essential for siderophore biogenesis in fluorescent pseudomonads, such as pathogenic Pseudomonas aeruginosa or plant growth-promoting Pseudomonas fluorescens The non-ribosomal peptide ferribactin undergoes cyclizations and oxidations that result in the fluorophore, and a strictly conserved fluorophore-bound glutamic acid residue is converted to a range of variants, including succinamide, succinic acid, and α-ketoglutaric acid residues. We recently discovered that the pyridoxal phosphate-containing enzyme PvdN is responsible for the generation of the succinamide, which can be hydrolyzed to succinic acid. Based on this, a distinct unknown enzyme was postulated to be responsible for the conversion of the glutamic acid to α-ketoglutaric acid. Here we report the identification and characterization of this enzyme in P. fluorescens strain A506. In silico analyses indicated a periplasmic transaminase in fluorescent pseudomonads and other proteobacteria that we termed PtaA for " p eriplasmic t ransaminase A " An in-frame-deleted ptaA mutant selectively lacked the α-ketoglutaric acid form of pyoverdine, and recombinant PtaA complemented this phenotype. The ptaA / pvdN double mutant produced exclusively the glutamic acid form of pyoverdine. PtaA is homodimeric and contains a pyridoxal phosphate cofactor. Mutation of the active-site lysine abolished PtaA activity and affected folding as well as Tat-dependent transport of the enzyme. In pseudomonads, the occurrence of ptaA correlates with the occurrence of α-ketoglutaric acid forms of pyoverdines. As this enzyme is not restricted to pyoverdine-producing bacteria, its catalysis of periplasmic transaminations is most likely a general tool for specific biosynthetic pathways. © 2017 by The American Society for Biochemistry and Molecular Biology, Inc.

Propfan Test Assessment (PTA): Flight test report

NASA Technical Reports Server (NTRS)

Little, B. H.; Bartel, H. W.; Reddy, N. N.; Swift, G.; Withers, C. C.; Brown, P. C.

1989-01-01

The Propfan Test Assessment (PTA) aircraft was flown to obtain glade stress and noise data for a 2.74m (9 ft.) diameter single rotation propfan. Tests were performed at Mach numbers to 0.85 and altitudes to 12,192m (40,000 ft.). The propfan was well-behaved structurally over the entire flight envelope, demonstrating that the blade design technology was completely adequate. Noise data were characterized by strong signals at blade passage frequency and up to 10 harmonics. Cabin noise was not so high as to preclude attainment of comfortable levels with suitable wall treatment. Community noise was not excessive.

Paclitaxel-Coated Balloon in Infrapopliteal Arteries: 12-Month Results From the BIOLUX P-II Randomized Trial (BIOTRONIK'S-First in Man study of the Passeo-18 LUX drug releasing PTA Balloon Catheter vs. the uncoated Passeo-18 PTA balloon catheter in subjects requiring revascularization of infrapopliteal arteries).

PubMed

Zeller, Thomas; Beschorner, Ulrich; Pilger, Ernst; Bosiers, Marc; Deloose, Koen; Peeters, Patrick; Scheinert, Dierk; Schulte, Karl-Ludwig; Rastan, Aljoscha; Brodmann, Marianne

2015-10-01

The aim of BIOLUX P-II (BIOTRONIK'S-First in Man study of the Passeo-18 LUX drug releasing PTA Balloon Catheter vs. the uncoated Passeo-18 PTA balloon catheter in subjects requiring revascularization of infrapopliteal arteries) trial was to compare the safety and efficacy of a novel paclitaxel-coated drug-eluting balloon (DEB) versus an uncoated balloon (percutaneous transluminal angioplasty [PTA]) in de novo or native restenotic lesions of the infrapopliteal arteries in patients with claudication and critical limb ischemia. DEB have shown promising results in femoropopliteal lesions, but data for infrapopliteal lesions are scarce. In this prospective, multicenter, randomized first-in-man study, 72 patients were randomized 1:1 to either a Passeo-18 Lux DEB (Biotronik AG, Buelach, Switzerland) (n = 36) or Passeo-18 PTA (n = 36). Follow-up assessments were scheduled at 1, 6, and 12 months, with angiographic assessment at 6 months. Adverse events were adjudicated by an independent clinical events committee, and angiographic parameters were assessed by an independent core laboratory. The primary safety endpoint (a composite of all-cause mortality, target extremity major amputation, target lesion thrombosis, and target vessel revascularization at 30 days) was 0% in the DEB group versus 8.3% in the PTA group (p = 0.239). The primary performance endpoint (patency loss at 6 months) was 17.1% in the DEB group versus 26.1% in the PTA group (p = 0.298), and major amputations of the target extremity occurred in 3.3% versus 5.6% of the patients at 12 months, respectively. The Passeo-18 Lux DEB has been proven to be safe and effective in infrapopliteal lesions with comparable outcomes to PTA. Copyright © 2015 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

Solid lipid nanoparticles for the delivery of 1,3,5-triaza-7-phosphaadamantane (PTA) platinum (II) carboxylates.

PubMed

Sguizzato, Maddalena; Cortesi, Rita; Gallerani, Eleonora; Drechsler, Markus; Marvelli, Lorenza; Mariani, Paolo; Carducci, Federica; Gavioli, Riccardo; Esposito, Elisabetta; Bergamini, Paola

2017-05-01

The use of solid lipid nanoparticles (SLN) is a promising route for the delivery of platinum complexes aimed to anticancer activity. This paper describes the production and characterization of SLN suitable for the loading of Pt complexes containing the biocompatible phosphine 1,3,5-triaza-7-phosphaadamantane (PTA) as neutral ligand. After a screening of several lipidic phases, stearic acid-based SLN were identified as the most appropriate for the purpose. They were produced by emulsion-dilution method and then characterized in terms of dimension, polydispersity, time stability, pH balance and morphological aspect. Stearic acid SLN are designed as a system able to coordinate to platinum, acting as anionic carboxylic ligands, replacing the base carbonate of the Pt synthon [PtCO 3 (DMSO) 2 ], where also DMSO can subsequently be substituted by phosphinic ligands, namely PTA. SLN functionalised with Pt-PTA were produced and characterized by this synthetic route. The toxicity of plain SLN and the antiproliferative effect of SLN functionalised with Pt-PTA were evaluated on two human cancer cell lines K562 and A2780. The results indicate that SLN can be exploited as a delivery system for Pt complexes with potential anticancer activity. Copyright © 2016 Elsevier B.V. All rights reserved.

A Non-sulfided flower-like Ni-PTA Catalyst that Enhances the Hydrotreatment Efficiency of Plant Oil to Produce Green Diesel

PubMed Central

Liu, Jing; Chen, Pan; Deng, Lihong; He, Jing; Wang, Luying; Rong, Long; Lei, Jiandu

2015-01-01

The development of a novel non-sulfided catalyst with high activity for the hydrotreatment processing of plant oils, is of high interest as a way to improve the efficient production of renewable diesel. To attempt to develop such a catalyst, we first synthesized a high activity flower-like Ni-PTA catalyst used in the hydrotreatment processes of plant oils. The obtained catalyst was characterized with SEM, EDX, HRTEM, BET, XRD, H2-TPR, XPS and TGA. A probable formation mechanism of flower-like Ni(OH)2 is proposed on the basis of a range of contrasting experiments. The results of GC showed that the conversion yield of Jatropha oil was 98.95%, and the selectivity of C11-C18 alkanes was 70.93% at 360 °C, 3 MPa, and 15 h−1. The activity of this flower-like Ni-PTA catalyst was more than 15 times higher than those of the conventional Ni-PTA/Al2O3 catalysts. Additionally, the flower-like Ni-PTA catalyst exhibited good stability during the process of plant oil hydrotreatment. PMID:26503896

Propfan Test Assessment (PTA)

NASA Technical Reports Server (NTRS)

Little, B. H.; Poland, D. T.; Bartel, H. W.; Withers, C. C.; Brown, P. C.

1989-01-01

The objectives of the Propfan Test Assessment (PTA) Program were to validate in flight the structural integrity of large-scale propfan blades and to measure noise characteristics of the propfan in both near and far fields. All program objectives were met or exceeded, on schedule and under budget. A Gulfstream Aerospace Corporation GII aircraft was modified to provide a testbed for the 2.74m (9 ft) diameter Hamilton Standard SR-7 propfan which was driven by a 4475 kw (600 shp) turboshaft engine mounted on the left-hand wing of the aircraft. Flight research tests were performed for 20 combinations of speed and altitude within a flight envelope that extended to Mach numbers of 0.85 and altitudes of 12,192m (40,000 ft). Propfan blade stress, near-field noise on aircraft surfaces, and cabin noise were recorded. Primary variables were propfan power and tip speed, and the nacelle tilt angle. Extensive low altitude far-field noise tests were made to measure flyover and sideline noise and the lateral attenuation of noise. In coopertion with the FAA, tests were also made of flyover noise for the aircraft at 6100m (20,000 ft) and 10,668m (35,000 ft). A final series of tests were flown to evaluate an advanced cabin wall noise treatment that was produced under a separate program by NASA-Langley Research Center.

Anaerobic-aerobic treatment of purified terephthalic acid (PTA) effluent; a techno-economic alternative to two-stage aerobic process.

PubMed

Pophali, G R; Khan, R; Dhodapkar, R S; Nandy, T; Devotta, S

2007-12-01

This paper addresses the treatment of purified terephthalic acid (PTA) effluent using anaerobic and aerobic processes. Laboratory studies were carried out on flow proportionate composite wastewater generated from the manufacturing of PTA. An activated sludge process (ASP-two stage and single stage) and an upflow anaerobic fixed film fixed bed reactor (AFFFBR) were used, individually and in combination. The performance of a full-scale ETP under existing operating conditions was also studied. Full scale ETP studies revealed that the treatment of PTA effluent using a two-stage ASP alone does not meet treated effluent quality within the prescribed Indian Standards. The biomass produced in the two stage ASP was very viscous and fluffy and the sludge volume index (SVI) was very high (200-450 ml/g). However, pretreatment of PTA effluent using an upflow AFFFBR ensured substantial reduction in BOD (63%) and COD (62%) with recovery of biogas at 1.8-1.96 l/l effluent treated at a volumetric loading rate (VLR) 4-5 kg COD/m(3) d. The methane content in the biogas varied between 55% and 60%. The pretreated effluent from the upflow AFFFBR was then treated through a single stage ASP. The biomass produced in the ASP after anaerobic treatment had very good settlability (SVI: 75-90 ml/g) as compared to the two stage ASP and the treated effluent quality with respect to BOD, COD and SS was within the prescribed Indian Standards. The alternative treatment process comprising an upflow AFFFBR and a single stage ASP ensured net power saving of 257 kW and in addition generated 442 kW of power through the AFFFBR.

Peritonsillar abscess: clinical aspects of microbiology, risk factors, and the association with parapharyngeal abscess.

PubMed

Klug, Tejs Ehlers

2017-03-01

PTA is a collection of pus located between the tonsillar capsule and the pharyngeal constrictor muscle. It is considered a complication of acute tonsillitis and is the most prevalent deep neck infection (approximately 2000 cases annually in Denmark) and cause of acute admission to Danish ENT departments. Teenagers and young adults are most commonly affected and males may predominate over females. However, no studies of age- and gender-stratified incidence rates have previously been published. Furthermore, smoking may be associated with increased risk of peritonsillar abscess (PTA) development, although the magnitude of the association has not been estimated. Complications are relatively rare. They include parapharyngeal abscess (PPA), upper airway obstruction, Lemierre´s syndrome, necrotizing fasciitis, mediastinitis, erosion of the internal carotid artery, brain abscess, and streptococcal toxic shock syndrome. The treatment consists of abscess drainage and antimicrobial therapy. There are three accepted methods of surgical intervension: needle aspiration, incision and drainage (ID), and acute tonsillectomy (á chaud). Internationally, there is a strong trend towards less invasive surgical approach to PTA treatment with avoidance of acute tonsillectomy, needle aspiration instead of ID, and in some cases even antibiotic treatment without surgical drainage. The preferred antibiotic regimen varies greatly between countries and centers. Group A streptococcus (GAS) is the only established pathogen in PTA. However, GAS is only recovered from approximately 20% of PTA patients. The pathogens in the remaining 80% are unknown. Culturing of PTA pus aspirates often yields a polymicrobial mixture of aerobes and anaerobes. As the tonsils of healthy individuals are already heavily and diversely colonized, the identification of significant pathogens is challenging. In addition, when studying PTA microbiology, one must consider diagnostic precision, collection, handling, and

English Language Teacher Development through Teacher Associations: The Case of NELTA

ERIC Educational Resources Information Center

Gnawali, Laxman

2016-01-01

ELT teacher associations, a common phenomenon in most countries around the world, employ different strategies in order to support the professional development of their membership. These associations usually spell out member support policies and strategies in documents such as statutes and websites, and put them into action allowing teachers to…

Rooster Springs Elementary Teams Up for Success

ERIC Educational Resources Information Center

Edwards, Jennifer

2012-01-01

For many schools, membership in PTA can become "expected," instead of being a positive, fun opportunity to involve parents and support students and teachers. With more than 800 students each year, Rooster Springs Elementary PTA (RSE PTA) in Dripping Springs, Texas, never worried about membership recruitment. The PTA often assumed that…

Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping.

PubMed

Jeon, Lieny; Hur, Eunhye; Buettner, Cynthia K

2016-12-01

Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies. The sample consisted of 1129 preschool-aged classroom teachers in day care and public pre-K programs across the US. We first found that child-care chaos was directly associated with teachers' non-supportive reactions after controlling for multiple program and teacher characteristics. In addition, teachers in more chaotic child-care settings had less reappraisal and coping skills, which in turn, was associated with lower levels of positive responsiveness to children. Teachers reporting a higher degree of chaos used more suppression strategies, which in turn, was associated with teachers' non-supportive reactions and fewer expressive encouragement reactions to children's emotions. Results of this exploratory study suggest that it is important to prepare teachers to handle chaotic environments with clear guidelines and rules. In order to encourage teachers' supportive responses to children, intervention programs are needed to address teachers' coping and emotion regulation strategies in early childhood education. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Aligning the Stars

ERIC Educational Resources Information Center

Thomas, Jeff; White, Katie

2012-01-01

Science Night--everybody wants one, but how does a teacher make it happen? To promote connections between schools, families, and communities, the authors organized a unique learning opportunity by combining three community partners' efforts and strengths. The school's Parent Teacher Association (PTA) coordinated and sponsored a science night for…

Interior noise in the untreated Gulfstream II Propfan Test Assessment (PTA) aircraft

NASA Technical Reports Server (NTRS)

Kuntz, H. L.; Prydz, R. A.

1989-01-01

Interior noise on the Gulfstream II Propfan Test Assessment (PTA) aircraft was measured using 19 wing, 22 fuselage, and 32 cabin-interior microphones to determine the sources of the cabin noise. Results from ground and flight test acoustic and vibration measurements and analyses show that the major source of cabin noise was the airborne propfan blade passage frequency tones. The radiated sound pressure levels and the richness of the harmonic content of the propfan increased with increasing altitude. The acoustic output of the propfan also depended on the shaft power, helical Mach number, and blade passage frequency.

Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association

ERIC Educational Resources Information Center

Osmond-Johnson, Pamela

2015-01-01

This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform…

Curriculum enactment patterns and associated factors from teachers' perspectives

NASA Astrophysics Data System (ADS)

Son, Ji-Won; Kim, Ok-Kyeong

2016-12-01

As part of a larger effort to improve teacher capacity for high-quality mathematics instruction, we investigated the factors that are associated with different enactment patterns at three levels: contextual (e.g., type and quality of textbook), individual (e.g., teacher knowledge), and teachers' opportunity-to-learn (e.g., professional development experiences). Analysis of 183 teachers' self-reports on their practices revealed three notable findings. First, the factors at the three levels were all found to be significantly related to the different patterns of enacted curriculum. However, the use of quality textbooks and the alignment of teachers' views and instructional goals with curriculum goals were found to be the two factors that are most strongly associated with the enactment pattern of high-level problems and high-level teacher questions in instruction. Furthermore, teachers with the enactment pattern of increasing lower cognitive demand of problems into higher ones tended to rate their curriculum knowledge higher than teachers with the enactment pattern of using low-level problems and teacher questions in their teaching. In particular, deviation from and dissatisfaction with their assigned low-quality textbooks were found to be critical factors that are associated with the enactment pattern of increasing lower cognitive demands of problems in instruction.

Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms

PubMed Central

Anderman, Eric M.; O’Connell, Ann A.

2011-01-01

In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed. PMID:24876800

Weld Bead Geometry of Ni-Based Alloy Deposited by PTA Process for Pipe Conduction of Shale Gas

NASA Astrophysics Data System (ADS)

Echavarria-Figueroa, C.; García-Vázquez, F.; Ruiz-Mondragón, J.; Hernández-García, H. M.; González-González, D.; Vargas, A.

The transportation of shale gas has the problem that the piping used for the extraction does not resist the erosion generated by the amount of solids causing cracks over the surface and it is necessary to extend the life of the pipelines. Plasma transferred arc (PTA) welded coatings are used to improve the surface properties of mechanical parts. Therefore, in this paper is studied the use of Ni-based filler metal as weld bead deposits on A36 steel substrates by PTA. In order to determine the suitable conditions to ensure coating quality on the substrate a design of experiments (DOE) was determined. Welding current, feed rate, and travel speed were used as input parameters and the dilution percentage as the response variable. The composition and properties of hardfacing or overlay deposited are strongly influenced by the dilution obtained. Control of dilution is important, where typically low dilution is desirable. When the dilution is low, the final deposit composition will be closer to that of the filler metal, and the wear and corrosion resistance of the hardfacing will also be maintained. To evaluate the features on the weld beads/substrate interface a microstructural characterization was performed by using scanning electron microscopy and to evaluate the mechanical properties was carried out hardness test.

Wind tunnel performance results of an aeroelastically scaled 2/9 model of the PTA flight test prop-fan

NASA Technical Reports Server (NTRS)

Stefko, George L.; Rose, Gayle E.; Podboy, Gary G.

1987-01-01

High speed wind tunnel aerodynamic performance tests of the SR-7A advanced prop-fan have been completed in support of the Prop-Fan Test Assessment (PTA) flight test program. The test showed that the SR-7A model performed aerodynamically very well. At the cruise design condition, the SR-7A prop fan had a high measured net efficiency of 79.3 percent.

Teachers' and students' work-culture variables associated with positive school outcome.

PubMed

Goldwater, O D; Nutt, R L

1999-01-01

Little is known about the relationship between teachers' family-of-origin variables, impacting their work attitudes and interpersonal skills, and students' academic outcome. This study investigated whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with the subjective grading practices of teachers. The self-report data also revealed effective teacher and successful student profiles.

Science and Politics in "Friedrichs v. California Teachers Association"

ERIC Educational Resources Information Center

Superfine, Benjamin Michael; Umpstead, Regina R.; Mayrowetz, David; Lenhoff, Sarah Winchell; Pogodzinski, Ben

2018-01-01

In March 2017, the Supreme Court decided "Friedrichs v. California Teachers Association" and upheld the constitutionality of agency fees for nonunion teachers. We examine how "Friedrichs" reflects a host of issues grouped around a patchwork of ideological commitments regarding teachers unions and public-sector unions more…

Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

ERIC Educational Resources Information Center

Goldwater, Orna D.; Nutt, Roberta L.

1999-01-01

Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

The tonoplast-localized sucrose transporter in Populus (PtaSUT4) regulates whole-plant water relations, responses to water stress, and photosynthesis.

PubMed

Frost, Christopher J; Nyamdari, Batbayar; Tsai, Chung-Jui; Harding, Scott A

2012-01-01

The Populus sucrose (Suc) transporter 4 (PtaSUT4), like its orthologs in other plant taxa, is tonoplast localized and thought to mediate Suc export from the vacuole into the cytosol. In source leaves of Populus, SUT4 is the predominantly expressed gene family member, with transcript levels several times higher than those of plasma membrane SUTs. A hypothesis is advanced that SUT4-mediated tonoplast sucrose fluxes contribute to the regulation of osmotic gradients between cellular compartments, with the potential to mediate both sink provisioning and drought tolerance in Populus. Here, we describe the effects of PtaSUT4-RNA interference (RNAi) on sucrose levels and raffinose family oligosaccharides (RFO) induction, photosynthesis, and water uptake, retention and loss during acute and chronic drought stresses. Under normal water-replete growing conditions, SUT4-RNAi plants had generally higher shoot water contents than wild-type plants. In response to soil drying during a short-term, acute drought, RNAi plants exhibited reduced rates of water uptake and delayed wilting relative to wild-type plants. SUT4-RNAi plants had larger leaf areas and lower photosynthesis rates than wild-type plants under well-watered, but not under chronic water-limiting conditions. Moreover, the magnitude of shoot water content, height growth, and photosynthesis responses to contrasting soil moisture regimes was greater in RNAi than wild-type plants. The concentrations of stress-responsive RFOs increased in wild-type plants but were unaffected in SUT4-RNAi plants under chronically dry conditions. We discuss a model in which the subcellular compartmentalization of sucrose mediated by PtaSUT4 is regulated in response to both sink demand and plant water status in Populus.

Induction Programs for the Support and Development of Beginning Teachers of Science. National Science Teachers Association Position Statement

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…

Associate Teachers' Perceptions of Effective Mentorship Professional Development

ERIC Educational Resources Information Center

Black, Glenda L.; Olmsted, Barbara; Mottonen, Anna-Liisa

2016-01-01

Associate (mentor) teachers are essential partners in guiding teacher candidates into the profession; however, little training is offered for this critical role. This study explored, through the lens of self-determination theory, types of support and delivery most useful for successful mentorship during practicum. Online surveys and invited…

Factors associated with vocal fold pathologies in teachers.

PubMed

Souza, Carla Lima de; Carvalho, Fernando Martins; Araújo, Tânia Maria de; Reis, Eduardo José Farias Borges Dos; Lima, Verônica Maria Cadena; Porto, Lauro Antonio

2011-10-01

To analyze factors associated with the prevalence of the medical diagnosis of vocal fold pathologies in teachers. A census-based epidemiological, cross-sectional study was conducted with 4,495 public primary and secondary school teachers in the city of Salvador, Northeastern Brazil, between March and April 2006. The dependent variable was the self-reported medical diagnosis of vocal fold pathologies and the independent variables were sociodemographic characteristics; professional activity; work organization/interpersonal relationships; physical work environment characteristics; frequency of common mental disorders, measured by the Self-Reporting Questionnaire-20 (SRQ-20 >7); and general health conditions. Descriptive statistical, bivariate and multiple logistic regression analysis techniques were used. The prevalence of self-reported medical diagnosis of vocal fold pathologies was 18.9%. In the logistic regression analysis, the variables that remained associated with this medical diagnosis were as follows: being female, having worked as a teacher for more than seven years, excessive voice use, reporting more than five unfavorable physical work environment characteristics and presence of common mental disorders. The presence of self-reported vocal fold pathologies was associated with factors that point out the need of actions that promote teachers' vocal health and changes in their work structure and organization.

The Cultural Roots of Teacher Associations: A Case Study from India

ERIC Educational Resources Information Center

Padwad, Amol

2016-01-01

Teacher associations (TAs) are communities located in complex cultural spaces that may affect their functioning, vision, priorities, and policies. This case study of the English Language Teachers' Association of India (ELTAI) attempts to examine the relationship between the Association and the cultural space it inhabits, with specific reference to…

A Meta-Analytical Review of Teacher Credibility and Its Associations with Teacher Behaviors and Student Outcomes

ERIC Educational Resources Information Center

Finn, Amber N.; Schrodt, Paul; Witt, Paul L.; Elledge, Nikki; Jernberg, Kodiane A.; Larson, Lara M.

2009-01-01

This meta-analysis reviews the findings of 51 studies (N = 14,378) examining the associations among teacher credibility, teacher behaviors, and student outcomes. When all three dimensions of credibility are considered collectively (i.e., competence, trustworthiness, and caring), the cumulative evidence indicates a moderate, meaningful relationship…

Enhancing the Capabilities of Associate Teachers in the Practicum: A New Zealand Case Study

ERIC Educational Resources Information Center

Sewell, Alison; Hansen, Sally; Weir, Kama

2017-01-01

The practicum is critically important in initial teacher education. Yet too often, student-teachers are placed in schools where the associate teacher does not understand the mentoring component of their supervisory role. This study explores the impact of a school-university project on the associate teachers' mentoring in the practicum and in their…

Designing Contemporary Teacher Education Curricula. Report of the Annual North Central Association Teacher Education Workshop (38th, Flagstaff, Arizona, 1985).

ERIC Educational Resources Information Center

Jones, Donald W., Ed.

The theme of the 1985-1986 Teacher Education Workshop, sponsored by the North Central Association Teacher Education Project, was "Designing Contemporary Teacher Education Curricula." Group reports are presented on: (1) "Forces Affecting Parameters of Teacher Education"; (2) "A Window of Analysis for Examining One Major Curriculum Recommendation";…

A Day at the Museum

ERIC Educational Resources Information Center

Curriculum Review, 2007

2007-01-01

Field trips are not just for the school year. End the year right by encouraging parents and caregivers to continue working children's brains throughout the summer months. For example, the National Parent Teacher Association (PTA) recommends taking children of all ages--preschoolers, children, tweens and teens--to museums. Whether it is a two-hour…

The Impact of Elementary Teachers' Perceptions and Practices to Promote Parental Involvement

ERIC Educational Resources Information Center

Lattimore, Myra T.

2013-01-01

Parental involvement, defined as the educational engagement of parents in activities such as involvement in PTA, volunteering, and Science/Math night, promotes academic success. Lack of parental involvement is associated with lower academic performance. The purpose of this correlational study was to determine the relationship between parent…

Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

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.

Micro-lightguide spectrophotometry (O2C®) as a predictor of intermediate outcome in patients with critical limb ischemia after percutaneous transluminal angioplasty (PTA).

PubMed

Weber, K; Gebauer, K; Lüders, F; Meyborg, M; Malyar, N; Goerge, T; Reinecke, H

2014-12-01

Micro-lightguide spectrophotometry (O2C®) provides easily and rapidly measurable parameters of tissue microcirculation. The aim of this study was to assess whether micro-lightguide spectrophotometer (O2C®) based parameters of the tissue microcirculation can serve as predictors of ulcer healing. Furthermore, we tried to identify cut off values to forecast patient outcome and check other diagnostic meanings of individual O2C-parameters. Forty individuals, all suffering from critical limb ischemia and arterial or arteriovenous ulcers were retrospectively investigated concerning O2C®- and ankle/toe brachial index-measurements before and up to two times after percutaneous transluminal angioplasty (PTA). At a median follow-up of 7 (range 3 to 14) months after PTA the current peripheral arterial disease (PAD) status, ulcer healing, adverse cardiovascular events including death and endovascular or surgical treatments were noted. We found in patients with healing wounds a significant increase in oxygen saturation (SO2, median 26.35±26.94%) compared to non-healers (-4.27±25.24%, P=0.006) as well as regarding blood flow (median 41.12±51.23AU vs. -9.46±24.01 AU, P=0.005). Additionally, the parameter rHb separated reliably between arterial and arteriovenous ulcers (P=0.024). In Cox regression models, increases after revascularisation of more than 6 % in SO2 (HRR=6.08, 95%CI 1.56-23.65, P=0.009) and flow decreases of less than 12 AU (HRR 4.95, 95%CI 1.42-17.31, P=0.012) were significantly associated with amputation-free survival. The O2C®-parameters SO2 and flow provide prognostic information for ulcer healing as well as for amputation-free survival, and rHB adds information about a possible arterial or arteriovenous genesis of an ulcer.

Variables Associated with First Year Teacher Morale Which Can Be Identified in a Teacher Education Program.

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)…

Mainstream Teachers' Implicit Beliefs about English Language Learners: An Implicit Association Test Study of Teacher Beliefs

ERIC Educational Resources Information Center

Harrison, Jamie; Lakin, Joni

2018-01-01

Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test-EL, with correlations to…

The Association among Emotional Intelligence, Resilience, and Academic Performance of Preservice Teachers

ERIC Educational Resources Information Center

Trapp, Caryn S.

2010-01-01

New teachers often struggle with handling their students and their many responsibilities because of demanding nature of the job. A strong preservice preparation is critical to teachers' success and increases teacher retention in the profession. This quantitative study examined the association among emotional intelligence, as measured by the…

Oklahoma Association of Teacher Educators Journal 2009

ERIC Educational Resources Information Center

Green, Malinda Hendricks, Ed.

2009-01-01

The Oklahoma Association of Teacher Educators 2009 Journal includes the following four peer reviewed articles: (1) The Changing Role of Grandparents (Fred D. Hammond, III, Terry E. Spigner, Charolette Myles-Nixon, and Pauline Holloway); (2) Pedagogical Agent Instructional Design Challenges (Jon Martens); (3) Differences in Relatedness across…

Central retinal artery occlusion associated with persistent truncus arteriosus and single atrium: a case report.

PubMed

Lu, Cheng-wei; Wang, Jun; Zhou, Dan-dan; Hao, Ji-long; Liang, Ling-ling; Li, Xiao-hong; Hui, Peng

2015-10-19

Central retinal artery occlusion (CRAO) is an ocular emergency and most of the cases present with painless sudden persistent loss of vision in the range of counting fingers to perception of light. The presentation of CRAO is associated with a variety of medical conditions. We report a rare case of CRAO associated with persistent truncus arteriosus (PTA) and single atrium in a female patient. A 23-year-old woman was admitted due to sudden painless visual loss in the left eye. On examination visual acuity of light-perception was noted in the left eye with a left relative afferent pupillary defect. Fundoscopic examination revealed retinal ischemic whitening, constriction of the arteriole and venule with segmentation and typical "cherry-red spot" suggesting CRAO. The patient was treated with ocular massage and anterior chamber paracentesis. She was commenced on 150 mg of aspirin and also received hyperbaric oxygen therapy. An echocardiogram revealed PTA and single atrium. A diagnosis of CRAO associated with PTA and single atrium was made. The ophthalmologist should enquire about congenital and acquired cardiac abnormalities in patients with CRAO and consider such abnormalities to be possible sources of emboli.

Factors Associated With the Benefits of Concurrent Administration of Intratympanic Steroid Injection With Oral Steroids in Patients With Acute Acoustic Trauma.

PubMed

Chang, Young-Soo; Bang, Kanghyun; Choi, Nayeon; Kim, Jong Sei; Lee, Gang-Gyu

2018-06-01

To analyze the factors associated with the benefits of concurrent administration of intratympanic steroid injection (ITSI) and oral steroids in patients with acute acoustic trauma (AAT) incurred during military training. Retrospective analysis. Nineteen patients eligible under the criteria established concerning treatment for AAT were retrospectively reviewed in this study. ITSI treatments were administered simultaneously alongside oral prednisolone. Patients were categorized into two groups depending on the time elapsed between exposure to the noise and treatment initiation: 1) "Early Treatment initiation," defined as the treatment being initiated between 3 and 7 days; and 2) "Delayed treatment initiation," defined as the treatment being initiated in >7 days. Pure-tone air conduction threshold audiometry, to record the pure-tone average (PTA) at 2, 4, and 8 kHz, was conducted upon each patient's initial visit, and 1 month after starting treatment. The degree of hearing gain (hearing gain [dB] = [initial PTA] - [final PTA]) was calculated and used as the metric for determining the treatment's outcome. The initial PTA and treatment onset were adopted as possible associated factors. The mean ages of each group were 22.00 ± 2.12 years and 22.83 ± 2.64 years, respectively (p = 0.28). The initial PTAs were 46.41 ± 12.73 dB and 47.22 ± 14.74 dB, respectively (p = 1.00).In the multivariable linear regression analysis, the initial PTA and the treatment initiation showed a significant association (R = 0.37). The unstandardized regression coefficient of the initial PTA was 0.37 (p = 0.04). Patients with early treatment initiation showed significant improvement in the degree of hearing gain compared with delayed treatment initiation (unstandardized regression coefficient = 12.63, p = 0.01). We demonstrated the importance of early treatment onset for maximizing the benefits of concurrent administration of ITSI with oral steroids in

Teacher-Child Interactions in Chile and Their Associations with Prekindergarten Outcomes

ERIC Educational Resources Information Center

Leyva, Diana; Weiland, Christina; Barata, M.; Yoshikawa, Hirokazu; Snow, Catherine; Treviño, Ernesto; Rolla, Andrea

2015-01-01

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a)…

Association of pupil vandalism, bullying and truancy with teachers' absence due to illness: a multilevel analysis.

PubMed

Ervasti, Jenni; Kivimäki, Mika; Puusniekka, Riikka; Luopa, Pauliina; Pentti, Jaana; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

2012-06-01

The aim of this study was to examine whether vandalism, bullying, and truancy among pupils at school are associated with absence due to illness among teachers. Data on such problem behaviour of 17,033 pupils in 90 schools were linked to absence records of 2364 teachers. Pupil reported vandalism and bullying at the school-level were associated with teachers' short-term (1- to 3-day) absences. Cumulative exposure to various forms of pupils' problem behaviour was associated with even higher rates of short-term absences among teachers. No association was found between pupils' problem behaviour and teachers' long-term (>3-day) absences. In conclusion, there seems to be a link between pupils' problem behaviour and teachers' short-term absence due to illness. Further work should determine whether problem behaviour is a cause or a consequence of absences or whether the association is noncausal. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Factors Associated with Intensive Telecomputing Use among Teachers.

ERIC Educational Resources Information Center

Grandgenett, Neal; Harris, Judith

1994-01-01

Describes a study that investigated statistical factors associated with teachers' telecomputing use during a graduate telecommunications course. Variables including age, teaching experience, telecommunications experience, computer anxiety level, and writing apprehension level were examined for relationships with login frequency. Implications for…

Occupational risk factors associated with voice disorders among teachers.

PubMed

Thibeault, Susan L; Merrill, Ray M; Roy, Nelson; Gray, Steven D; Smith, Elaine M

2004-11-01

This study was designed to determine the occupational risk factors associated with voice disorders among schoolteachers, a high-risk population for developing voice problems. Telephone interviews were completed by 1243 teachers from Utah and Iowa. Response rates were 98% and 95%, respectively. Bivariate analyses were computed and assessed using chi-square test and Cochran-Mantel-Haenszel test, and logistic regression analyses were performed and resulting odds ratios assessed using 95% confidence intervals. Teachers of vocal music, drama, other performing arts and chemistry were at significantly greater risk of having a voice disorder (OR=2.2, 95% CI: 1.2-4.0; OR=2.1, 95% CI: 0.9-4.8; OR=1.6, 95% CI: 1.0-2.4; OR=2.0, 95% CI: 1.1-3.4), while teachers of special and vocational education had a significantly lower risk (OR=0.5, 95% CI: 0.3-0.7; OR=0.6, 95% CI: 0.4-0.9). When adjusted for the intensity of vocalization, only teachers of chemistry were significantly at risk (OR=2.0, 95% CI: 1.1-3.5) while teachers of special education continued to have less of a risk (OR=0.5, 95% CI: 0.4-0.8). Chronic voice disorders were more prevalent among teachers of vocal music (OR=4.1, 95% CI: 2.2-7.9) and less prevalent among teachers of vocational education (OR=0.29, 95% CI: 0.09-0.95). These findings suggest that teachers of specific courses are at greater risk of developing a voice disorder.

Prevalence of cigarette smoking and associated factors among secondary school teachers in Malaysia.

PubMed

Al-Naggar, Redhwan A; Jawad, Ammar A; Bobryshev, Yuri V

2012-01-01

The smoking prevalence in Malaysia is high, especially among men and adolescents. This study aimed to determine the prevalence and associated factors towards cigarette smoking among school teachers in Malaysia. This study was a school-based cross-sectional study conducted among 495 secondary school teachers. The questionnaire used in this study consisted of 29 questions categorized into two sections: socio-demographic characteristics and smoking behaviour. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) program 13.0. ANOVA; t-tests were used in univariate analysis; multiple linear regression was applied for multivariate analysis. The majority of the participants were female (81.6%), in the age group ranged between 30-39 years (44%), Malay (90.1%), married (89.7%), degree holders (85.1%), with monthly income ranged between 3000-3999 Ringgit Malaysia (33.5%), from urban areas (94.7%), their specialty is social studies (33.9%) and with no family history of cancer (83.6%). The prevalence of smoking among school teachers in Malaysia was found to be 7.8%. Regarding reasons to start smoking among school teachers: the major reason was found to be relaxation (33.3%), followed by stress-relief (28.2%). Univariate analysis showed that sex, educational status, monthly income and residency were significantly associated with smoking among school teachers (p<0.001, p=0.004, p=0.031, p=0.010; respectively). Multivariate analysis showed that gender and marital status were significantly associated with smoking among school teachers (p<0.001, p=0.033; respectively). The prevalence of smoking among school teachers in Malaysia was found to be relatively low. Sex, marital status, educational status, monthly income and residency were significantly associated with smoking among school teachers.

Factors associated with voice disorders among teachers: a case-control study.

PubMed

Giannini, Susana Pimentel Pinto; Latorre, Maria do Rosário Dias de Oliveira; Ferreira, Léslie Piccolotto

2013-01-01

We aimed at verifying an association between voice disorders/stress and loss of work ability among female teachers who work in São Paulo's public school system. This is a paired case- control study. The case group was composed offiteachers with alterations in speech and larynges assessments, and the control group was formed by teachers without alterations in these evaluations who work in the same schools. Both groups answered the following questionnaires: Conditions of Vocal Production-Teachers, Job Stress Scale, and Work Ability Index. The analysis was performed using the chi-square association test and logistic regression models with the purpose of estimating the association between independent variables and voice disorders. We found differences between the groups in relation to stress in the workplace under high demand, a situation that poses greater risks of adverse reactions to the workers' physical and mental health. Regarding the ability to work, the categories poor and moderate ability for work are associated with voice disorders, regardless of job stress factors, age, and the unsatisfactory acoustic properties of the classrooms. This study confirmed the association between voice disorders and job stress, as well as between voice disorders and loss of work ability.

EPA at the National Science Teachers Association STEM Forum

EPA Pesticide Factsheets

EPA staff will be sharing educational resources, materials, information and STEM (Science, Technology, Engineering, and Mathematics) hands-on activities at the National Science Teachers Association's STEM Forum in Philadelphia, PA

Reflections--Dell C. Kjer: A Pioneer Teacher Educator and Association Leader.

ERIC Educational Resources Information Center

Gilstrap, Robert L.

2000-01-01

Reflects upon the role of Dell C. Kjer, a leader in teacher education and president of the Association for Childhood Education International (ACEI) from 1965-1967. Describes his early years in Wisconsin, military duties and student life at George Peabody, his contributions to teacher education, and his contributions to ACEI and other professional…

The Perceived Association of Merit Pay and Teacher Qualities in Two Middle Schools in a Southeastern State

ERIC Educational Resources Information Center

Balls, John Daniel

2013-01-01

This dissertation determined the perceived association of merit pay and teacher qualities in the sample schools. The research focused on the association of merit pay and levels of teacher qualities and if a relationship exists between teacher performance-based compensation and teacher qualities/performance. The indications and suggestions of this…

The Association between a Community College's Teacher Education Program and the 4-Year Graduation Rates of Black and Hispanic Teacher Education Students

ERIC Educational Resources Information Center

Perkins, Britine; Arvidson, Cody

2017-01-01

In response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation's classrooms. We examined one CC's effectiveness in transferring Black and Hispanic students to university teacher…

Voice Disorders in Teachers and Their Associations with Work-Related Factors: A Systematic Review

ERIC Educational Resources Information Center

Cutiva, Lady Catherine Cantor; Vogel, Ineke; Burdorf, Alex

2013-01-01

Purpose: To provide a quantitative assessment of the occurrence of voice disorders among teachers and to identify associated work-related and individual factors in the teaching profession. Method: A systematic review was conducted using three computerized databases on the occurrence of voice disorders among teachers and their associations with…

Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program.

PubMed

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.

Student victimization by teachers in Taiwan: prevalence and associations.

PubMed

Chen, Ji-Kang; Wei, Hsi-Sheng

2011-05-01

This paper reports on the prevalence of student victimization by teachers in junior high schools in a Chinese cultural context (Taiwan) and examines how student demographic variables (gender, grade level, and family socioeconomic status) and school social experiences (student-teacher relationships and involvement with at-risk peers) are associated with such victimization. Data were obtained from a large-scale random sample of 1,376 junior-high students (grades 7-9) in the city of Taichung, Taiwan. Students were given an anonymous structured questionnaire, including items regarding basic demographics and school social experiences. Overall, 26.9% of students reported having been maltreated by teachers at least 1 time in the previous semester. Hitting, beating, or slapping was the most common maltreatment, and the most vulnerable students were boys and senior students. Students who perceived that student-teacher relationships were poor, and those who were involved with at-risk peers, were more likely to report victimization. Although there are clear guidelines and regulations prohibiting teacher aggression against students, Taiwanese students are still exposed to high levels of maltreatment. The findings provide empirical evidence to support school social workers and policymakers in taking immediate action to educate politicians, the general public, and the media about the severity of student victimization by teachers as well as to build up mechanisms to supervise the government's enforcement of regulation. These findings clearly imply that promoting positive social experiences for students is crucial for successful intervention. Copyright © 2011 Elsevier Ltd. All rights reserved.

SELECTED CONFERENCE PAPERS OF THE ASSOCIATION OF TEACHERS OF ENGLISH AS A SECOND LANGUAGE.

ERIC Educational Resources Information Center

KAPLAN, ROBERT B.; AND OTHERS

THESE PAPERS WERE PRESENTED AT THE 1966 ANNUAL CONFERENCE OF THE NATIONAL ASSOCIATION FOR FOREIGN STUDENT AFFAIRS IN CHICAGO AT SECTION MEETINGS OF THE ASSOCIATION OF TEACHERS OF ENGLISH AS A SECOND LANGUAGE. SUBJECTS (AND AUTHORS) OF PAPERS PRESENTED ARE AS FOLLOWS--CURRICULUM PATTERNS (M. FINNOCHIARO), TEACHER PREPARATION (S. OHANNESSIAN), ASIAN…

American Association of Physics Teachers Annual Report, 2009

ERIC Educational Resources Information Center

American Association of Physics Teachers (NJ1), 2009

2009-01-01

The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Embracing the notion that physics understanding is critical to the wellbeing of society, AAPT is committed to serving its members and the larger community by promoting effectiveness in physics teaching for…

American Association of Physics Teachers Annual Report, 2008

ERIC Educational Resources Information Center

American Association of Physics Teachers (NJ1), 2008

2008-01-01

The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Aspiring to advance the greater good through physics, AAPT strives to be the leading voice, primary resource, advocate of choice, and driving force in physics education, serving professionals who teach physics…

Teacher Teams, Teamwork, and Empowerment: Exploring Associations and the Nexus to Change

ERIC Educational Resources Information Center

Henkin, Alan B.; Park, Sungmin; Singleton, Carole A.

2007-01-01

Research on team-based schools suggests the importance of teacher empowerment as a factor in the school revitalization and reform equation and as a critical element in redefining schools as collaborative workplaces. In this study, the authors inquire into potential associations between teamwork skills and teacher team empowerment. Research…

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

PubMed

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

2017-10-01

Social policies that are not specifically aimed at impacting health can still have health consequences. State education reforms, such as standardized testing and stringent accountability for schools and teachers, may affect teacher health by changing their working conditions. This study explores associations between state education initiatives and teachers' sleep, an important predictor of productivity and chronic health conditions. The Behavioral Risk Factor Surveillance System 2013 and 2014 data sets provided sleep and demographic data for 7836 teachers in 29 states in the United States. We linked the teacher data to state education reform data from the U.S. Department of Education. Logistic regression was used to estimate odds ratios (ORs) of reporting inadequate sleep (i.e., <6.5 h and <5.5 h) associated with state education policies after adjusting for demographic characteristics. Teachers had significantly higher odds of reporting inadequate sleep if their state financed professional development, sanctioned or rewarded schools based on student performance, and regulated classroom materials for state-wide common core standards (ORs ranging from 1.25 to 1.84). More strictly defined inadequate sleep (<5.5 h) had generally higher ORs than less strict definition (<6.5 h). The Race-to-the-Top award, a US federal grant designed to encourage states to implement reforms through regulations and legislations, was also associated with inadequate sleep (OR = 1.41, p < 0.01, for <6.5 h; OR = 1.55, p < 0.01, for <5.5 h). Although this exploratory study did not have district- and school-level implementation data, the results suggest that some state education policies may have impacts on teacher sleep. Consequences of education reform for teacher health deserve more attention. Published by Elsevier Ltd.

Voice Handicap Index associated with common mental disorders in elementary school teachers.

PubMed

da Rocha, Luise Marques; de Mattos Souza, Luciano Dias

2013-09-01

To verify the relationship between common mental disorders (CMDs) and the Voice Handicap Index (VHI) in elementary school teachers from municipal schools. The VHI mean scores in the group of teachers with symptoms of mental disorder were significantly higher than those in the group of teachers with no symptoms in the total scores of three subscales: disability (functional domain), handicap (emotional domain), and impairment (organic domain). An observational cross-sectional, quantitative study was conducted in the public schools of urban and rural areas of the city of Pelotas. A total of 575 teachers participated. Vocal handicap was measured using VHI, producing a total score and three subscales, including emotional, functional, and organic domains. The Self-Reporting Questionnaire, 20 items scale was used to measure mental disorder symptoms. A log transformation was used, followed by linear regression, to evaluate the relationship between the independent variables and the outcomes. Teachers with CMD symptoms and who took a sick leave from teaching because of voice problems obtained the lowest scores in VHI (P < 0.050). Emotional, functional, and organic voice handicap scores were significantly higher in teachers with CMD symptoms (P < 0.001). A close association between voice problems and mental disorders was identified based on the statistically significant association between high levels of voice handicap and the mental disorders. Copyright © 2013 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Association between Contract Teachers and Student Learning in Five Francophone African Countries

ERIC Educational Resources Information Center

Chudgar, Amita

2015-01-01

This article investigates the association between studying with a contract teacher and a student's academic outcomes, using data from five Francophone African countries for two grade levels and two subjects. Based on this analysis, the evidence for or against this form of teacher hiring is inconclusive. The results indicate that these…

Factors associated with occupational strain among Chinese teachers: a cross-sectional study.

PubMed

Yang, X; Wang, L; Ge, C; Hu, B; Chi, T

2011-02-01

With the reform of the education system in China, teachers are suffering from more occupational strain, which is believed to impair their working state indirectly and affect their health. This study assessed occupational strain and explored the related factors among Chinese teachers. Cross-sectional with cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. Data were collected using a self-administered questionnaire (the Chinese version of the Occupational Stress Inventory scale). Multivariate linear regression analyses were performed to study the factors related to occupational strain. The average score on the Personal Strain Questionnaire (PSQ) for the whole study population was 106.5 (107.5 in men and 106.3 in women). Teachers with chronic disease, a greater number of days of sick leave, recent experience of a stressful life event and divorced/separated/widowed status tended to suffer greater strain than their peers. Regression analyses showed that the PSQ score was significantly associated with role overload, role boundary, responsibility and physical environment, and inversely associated with recreation and rational coping. The most crucial predictors of occupational strain were chronic disease, days of sick leave, recent experience of a stressful life event and marital status. Being a class teacher was the strongest indicator of interpersonal strain. Self-care was associated with vocational strain and psychological strain, and inversely associated with physical strain. Most teachers in this study experienced a high degree of occupational strain. Chronic disease, days of sick leave, recent experience of a stressful life event and divorced/separated/widowed status played prominent roles in occupational strain. In addition, role overload, role boundary, responsibility and physical environment induce occupational strain, while recreation and rational coping have

Identification of genomic regions associated with resistance to clinical mastitis in US Holstein cattle

USDA-ARS?s Scientific Manuscript database

The objective of this research was to identify genomic regions associated with clinical mastitis (MAST) in US Holsteins using producer-reported data. Genome-wide association studies (GWAS) were performed on deregressed PTA using GEMMA v. 0.94. Genotypes included 60,671 SNP for all predictor bulls (n...

Teacher Factors Associated with Preschool Teacher-Child Relationships: Teaching Efficacy and Parent-Teacher Relationships

ERIC Educational Resources Information Center

Chung, Li-Chuan; Marvin, Christine A.; Churchill, Susan L.

2005-01-01

The present study investigated specific teacher factors that potentially influence teacher-child relationships with preschool-age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3-6-year-old children in community-based childcare and preschool centers in one mid-western state. There were 46…

Occupational low back pain in primary and high school teachers: prevalence and associated factors.

PubMed

Mohseni Bandpei, Mohammad A; Ehsani, Fatemeh; Behtash, Hamid; Ghanipour, Marziyeh

2014-01-01

The purposes of this study were to investigate the prevalence of and risk factors for low back pain (LBP) in teachers and to evaluate the association of individual and occupational characteristics with the prevalence of LBP. In this cross-sectional study, 586 asymptomatic teachers were randomly selected from 22 primary and high schools in Semnan city of Iran. Data on the personal, occupational characteristics, pain intensity, and functional disability as well as the prevalence and risk factors of LBP were collected using different questionnaires. Point, last month, last 6 months, annual, and lifetime prevalence rates of LBP were 21.8%, 26.3%, 29.6%, 31.1%, and 36.5%, respectively. The highest prevalence was obtained for the high school teachers. The prevalence of LBP was significantly associated with age, body mass index, job satisfaction, and length of employment (P < .05 in all instances). Prolonged sitting and standing, working hours with computer, and correcting examination papers were the most aggravating factors, respectively. Rest and participation in physical activity were found to be the most relieving factors. The prevalence of LBP in teachers appears to be high. High school teachers were more likely to experience LBP than primary school teachers. Factors such as age, body mass index, length of employment, job satisfaction, and work-related activities were significant factors associated with LBP in this teacher population. Copyright © 2014 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

VP2 (PTA motif) encoding DNA vaccine confers protection against lethal challenge with infectious pancreatic necrosis virus (IPNV) in trout.

PubMed

Ahmadivand, Sohrab; Soltani, Mehdi; Behdani, Mahdi; Evensen, Øystein; Alirahimi, Ehsan; Soltani, Elahe; Hassanzadeh, Reza; Ashrafi-Helan, Javad

2018-02-01

IPNV in Atlantic salmon is represented by various strains with different virulence and immunogenicity linked to various motifs of the VP2 capsid. IPNV variant with P 217 , T 221 , A 247 (PTA) motif is found to be avirulent in Atlantic salmon, but virulent in rainbow trout, and other salmonid species. This study describes a DNA vaccine delivered intramuscularly encoding the VP2 protein of infectious pancreatic necrosis virus (IPNV) with PTA motif that confers high protection in rainbow trout (Oncorhynchus mykiss). Intramuscular injection of 2, 5 and 10 μg of DNA (pcDNA3.1-VP2) in rainbow trout fry (4-5 g), confers relative protection of 75-83% in the different vaccine groups at 30 days post vaccination (450° days). The VP2 gene is expressed in spleen, kidney, muscle and liver at day 30 post-vaccination (RT-PCR), and IFN-1 and Mx-1 mRNA are upregulated at early time post vaccination, and so also for IgM, IgT, CD4 and CD8 in the head kidney of vaccinated fish compared to controls, 15 and 30 days post vaccination. Significant increase of serum anti-IPNV antibodies was found 30-90 days post-vaccination that was correlated with protection levels. Mortality corresponded with viral VP4 gene expression were significantly decreased in vaccinated and challenged fish. This shows for the first time that a VP2-encoding DNA vaccine delivered intramuscularly elicits a high level of protection alongside with high levels of circulating antibodies in rainbow trout and a lowered viral replication. Copyright © 2017 Elsevier Ltd. All rights reserved.

Language Teacher Associations: Key Themes and Future Directions

ERIC Educational Resources Information Center

Paran, Amos

2016-01-01

This article presents the themes that emerge from this Special Issue on language teacher associations (LTAs). I discuss various conceptualizations of LTAs, as well as the different theoretical frameworks which the contributors to the Special Issue use in their analyses. I then focus on some of the ways in which LTAs achieve their mission of…

Preschool Teachers' Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing

ERIC Educational Resources Information Center

Hur, Eunhye; Jeon, Lieny; Buettner, Cynthia K.

2016-01-01

Background: Early childhood teachers' child-centered beliefs, defined as teachers' attitudes about how children learn, have been associated with teachers' developmentally appropriate practices and positive child outcomes. The predictors of teachers' child-centered beliefs, however, are less frequently explored. Objective: This study tested whether…

Auditory dysfunction associated with solvent exposure

PubMed Central

2013-01-01

Background A number of studies have demonstrated that solvents may induce auditory dysfunction. However, there is still little knowledge regarding the main signs and symptoms of solvent-induced hearing loss (SIHL). The aim of this research was to investigate the association between solvent exposure and adverse effects on peripheral and central auditory functioning with a comprehensive audiological test battery. Methods Seventy-two solvent-exposed workers and 72 non-exposed workers were selected to participate in the study. The test battery comprised pure-tone audiometry (PTA), transient evoked otoacoustic emissions (TEOAE), Random Gap Detection (RGD) and Hearing-in-Noise test (HINT). Results Solvent-exposed subjects presented with poorer mean test results than non-exposed subjects. A bivariate and multivariate linear regression model analysis was performed. One model for each auditory outcome (PTA, TEOAE, RGD and HINT) was independently constructed. For all of the models solvent exposure was significantly associated with the auditory outcome. Age also appeared significantly associated with some auditory outcomes. Conclusions This study provides further evidence of the possible adverse effect of solvents on the peripheral and central auditory functioning. A discussion of these effects and the utility of selected hearing tests to assess SIHL is addressed. PMID:23324255

Associations between Beliefs about Medicines and Medicines Education: A Survey among Finnish Comprehensive School Teachers

ERIC Educational Resources Information Center

Siitonen, Piia; Vainio, Kirsti; Keinonen, Tuula; Kiviniemi, Vesa; Hämeen-Anttila, Katri

2015-01-01

Objective: To describe the association between teachers' beliefs about medicines and teaching about illnesses and medicines-related topics by Finnish comprehensive school teachers. Design: A nationwide postal survey. Setting: Finnish primary and lower secondary school teachers. Method: Data were collected using a nationwide postal survey from a…

Union-Active School Librarians and School Library Advocacy: A Modified Case Study of the British Columbia Teacher-Librarians' Association and the British Columbia Teachers' Federation

ERIC Educational Resources Information Center

Ewbank, Ann Dutton

2015-01-01

This modified case study examines how the members of the British Columbia Teacher-Librarians' Association (BCTLA), a Provincial Specialist Association (PSA) of the British Columbia Teachers' Federation (BCTF), work together to advocate for strong school library programs headed by a credentialed school librarian. Since 2002, despite nullification…

Best of Teacher-to-Teacher: The Ultimate Beginner's Guide. NEA Teacher-to-Teacher Books.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

In this book, beginning teachers from around the country share their favorite chapters from the National Education Association's "Teacher-to-Teacher" books. Each story illustrates step-by-step how teachers tackle a specific restructuring challenge, describing what worked and what did not work in the process. Each chapter includes diagrams,…

Japan Association of Language Teachers Journal (JALT). 1982-1984.

ERIC Educational Resources Information Center

Japan Association of Language Teaching Journal, 1982

1982-01-01

This compilation of four issues of the Japan Association of Language Teachers Journal (JALT) covers the years 1982-1984. The four issues contain a total of 21 articles, as follows: "Communicative Needs in Foreign Language Learning" (Jack C. Richards); "Language Proficiency Interview Testing" (David J. Keitges);…

Teacher and TA Ratings of Preschoolers' Externalizing Behavior: Agreement and Associations with Observed Classroom Behavior

ERIC Educational Resources Information Center

Wolcott, Catherine Sanger; Williford, Amanda P.

2015-01-01

The present study investigated teachers' and teacher aides' (TAs) agreement in their ratings of preschoolers' externalizing behavior and their associations with observed classroom behavior for a sample of children at risk of developing a disruptive behavior disorder. One hundred twenty-two teachers rated 360 students' externalizing behavior in the…

Knowledge and practices of teachers associated with eye health of primary school children in Rawalpindi, Pakistan.

PubMed

Habiba, Ume; Ormsby, Gail M; Butt, Zahid Ahmad; Afghani, Tayyab; Asif, Muhammad

2017-01-01

Teachers' perspectives on eye health can be limited, particularly in developing countries. The aim of this study was to assess teachers' knowledge and practices associated with eye health of primary students in Rawalpindi, Pakistan. This was a cross-sectional survey of primary school teachers. Simple random sampling technique was used to select 443 participants from 34 private and 17 public schools. A self-administered questionnaire was used. Teachers' knowledge ranged from "high" (35.89%), "moderate" (49.89%), and "low" (14.22%). Teachers' practices associated with students' eye health ranged from "high" (10.16%), "moderate" (23.02%), and "low" (66.82%). The teachers' knowledge index scores increased 4.28 points with successive age groups and increased 2.41 points with each successive level of education. For teachers whose close relatives experienced eye disease, their knowledge index score was 4.51 points higher than those teachers whose relatives never had any eye disease. Teachers' age, education level, and their close relatives experiencing eye disease were significant predictors of their knowledge ( R 2 = 0.087, P < 0.001). Female teachers' practices index score was 10.35 points higher than the male teachers and public school teachers had 10.13 points higher than the private school teachers. Teachers' gender and type of school were significant predictors of their practices ( R 2 = 0.06, P < 0.001). There was a significant gap among primary school teachers' knowledge and practices related to students' eye health. Innovative strategies are needed to improve how teachers address students' eye health issues in the classroom.

A novel fast mass transfer anaerobic inner loop fluidized bed biofilm reactor for PTA wastewater treatment.

PubMed

Chen, Yingwen; Zhao, Jinlong; Li, Kai; Xie, Shitao

In this paper, a fast mass transfer anaerobic inner loop fluidized bed biofilm reactor (ILFBBR) was developed to improve purified terephthalic acid (PTA) wastewater treatment. The emphasis of this study was on the start-up mode of the anaerobic ILFBBR, the hydraulic loadings and the operation stability. The biological morphology of the anaerobic biofilm in the reactors was also analyzed. The anaerobic column could operate successfully for 46 days due to the pre-aerating process. The anaerobic column had the capacity to resist shock loadings and maintained a high stable chemical oxygen demand (COD) and terephthalic acid removal rates at a hydraulic retention time of 5-10 h, even under conditions of organic volumetric loadings as high as 28.8 kg COD·m(-3).d(-1). The scanning electron microscope analysis of the anaerobic carrier demonstrated that clusters of prokaryotes grew inside of pores and that the filaments generated by pre-aeration contributed to the anaerobic biofilm formation and stability.

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

PubMed

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

2015-01-01

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

Teachers' tendencies to promote student-led science projects: Associations with their views about science

NASA Astrophysics Data System (ADS)

Bencze, J. Lawrence; Bowen, G. Michael; Alsop, Steve

2006-05-01

School science students can benefit greatly from participation in student-directed, open-ended scientific inquiry projects. For various possible reasons, however, students tend not to be engaged in such inquiries. Among factors that may limit their opportunities to engage in open-ended inquiries of their design are teachers' conceptions about science. To explore possible relationships between teachers' conceptions about science and the types of inquiry activities in which they engage students, instrumental case studies of five secondary science teachers were developed, using field notes, repertory grids, samples of lesson plans and student activities, and semistructured interviews. Based on constructivist grounded theory analysis, participating teachers' tendencies to promote student-directed, open-ended scientific inquiry projects seemed to correspond with positions about the nature of science to which they indicated adherence. A tendency to encourage and enable students to carry out student-directed, open-ended scientific inquiry projects appeared to be associated with adherence to social constructivist views about science. Teachers who opposed social constructivist views tended to prefer tight control of student knowledge building procedures and conclusions. We suggest that these results can be explained with reference to human psychological factors, including those associated with teachers' self-esteem and their relationships with knowledge-building processes in the discipline of their teaching.

First aid knowledge, attitude, practice, and associated factors among kindergarten teachers of Lideta sub-city Addis Ababa, Ethiopia.

PubMed

Ganfure, Gemechu; Ameya, Gemechu; Tamirat, Ababe; Lencha, Bikila; Bikila, Dereje

2018-01-01

Injuries are very common and can occur at any point of time in a day. Unintended injuries in kindergarten children are the most common and need immediate life saving care which is known as first aid. This study aimed to investigate knowledge, attitude, practice, and associated factors of first aid among kindergarten teachers of Lideta sub-city Addis Ababa, Ethiopia. A cross-sectional study was conducted among kindergarten teachers. Data was collected using pretested, structured and self-administered questionnaire S1 File. The collected data was entered in to Epi Data version 3.1 software and analyzed using SPSS version 20. Logistic regression analysis was used to identify association between kindergarten teachers' knowledge and attitudes towards first aid and different variables. Odds ratios with 95% CI and p<0.05 were computed to determine the presence of the association. One hundred and ninety-four teachers participated in the study with a response rate of 95%. Only 40% of the teachers were knowledgeable and 75% of them had positive attitude for first aid. Eighty percent of teachers encountered with children in need of first aid. Kindergarten teachers older than 35 years [AOR = 4.2, 95%CI: (1.02, 16.9)], five years' experience [AOR = 3.1, 95%CI: (1.2, 7.6)], having previous first aid training [AOR = 3.1, 95%CI: (1.2, 7.7)], source of first aid information and teachers serving in private kindergarten are associated with having knowledge of first aid. Long time experience, type of kindergarten, previous training, and exposure to children in need of first aid were positive association with attitude towards first aid. Low first aid knowledge and high positive attitude among kindergarten teachers. Having long time experience, being older age, previous first aid training, and serving in private kindergarten were positively associated with first aid knowledge and positive attitude. Creating awareness and including first aid courses in the kindergarten teachers

Teacher Involvement as a Protective Factor from the Association between Race-Based Bullying and Smoking Initiation.

PubMed

Earnshaw, Valerie A; Rosenthal, Lisa; Carroll-Scott, Amy; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2014-06-01

Experiencing bullying as a victim is associated with negative health and health behavior outcomes, including substance use, among adolescents. However, understandings of protective factors - factors that enhance adolescents' resilience to the negative consequences of bullying - remain limited. The current study investigates whether teacher involvement protects adolescent students from the association between being bullied due to race and smoking initiation. Students were recruited from 12 Kindergarten through 8 th grade schools in an urban school district in the Northeast United States. The analytic sample included 769 students who responded to surveys in 5 th or 6 th grade (2009), and two years later in 7 th or 8 th grade (2011). Students primarily identified as Latino and/or Black, and 90% were eligible for free or reduced lunch. Fifty-four (7%) students initiated smoking between survey time points. Among students reporting lower teacher involvement, race-based bullying was associated with higher likelihood of smoking initiation (OR = 1.69, p = .03). In contrast, among students reporting higher teacher involvement, racebased bullying was not associated with higher likelihood of smoking initiation (OR = 0.95, p = .81). Results suggest that teacher involvement may protect students from the association between race-based bullying and smoking initiation. Enhancing teacher involvement among students experiencing race-based bullying in schools may limit smoking initiation.

The Timing of Teacher Hires and Teacher Qualifications: Is There an Association?

ERIC Educational Resources Information Center

Engel, Mimi

2012-01-01

Background: Case studies suggest that late hiring timelines are common in large urban school districts and result in the loss of qualified teachers to surrounding suburbs. To date, however, there has been no large-scale quantitative investigation of the relationship between the timing of teacher hires and teacher qualifications. Purpose: This…

Language Teacher Associations in Japan: Knowledge Producers and/or Knowledge Disseminators

ERIC Educational Resources Information Center

Stewart, Alison; Miyahara, Masuko

2016-01-01

To investigate the role of language teacher associations (LTAs) vis-à-vis their members, the case of Japan is notable for the apparent disparateness among the more than 50 associations that have formed over the past 90 years. An historical overview reveals that LTAs in Japan have emerged in four distinct waves, and a survey of representative…

Validity of Teacher-Based Vision Screening and Factors Associated with the Accuracy of Vision Screening in Vietnamese Children.

PubMed

Paudel, Prakash; Kovai, Vilas; Naduvilath, Thomas; Phuong, Ha Thanh; Ho, Suit May; Giap, Nguyen Viet

2016-01-01

To assess validity of teacher-based vision screening and elicit factors associated with accuracy of vision screening in Vietnam. After brief training, teachers independently measured visual acuity (VA) in 555 children aged 12-15 years in Ba Ria - Vung Tau Province. Teacher VA measurements were compared to those of refractionists. Sensitivity, specificity, positive predictive value and negative predictive value were calculated for uncorrected VA (UVA) and presenting VA (PVA) 20/40 or worse in either eye. Chi-square, Fisher's exact test and multivariate logistic regression were used to assess factors associated with accuracy of vision screening. Level of significance was set at 5%. Trained teachers in Vietnam demonstrated 86.7% sensitivity, 95.7% specificity, 86.7% positive predictive value and 95.7% negative predictive value in identifying children with visual impairment using the UVA measurement. PVA measurement revealed low accuracy for teachers, which was significantly associated with child's age, sex, spectacle wear and myopic status, but UVA measurement showed no such associations. Better accuracy was achieved in measurement of VA and identification of children with visual impairment using UVA measurement compared to PVA. UVA measurement is recommended for teacher-based vision screening programs.

Teacher (Mis)Perceptions of Preschoolers’ Academic Skills: Predictors and Associations With Longitudinal Outcomes

PubMed Central

Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.

2014-01-01

Preschool teachers have important impacts on children’s academic outcomes, and teachers’ misperceptions of children’s academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children’s actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities. Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly better pre-academic abilities than they actually had. Teachers’ perceptions were not associated with child gender or child race/ethnicity. Although considerable variability was due to teacher-level characteristics, child characteristics explained 42% of the variability in teachers’ perceptions about children’s language and pre-literacy ability and 41% of the variability in teachers’ perceptions about mathability. Notably, these perceptions appear to have important impacts over time. Controlling for child baseline academic skill and child characteristics, teacher perceptions early in the preschool year were significantly associated with child academic outcomes during the spring for both language and pre-literacy and math. Study implications with regard to the achievement gap are discussed. PMID:26538767

NEWEST teachers

NASA Technical Reports Server (NTRS)

1996-01-01

NEWEST, or NASA Educational Workshops for Elementary School Teachers, is a two-week honors program for teachers, sponsored by NASA, the National Science Teachers Association, the National Council of Teachers of Mathematics and the International Technology Education-Association. A total of 25 teachers from the United States and U.S. State Department schools in Europe are chosen to work with NASA and other federal agency science and engineering professionals. Pictured, participants make hot air balloons as part of their activities.

Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use.

PubMed

Dudovitz, Rebecca N; Chung, Paul J; Wong, Mitchell D

2017-01-01

Poor academic (eg, "I am a bad student") and behavioral (eg, "I am a troublemaker") self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral self-concepts. We analyzed cross-sectional surveys of 929 9th-12th grade low-income minority adolescents in Los Angeles assessing self-concept, social networks, and 30-day use of alcohol, marijuana and other drugs. We performed generalized estimating equations, accounting for clustering at the school level and controlling for family and peer influences and contextual factors. We also tested whether self-concept-mediated associations between relationships with teachers or coaches and 30-day substance use. More perceived teacher support was associated with lower odds of marijuana and other drug use and better academic and behavioral self-concepts. Behavioral self-concept mediated the associations between teacher support and substance use. By facilitating relationships with adults and improving teachers' capacity to build supportive environments, schools may positively shape how adolescents see themselves, which might help reduce adolescent substance use. © 2016, American School Health Association.

The iPod Touch in Association with Other Technologies in Support of a Community of Inquiry in Off-Campus Teacher Education

ERIC Educational Resources Information Center

Walta, Caroline; Nicholas, Howard

2013-01-01

Hand-held technologies are pervasive and convenient in everyday use, but less commonly associated with the delivery of teacher education programs. This has implications for the way graduate teachers view the challenge of utilising these devices once they become classroom teachers, as pre-service teachers generally associate these devices with…

Preschool Teachers' Financial Well-Being and Work Time Supports: Associations with Children's Emotional Expressions and Behaviors in Classrooms

ERIC Educational Resources Information Center

King, Elizabeth K.; Johnson, Amy V.; Cassidy, Deborah J.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L.

2016-01-01

The current study examined associations among teachers' financial well-being, including teachers' wages and their perceptions of their ability to pay for basic expenses, and teachers' work time supports, including teachers' paid planning time, vacation days, and sick days, and children's positive emotional expressions and behaviors in preschool…

Student Portfolios. NEA Teacher-to-Teacher Books.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

In the Teacher-to-Teacher series of the National Education Association's Professional Library, teachers speak directly to other teachers about school restructuring issues. This volume covers issues in student assessment, focusing on student portfolios and their uses in reflecting student processes, collaboration, and literacy. Various portfolios…

Lipid and C-reactive Protein Levels as Risk Factors for Hearing Loss in Older Adults

PubMed Central

Simpson, Annie N.; Matthews, Lois J.; Dubno, Judy R.

2013-01-01

Objective To determine the role of cardiovascular disease (CVD) markers, lipids and C-reactive protein, in age-related hearing loss over time. Study Design Prospective cohort study. Setting Research laboratories at an academic medical center. Subjects and Methods In total, 837 older adults (mean age 67.5 years) were included. Primary dependent variables were puretone thresholds (pure-tone average [PTA]), including “narrow” PTA (0.5, 1, 2, 4 kHz), “broad” PTA (0.5, 1, 2, 3, 4, 6, 8 kHz), low-frequency PTA (0.25, 0.5, 1 kHz), and high-frequency PTA (2, 3, 4, 6, 8 kHz). Repeated-measures mixed regression modeling was used to assess the relationship between C-reactive protein (CRP) and lipid levels with PTAs over time. Results In a cross-sectional sample of 837 subjects, modest associations were found between triglycerides and all PTAs. Weak associations were observed between the ratio of total cholesterol and high-density lipoprotein and narrow PTA, broad PTA, and high-frequency PTA. However, when assessing changes in hearing and lipids over time in a longitudinal analysis, no significant associations between hearing and lipids remained. PTAs and CRP were not statistically associated when controlling for age and sex. Conclusion Associations between hearing and blood lipids have been the focus of scientific inquiry for more than 50 years. The current results suggest that the association is either spurious or too small to be of consequence in the assessment and treatment of hearing loss in older adults. Inquiry into other potential risk factors for age-related hearing loss and associations with CVD may prove more fruitful. PMID:23322627

Growing the Profession: What the Association of Teacher Educators (ATE) Offers to Emerging Scholars

ERIC Educational Resources Information Center

Embry-Jenlink, Karen; Peace, Terrell M.

2012-01-01

Developing a scholarly, professional identity is one of the most difficult aspects of entering the field of higher education and teacher preparation. In this article, the authors describe the birth and success of Association of Teacher Educators' (ATE) Emerging Scholars program, a new program designed to help graduate students and those new to…

The Association between Preservice Elementary Teacher Animal Attitude and Likelihood of Animal Incorporation in Future Science Curriculum

ERIC Educational Resources Information Center

Wagler, Ron

2010-01-01

The purpose of this study was to assess the association between United States K-4 preservice teacher's attitudes toward specific animals and the likelihood that the preservice elementary teachers would incorporate these specific animals in their future science curriculum. A strong statistically significant association was found between the…

Factors Associated with Job Satisfaction among University Teachers in Northeastern Region of China: A Cross-Sectional Study.

PubMed

Pan, Bochen; Shen, Xue; Liu, Li; Yang, Yilong; Wang, Lie

2015-10-14

Teachers' job satisfaction is one of the key factors in institutional dynamics and is generally considered to be the primary variable by which the effectiveness of an organization's human resource is evaluated. The objectives of this study were to assess the level of job satisfaction among university teachers and to clarify the associated factors. A cross-sectional study was conducted between November 2013 and January 2014. Teachers from six universities in Shenyang, China were randomly sampled. The job satisfaction scale Minnesota Satisfaction Questionnaire (MSQ), perceived organizational support (POS), psychological capital questionnaire (PCQ-24), and effort-reward imbalance scale (ERI) together with questions about demographic and working factors were administered in questionnaires distributed to 1500 university teachers. Hierarchical linear regression analyses were performed to explore the related factors. 1210 effective responses were obtained (effective respondent rate 80.7%). The average score of overall job satisfaction was 69.71. Hierarchical linear regression analysis revealed that turnover intention, occupational stress and chronic disease all had negative impacts on job satisfaction, whereas perceived organizational support, psychological capital and higher monthly income were positively associated with job satisfaction among the university teachers. Age was also linked to the level of job satisfaction. All the variables explained 60.7% of the variance in job satisfaction. Chinese university teachers had a moderate level of job satisfaction. Demographic and working characteristics were associated factors for job satisfaction. Perceived organizational support showed the strongest association with job satisfaction. RESULTS of the study indicate that improving the perceived organizational support may increase the level of job satisfaction for university teachers.

Quality Assurance in Teacher Education. Proceedings of the 1981 Summer Workshop of the Association of Teacher Educators (East Lansing, MI, August 2-5, 1981).

ERIC Educational Resources Information Center

Association of Teacher Educators, Reston, VA.

Participants in the Association of Teacher Educators (ATE)/Institute for Research on Teaching (IRT) Summer Workshop on "Quality Assurance in Teacher Education: Research Into Practice," attended sessions on higher education and took part in workshops focusing on research on teaching. The ATE presented 32 sessions reviewing current developments in…

Associations between different types of physical activity and teachers' perceived mental, physical, and work-related health.

PubMed

Bogaert, Inge; De Martelaer, Kristine; Deforche, Benedicte; Clarys, Peter; Zinzen, Evert

2014-05-30

The teaching profession is characterized by high levels of stress and physical complaints, which might be improved through regular participation in physical activity (PA). However, the effect of PA on mental and physical health is not always consistent and depends on the type of PA performed. The aim of this study was to examine the mental, physical, and work-related health of Flemish secondary school teachers and identify the impact on those health variables by demographic and teaching-related factors and various types of PA. This study included an online survey conducted across a representative sample of secondary school teachers (n = 1066, average age 40 years; 68 percent female). Level of PA and sitting time were estimated using the International Physical Activity Questionnaire, and perceived mental health and physical health were estimated using the Short Form 36. Work-related factors such as job satisfaction, occupational stress, and absenteeism were also collected. T-tests, ANOVAs, and linear regression analyses were performed. Flemish secondary school teachers have poorer perceived mental and physical health than a general healthy population. This difference is particularly evident among female teachers, who reported lower perceived health, more occupational stress, and more absent days compared to their male colleagues. Higher participation in leisure-time PA was associated with a more positive perceived health. In contrast, higher levels of occupational PA and sitting time had a negative impact on perceived health. Total amount of PA, total amount of moderate-to-vigorous PA, transportation-related PA, and PA at home were not associated to teachers' perceived health. Because secondary school teachers' levels of perceived health are low, they are an important target group for interventions aiming to improve health. Only leisure-time PA was associated with more positive perceived health. This finding may indicate that teachers performing more exercise

Determining the Turkish World Perceptions of Candidate Social Studies Teachers through Word Association Test

ERIC Educational Resources Information Center

Tokcan, Halil

2017-01-01

The purpose of this study is to observe prospective teachers' cognitive structures related to Turkish World. In this scanning model study, WAT (Word Association Test) had been applied to 332 prospective teachers in Nigde Ömer Halisdemir University. And they were asked to write what comes into their heads when it is said Turkish Republics and…

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

PubMed

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

2014-05-01

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

Association between Parental Involvement in School and Child Conduct, Social, and Internalizing Problems: Teacher Report

ERIC Educational Resources Information Center

Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore

2013-01-01

The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…

First aid knowledge, attitude, practice, and associated factors among kindergarten teachers of Lideta sub-city Addis Ababa, Ethiopia

PubMed Central

Ganfure, Gemechu

2018-01-01

Background Injuries are very common and can occur at any point of time in a day. Unintended injuries in kindergarten children are the most common and need immediate life saving care which is known as first aid. This study aimed to investigate knowledge, attitude, practice, and associated factors of first aid among kindergarten teachers of Lideta sub-city Addis Ababa, Ethiopia. Method A cross-sectional study was conducted among kindergarten teachers. Data was collected using pretested, structured and self-administered questionnaire S1 File. The collected data was entered in to Epi Data version 3.1 software and analyzed using SPSS version 20. Logistic regression analysis was used to identify association between kindergarten teachers’ knowledge and attitudes towards first aid and different variables. Odds ratios with 95% CI and p<0.05 were computed to determine the presence of the association. Result One hundred and ninety-four teachers participated in the study with a response rate of 95%. Only 40% of the teachers were knowledgeable and 75% of them had positive attitude for first aid. Eighty percent of teachers encountered with children in need of first aid. Kindergarten teachers older than 35 years [AOR = 4.2, 95%CI: (1.02, 16.9)], five years’ experience [AOR = 3.1, 95%CI: (1.2, 7.6)], having previous first aid training [AOR = 3.1, 95%CI: (1.2, 7.7)], source of first aid information and teachers serving in private kindergarten are associated with having knowledge of first aid. Long time experience, type of kindergarten, previous training, and exposure to children in need of first aid were positive association with attitude towards first aid. Conclusion Low first aid knowledge and high positive attitude among kindergarten teachers. Having long time experience, being older age, previous first aid training, and serving in private kindergarten were positively associated with first aid knowledge and positive attitude. Creating awareness and including first aid

Teacher-Child Relationships: Contribution of Teacher and Child Characteristics

ERIC Educational Resources Information Center

Choi, Ji Young; Dobbs-Oates, Jennifer

2016-01-01

This study investigates potential predictors of teacher-child relationships (i.e., closeness and conflict) focusing on child gender, teacher-child ethnicity match, and teacher education. Additionally, the study explores the possible moderation effect of teacher education on the associations between teacher-child relationships and child gender or…

Circulating fibrinogen but not D-dimer level is associated with vital exhaustion in school teachers.

PubMed

Kudielka, Brigitte M; Bellingrath, Silja; von Känel, Roland

2008-07-01

Meta-analyses have established elevated fibrinogen and D-dimer levels in the circulation as biological risk factors for the development and progression of coronary artery disease (CAD). Here, we investigated whether vital exhaustion (VE), a known psychosocial risk factor for CAD, is associated with fibrinogen and D-dimer levels in a sample of apparently healthy school teachers. The teaching profession has been proposed as a potentially high stressful occupation due to enhanced psychosocial stress at the workplace. Plasma fibrinogen and D-dimer levels were measured in 150 middle-aged male and female teachers derived from the first year of the Trier-Teacher-Stress-Study. Log-transformed levels were analyzed using linear regression. Results yielded a significant association between VE and fibrinogen (p = 0.02) but not D-dimer controlling for relevant covariates. Further investigation of possible interaction effects resulted in a significant association between fibrinogen and the interaction term "VE x gender" (p = 0.05). In a secondary analysis, we reran linear regression models for males and females separately. Gender-specific results revealed that the association between fibrinogen and VE remained significant in males but not females. In sum, the present data support the notion that fibrinogen levels are positively related to VE. Elevated fibrinogen might be one biological pathway by which chronic work stress may impact on teachers' cardiovascular health in the long run.

Teacher Personality and Pupil Control Ideology: Associations with Response to Relational Aggression in the Classroom

ERIC Educational Resources Information Center

Gyllborg, Amy B.

2015-01-01

The current study investigated the associations between teacher personality and pupil control ideology and the way in which these variables impact the methods used by Midwestern teachers (n = 123) to respond to and intervene in hypothetical instances of relational aggression, presented via vignette. Regression analyses indicated that aspects of…

The Role of the Internet in Teachers' Professional Practice: Activities and Factors Associated with Teacher Use of ICT inside and outside the Classroom

ERIC Educational Resources Information Center

Ibieta, Andrea; Hinostroza, J. Enrique; Labbé, Christian; Claro, Magdalena

2017-01-01

Evidence shows that teachers' use of information and communication technology (ICT) in the classroom is still limited in variety and frequency. However, their use of ICT outside the classroom, while more frequent, has been less studied. Our research aims to identify personal factors associated with teachers' ICT use inside and outside the…

Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts.

PubMed

Heatly, Melissa Castle; Votruba-Drzal, Elizabeth

2017-06-01

Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear. This investigation therefore considers how children's relationships with parents prior to school entry are indirectly and interactively associated with 1st grade engagement through teacher-child relationships. It also considers how early cognitive, self-regulatory, and behavioral skills and competencies elicit these relational responses. This investigation drew upon multimethod data from triangulated sources (parents, teachers, and direct observation) available within a large longitudinal study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that neither 54-month or 1st grade parent-child relationships were directly associated with children's engagement in early elementary school. However, 1st grade teacher conflict was problematic for children's developing engagement. In turn, teacher conflict partially mediated linkages between maternal sensitivity and conflict prior to school entry and engagement in 1st grade. Parental closeness and sensitivity also buffered children against negative associations between teacher conflict and engagement. Finally, children's early skills and competencies at 36 months elicited relational processes that were indirectly associated with engagement. Conceptual, theoretical, and methodological challenges are also discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Student-Teacher Racial Match and Its Association with Black Student Achievement: An Exploration Using Multilevel Structural Equation Modeling

ERIC Educational Resources Information Center

Yarnell, Lisa M.; Bohrnstedt, George W.

2018-01-01

This study examines student-teacher "racial match" for its association with Black student achievement. Multilevel structural equation modeling was used to analyze 2013 National Assessment for Educational Progress (NAEP) Grade 4 Reading Assessment data to examine interactions of teacher race and student race in their associations with…

A meta-analysis of research on science teacher education practices associated with inquiry strategy

NASA Astrophysics Data System (ADS)

Sweitzer, Gary L.; Anderson, Ronald D.

A meta-analysis was conducted of studies of teacher education having as measured outcomes one or more variables associated with inquiry teaching. Inquiry addresses those teacher behaviors that facilitate student acquisition of concepts and processes through strategies such as problem solving, uses of evidence, logical and analytical reasoning, clarification of values, and decision making. Studies which contained sufficient data for the calculation of an effect size were coded for 114 variables. These variables were divided into the following six major categories: study information and design characteristics, teacher and teacher trainee characteristics, student characteristics, treatment description, outcome description, and effect size calculation. A total of 68 studies resulting in 177 effect size calculations were coded. Mean effect sizes broken across selected variables were calculated.

Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use

PubMed Central

Dudovitz, Rebecca N.; Chung, Paul J.; Wong, Mitchell D.

2017-01-01

Background Poor academic (eg, “I am a bad student”) and behavioral (eg, “I am a troublemaker”) self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral self-concepts. Methods We analyzed cross-sectional surveys of 929 9th-12th grade low-income minority adolescents in Los Angeles assessing self-concept, social networks, and 30-day use of alcohol, marijuana and other drugs. We performed generalized estimating equations, accounting for clustering at the school level and controlling for family and peer influences and contextual factors. We also tested whether self-concept-mediated associations between relationships with teachers or coaches and 30-day substance use. Results More perceived teacher support was associated with lower odds of marijuana and other drug use and better academic and behavioral self-concepts. Behavioral self-concept mediated the associations between teacher support and substance use. Conclusions By facilitating relationships with adults and improving teachers' capacity to build supportive environments, schools may positively shape how adolescents see themselves, which might help reduce adolescent substance use. PMID:27917487

An investigation of coping strategies associated with job stress in teachers.

PubMed

Griffith, J; Steptoe, A; Cropley, M

1999-12-01

School teaching is regarded as a stressful occupation, but the perception of the job as stressful may be influenced by coping responses and social support. To assess the associations between teacher stress, psychological coping responses and social support, taking into account the plaintive set engendered by negative affectivity. Questionnaire survey of 780 primary and secondary school teachers (53.5% response rate). In stepwise multiple regression, social support at work and the coping responses behavioural disengagement and suppression of competing activities predicted job stress independently of age, gender, class size, occupational grade and negative affectivity. High job stress was associated with low social support at work and greater use of coping by disengagement and suppression of competing activities. It is suggested that behavioural disengagement and suppression of competing activities are maladaptive responses in a teaching environment and may actually contribute to job stress. Coping and social support not only moderate the impact of stressors on well-being but influence the appraisal of environmental demands as stressful.

Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program

ERIC Educational Resources Information Center

Sutherland, Kevin S; Conroy, Maureen A; McLeod, Bryce D; Algina, James; Kunemund, Rachel L

2018-01-01

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…

OATE Journal: Oklahoma Association of Teacher Educators. Volume 14, Spring 2010

ERIC Educational Resources Information Center

Green, Malinda Hendricks, Ed.

2010-01-01

The "OATE Journal" is published annually by the Oklahoma Association of Teacher Educators. Articles in this issue include: (1) "The Transition of Middle School Students into High School" by Aric Sappington, Malinda Hendricks Green, Jennifer J. R. Endicott, and Susan C. Scott; (2) "Graduate Students' Perceptions of Teacher…

Teachers' wellbeing and depressive symptoms, and associated risk factors: A large cross sectional study in English secondary schools.

PubMed

Kidger, Judi; Brockman, Rowan; Tilling, Kate; Campbell, Rona; Ford, Tamsin; Araya, Ricardo; King, Michael; Gunnell, David

2016-03-01

Teachers have been shown to have high levels of stress and common mental disorder, but few studies have examined which factors within the school environment are associated with poor teacher mental health. Teachers (n=555) in 8 schools completed self-report questionnaires. Levels of teacher wellbeing (Warwick Edinburgh Mental Wellbeing Scale-WEMWBS) and depressive symptoms (Patient Health Questionnaire-PHQ-9) were measured and associations between these measures and school-related factors were examined using multilevel multivariable regression models. The mean (SD) teacher wellbeing score (47.2 (8.8)) was lower than reported in working population samples, and 19.4% had evidence of moderate to severe depressive symptoms (PHQ-9 scores >10). Feeling unable to talk to a colleague when feeling stressed or down, dissatisfaction with work and high presenteeism were all strongly associated with both poor wellbeing (beta coefficients ranged from -4.65 [-6.04, -3.28] to -3.39 [-5.48, -1.31]) and depressive symptoms (ORs ranged from 2.44 [1.41, 4.19] to 3.31 [1.70, 6.45]). Stress at work and recent change in school governance were also associated with poor wellbeing (beta coefficients=-4.22 [-5.95, -2.48] and -2.17 [-3.58, -0.77] respectively), while sickness absence and low student attendance were associated with depressive symptoms (ORs=2.14 [1.24, 3.67] and 1.93 [1.06, 6.45] respectively). i) This was a cross-sectional study; causal associations cannot be identified ii) several of the measures were self-report iii) the small number of schools reduced study power for the school-level variables Wellbeing is low and depressive symptoms high amongst teachers. Interventions aimed at improving their mental health might focus on reducing work related stress, and increasing the support available to them. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

ATLAS. Association of Teachers of Latin American Studies. [Newsletter] Volume 3, Number 1. October, 1973.

ERIC Educational Resources Information Center

Association of Teachers of Latin American Studies, Brooklyn, NY.

The October 1973 issue of ATLAS, a newsletter for the Association of Teachers of Latin American Studies, is entered into the ERIC system on a one time basis to acquaint teachers with this resource. This issue reports summer activities and reviews new materials in this subject area. The events of the 1973 summer ATLAS-Fulbright Seminar to Mexico…

"Inclusion in Practice": Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics

ERIC Educational Resources Information Center

Vlachou, Anastasia; Fyssa, Aristea

2016-01-01

This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged…

National Association of Geoscience Teachers (NAGT) support for the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Buhr Sullivan, S. M.; Awad, A. A.; Manduca, C. A.

2014-12-01

The Next Generation Science Standards (NGSS) represents the best opportunity for geosciences education since 1996, describing a vision of teaching excellence and placing Earth and space science on a par with other disciplines. However, significant, sustained support and relationship-building between disciplinary communities must be forthcoming in order to realize the potential. To realize the vision, teacher education, curricula, assessments, administrative support and workforce/college readiness expectations must be developed. The National Association of Geoscience Teachers (NAGT), a geoscience education professional society founded in 1938, is comprised of members across all educational contexts, including undergraduate faculty, pre-college teachers, informal educators, geoscience education researchers and teacher educators. NAGT support for NGSS includes an upcoming workshop in collaboration with the American Geosciences Institute, deep collections of relevant digital learning resources, pertinent interest groups within the membership, professional development workshops, and more. This presentation will describe implications of NGSS for the geoscience education community and highlight some opportunities for the path forward.

Factors Associated with Job Satisfaction among University Teachers in Northeastern Region of China: A Cross-Sectional Study

PubMed Central

Pan, Bochen; Shen, Xue; Liu, Li; Yang, Yilong; Wang, Lie

2015-01-01

Objective: Teachers’ job satisfaction is one of the key factors in institutional dynamics and is generally considered to be the primary variable by which the effectiveness of an organization’s human resource is evaluated. The objectives of this study were to assess the level of job satisfaction among university teachers and to clarify the associated factors. Method: A cross-sectional study was conducted between November 2013 and January 2014. Teachers from six universities in Shenyang, China were randomly sampled. The job satisfaction scale Minnesota Satisfaction Questionnaire (MSQ), perceived organizational support (POS), psychological capital questionnaire (PCQ-24), and effort-reward imbalance scale (ERI) together with questions about demographic and working factors were administered in questionnaires distributed to 1500 university teachers. Hierarchical linear regression analyses were performed to explore the related factors. Results: 1210 effective responses were obtained (effective respondent rate 80.7%). The average score of overall job satisfaction was 69.71. Hierarchical linear regression analysis revealed that turnover intention, occupational stress and chronic disease all had negative impacts on job satisfaction, whereas perceived organizational support, psychological capital and higher monthly income were positively associated with job satisfaction among the university teachers. Age was also linked to the level of job satisfaction. All the variables explained 60.7% of the variance in job satisfaction. Conclusions: Chinese university teachers had a moderate level of job satisfaction. Demographic and working characteristics were associated factors for job satisfaction. Perceived organizational support showed the strongest association with job satisfaction. Results of the study indicate that improving the perceived organizational support may increase the level of job satisfaction for university teachers. PMID:26473906

The Performance Cycle: The Association between Student Achievement and State Policies Tying Together Teacher Performance, Student Achievement, and Accountability

ERIC Educational Resources Information Center

Alexander, Nicola A.; Jang, Sung Tae; Kankane, Shipi

2017-01-01

This article explores the associations between student performance and the presence of state policies that include student achievement in teacher evaluations. We examined performance among states from 2007 through 2013. Including student performance in state teacher evaluation policies is modestly associated with higher reading achievement but had…

Teachers' Perceptions of Factors Associated with Technology Integration

ERIC Educational Resources Information Center

Leech, Shannon Noele

2010-01-01

The purpose of this study was to assess perceptions of teachers in a rural school district in western Virginia and how their perceptions relate to technology integration. The following research questions were sought: (1)What are teachers' perceptions of technology integration? (2) What are teachers' perceptions of the role and value of technology…

Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year

ERIC Educational Resources Information Center

Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve

2017-01-01

We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…

Cross-sectional associations between occupational factors and musculoskeletal pain in women teachers, nurses and sonographers.

PubMed

Arvidsson, Inger; Gremark Simonsen, Jenny; Dahlqvist, Camilla; Axmon, Anna; Karlson, Björn; Björk, Jonas; Nordander, Catarina

2016-01-18

It is usually assumed that musculoskeletal pain is associated with both the physical workload and the psychosocial work environment, as well as with personal and lifestyle factors. This study aims to ascertain the prevalence of musculoskeletal pain in women with varying or different occupational exposures, and to explore the associations between musculoskeletal pain and the occupational and personal factors. A questionnaire on physical, psychosocial and individual factors was answered by 1591 women in five occupational groups with contrasting occupational exposures (teachers, anaesthetic, theatre, and assistant nurses, and sonographers). The outcome measure was musculoskeletal pain (in a new model based on frequency and intensity of complaints the preceding year) from the neck, shoulders, hands, lower back and feet. Neck pain was equally frequent among teachers, assistant nurses and sonographers, and less frequent in anaesthetic and theatre nurses. The sonographers experienced the highest prevalence of shoulder pain, while the assistant nurses were the most affected in the wrists and hands, lower back, and feet. The teachers reported the highest scores in most of the psychosocial dimensions. The theatre nurses scored highest in strenuous work postures and movements (mechanical exposure index, MEI), and the assistant nurses in physical activity and lifting (physical exposure index, PHYI). Multivariable models in the total population showed that both the physical workload and the psychosocial work environment were associated with pain in all body regions, though different factors affected different regions. Pain in the neck, shoulders, hands and lower back was strongly associated with a high MEI and high job demands, while pain in the feet was associated with a high PHYI and a high BMI. A young age was associated with pain in the neck, and an older age was associated with pain in the hands and feet. Lack of time for personal recovery was associated with pain in the

Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study

ERIC Educational Resources Information Center

Pössel, Patrick; Rudasill, Kathleen Moritz; Sawyer, Michael G.; Spence, Susan H.; Bjerg, Annie C.

2013-01-01

Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and…

Behavioral Exchanges between Teachers and Children Over the Course of a Typical Preschool Day: Testing Bidirectional Associations

PubMed Central

Downer, Jason T.; Booren, Leslie

2014-01-01

In the present study, 314 preschool classrooms and 606 children were observed to understand the behavioral exchanges between teachers and children. Teachers’ emotionally and organizationally supportive behaviors and children’s engagement were explored for longitudinal associations throughout a day. Observations were conducted in each classroom wherein emotional and organizational supports were assessed, followed by observations of two children’s positive engagement with teachers, tasks, and peers as well as negative classroom engagement. Cross-lagged autoregressive models were used to test for time-lagged associations which could be unidirectional or bidirectional. Results indicated teachers’ emotionally and organizationally supportive behaviors were related to later child engagement in seven of eight models. Furthermore, in two of those seven models, we found evidence of bidirectional associations whereby children’s engagement was associated with later teacher emotional and organizational supports. Findings are discussed in terms of understanding classroom processes over the course of a day in preschool. PMID:26722153

Association between family environment and attention deficit hyperactivity disorder in children--mothers' and teachers' views.

PubMed

Pires, Thiago de Oliveira; da Silva, Cosme Marcelo Furtado Passos; de Assis, Simone Gonçalves

2013-08-27

To ascertain whether factors of the family environment and gestational period are associated with the appearance of ADHD in children, as reported by various different informants (mothers and teachers). This paper presents results from the dataset of a longitudinal study to evaluate behavioral problems among schoolchildren in São Gonçalo, Rio de Janeiro State, in 2005 and 2006. The cross-section considered for this paper comprises records of exposure factors and ADHD. In all, 370 schoolchildren of the public school system were assessed by 3-stage cluster sampling. The Child Behavior Checklist (CBCL) and the Teacher Report Form (TRF) were used to measure outcomes. The exposure factors examined were: profile of child and mother, variables relating to the family environment, and perinatal considerations. The questions were answered by mothers and teachers. A hierarchical logistic regression model was used. Precariously functioning families, lack of social support for mothers, adverse life events and discord during pregnancy were the factors associated with mother-reported ADHD. When ADHD was reported by teachers, the variables selected were: Intelligence quotient (IQ) and sex, with children with low IQ scores and boys more likely to display the disorder. Assessment of ADHD by teachers or mothers reveals specific characteristics that reflect how each of these informants understands the children. This highlights the importance of using informants from different environments in diagnosing the disorder.

The Teacher Labour Market, Teacher Turnover and Disadvantaged Schools: New Evidence for England

ERIC Educational Resources Information Center

Allen, Rebecca; Burgess, Simon; Mayo, Jennifer

2018-01-01

We study the market for teachers in England, in particular teacher turnover. We show that there is a positive raw association between the level of school disadvantage and the turnover rate of its teachers. This association diminishes as we control for school, pupil and local teacher labour market characteristics, but is not eliminated. The…

Early Career Teacher Attrition: Intentions of Teachers Beginning

ERIC Educational Resources Information Center

Clandinin, D. Jean; Long, Julie; Schaefer, Lee; Downey, C. Aiden; Steeves, Pam; Pinnegar, Eliza; McKenzie Robblee, Sue; Wnuk, Sheri

2015-01-01

Early career teacher attrition has most often been conceptualized as either a problem associated with individual factors (e.g. burnout) or a problem associated with contextual factors (e.g. support and salary). This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual…

Factors influencing Agrobacterium-mediated embryogenic callus transformation of Valencia sweet orange (Citrus sinensis) containing the pTA29-barnase gene.

PubMed

Li, D D; Shi, W; Deng, X X

2003-12-01

Valencia sweet orange (Citrus sinensis (L.) Osbeck) calluses were used as explants to develop a new transformation system for citrus mediated by Agrobacterium tumefaciens. Factors affecting Agrobacterium-mediated transformation efficiency included mode of pre-cultivation, temperature of cocultivation and presence of acetosyringone (AS). The highest transformation efficiency was obtained with a 4-day pre-cultivation period in liquid medium. Transformation efficiency was higher when cocultivation was performed for 3 days at 19 degrees C than at 23 or 28 degrees C. Almost no resistant callus was obtained if the cocultivation medium lacked AS. The transformation procedure yielded transgenic Valencia plants containing the pTA29-barnase gene, as verified by PCR amplification and confirmed by Southern blotting. Because male sterility is a common factor leading to seedlessness in citrus cultivars with parthenocarpic characteristics, production of seedless citrus genotypes by Agrobacterium-mediated genetic transformation is a promising alternative to conventional breeding methods.

A Content Analysis of College Reading Association/Association of Literacy Educators and Researchers Teacher Education Publications: Past, Present, and Future

ERIC Educational Resources Information Center

Schumm, Jeanne Shay; Lewis-Spector, Jill; Price, Debra; Doorn, Kristen

2014-01-01

The purpose of this investigation was to conduct a content analysis of the publications of the Association of Literacy Educators and Researchers (ALER), previously known as College Reading Association (CRA), in the area of preservice teacher education in literacy. As a service to the organization, 71 articles published in ALER's flagship…

National Science Teachers Association

Science.gov Websites

Resources: Calendar, Freebies ... e-Newsletters NSTA Science Store New Releases Bestsellers Award Winners Preservice and New Teachers Resources for Parents Safety in the Science Classroom Students with Disabilities in science teaching and learning for all Resources Lesson plans, activities, books and ideas

The Association between Teachers' Child-Centered Beliefs and Children's Academic Achievement: The Indirect Effect of Children's Behavioral Self-Regulation

ERIC Educational Resources Information Center

Hur, Eunhye; Buettner, Cynthia K.; Jeon, Lieny

2015-01-01

Background: Recent studies have suggested that teachers' psychological attributes can be an indicator of teacher quality (Rimm-Kaufman and Hamre in "Dev Psychol" 45(4):958-972. doi: 10.1037/a0015861 , 2010), and teachers' child-centered beliefs have been associated with children's academic achievement (Burchinal and Cryer in "Early…

Master Contract: San Joaquin Delta College Teachers Association/CTA/NEA and San Joaquin Delta Community College District, July 1987-June 1990.

ERIC Educational Resources Information Center

San Joaquin Delta Community Coll. District, CA.

The collective bargaining agreement between the San Joaquin Delta Community College District Board of Trustees and the San Joaquin Delta College Teachers Association/California Teachers Association/National Education Association is presented. This contract, covering the period from July 1987 through June 1990, deals with the following topics:…

Is there an association between clinical features, response to diagnostic analgesia and radiological findings in horses with a magnetic resonance imaging diagnosis of navicular disease or other injuries of the podotrochlear apparatus?

PubMed

Parkes, Rebecca; Newton, Richard; Dyson, Sue

2015-04-01

Previous descriptions of the clinical features of navicular disease occurred before the widespread use of magnetic resonance imaging (MRI) allowed a more definitive diagnosis of foot pain. The objective of this study was to compare the clinical features of horses with lesions of the podotrochlear apparatus with those with other causes of foot pain. It was hypothesised that primary navicular bone disease would be associated with more advanced radiological findings than other diagnoses. A retrospective study was performed of all horses examined at a referral centre with a definitive diagnosis of foot pain based on MRI ± post-mortem examination. Clinical examination findings, response to diagnostic analgesia and radiological grading of the navicular bone were compared among five diagnosis groups: (1) primary navicular bone pathology (NB); (2) lesions of the collateral sesamoidean ligament and/or distal sesamoidean impar ligament (CSL + DSIL); (3) primary deep digital flexor tendon injury (DDFT); (4) navicular bone pathology and other lesions of the podotrochlear apparatus ± DDFT (PTA) and (5) Other. There were 702 horses (NB, 62; CSL + DSIL, 180; DDFT, 69; PTA, 92; Other, 299). Horses with PTA injuries were more frequently unilaterally lame than other groups (P = 0.04). Horses with DDFT injury were more likely to exhibit pain on turning than other groups (P <0.01). There were no associations between response to diagnostic analgesia and diagnostic group, and no association between radiological grade and diagnostic group. Clinical examination findings generally did not discriminate between diseases of the PTA and other causes of foot pain. Overall radiological scores of the navicular bone did not accurately predict navicular bone pathology. Copyright © 2014 Elsevier Ltd. All rights reserved.

Adherence to Voice Therapy Recommendations Is Associated With Preserved Employment Fitness Among Teachers With Work-Related Dysphonia.

PubMed

Rinsky-Halivni, Lilah; Klebanov, Miriam; Lerman, Yehuda; Paltiel, Ora

2017-05-01

Referral to voice therapy and recommendations for voice rest and microphone use are common interventions in occupational medicine aimed at preserving the working capability of teachers with occupation-related voice problems. Research on the impact of such interventions in terms of employment is lacking. This study examined changes in fitness (ie, ability) to work of dysphonic teachers referred to an occupational clinic and evaluated employment outcomes following voice therapy, voice rest, and microphone use. A historical prospective study was carried out. Of 365 classroom teachers who were first referred to a regional occupational medicine clinic due to dysphonia between January 2007 and December 2012, 156 were sampled and 153 were followed-up for an average of 5 years (range 2-8). Data were collected from medical records and from interviews conducted in 2014 aimed at assessing employment status. Logistic regression models were used to assess associations between interventions and employment outcomes. Survival analyses were performed to evaluate the association between participating in voice therapy and length of retained employment fitness. Thirty-four (22.2%) teachers suffered declines in working capabilities due to dysphonia. Voice therapy was demonstrated as being a protective factor against such declines (odds ratio = 0.05 [0.01-0.27]). Adherence to recommendation of voice therapy was <50%. Most of the decline in working fitness among nonadherent teachers occurred within 20 months after referral. Unlike voice therapy, voice rest and microphone use were not associated with retention of working capabilities. Voice therapy, especially when instituted early, is a strong predictor for retaining fitness for employment among dysphonic teachers. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

You Asked, We Answered! A Podcasting Series by Scientists for K-12 Teachers Through the Pennsylvania Earth Science Teachers Association (PAESTA)

NASA Astrophysics Data System (ADS)

Guertin, L. A.; Tait, K.

2015-12-01

The Pennsylvania Earth Science Teachers Association (PAESTA) recently initiated a podcasting series "You Asked, We Answered!" for K-12 teachers to increase their science content knowledge through short audio podcasts, supplemented with relevant resources. The 2015-2016 PAESTA President Kathy Tait generated the idea of tapping in to the content expertise of higher education faculty, post-doctoral researchers, and graduate students to assist K-12 teachers with increasing their own Earth and space content knowledge. As time and resources for professional development are decreasing for K-12 teachers, PAESTA is committed to not only providing curricular resources through our online database of inquiry-based exercises in the PAESTA Classroom, but providing an opportunity to learn science content from professionals in an audio format.Our goal at PAESTA has been to release at least one new podcast per month that answers the questions asked by PAESTA members. Each podcast is recorded by an Earth/space science professional with content expertise and placed online with supporting images, links, and relevant exercises found in the PAESTA Classroom. Each podcast is available through the PAESTA website (http://www.paesta.psu.edu/podcasts) and PAESTA iTunes channel (https://itunes.apple.com/us/podcast/paesta-podcasts/id1017828453). For ADA compliance, the PAESTA website has a transcript for each audio file. In order to provide these podcasts, we need the participation of both K-12 teachers and science professionals. On the PAESTA Podcast website, K-12 teachers can submit discipline questions for us to pass along to our content experts, questions relating to the "what" and "how" of the Earth and space sciences, as well as questions about Earth and space science careers. We ask science professionals for help in answering the questions posed by teachers. We include online instructions and tips to help scientists generate their podcast and supporting materials.

Teachers' Perceptions of Teacher-Child Relationships: Links with Children's Observed Interactions

ERIC Educational Resources Information Center

Hartz, Karyn; Williford, Amanda P.; Koomen, Helma M. Y.

2017-01-01

Research Findings: The present study examined associations between children's classroom interactions and teachers' perceptions of teacher-child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher-child relationships in the fall and spring. Children's (n = 895) positive…

The Associating Abilities of Pre-Service Teachers Science Education Program Acquisitions with Engineering According to STEM Education

ERIC Educational Resources Information Center

Sumen, Ozlem Ozcakir; Calisici, Hamza

2016-01-01

The aim of this study is to determine the associating abilities of elementary education pre-service teachers science education program acquisitions with engineering using STEM education. In the study which is a case study, firstly pre-service teachers were trained about the STEM education approach. Then "Elementary School Science Education…

Association of psychological distress and work psychosocial factors with self-reported musculoskeletal pain among secondary school teachers in Malaysia.

PubMed

Zamri, E N; Moy, F M; Hoe, V C W

2017-01-01

Musculoskeletal pain is common among teachers. Work-related psychosocial factors are found to be associated with the development of musculoskeletal pain, however psychological distress may also play an important role. To assess the prevalence of self-reported low back pain (LBP), and neck and/or shoulder pain (NSP) among secondary school teachers; and to evaluate the association of LBP and NSP with psychological distress and work-related psychosocial factors. This was a cross-sectional study conducted among teachers in the state of Penang, Malaysia. The participants were recruited via a two stage sampling method. Information on demographic, psychological distress, work-related psychosocial factors, and musculoskeletal pain (LBP and NSP) in the past 12 months was collected using a self-administered questionnaire. Poisson regression was used to estimate the prevalence ratio (PR) for the associations between psychological distress and work-related psychosocial factors with LBP and NSP. The prevalence of self-reported LBP and NSP among 1482 teachers in the past 12 months was 48.0% (95% Confidence Interval (CI) 45.2%, 50.9%) and 60.1% (95% CI 57.4%, 62.9%) respectively. From the multivariate analysis, self-reported LBP was associated with teachers who reported severe to extremely severe depression (PR: 1.71, 95% CI 1.25, 2.32), severe to extremely severe anxiety (1.46, 95% CI 1.22, 1.75), high psychological job demand (1.29, 95% CI 1.06, 1.57), low skill discretion (1.28, 95% CI 1.13, 1.47) and poorer mental health (0.98, 95% CI 0.97, 0.99). Self-reported NSP was associated with mild to moderate anxiety (1.18, 95% CI 1.06, 1.33), severe to extremely severe anxiety (1.25, 95% CI 1.09, 1.43), low supervisory support (1.13, 95% CI 1.03, 1.25) and poorer mental health (0.98, 95% CI 0.97, 0.99). Self-reported LBP and NSP were common among secondary school teachers. Interventions targeting psychological distress and work-related psychosocial characteristics may reduce

Teacher Absenteeism. A Study of the Ohio Association of School Personnel Administrators.

ERIC Educational Resources Information Center

Capitan, James H.; And Others

This paper discusses teacher absenteeism via a 1978 preliminary study of 90 school systems by the American Association of School Personnel Administrators. The major causes of employee absenteeism, cited by the participating personnel directors, were (1) personal illness, (2) illness in the family, (3) personal leave days, (4) emergencies, (5)…

Associations of Teacher Credibility and Teacher Affinity with Learning Outcomes in Health Classrooms

ERIC Educational Resources Information Center

Gray, DeLeon L.; Anderman, Eric M.; O'Connell, Ann A.

2011-01-01

In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher…

Are Teachers' Psychological Control, Autonomy Support and Autonomy Suppression Associated with Students' Goals?

ERIC Educational Resources Information Center

Madjar, Nir; Nave, Adi; Hen, Shiran

2013-01-01

This study investigated associations between student-perceived teacher behaviours and students' personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation.…

Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives.

PubMed

Russell, Stephen T; Day, Jack K; Ioverno, Salvatore; Toomey, Russell B

2016-02-01

Bullying is common in U.S. schools and is linked to emotional, behavioral, and academic risk for school-aged students. School policies and practices focused on sexual orientation and gender identity (SOGI) have been designed to reduce bullying and show promising results. Most studies have drawn from students' reports: We examined teachers' reports of bullying problems in their schools along with their assessments of school safety, combined with principals' reports of SOGI-focused policies and practices. Merging two independent sources of data from over 3000 teachers (California School Climate Survey) and nearly 100 school principals (School Health Profiles) at the school level, we used multi-level models to understand bullying problems in schools. Our results show that SOGI-focused policies reported by principals do not have a strong independent association with teachers' reports of bullying problems in their schools. However, in schools with more SOGI-focused policies, the association between teachers' assessments of school safety and bullying problems is stronger. Recent developments in education law and policy in the United States and their relevance for student well-being are discussed. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

School climate and teachers' beliefs and attitudes associated with implementation of the positive action program: a diffusion of innovations model.

PubMed

Beets, Michael W; Flay, Brian R; Vuchinich, Samuel; Acock, Alan C; Li, Kin-Kit; Allred, Carol

2008-12-01

Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.g., lessons taught), and use of program-specific materials in the classroom (e.g., ICU boxes and notes) and in relation to school-wide activities (e.g., participation in assemblies). Teachers from 10 elementary schools completed year-end process evaluation reports for year 2 (N = 171) and 3 (N = 191) of a multi-year trial. Classroom and school-wide material usage were each favorably associated with the amount of the curriculum delivered, which were associated with teachers' attitudes toward the program which, in turn, were related to teachers' beliefs about SACD. These, in turn, were associated with teachers' perceptions of school climate. Perceptions of school climate were indirectly related to classroom material usage and both indirectly and directly related to the use of school-wide activities. Program developers need to consider the importance of a supportive environment on program implementation and attempt to incorporate models of successful school leadership and collaboration among teachers that foster a climate promoting cohesiveness, shared visions, and support.

Learning Styles of Physical Therapy and Physical Therapy Assistant Students in Accredited Physical Therapy Programs

ERIC Educational Resources Information Center

Lowdermilk, Margaret; Lampley, Jim; Tweed, Stephanie

2017-01-01

The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant (PTA) students and identify any association between their learning styles and examine the association between gender and age by learning style. Participants included 337 DPT and PTA students…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Interactions between voice clinics and singing teachers: a report on the British Voice Association questionnaire to voice clinics in the UK.

PubMed

Davies, J; Anderson, S; Huchison, L; Stewart, G

2007-01-01

Singers with vocal problems are among patients who present at multidisciplinary voice clinics led by Ear Nose and Throat consultants and laryngologists or speech and language therapists. However, the development and care of the singing voice are also important responsibilities of singing teachers. We report here on the current extent and nature of interactions between voice clinics and singing teachers, based on data from a recent survey undertaken on behalf of the British Voice Association. A questionnaire was sent to all 103 voice clinics at National Health Service (NHS) hospitals in the UK. Responses were received and analysed from 42 currently active clinics. Eight (19%) clinics reported having a singing teacher as an active member of the team. They were all satisfied with the singing teacher's knowledge and expertise, which had been acquired by several different means. Of 32 clinics without a singing teacher regularly associated with the team, funding and difficulty of finding an appropriate singing voice expert (81% and 50%, respectively) were among the main reasons for their absence. There was an expressed requirement for more interaction between voice clinics and singing teachers, and 86% replied that they would find it useful to have a list of singing teachers in their area. On the matter of gaining expertise and training, 74% of the clinics replying would enable singing teachers to observe clinic sessions for experience and 21% were willing to assist in training them for clinic-associated work.

Memories of a Fledgling Teacher: A Beginning Teacher's Autobiography

ERIC Educational Resources Information Center

Fottland, Helg

2004-01-01

By evoking the concept of memory pictures, the author recalls her early years as a teacher. Rather than calling herself a beginning teacher, she characterizes herself as a fledgling teacher to capture the insecurity associated with the first years of teaching. This experience is narrated through five memory pictures: (1) the new school's many…

Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion.

PubMed

Skaalvik, Einar M; Skaalvik, Sidsel

2014-02-01

When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

Prevalence and factors associated with poor sleep quality among secondary school teachers in a developing country.

PubMed

Musa, Nor Asma; Moy, Foong Ming; Wong, Li Ping

2018-05-31

This study aimed to determine the prevalence and factors associated with poor sleep quality among secondary school teachers in the state of Selangor, Malaysia. This was a cross sectional study, conducted in two phases. Phase I tested the reliability of the Pittsburgh Sleep Quality Index in the Malay language (M-PSQI), whereas Phase II determined the prevalence and factors associated with poor sleep quality where a total of 1871 secondary school teachers were studied. Participants were recruited using multistage sampling. Self-administered questionnaire was used to collect data on socio-demographic and teaching characteristics, comorbidities and characteristics of sleep. The M-PSQI was used to measure sleep quality. The Depression Anxiety Stress Scale-21 was used to measure mental health status. Results showed that the M-PSQI had a good internal consistency and moderate reliability. The prevalence of poor sleep quality was 61 (95% CI: 54-67) %. Total teaching hours/day, depression and stress were significantly associated with poor sleep quality in the univariate analysis, while only stress (OR 1.04; 95% CI 1.02-1.05%) remained significant in the multivariate analyses. In conclusion, stress level of the secondary school teachers should be reduced to improve sleep quality.

Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior

ERIC Educational Resources Information Center

Vansteenkiste, Maarten; Sierens, Eline; Goossens, Luc; Soenens, Bart; Dochy, Filip; Mouratidis, Athanasios; Aelterman, Nathalie; Haerens, Leen; Beyers, Wim

2012-01-01

Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on…

The Association between Spanish Physical Education Teachers' Self-Efficacy Expectations and Their Attitudes toward Overweight and Obese Students

ERIC Educational Resources Information Center

Martínez-López, Emilio J.; Grao-Cruces, Alberto; Zamora-Aguilera, Nestor; De la Torre-Cruz, Manuel J.

2017-01-01

Purpose: The aim of this study was to investigate the association between Spanish physical education teachers' perceived self-efficacy toward including overweight and obese students and their attitudes toward overweight and obese students. Method: Four hundred and seventy-one physical education teachers filled out questionnaires to assess their…

The Perceptions of New Middle School Teachers Regarding Teacher Job Satisfaction

ERIC Educational Resources Information Center

Evans, Paula Joan

2017-01-01

Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the…

Visibility of smoking among school­teachers in Spain and associations with student smoking: a cross-sectional study

PubMed Central

Escario, José Julián; Wilkinson, Anna V

2018-01-01

Objective Limited research has examined the association between smoking among schoolteachers and student smoking. This paper seeks to assess whether smoking visibility on school grounds among schoolteachers is associated with student smoking. We examine both smoking behaviour and the number of cigarettes consumed. Methods We use a school-based cross-sectional survey carried out by the Spanish Government’s Delegation for the National Plan on Drugs. A total of 27 503 students between 14 and 18 years of age completed an anonymous survey in 2013. Count data regressions were used to assess the association between observed teacher smoking and adolescent smoking behaviour. Results High levels of visibility of teacher smoking on school grounds increased the odds of being a smoker among students (OR=2.09 and OR=1.64, for the highest levels of visibility), but the impact on the quantity of cigarettes smoked, although positive, was not significant. Conclusion Teacher smoking on school grounds is associated with student smoking behaviour. Consequently, smoking policies designed to prevent adolescent smoking should address this important social environment. PMID:29306888

Associations between teacher emotional support and depressive symptoms in Australian adolescents: a 5-year longitudinal study.

PubMed

Pössel, Patrick; Rudasill, Kathleen Moritz; Sawyer, Michael G; Spence, Susan H; Bjerg, Annie C

2013-11-01

Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and depression in adolescence. The so-called principle-effect and stress-buffer models could explain relationships between teacher emotional support and depressive symptoms, yet no study has used both models to test bidirectional relationships between teacher support and depressive symptoms in students separately by sex. Four-thousand three-hundred forty-one students (boys: n = 2,063; girls: n = 2,278) from Grades 8 to 12 completed the Center for Epidemiological Studies Depression Scale (CES-D), List of Threatening Experiences Questionnaire (LTEQ), and an instrument developed for the study to measure teacher support annually for 5 years. Results support neither of the 2 proposed models. Instead, they indicate that in the 1st years of high school, students of both sexes with average and high numbers of stressful events benefit from teacher support, while teacher support might have iatrogenic effects on students experiencing low numbers of stressful events. Possible explanations for the findings and future research are discussed.

Association of psychological distress and work psychosocial factors with self-reported musculoskeletal pain among secondary school teachers in Malaysia

PubMed Central

Zamri, E. N.; Moy, F. M.; Hoe, V. C. W.

2017-01-01

Background Musculoskeletal pain is common among teachers. Work-related psychosocial factors are found to be associated with the development of musculoskeletal pain, however psychological distress may also play an important role. Objectives To assess the prevalence of self-reported low back pain (LBP), and neck and/or shoulder pain (NSP) among secondary school teachers; and to evaluate the association of LBP and NSP with psychological distress and work-related psychosocial factors. Methods This was a cross-sectional study conducted among teachers in the state of Penang, Malaysia. The participants were recruited via a two stage sampling method. Information on demographic, psychological distress, work-related psychosocial factors, and musculoskeletal pain (LBP and NSP) in the past 12 months was collected using a self-administered questionnaire. Poisson regression was used to estimate the prevalence ratio (PR) for the associations between psychological distress and work-related psychosocial factors with LBP and NSP. Results The prevalence of self-reported LBP and NSP among 1482 teachers in the past 12 months was 48.0% (95% Confidence Interval (CI) 45.2%, 50.9%) and 60.1% (95% CI 57.4%, 62.9%) respectively. From the multivariate analysis, self-reported LBP was associated with teachers who reported severe to extremely severe depression (PR: 1.71, 95% CI 1.25, 2.32), severe to extremely severe anxiety (1.46, 95% CI 1.22, 1.75), high psychological job demand (1.29, 95% CI 1.06, 1.57), low skill discretion (1.28, 95% CI 1.13, 1.47) and poorer mental health (0.98, 95% CI 0.97, 0.99). Self-reported NSP was associated with mild to moderate anxiety (1.18, 95% CI 1.06, 1.33), severe to extremely severe anxiety (1.25, 95% CI 1.09, 1.43), low supervisory support (1.13, 95% CI 1.03, 1.25) and poorer mental health (0.98, 95% CI 0.97, 0.99). Conclusions Self-reported LBP and NSP were common among secondary school teachers. Interventions targeting psychological distress and work

Teacher Team Commitment, Teamwork and Trust: Exploring Associations

ERIC Educational Resources Information Center

Park, Sungmin; Henkin, Alan B.; Egley, Robert

2005-01-01

Purpose: To investigate relationships between teamwork, trust and teacher team commitment. Design/methodology/approach: Research has confirmed the value-added effects of organizational commitment in terms of job performance, organizational effectiveness, and employee retention. This study focused on teacher teams as the unit of analysis, and…

Aligning University-Based Teacher Preparation and New STEM Teacher Support

ERIC Educational Resources Information Center

Schuster, Dwight; Buckwalter, John; Marrs, Kathy; Pritchett, Sheila; Sebens, Jeremy; Hiatt, Bill

2012-01-01

This article is intended to help teacher educators, administrators, and mentor teachers envision how to support beginning STEM teachers as they transition from university-based preservice preparation into their first year of classroom teaching in high-need schools. Based on our experiences, and grounded in the associated research and literature,…

Physical Therapist Assistant Curriculum Development. Curriculum Materials.

ERIC Educational Resources Information Center

Blackhawk Technical Inst., Janesville, WI.

This publication contains a number of materials related to the Blackhawk Technical College (Wisconsin) Physical Therapist Assistant (PTA) program. Contents include a schedule and curriculum outline for the PTA I course; a brochure on the associate degree program; curriculum outline for the associate degree program; and admission procedures and…

In-flight near- and far-field acoustic data measured on the Propfan Test Assessment (PTA) testbed and with an adjacent aircraft

NASA Astrophysics Data System (ADS)

Woodward, Richard P.; Loeffler, Irvin J.

1993-04-01

Flight tests to define the far-field tone source at cruise conditions were completed on the full-scale SR-7L advanced turboprop that was installed on the left wing of a Gulfstream 2 aircraft. This program, designated Propfan Test Assessment (PTA), involved aeroacoustic testing of the propeller over a range of test conditions. These measurements defined source levels for input into long-distance propagation models to predict en route noise. In-flight data were taken for seven test cases. Near-field acoustic data were taken on the Gulfstream fuselage and on a microphone boom that was mounted on the Gulfstream wing outboard of the propeller. Far-field acoustic data were taken by an acoustically instrumented Learjet that flew in formation with the Gulfstream. These flight tests were flown from El Paso, Texas, and from the NASA Lewis Research Center. A comprehensive listing of the aeroacoustic results from these flight tests which may be used for future analysis are presented.

In-flight near- and far-field acoustic data measured on the Propfan Test Assessment (PTA) testbed and with an adjacent aircraft

NASA Technical Reports Server (NTRS)

Woodward, Richard P.; Loeffler, Irvin J.

1993-01-01

Flight tests to define the far-field tone source at cruise conditions were completed on the full-scale SR-7L advanced turboprop that was installed on the left wing of a Gulfstream 2 aircraft. This program, designated Propfan Test Assessment (PTA), involved aeroacoustic testing of the propeller over a range of test conditions. These measurements defined source levels for input into long-distance propagation models to predict en route noise. In-flight data were taken for seven test cases. Near-field acoustic data were taken on the Gulfstream fuselage and on a microphone boom that was mounted on the Gulfstream wing outboard of the propeller. Far-field acoustic data were taken by an acoustically instrumented Learjet that flew in formation with the Gulfstream. These flight tests were flown from El Paso, Texas, and from the NASA Lewis Research Center. A comprehensive listing of the aeroacoustic results from these flight tests which may be used for future analysis are presented.

Counselling Strategies for Curbing Examination Malpractices in Secondary Schools in Enugu State, Nigeria

ERIC Educational Resources Information Center

Egbo, Anthonia Chinonyelum

2015-01-01

This study investigated the Counselling strategies for curbing "Examination Malpractices" in Secondary Schools in Enugu State Nigeria. The researcher used three research questions. The Design used was a descriptive survey design. Sample consisted of 335 respondents comprising principals (N = 19), PTA secretaries (N = 19), teachers (N =…

Proceedings of the Annual Meeting of the Association for the Education of Teachers in Science (Akron, OH, January 6-9, 2000).

ERIC Educational Resources Information Center

Rubba, Peter A., Ed.; Rye, James A., Ed.; Keig, Patricia F., Ed.; DiBiase, Warren J., Ed.

Papers from the proceedings of the 2000 Annual Meeting of the Association for the Education of Teachers in Science (AETS) include: (1) "A Quantitative Examination of Teacher Self Efficacy and Knowledge of the Anture of Science" (Chun, Sajin and Oliver, J. Steve); (2) "Investigating Preservice Elementary Teachers' Self-Efficacy Relative to Self…

Visibility of smoking among school-teachers in Spain and associations with student smoking: a cross-sectional study.

PubMed

Escario, José Julián; Wilkinson, Anna V

2018-01-05

Limited research has examined the association between smoking among schoolteachers and student smoking. This paper seeks to assess whether smoking visibility on school grounds among schoolteachers is associated with student smoking. We examine both smoking behaviour and the number of cigarettes consumed. We use a school-based cross-sectional survey carried out by the Spanish Government's Delegation for the National Plan on Drugs. A total of 27 503 students between 14 and 18 years of age completed an anonymous survey in 2013. Count data regressions were used to assess the association between observed teacher smoking and adolescent smoking behaviour. High levels of visibility of teacher smoking on school grounds increased the odds of being a smoker among students (OR=2.09 and OR=1.64, for the highest levels of visibility), but the impact on the quantity of cigarettes smoked, although positive, was not significant. Teacher smoking on school grounds is associated with student smoking behaviour. Consequently, smoking policies designed to prevent adolescent smoking should address this important social environment. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States

ERIC Educational Resources Information Center

Luschei, Thomas F.

2012-01-01

This study uses longitudinal data from Mexico's Carrera Magisterial teacher incentive program to identify teacher attributes that are positively associated with student test scores and to describe how teachers with these attributes are distributed across schools in two diverse Mexican states, Aguascalientes and Sonora. I find that teachers' scores…

Longitudinal and Contextual Associations between Teacher-Student Relationships and Student Engagement: A Systematic Review

ERIC Educational Resources Information Center

Quin, Daniel

2017-01-01

This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed…

Longitudinal Associations of Student-Teacher Relationships and Behavioural and Emotional Strengths on Academic Achievement

ERIC Educational Resources Information Center

Sointu, Erkko T.; Savolainen, Hannu; Lappalainen, Kristiina; Lambert, Matthew C.

2017-01-01

Positive student-teacher relationships are related to students' academic achievement and behavioural and emotional adjustment. How a student's behavioural and emotional strengths are associated with these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a…

Physical therapists' perceptions of the roles of the physical therapist assistant.

PubMed

Robinson, A J; McCall, M; DePalma, M T; Clayton-Krasinski, D; Tingley, S; Simoncelli, S; Harnish, L

1994-06-01

This longitudinal study investigated physical therapists' perceptions of the roles of physical therapist assistants (PTAs). In 1986, a questionnaire describing 79 physical therapy activities was distributed to a random sample (n = 400) of physical therapists derived from the American Physical Therapy Association (APTA) membership. In 1992, a similar questionnaire was distributed to a representative sample (n = 400) of physical therapists derived from the APTA membership. Response rates were 53% and 55% in 1986 and 1992, respectively. Respondents indicated whether each activity was included in the documentation describing PTA roles. Results revealed considerable agreement between therapists' perceptions of PTA roles and those outlined by PTA practice guidelines, and these perceptions changed little over time. Discriminant analyses suggested that therapists' perceptions of PTA roles were, in general, not predicted by supervisory experience with PTAs, therapist experience, or content of entry-level professional education curricula. Generally, therapists' perceptions of PTA roles are consistent with published practice guidelines. Therapists' perceptions on selected activities, however, were incongruent with PTA practice guidelines, suggesting the potential for inefficient or inappropriate utilization of the PTA in the delivery of selected services.

Teacher-Child Relationships in Prekindergarten: The Influences of Child and Teacher Characteristics

ERIC Educational Resources Information Center

Koles, Bernadett; O'Connor, Erin; McCartney, Kathleen

2009-01-01

The purpose of the current study was to investigate child and teacher characteristics associated with closeness and conflict in prekindergarten teacher-child relationships. Child gender and temperament were significantly associated with closeness and conflict. Specifically, higher levels of shyness correlated with closer relationships for boys…

Associations among Teacher-Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1

ERIC Educational Resources Information Center

Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Eskelä-Haapanen, Sirpa; Siekkinen, Martti; Nurmi, Jari-Erik

2017-01-01

Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher-child interactions and teachers' self-reported curriculum emphases are related to children's reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M…

Longitudinal Associations between Externalizing Problems and Student-Teacher Relationship Quality for Young Children with ASD

ERIC Educational Resources Information Center

Eisenhower, Abbey S.; Blacher, Jan; Bush Hurst, Hillary

2015-01-01

The associations between student-teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4-7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR…

Relational Professionalism in a Bilingual Teacher Association: Promoting Occupational Identities and Pedagogic Agency

ERIC Educational Resources Information Center

Bonilla, Chris Milk

2017-01-01

Relational professionalism in education is a way of regarding teaching as a profession which privileges relationality, or engaged and connected relationships with the self, with others and one's teaching practice. In this article, I examine a bilingual teacher association who use their annual conference as a vehicle to support and strengthen their…

An NSTA Position Statement: International Science Education and the National Science Teachers Association

ERIC Educational Resources Information Center

National Science Teachers Association (NJ1), 2009

2009-01-01

The National Science Teachers Association (NSTA) encourages and promotes international science education because it has the ability to improve the teaching and learning of science, as well as to "empower people, improve their quality of life, and increase their capacity to participate in the decision-making processes leading to social, cultural,…

Relationship between Teachers' Preferred Teacher-Student Interpersonal Behaviour and Intellectual Styles

ERIC Educational Resources Information Center

Yu, Tak Ming; Zhu, Chang

2011-01-01

This study examines the association between teachers' preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their…

Implementation Plan 1971-72 for School Psychology Program.

ERIC Educational Resources Information Center

Tennessee Appalachia Educational Cooperative, Oak Ridge.

The implementation of the intern program described in this document was based on information collected from superintendents and psychological personnel, the state department of education, and teachers and other school personnel. The activities in which the interns participated included PTA meetings, faculty meetings, in-service days, home visits,…

Authoritative School Climate, Aggression toward Teachers, and Teacher Distress in Middle School

ERIC Educational Resources Information Center

Berg, Juliette K.; Cornell, Dewey

2016-01-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less…

Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

ERIC Educational Resources Information Center

König, Johannes; Pflanzl, Barbara

2016-01-01

Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

PubMed

Berg, Juliette K; Cornell, Dewey

2016-03-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

English Teachers' Journal (Israel), 1991.

ERIC Educational Resources Information Center

English Teachers' Journal (Israel), 1991

1991-01-01

This document consists of the two issues of "English Teachers' Journal (Israel)" issued during 1991. Contents include: "Introduction for English Teachers"; "Announcements for Bagrut Teachers and Examiners"; "News from E.T.A.I. (English Teachers' Association of Israel)" (Ephraim Weintroub); "Learning…

Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility

ERIC Educational Resources Information Center

Feng, Li

2010-01-01

This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997-2003 in conjunction with the 1999-2000 Schools and Staffing Survey and its…

An Examination of US First-Year Teachers' Risk for Occupational Stress: Associations with Professional Preparation and Occupational Health

ERIC Educational Resources Information Center

Fitchett, Paul G.; McCarthy, Christopher J.; Lambert, Richard G.; Boyle, Lauren

2018-01-01

Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers' appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is…

America's Public School Kindergarten Teachers' Job Turnover and Associated Factors

ERIC Educational Resources Information Center

Yesil Dagli, Ummuhan

2012-01-01

This study examined the effects of teacher characteristics, perceived school climate and work conditions, and students' characteristics on public school kindergarten teachers' act of moving to another school, leaving the profession and staying in the same school. The data came from School and Staffing Survey (SASS) and the Teacher Follow-up Survey…

Teachers' Workload and Associated Stress.

ERIC Educational Resources Information Center

Johnstone, Margaret

A sample of 570 Scottish classroom teachers, promoted staff, and senior management recorded the work they were doing for a full week, in 15-minute blocks of time. Respondents also recorded whether or not they felt stressed on that day and described the cause and symptoms of the stress. Results revealed that the mean working day was 7.89 hours,…

Measurement and prediction of propeller flow field on the PTA aircraft at speeds of up to Mach 0.85. [Propfan Test Assessment

NASA Technical Reports Server (NTRS)

Aljabri, Abdullah S.

1988-01-01

High speed subsonic transports powered by advanced propellers provide significant fuel savings compared to turbofan powered transports. Unfortunately, however, propfans must operate in aircraft-induced nonuniform flow fields which can lead to high blade cyclic stresses, vibration and noise. To optimize the design and installation of these advanced propellers, therefore, detailed knowledge of the complex flow field is required. As part of the NASA Propfan Test Assessment (PTA) program, a 1/9 scale semispan model of the Gulfstream II propfan test-bed aircraft was tested in the NASA-Lewis 8 x 6 supersonic wind tunnel to obtain propeller flow field data. Detailed radial and azimuthal surveys were made to obtain the total pressure in the flow and the three components of velocity. Data was acquired for Mach numbers ranging from 0.6 to 0.85. Analytical predictions were also made using a subsonic panel method, QUADPAN. Comparison of wind-tunnel measurements and analytical predictions show good agreement throughout the Mach range.

Trigeminal neuralgia caused by an anomalous posterior inferior cerebellar artery from the primitive trigeminal artery: case report.

PubMed

Lee, Seung Hwan; Koh, Jun Seok; Lee, Cheol Young

2011-06-01

A 61-year-old woman presented with typical trigeminal neuralgia (TN), caused by an aberrant posterior inferior cerebellar artery (PICA) associated with the primitive trigeminal artery (PTA). Magnetic resonance angiography and digital subtraction angiography clearly showed an anomalous artery directly originating from the PTA and coursing into the PICA territory at the cerebellum. During microvascular decompression (MVD), we confirmed and decompressed vascular compression of the trigeminal nerve by this anomalous, PICA-variant type of PTA. The PTA did not conflict with the trigeminal nerve, and the anomalous PICA only compressed the caudolateral part of the trigeminal nerve, without the more common compression at its root entry zone. This case is informative due not only to its very unusual angioanatomical variation but also to its helpfulness for surgeons preparing a MVD for a TN associated with such a rare vascular anomaly.

The Role of Teachers' Expectations in the Association between Children's SES and Performance in Kindergarten: A Moderated Mediation Analysis

PubMed Central

Speybroeck, Sara; Kuppens, Sofie; Van Damme, Jan; Van Petegem, Peter; Lamote, Carl; Boonen, Tinneke; de Bilde, Jerissa

2012-01-01

This study examines the role of teachers' expectations in the association between children's socio-economic background and achievement outcomes. Furthermore, the role of children's ethnicity in moderating this mediated relation is investigated. In the present study, 3,948 children from kindergarten are examined. Data are analysed by means of structural equation modeling. First, results show that teachers' expectations mediate the relation between children's SES and their later language and math achievement, after controlling for children's ethnicity, prior achievement and gender. This result indicates that teachers may exacerbate individual differences between children. Second, children's ethnicity moderates the mediation effect of teachers' expectations with respect to math outcomes. The role of teachers' expectations in mediating the relation between SES and math outcomes is stronger for majority children than for minority children. PMID:22506023

Teacher Participation in Decision Making and Its Impact on School and Teachers

ERIC Educational Resources Information Center

Sarafidou, Jasmin-Olga; Chatziioannidis, Georgios

2013-01-01

Purpose: The purpose of this paper is to examine teacher involvement in different domains of decision making in Greek primary schools and explore associations with school and teacher variables. Design/methodology/approach: A survey employing self-administered questionnaires, with a Likert-type scale assessing teachers' actual and desired…

Community Education Parenting Resource Guide. Bulletin 1982, No. 5.

ERIC Educational Resources Information Center

Bradwell, John; And Others

Designed for use by community education coordinators, elementary classroom teachers, PTA workers, school volunteers, and parents, this guide offers suggestions about ways to unite the school and the home in efforts to help children learn. The first section discusses the expanded role of the community education coordinator in parenting programs and…

Beliefs of teachers versus non-teachers about people who stutter.

PubMed

Arnold, Hayley S; Li, Jian; Goltl, Kathryn

2015-03-01

Although prior research has investigated teachers' beliefs about people who stutter (PWS), this work has not indicated how these beliefs compare with those of the general public or taken into account key demographic variables that may be related to these beliefs. The main purpose of this study was to evaluate whether beliefs about PWS in teachers are different from those in the general public. The second purpose of this study was to examine whether gender is related to beliefs about PWS for teachers, who are more frequently women. Analyses were based on questionnaire responses regarding beliefs about PWS from 269 teachers and 1388 non-teachers in the United States. Due to their potential link to beliefs about PWS, familiarity with PWS and sociodemographic variables were included in the statistical model for this study. Teachers' beliefs about PWS are no different than those of people in non-teaching professions. Findings also indicated that, regardless of whether respondents were teachers, women had more accurate beliefs about PWS than men. The statistical model tested indicated that beliefs about PWS were more accurate when the respondents were older, had more education, and had familiarity with a PWS. In the first study to compare teachers' beliefs about PWS to the general public, findings indicated that teachers are no more accurate than the public in their beliefs about PWS. Associations found between these beliefs and several variables may indicate some promising mechanisms for improving beliefs, such as increased familiarity with individuals who stutter. Readers should be able to: (a) describe stuttering's potential effects on children's participation in the school setting; (b) identify actions teachers can take to improve the school experience of their students who stutter; (c) summarize findings regarding teachers' beliefs about people who stutter (PWS); (d) identify key variables that are associated with beliefs about PWS. Copyright © 2015 Elsevier Inc

Knowledge of attention deficit hyperactivity disorder and its associated factors among teachers in 3 large primary schools in Phra Nakorn Sri Ayutthaya Province, Thailand.

PubMed

Muanprasart, Pongchanok; Traivaree, Chanchai; Arunyanart, Wirongrong; Teeranate, Chakriya

2014-02-01

Though attention deficit, hyperactivity disorder ADHD is a common problem in childhood. Thai teachers' knowledge regarding the disease has never been assessed. To identify knowledge of Thai teachers regardingADHD and its influencingfactors. Cross-sectional study was operated in three primary schools in Ayutthaya, Thailand. Standardized questionnaires comprised ofdemographic data, ADHD experiences and the Knowledge of Attention Deficit Disorder Scale, KADDS, were distributed to participating teachers. Results were reported using frequency, percent, mean, and standard deviation. Association between demographic and ADHD experiences and the KADDS score was identified by logistic regression analysis. Lack ofknowledge of ADHD among teachers was apparent. Only 19.4% of them passed the total scale of KADDS. Teachers under 31-years-old were more likely to pass general information and signs, symptoms & diagnosis subscales and total scale. In addition, familiarity with ADHD patients was associated with passing scores of general information subscale and total scale. Despite public awareness of ADHD, Thai teachers lacked knowledge concerning the disease. Young teachers were more acquainted with ADHD. Direct experience with ADHD patient might help teachers develop their knowledge on ADHD.

Associations between adverse childhood experiences, student-teacher relationships, and non-medical use of prescription medications among adolescents.

PubMed

Forster, Myriam; Gower, Amy L; Borowsky, Iris W; McMorris, Barbara J

2017-05-01

Few studies have investigated associations between adverse childhood experiences (ACE) and nonmedical use of prescription medication (NMUPM) in population-based samples of adolescents, and even fewer have examined whether promotive factors might buffer these effects. The present study assesses the direct effects of ACE and positive student-teacher relationships on NUMPD and whether positive student-teacher relationships moderate this association. Data were from the 2013 Minnesota Student Survey (MSS), an in-school survey administered every three years to students throughout Minnesota. The analytic sample (n=104,332) was comprised of 8th, 9th, and 11th graders. Approximately 3% of students acknowledged past year NMUPM, the majority of whom reported at least one ACE. The most frequently used prescription drug was Ritalin/ADHD medications (1.71%) followed by opiate-based painkillers (1.67%), tranquilizers (0.92%), and stimulants (0.75%). Students who reported any use tended to use more than one medication. For every additional ACE, there was a 56%, 51%, 47%, and 52% increase in the odds of past year stimulant use, ADHD medication, pain reliever, and tranquilizer use, respectively. The estimated rate of the number of prescription drugs used increased by 62% for every additional ACE. Positive student- teacher relationships buffered the association between ACE and NMUPD, especially at higher levels of ACEs. Our findings have important implications for prevention work. Training educators to recognize trauma symptomology and cultivating strong student-teacher relationships are important considerations for future school-based substance use prevention initiatives. Copyright © 2017 Elsevier Ltd. All rights reserved.

Preschool Teachers' Professional Training, Observational Feedback, Child-Centered Beliefs and Motivation: Direct and Indirect Associations with Social and Emotional Responsiveness

ERIC Educational Resources Information Center

Lang, Sarah N.; Mouzourou, Chryso; Jeon, Lieny; Buettner, Cynthia K.; Hur, Eunhye

2017-01-01

Background: Young children's social and emotional competence is a key predictor of their current and future academic and social success. Although preschool teachers are critical socializing agent of children's social and emotional development, we know little about factors associated with preschool teachers' social and emotional responsiveness.…

Research on the Education of Our Nation's Teachers. Teacher Education Yearbook V.

ERIC Educational Resources Information Center

Byrd, David M., Ed.; McIntyre, D. John, Ed.

This publication, the fifth annual yearbook of the Association of Teacher Educators, examines four aspects of teacher education: context, process, curriculum, and communication. The volume is introduced by a Foreword (M. Ishler) and "Introduction: Educating Our Nation's Teachers" (D. J. McIntyre and D. M. Byrd). The remainder of the book…

Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

PubMed

Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

2015-04-01

Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

ERIC Educational Resources Information Center

Funk, Kristin M.

2013-01-01

The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

Logistic regression model can reduce unnecessary artificial liver support in hepatitis B virus-associated acute-on-chronic liver failure: decision curve analysis.

PubMed

Qin, Gang; Bian, Zhao-Lian; Shen, Yi; Zhang, Lei; Zhu, Xiao-Hong; Liu, Yan-Mei; Shao, Jian-Guo

2016-06-04

Several models have been proposed to predict the short-term outcome of acute-on-chronic liver failure (ACLF) after treatment. We aimed to determine whether better decisions for artificial liver support system (ALSS) treatment could be made with a model than without, through decision curve analysis (DCA). The medical profiles of a cohort of 232 patients with hepatitis B virus (HBV)-associated ACLF were retrospectively analyzed to explore the role of plasma prothrombin activity (PTA), model for end-stage liver disease (MELD) and logistic regression model (LRM) in identifying patients who could benefit from ALSS. The accuracy and reliability of PTA, MELD and LRM were evaluated with previously reported cutoffs. DCA was performed to evaluate the clinical role of these models in predicting the treatment outcome. With the cut-off value of 0.2, LRM had sensitivity of 92.6 %, specificity of 42.3 % and an area under the receiving operating characteristic curve (AUC) of 0.68, which showed superior discrimination over PTA and MELD. DCA revealed that the LRM-guided ALSS treatment was superior over other strategies including "treating all" and MELD-guided therapy, for the midrange threshold probabilities of 16 to 64 %. The use of LRM-guided ALSS treatment could increase both the accuracy and efficiency of this procedure, allowing the avoidance of unnecessary ALSS.

Establishing a Social Media Presence and Network for the Pennsylvania Earth Science Teachers Association (PAESTA)

NASA Astrophysics Data System (ADS)

Guertin, L. A.; Merkel, C.

2011-12-01

In Spring 2011, the Pennsylvania Earth Science Teachers Association (PAESTA) became an official state chapter of the National Earth Science Teachers Association (NESTA). Established with funds from the National Science Foundation, PAESTA is focused on advancing, extending, improving, and coordinating all levels of Earth Science education in Pennsylvania. Our goal is to reach earth science educators across Pennsylvania and beyond who are not physically co-located. An early priority of this new organization was to establish a web presence (http://www.paesta.psu.edu/) and to build an online community to support PAESTA activities and members. PAESTA exists as a distributed group made up of educators across Pennsylvania. Many initial members were participants in summer Earth and space science workshops held at Penn State University, which has allowed for face-to-face connections and network building. PAESTA will hold sessions and a reception at the Pennsylvania Science Teachers Association annual conference. The work of the group also takes place virtually via the PAESTA organizational website, providing professional development opportunities and Earth Science related teaching resources and links. As PAESTA is still in the very early days of its formation, we are utilizing a variety of social media tools to disseminate information and to promote asynchronous discussions around Earth and space science topics and pedagogy. The site features discussion boards for members and non-members to post comments along a specific topic or theme. For example, each month the PAESTA site features an article from one of the National Science Teacher's Association (NSTA)'s journals and encourages teachers to discuss and apply the pedagogical approach or strategy from the article to their classroom situation. We send email blasts so that members learn about organizational news and professional development opportunities. We also leverage in-person training sessions and conference sessions

A comparison of efficacy of endovascular versus surgical repair for the treatment of arteriovenous fistula stenosis in Taiwan.

PubMed

Fan, Szu-Shan; Chen, Chien-Wen; Lu, Kuo-Cheng; Mao, Hung-Chung; Chen, Miao-Pei; Chou, Chu-Lin

2017-05-15

Percutaneous transluminal angioplasty (PTA) and fistula reconstruction surgery are therapeutic options for vascular access occlusion in hemodialysis patients. However, owing to its convenience, PTA has gradually become the preferred therapeutic option for fistula stenosis or occlusion. This study investigated the effects of the two therapeutic methods on the vascular access maintenance duration (number of days) and maintenance costs of fistula in dialysis patients from different dialysis units. In this study, 544 hemodialysis patients from 2 dialysis units in a teaching hospital in the southern area of Taiwan were included in the analysis of the frequency of PTA or revascularization surgery and the use of related medical resources by conducting a retrospective chart review. The frequency of PTA in the patients undergoing long-term hemodialysis was not significantly associated with their demographic characteristics. The efficacy of PTA has declined with shorter maintenance duration with increasing PTA frequency. The cost profile of PTA was more expensive than that of fistula revascularization surgery. In this study, PTA was found to be just a temporary solution for fistula thrombosis, whereas fistula reconstruction surgery is inexpensive and improves survival time. Therefore, dialysis units should establish an appropriate standard of care to avoid over-reliance on PTA in order to reduce the fistula failure rate, improve the dialysis efficacy, and reduce the psychological stress in patients, as well as to reduce the maintenance costs and rationalize the medical expenses.

"My Teacher Helps Me": Assessing Teacher-Child Relationships from the Child's Perspective

ERIC Educational Resources Information Center

White, Kelley Mayer

2016-01-01

The current study is one of the first to investigate children's perceptions of quality in teacher-child relationships using a narrative measure. It is also one of the first studies to investigate how the child's report is associated with the teacher's report and with an observer's report of quality in teacher-child interactions. Participants…

Student Victimization by Teachers in Taiwan: Prevalence and Associations

ERIC Educational Resources Information Center

Chen, Ji-Kang; Wei, Hsi-Sheng

2011-01-01

Objectives: This paper reports on the prevalence of student victimization by teachers in junior high schools in a Chinese cultural context (Taiwan) and examines how student demographic variables (gender, grade level, and family socioeconomic status) and school social experiences (student-teacher relationships and involvement with at-risk peers)…

When Push Comes to Shove.

ERIC Educational Resources Information Center

Saunders, Carol Silverman

1997-01-01

After describing what bullying is, the paper presents strategies for dealing with it and helping the "bullies." It focuses on what both parents and teachers can do to reduce and even eliminate bullying. Strategies include: bringing the subject up at PTA and staff meetings, listening openly to children's complaints about bullying, and developing…

Association of children's eating behaviors with parental education, and teachers' health awareness, attitudes and behaviors: a national school-based survey in China.

PubMed

He, Liu; Zhai, Yi; Engelgau, Michael; Li, Weirong; Qian, Hanzhu; Si, Xiang; Gao, Xin; Sereny, Melanie; Liang, Jing; Zhu, Xiaolei; Shi, Xiaoming

2014-12-01

In China, childhood obesity is a growing health issue. Eating behaviors among children can be influenced by both the family and school environment. We examine the association between these environments and eating habits among children. A total of 11 270 fourth to sixth grade school children, 11 270 of their fathers or mothers, and 1348 teachers from 48 schools were sampled using a multistage cluster random sampling method. Questionnaires collected information on eating behaviors among children, non-communicable chronic disease (NCD)-related health knowledge and behaviors among teachers, and education levels among parents. Mixed effect logistic regression models were used to describe the key associations between eating behaviors among children and teacher and parental characteristics. Health awareness, positive health attitudes, never-smoking and regular-exercise among teachers was positively associated with healthy eating behaviors among their students (having breakfast, vegetables and dairy products every day; P < 0.05), and negatively associated with the unhealthy behaviors (daily intake of fried foods and desserts and sugary beverages; P < 0.05). More than one parent having a high school level or above was positively related to healthy eating behaviors among their children (P < 0.05), but its associations with high-calorie eating habits were negative in urban and positive in rural areas (P < 0.05). School-based interventions which target health-related awareness, attitude and behaviors among school teachers may help improve school-aged children's eating behaviors. Parental education levels may help guide efforts to target children at higher risk of unhealthy eating habits. © The Author 2013. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

[Reports from the 1971 Annual Meeting of the Washington Association of Foreign Language Teachers.

ERIC Educational Resources Information Center

Hunter, Madeline; And Others

1971-01-01

The reports from the 1971 Annual Meeting of the Washington Association of Foreign Language Teachers are presented in this compilation of nine abridged speeches given at the meeting. The papers include: (1) "The Three Dimensions of Successful Teaching," (2) "State of the Profession," (3) "Individualizing Instruction in Some Puget Sound Schools,"…

Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators

ERIC Educational Resources Information Center

Hsieh, Feng-Jui; Law, Chiu-Keung; Shy, Haw-Yaw; Wang, Ting-Ying; Hsieh, Chia-Jui; Tang, Shu-Jyh

2011-01-01

The Teacher Education and Development Study in Mathematics, sponsored by the International Association for the Evaluation of Educational Achievement, is the first data-based study about mathematics teacher education with large-scale samples; this article is based on its data but develops a stand-alone conceptual framework to investigate the…

EFL Teachers' Emotions and Learners' Views of Teachers' Pedagogical Success

ERIC Educational Resources Information Center

Toraby, Ehsan; Modarresi, Ghasem

2018-01-01

Emotions that teachers experience are not only important for their performance and satisfaction in the classroom, but they also affect their interaction with students and students' achievement. The present study mainly aimed to examine the association between teachers' emotions and students' perspectives towards the their teachers' success in…

Factors associated with HIV counseling and testing and correlations with sexual behavior of teachers in primary and secondary schools in Addis Ababa, Ethiopia.

PubMed

Menna, Takele; Ali, Ahmed; Worku, Alemayehu

2015-01-01

The HIV/AIDS pandemic is a global crisis that affects the lives of millions of people. Although HIV counseling and testing (HCT) serves as the entry point for HIV prevention, treatment, and care, it remains a low priority in many settings. The aim of this study, therefore, was to assess the factors associated with HCT and their correlation with the sexual behavior of primary and secondary school teachers in Addis Ababa. A comparative cross-sectional study was conducted among primary and secondary school teachers in Addis Ababa, Ethiopia. A multistage sampling technique was used to select a representative sample of 1,136 teachers. HCT and sexual health behavior-related data were collected using a self-administered questionnaire. Binary logistic regression was employed to examine the relationships between HCT, sociodemographics, and risky sexual behavior-related variables. Of the 1,136 eligible study participants, 1,034 (91.0%) teachers completed the self-administered anonymous questionnaire. The proportion of teachers who had ever tested for HIV was 739/1,034 (71.5%; 95% confidence interval [CI] 69.1-74.2). Multivariate logistic regression analyses showed that being male (adjusted odds ratio [AOR] 0.63; 95% CI 0.44-0.90) was associated with a 37% decrease in odds of being ever tested for HIV compared with being female. Married teachers were less likely to have had HIV testing (AOR 0.30; 95% CI 0.19-0.47) compared with unmarried teachers. Being aged ≥45 years (AOR 4.05; 95% CI 1.82-9.03), having high HCT-related knowledge (AOR 3.56; 95% CI 1.73-7.32), and having a perceived risk of HIV (AOR 1.43; 95% CI 1.04-1.96) were positively associated with HCT. Moreover, regarding the correlation of HCT with the sexual behavior of teachers, those teachers who never had HCT were more likely to have multiple sexual partners than those who had ever had HCT (AOR 1.85; 95% CI 1.08-3.15). In contrast, teachers who had ever been tested for HIV were less likely to have used condoms

Parent-Teacher Partnership and High School Students' Development in Mainland China: The Mediating Role of Teacher-Student Relationship

ERIC Educational Resources Information Center

Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

2018-01-01

Parent-teacher partnership is associated closely with adolescents' development. However, little is known about the association between parent-teacher partnership and Chinese high school students' development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates…

Contextualizing Teacher Professionalism: Findings from a Cross-Case Analysis of Union Active Teachers

ERIC Educational Resources Information Center

Osmond-Johnson, Pamela

2016-01-01

This paper draws on data collected as part of a study of the discourses of teacher professionalism amongst union active teachers in the Canadian provinces of Alberta and Ontario. Interviews revealed a triad of influences on the professionalism discourses of participants: engagement in teacher associations, the larger policy environment, and…

Exploring Teacher Trust in Technical/Vocational Secondary Schools: Male Teachers' Preference for Girls

ERIC Educational Resources Information Center

Van Houtte, Mieke

2007-01-01

This article explores whether teachers' trust in pupils in technical/vocational schools is associated with teachers' and pupils' gender. As for the teachers, besides gender, age, socioeconomic origin, and subject taught are considered and, as for the pupils, the gender composition of the school (proportion of girls at school), the socioeconomic…

Japan Association of Language Teachers (JALT) Journal, Volume 8, 1986-1987.

ERIC Educational Resources Information Center

JALT Journal, 1987

1987-01-01

This document consists of the two volume 8 issues of "The JALT Journal," containing the following articles: "The Acquisition of English Interrogatives by a Japanese Speaker" (Yoko Shimada); "Evaluating Teachers' Guides: Do Teachers' Guides Guide Teachers?" (Hywel Coleman); "Teaching and Learning Styles of ESL…

In flight measurement of steady and unsteady blade surface pressure of a single rotation large scale advanced prop-fan installed on the PTA aircraft

NASA Technical Reports Server (NTRS)

Parzych, D.; Boyd, L.; Meissner, W.; Wyrostek, A.

1991-01-01

An experiment was performed by Hamilton Standard, Division of United Technologies Corporation, under contract by LeRC, to measure the blade surface pressure of a large scale, 8 blade model prop-fan in flight. The test bed was the Gulfstream 2 Prop-Fan Test Assessment (PTA) aircraft. The objective of the test was to measure the steady and periodic blade surface pressure resulting from three different Prop-Fan air inflow angles at various takeoff and cruise conditions. The inflow angles were obtained by varying the nacelle tilt angles, which ranged from -3 to +2 degrees. A range of power loadings, tip speeds, and altitudes were tested at each nacelle tilt angle over the flight Mach number range of 0.30 to 0.80. Unsteady blade pressure data tabulated as Fourier coefficients for the first 35 harmonics of shaft rotational frequency and the steady (non-varying) pressure component are presented.

Inclusive Education Policy: What the Leadership of Canadian Teacher Associations Has to Say about It

ERIC Educational Resources Information Center

Thompson, S. Anthony; Lyons, Wanda; Timmons, Vianne

2015-01-01

In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a "learning collaborative" methodology that explored the extent to which Canadian provincial/territorial…

Questioning 'participation': a critical appraisal of its conceptualization in a Flemish participatory technology assessment.

PubMed

van Oudheusden, Michiel

2011-12-01

This article draws attention to struggles inherent in discourse about the meaning of participation in a Flemish participatory technology assessment (pTA) on nanotechnologies. It explores how, at the project's outset, key actors (e.g., nanotechnologists and pTA researchers) frame elements of the process like 'the public' and draw on interpretive repertoires to fit their perspective. The examples call into question normative commitments to cooperation, consensus building, and common action that conventionally guide pTA approaches. It is argued that pTA itself must reflect an awareness of competing interests and perspectives inherent in the discourse associated with the meaning of 'participation' if it is to incite action beyond vested interests and ensure genuine mutual learning.

Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers' Reading Instruction for Struggling Readers

ERIC Educational Resources Information Center

Bratsch-Hines, Mary E.; Vernon-Feagans, Lynne; Varghese, Cheryl; Garwood, Justin

2017-01-01

This study explored the extent to which kindergarten and first grade teachers provided individualized reading instruction to struggling readers during a unique one-on-one reading instruction task. Three outcomes of teachers' instructional strategies were captured: code-focused strategies, meaning-focused strategies, and level of challenge. Child…

Contract Teachers in India

ERIC Educational Resources Information Center

Goyal, Sangeeta; Pandey, Priyanka

2013-01-01

In this paper, we use non-experimental data from government schools in Uttar Pradesh and Madhya Pradesh, two of the largest Indian states, to present average school outcomes by contract status of teachers. We find that contract teachers are associated with higher effort than civil service teachers with permanent tenures, before as well as after…

Attitude Change Toward Trainable Mentally Retarded: "Mainstreaming in Reverse".

ERIC Educational Resources Information Center

Cronk, Mildred S.

An assessment was made of change in attitude toward trainable mentally retarded (TMR) students of 42 adults (members of the PTA Board and teachers of the experimental groups) and 127 children (in first, third, and sixth grades) as a result of special instruction and an integrated program. Regular class students in small groups were systematically…

Promoting Teacher Learning through Learning Study Discourse: The Case of Science Teachers in Singapore

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Nashon, Samson Madera

2013-01-01

The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content,…

Harris P. Mosher Award thesis. Peritonsillar abscess: incidence, current management practices, and a proposal for treatment guidelines.

PubMed

Herzon, F S

1995-08-01

Currently there is no agreement on the treatment of patients who develop a peritonsillar abscess (PTA). This lack of consensus results in highly variable and possibly expensive therapeutic regimens that may not provide optimum quality patient care at reasonable cost. The present study evaluates surgical, medical, diagnostic, and cost factors that affect the management of PTA based on the following: 1. a cohort study of 123 patients with PTA treated using needle aspiration as the initial surgical drainage; 2. a national survey of the PTA management practices of otolaryngologists; and 3. meta-analyses of various components of the treatment regimen for PTA. In the cohort study, patients diagnosed with PTA were treated by both otolaryngologists and emergency medicine specialists with needle aspiration as the primary surgical modality resulting in a 96% acute resolution rate for PTA. In the national survey, questionnaires were sent to 2000 randomly selected members of the American Academy of Otolaryngology-Head and Neck Surgery regarding their management of PTA. The return rate was 73%. Ninety-six percent of the physicians who returned survey forms treated an average of seven PTAs per year using either needle aspiration, incision and drainage, or abscess tonsillectomy to drain the abscess initially. The incidence of PTA in the United States and Puerto Rico among patients 5 to 59 years of age treated by survey practitioners is 30.1 per 100,000 person years, accounting for approximately 45,000 cases per year. Four meta-analyses were completed to quantify the success rate of needle aspiration in the treatment of PTA (94%), the recurrence rate of PTA (10% to 15%), the rate at which penicillin-resistant microorganisms are found in patients with PTA (0% to 56%), and the rate of prior oropharyngeal infections associated with PTA (11% to 56%). The recurrence rate for PTA in the United States is 10%, which is significantly different from the recurrence rate of 15% reported from

Associations of Preschool Type and Teacher-Child Relational Quality with Young Children's Social-Emotional Competence

ERIC Educational Resources Information Center

Garner, Pamela W.; Mahatmya, Duhita; Moses, Laurence Kimberly; Bolt, Elizabeth N.

2014-01-01

Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher-child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional…

The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study.

PubMed

Shen, Xue; Yang, Yi-Long; Wang, Yang; Liu, Li; Wang, Shu; Wang, Lie

2014-11-30

Depression is a major public health problem that affects both individuals and society. Previous studies report that university teachers are particularly susceptible to high levels of occupational stress and depressive symptoms. The aims of this study were to explore the association between occupational stress and depressive symptoms in a group of university teachers, and assess the mediating role of psychological capital between these variables. A cross-sectional study was performed between November 2013 and January 2014. Teachers from six universities were randomly sampled in Shenyang. The Center for Epidemiologic Studies Depression Scale, effort-reward imbalance scale, and psychological capital questionnaire (PCQ-24), as well as questions about demographic and working factors, were administered in questionnaires distributed to 1,500 university teachers. Completed questionnaires were received from 1,210 participants. Hierarchical linear regression analysis was used to examine the mediating role of psychological capital. In the present study, 58.9% (95% CI (Confidence Intervals): 56.1% to 61.7%) of university teachers had a CES-D score equal to or above the cut-off of 16. Both effort-reward ratio (ERR) and scores of over-commitment were positively associated with depressive symptoms, whereas psychological capital was negatively associated with depressive symptoms among university teachers. Psychological capital partially mediated the relationship between occupational stress and depressive symptoms. Among Chinese university teachers, occupational stress may be a risk factor for depressive symptoms, whereas psychological capital might be protective against depressive symptoms. Our results suggest that college administrators could support the development of psychological capital in their staff to alleviate depressive symptoms.

Association between Physical Activity and Teacher-Reported Academic Performance among Fifth-Graders in Shanghai: A Quantile Regression

PubMed Central

Zhang, Yunting; Zhang, Donglan; Jiang, Yanrui; Sun, Wanqi; Wang, Yan; Chen, Wenjuan; Li, Shenghui; Shi, Lu; Shen, Xiaoming; Zhang, Jun; Jiang, Fan

2015-01-01

Introduction A growing body of literature reveals the causal pathways between physical activity and brain function, indicating that increasing physical activity among children could improve rather than undermine their scholastic performance. However, past studies of physical activity and scholastic performance among students often relied on parent-reported grade information, and did not explore whether the association varied among different levels of scholastic performance. Our study among fifth-grade students in Shanghai sought to determine the association between regular physical activity and teacher-reported academic performance scores (APS), with special attention to the differential associational patterns across different strata of scholastic performance. Method A total of 2,225 students were chosen through a stratified random sampling, and a complete sample of 1470 observations were used for analysis. We used a quantile regression analysis to explore whether the association between physical activity and teacher-reported APS differs by distribution of APS. Results Minimal-intensity physical activity such as walking was positively associated with academic performance scores (β = 0.13, SE = 0.04). The magnitude of the association tends to be larger at the lower end of the APS distribution (β = 0.24, SE = 0.08) than in the higher end of the distribution (β = 0.00, SE = 0.07). Conclusion Based upon teacher-reported student academic performance, there is no evidence that spending time on frequent physical activity would undermine student’s APS. Those students who are below the average in their academic performance could be worse off in academic performance if they give up minimal-intensity physical activity. Therefore, cutting physical activity time in schools could hurt the scholastic performance among those students who were already at higher risk for dropping out due to inadequate APS. PMID:25774525

Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion

ERIC Educational Resources Information Center

Jamil, Faiza M.; Downer, Jason T.; Pianta, Robert C.

2012-01-01

With teacher turnover costing the U.S. as much as $7 billion per year (National Commission on Teaching and America's Future, 2007), and the continuing demand for qualified teachers, it is imperative for schools to increase retention rates among their faculty (Ingersoll & Smith, 2003). Retention efforts are especially important among novice…

GE STEM Teacher's Conference

NASA Image and Video Library

2017-07-13

Teachers participate in the Rocketry Engineering Design Challenge during the 2017 GE Foundation High School STEM Integration Conference at the Center for Space Education at NASA's Kennedy Space Center. High school teachers from across the country took part in the week-long conference, which is designed to explore effective ways for teachers, schools and districts from across the country to integrate STEM throughout the curriculum. The conference is a partnership between GE Foundation and the National Science Teachers Association.

Long-Term Outcomes After Percutaneous Lower Extremity Arterial Interventions With Atherectomy vs. Balloon Angioplasty　- Propensity Score-Matched Registry.

PubMed

Janas, Adam; Buszman, Piotr P; Milewski, Krzysztof P; Wiernek, Szymon; Janas, Ksenia; Pruski, Maciej; Wojakowski, Wojciech; Błachut, Aleksandra; Picheta, Wojciech; Buszman, Pawel; Kiesz, Stefan

2017-02-24

The impact of endovascular revascularization of the lower extremity arteries with atherectomy (AT) compared with percutaneous transluminal angioplasty (PTA) is still unclear. Therefore, the aim of the study was to compare long-term outcomes after percutaneous PTA and AT in patients requiring endovascular revascularization.Methods and Results:This was a single-center, retrospective registry of obstructive and symptomatic PAD patients who underwent endovascular revascularization. PTA was performed in 215 patients, and AT in 204 (Silver Hawk, EV3, n=125; CSI 360°, n=66; Pathway Medical Technologies, n=13). There were no significant between-group differences in baseline characteristics except for increased CAD, dialysis and CLI prevalence in the PTA group. Following propensity score analysis 131 well-matched pairs were included in analysis. Bail-out stenting was more frequent in the reference group (PTA, 6.1% vs. AT, 0%; P=0.004). At 6- and 12-month follow-up there were no differences in TLR between the groups (PTA, 8.3% vs. AT, 5.3%; P=0.47; and PTA, 16.7% vs. AT, 13.7%; P=0.73, respectively). The difference was in favor of AT at 24-month follow-up (PTA, 29.0% vs. AT, 16.7%; P=0.05). No difference was observed in amputation rate (PTA, 0.7% vs AT, 1.5%; P=0.62). On Kaplan-Meier analysis there were no significant differences between groups in time to TLR, amputation or death. AT was associated with lower risk of TLR, and this should be confirmed in randomized controlled trials.

Accuracy of self-reported length of coma and posttraumatic amnesia in persons with medically verified traumatic brain injury.

PubMed

Sherer, Mark; Sander, Angelle M; Maestas, Kacey Little; Pastorek, Nicholas J; Nick, Todd G; Li, Jingyun

2015-04-01

To determine the accuracy of self-reported length of coma and posttraumatic amnesia (PTA) in persons with medically verified traumatic brain injury (TBI) and to investigate factors that affect self-report of length of coma and PTA duration. Prospective cohort study. Specialized rehabilitation center with inpatient and outpatient programs. Persons (N=242) with medically verified TBI who were identified from a registry of persons who had previously participated in TBI-related research. Not applicable. Self-reported length of coma and self-reported PTA duration. Review of medical records revealed that the mean medically documented length of coma and PTA duration was 6.9±12 and 19.2±22 days, respectively, and the mean self-reported length of coma and PTA duration was 16.7±22 and 106±194 days, respectively. The average discrepancy between self-report and medical record for length of coma and PTA duration was 8.2±21 and 64±176 days, respectively. Multivariable regression models revealed that time since injury, performance on cognitive tests, and medical record values were associated with self-reported values for both length of coma and PTA duration. In this investigation, persons with medically verified TBI showed poor accuracy in their self-report of length of coma and PTA duration. Discrepancies were large enough to affect injury severity classification. Caution should be exercised when considering self-report of length of coma and PTA duration. Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Classroom and Teacher Support in Kindergarten: Associations with the Behavioral and Academic Adjustment of Low-Income Students

PubMed Central

Lee, Phyllis; Bierman, Karen L.

2016-01-01

For socio-economically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student-teacher relationships and classroom emotional support as two features of the classroom context that can promote student adjustment; however, very few studies have examined these two aspects of the classroom context simultaneously. Given their modest inter-correlations, these dimensions of classroom context may have both unique and shared associations with child progress. This study followed 164 children as they transitioned from Head Start into elementary school, and regressions revealed significant unique associations between each type of kindergarten support and children’s aggressive behaviors, social withdrawal, learning engagement, and emergent literacy skills in first grade, controlling for their pre-kindergarten adjustment. In addition, learning engagement significantly mediated the association between a supportive relationship with the kindergarten teacher and first grade literacy skills. PMID:27274606

Teacher-Child Relationships and Children's Externalizing Behaviors in Head Start

ERIC Educational Resources Information Center

Whittaker, Jessica E. Vick; Jones Harden, Brenda

2010-01-01

This study explored the association between teacher-child relationship quality and Head Start children's externalizing behaviors. We also investigated the associations among teacher, student, and classroom characteristics and teacher-child relationship quality. Data were gathered from 100 Head Start children and their teachers. Teacher-child…

Factors associated with HIV counseling and testing and correlations with sexual behavior of teachers in primary and secondary schools in Addis Ababa, Ethiopia

PubMed Central

Menna, Takele; Ali, Ahmed; Worku, Alemayehu

2015-01-01

Background The HIV/AIDS pandemic is a global crisis that affects the lives of millions of people. Although HIV counseling and testing (HCT) serves as the entry point for HIV prevention, treatment, and care, it remains a low priority in many settings. The aim of this study, therefore, was to assess the factors associated with HCT and their correlation with the sexual behavior of primary and secondary school teachers in Addis Ababa. Methods A comparative cross-sectional study was conducted among primary and secondary school teachers in Addis Ababa, Ethiopia. A multistage sampling technique was used to select a representative sample of 1,136 teachers. HCT and sexual health behavior-related data were collected using a self-administered questionnaire. Binary logistic regression was employed to examine the relationships between HCT, sociodemographics, and risky sexual behavior-related variables. Results Of the 1,136 eligible study participants, 1,034 (91.0%) teachers completed the self-administered anonymous questionnaire. The proportion of teachers who had ever tested for HIV was 739/1,034 (71.5%; 95% confidence interval [CI] 69.1–74.2). Multivariate logistic regression analyses showed that being male (adjusted odds ratio [AOR] 0.63; 95% CI 0.44–0.90) was associated with a 37% decrease in odds of being ever tested for HIV compared with being female. Married teachers were less likely to have had HIV testing (AOR 0.30; 95% CI 0.19–0.47) compared with unmarried teachers. Being aged ≥45 years (AOR 4.05; 95% CI 1.82–9.03), having high HCT-related knowledge (AOR 3.56; 95% CI 1.73–7.32), and having a perceived risk of HIV (AOR 1.43; 95% CI 1.04–1.96) were positively associated with HCT. Moreover, regarding the correlation of HCT with the sexual behavior of teachers, those teachers who never had HCT were more likely to have multiple sexual partners than those who had ever had HCT (AOR 1.85; 95% CI 1.08–3.15). In contrast, teachers who had ever been tested for

Low basal salivary cortisol is associated with teacher-reported symptoms of conduct disorder.

PubMed

Oosterlaan, Jaap; Geurts, Hilde M; Knol, Dirk L; Sergeant, Joseph A

2005-03-30

Cortisol has been implicated in psychobiological explanations of antisocial behavior. This study measured basal salivary cortisol in a sample of 25 children (age range 6 to 12 years) selected to vary in levels of antisocial behavior. Regression analyses were used to predict cortisol concentrations from parent- and teacher-reported symptoms. Parent-reported symptoms did not predict basal cortisol. Teacher-reported conduct disorder (CD) symptoms explained 38% of the variance in the cortisol concentrations, with high symptom severity associated with low cortisol. When a distinction was made between aggressive and non-aggressive CD symptoms, aggressive CD symptoms were more clearly related to low cortisol than non-aggressive CD symptoms. In contrast to previous research, no evidence was found for a mediating role of anxiety symptoms in the relationship between CD and cortisol. The results support biologically based models of antisocial behavior in children that involve reduced autonomic activity.

A comparison of teacher and principal perception of an outstanding biology teacher

NASA Astrophysics Data System (ADS)

Searles, William E.; Ng, Raymond W. M.

The purpose of this study was to ascertain the level of agreement or disagreement between principals and teachers when using established criteria to measure the effectiveness of a biology teacher. To obtain information regarding their perceptions of an outstanding biology teacher, twenty-two principals and forty-one biology teachers were chosen randomly from English-speaking high schools within a 50 km radius of metropolitan Montreal, Quebec, Canada. The measuring instrument was a modified version of Dieter's questionnaire that evolved from his doctoral study of the National Association of Biology Teachers-Outstanding Biology Teacher Award Program. The data collected from the two populations were tested using one-way ANOVA (analysis of variance) or by applying normal approximation. Results indicated that both the principals and teachers agree on the relative importance of most criteria, particularly those related to the teacher's classroom behavior and academic background in biology. From such results, it was possible to construct one stereotype of the outstanding biology teacher. A number of recommendations were made from the results of the study, which were directed to the (a) teachers and their professional organization, (b) principals and the school boards, (c) teacher training institutions, and (d) researchers in teacher evaluation.

Enhancing the Practicum Experience for Pre-service Chemistry Teachers Through Collaborative CoRe Design with Mentor Teachers

NASA Astrophysics Data System (ADS)

Hume, Anne; Berry, Amanda

2013-10-01

This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based mentors (associate teachers) on teaching practice (practicum) might impact on this process and student teachers' development of their pedagogical content knowledge (PCK). The collaboration involved identifying and discussing pedagogical issues related to a practicum-teaching topic using a student teacher's draft CoRe as a starting point and ongoing focus for the professional dialogue. Practicum offered an opportunity for aspects of student teachers' PCK, as embodied in their draft CoRes, to be explored and expanded upon in classroom programmes with the support and input of associate teachers. The findings were influenced by different contextual factors; however, the student teachers found their CoRes to be very useful frameworks for engaging in focussed professional dialogue with their teaching mentors. They valued the expertise, currency of knowledge and mentoring of their associates and reported positively about the contribution this support made to their PCK development via the CoRe design process and the transformation of the CoRe into classroom teaching.

Teacher Power Mediates the Effects of Technology Policies on Teacher Credibility

ERIC Educational Resources Information Center

Finn, Amber N.; Ledbetter, Andrew M.

2013-01-01

In this study, we examined the relationship between perceived technology policies and perceived teacher credibility, as well as the extent to which teachers' use of power bases mediates this association. Participants included 294 undergraduate students from a private university in the Southwest. Results revealed that policies encouraging…

Teacher Productivity--1967.

ERIC Educational Resources Information Center

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

Teacher certification data from September 1966 to September 1967 received by the American Association of Colleges for Teacher Education from 969 member and nonmember institutions are reported in part 1 of this document. The categories include undergraduates who completed requirements for initial certification in kindergarten, elementary school,…

Teacher Victimization in Authoritative School Environments.

PubMed

Kapa, Ryan R; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

2018-04-01

Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative school environments and teacher victimization rates. Researchers examined public school teacher responses (N = 37,497) from the Schools and Staffing Survey regarding rules and issues facing the school community. Descriptive statistics were gathered, and a hierarchical regression technique was employed to assess the impact of a structured, supportive school environment on teacher victimization. Results indicate an authoritative school environment helped reduce rates of teacher victimization. White, female teachers are among the teachers most likely to experience violence from students. Enforcing school rules, by both teachers and administrators, is the most effective way to diminish episodes of teacher victimization. P-12 school personnel should emphasize the importance of enforcing school rules and reducing negative issues, such as student truancy and apathy within each school. As high levels of structure and support reduce instances of violence, these findings have important implications for school environments and teacher health. © 2018, American School Health Association.

Characterization of Clostridium thermocellum strains with disrupted fermentation end product pathways

DOE Office of Scientific and Technical Information (OSTI.GOV)

Van Der Veen, Douwe; Lo, Jonathan; Brown, Steven D

2013-01-01

Clostridium thermocellum is a thermophilic, cellulolytic anaerobe that is a candidate microorganism for industrial biofuels production. Strains with mutations in genes associated with production of Llactate ( ldh) and/or acetate ( pta) were characterized to gain insight into the intracellular processes that convert cellobiose to ethanol and other fermentation end products. Cellobiose-grown cultures of the ldh strain had identical biomass accumulation, fermentation end products, transcription profile and intracellular metabolite concentrations compared to its parent strain (DSM1313 hpt spo0A). The pta-deficient strain grew slower and had 30% lower final biomass concentration compared to the parent strain, yet produced 75% more ethanol.more » A ldh pta double mutant strain evolved for faster growth had growth rate and ethanol yield comparable to the parent strain, whereas its biomass accumulation was comparable to pta. Free amino acids were secreted by all examined strains, with both pta strains secreting higher amounts of alanine, valine, isoleucine, proline, glutamine, and threonine. Valine concentration for ldh pta reached 5 mM by the end of growth, or 2.7% of the substrate carbon utilized. These secreted amino acid concentrations correlate with increased intracellular pyruvate concentrations, up to 6-fold in the pta and 16-fold in the ldh pta strain. We hypothesize that the deletions in fermentation end product pathways result in an intracellular redox imbalance, which the organism attempts to relieve, in part by recycling NADP+ through increased production of amino acids.« less

Chronic work stress and exhaustion is associated with higher allostastic load in female school teachers.

PubMed

Bellingrath, Silja; Weigl, Tobias; Kudielka, Brigitte M

2009-01-01

Epidemiological studies have shown that chronic work stress or unfavourable psychosocial work conditions are prospectively associated with different adverse health outcomes. The aim of the present cross-sectional study was to investigate the relationship between work-related chronic stress as well as exhaustion and a cumulative measure of physiological wear-and-tear called allostastic load (AL). AL could be a possible biological pathway for how chronic work stress and exhaustion lead to health impairments in the long run. As the teaching profession has been proposed to be a potentially high stressful occupation, chronic work stress (effort-reward-imbalance) and exhaustion were assessed in 104 female school teachers. AL was first analyzed according to McEwen's classical model comprised of ten parameters including cortisol, epinephrine and norepinephrine, dehydroepiandrosterone-sulphate (DHEA-S), waist/hip-ratio (WHR), glycosylated haemoglobin (HbA1c), high-density lipoprotein (HDL), total cholesterol/HDL-ratio, and systolic and diastolic blood pressure. Additionally it was extended to include tumor-necrosis-factor-alpha (TNF-alpha), C-reactive protein (CRP), fibrinogen, D-dimer, percent-body-fat, triglycerides, and glucose levels. A substantial proportion of our sample was highly exhausted whereas relatively few teachers showed high effort-reward-imbalance. AL scores were significantly higher in women high on effort-reward-imbalance or suffering from exhaustion. Although all teachers had been in a good health status, chronic work stress as well as exhaustion appears to be associated with changes in a multi-system summary indicator of physiological risk.

Conceptions of Assessment and Teacher Burnout

ERIC Educational Resources Information Center

Pishghadam, Reza; Adamson, Bob; Sadafian, Shaghayegh Shayesteh; Kan, Flora L. F.

2014-01-01

Teacher burnout is an important phenomenon that affects the education system and society as a whole. Assessment represents a form of stress for teachers, and this study explores the association between teachers' assessment-related beliefs and their burnout level. To this end, the Teachers' Conceptions of Assessment (TCoA) inventory along with the…

Retaining Teacher Talent: Convergence and Contradictions in Teachers' Perceptions of Policy Reform Ideas. A Retaining Teacher Talent Report from Learning Point Associates and Public Agenda

ERIC Educational Resources Information Center

Coggshall, Jane G.; Ott, Amber

2010-01-01

As a new decade dawns, teachers stand at the center of a policy vortex. They serve as the primary focus of one of the Obama administration's four pillars of educational reform--effective teachers and leaders. Educational reformers of all stripes have focused tremendous energy on thinking of ways to identify effective teachers and in turn recruit,…

The linguistically aware teacher and the teacher-aware linguist.

PubMed

McCartney, Elspeth; Ellis, Sue

2013-07-01

This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney [(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press], a state-of-the-art text deriving from a British Association of Applied Linguistics/Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.

GE STEM Teacher's Conference

NASA Image and Video Library

2017-07-13

Teachers prepare to demonstrate the projects they built for the Rocketry Engineering Design Challenge during the 2017 GE Foundation High School STEM Integration Conference at the Center for Space Education at NASA's Kennedy Space Center. High school teachers from across the country took part in the week-long conference, which is designed to explore effective ways for teachers, schools and districts from across the country to integrate STEM throughout the curriculum. The conference is a partnership between GE Foundation and the National Science Teachers Association.

Profiles of Teacher-Child Interaction Quality in Preschool Classrooms and Teachers' Professional Competence Features

ERIC Educational Resources Information Center

Hu, Bi Ying; Chen, Liang; Fan, Xitao

2018-01-01

This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…

Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.

PubMed

Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John

2014-01-01

The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.

Teachers' Social-Emotional Capacity: Factors Associated with Teachers' Responsiveness and Professional Commitment

ERIC Educational Resources Information Center

Buettner, Cynthia K.; Jeon, Lieny; Hur, Eunhye; Garcia, Rachel E.

2016-01-01

Research Findings: Early care and education has pronounced implications for young children's social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers' personal social-emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and…

Teacher Design Teams (TDTs)--Building Capacity for Innovation, Learning and Curriculum Implementation in the Continuing Professional Development of In-Career Teachers

ERIC Educational Resources Information Center

Simmie, Geraldine Mooney

2007-01-01

From October to December 2005, six biology associates were employed to progress the connection between curriculum implementation and the continuing professional development of teachers at regional level. The associates worked with one hundred biology teachers in Teacher Design Teams (TDTs) and together they produced eighteen innovative classroom…

Teachers' Sense of Responsibility for Educational Outcomes and Its Associations with Teachers' Instructional Approaches and Professional Wellbeing

ERIC Educational Resources Information Center

Matteucci, Maria Cristina; Guglielmi, Dina; Lauermann, Fani

2017-01-01

Teachers' formal accountability and duties have been the focus of high-stakes educational reforms, for instance in the context of national accountability systems. Yet, teachers' sense of personal (rather than formal) responsibility and willingness to assume responsibility for their teaching and students remains an understudied area. The main…

Toward Increasing Teacher Diversity: Targeting Support and Intervention for Teacher Licensure Candidates

ERIC Educational Resources Information Center

Tyler, Linda

2011-01-01

Since 2006, the National Education Association (NEA) and Educational Testing Service (ETS) have been working collaboratively to support teacher candidates in preparing for "The Praxis Series"[TM] of teacher licensure assessments, currently used in 41 states and territories. Their focus has been particularly targeted to assisting minority…

Parent-Teacher Relationships in Elementary School: An Examination of Parent-Teacher Trust

ERIC Educational Resources Information Center

Santiago, Rachel T.; Garbacz, S. Andrew; Beattie, Tiffany; Moore, Christabelle L.

2016-01-01

Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of…

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

PubMed Central

Minghui, Lu; Lei, Hao; Xiaomeng, Chen; Potměšilc, Miloň

2018-01-01

This paper investigates the relationship between teacher efficacy and socio-demographic factors, work engagement, and social support among Chinese special education school teachers. The sample comprised 1,027 special education school teachers in mainland China. The Teachers’ Sense of Efficacy Scale, the Multi-Dimensional Scale of Perceived Social Support, and the Utrecht Work Engagement Scale were used for data collection. Correlation analysis revealed that social support, work engagement, and teacher efficacy were significantly correlated with each other. Additionally, gender, years of experience, and monthly salary were significant predictors of teacher efficacy. Furthermore, structural equation modeling analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. The findings of this study provide a new perspective on the complex association between social support and teacher efficacy. The explanations and limitations of these findings are discussed. PMID:29867634

Trends in Teacher Mobility in Texas and Associations with Teacher, Student, and School Characteristics. REL 2018-283

ERIC Educational Resources Information Center

Sullivan, Kate; Barkowski, Elizabeth; Lindsay, Jim; Lazarev, Valeriy; Nguyen, Thanh; Newman, Denis; Lin, Li

2017-01-01

The Regional Educational Laboratory Southwest Educator Effectiveness Research Alliance expressed interest in investigating annual teacher mobility in Texas. This resulting study, using data from the 2011/12-2015/16 school years, first asked how large teacher mobility was and how much of that movement was between schools in the same district, how…

Excellence in Teacher Education. 1968 Distinguished Achievement Awards of the American Association of Colleges for Teacher Education.

ERIC Educational Resources Information Center

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

The University of Maryland received the distinguished achievement award for its development and implementation of the Teacher Education Center concept as a unified approach to the study of teaching and supervision. Recognition awards were also given to (1) The University of New Mexico for its New Elementary Teacher Education Program combining the…

Determining Biology Student Teachers' Cognitive Structure on the Concept of "Diffusion" through the Free Word-Association Test and the Drawing-Writing Technique

ERIC Educational Resources Information Center

Kurt, Hakan; Ekici, Gülay; Aktas, Murat; Aksu, Özlem

2013-01-01

The aim of the current study is to investigate student biology teachers' cognitive structures related to "diffusion" through the free word-association test and the drawing-writing technique. As the research design of the study, the qualitative research method was applied. The data were collected from 44 student biology teachers. The free…

Reactions of teachers versus non-teachers toward people who stutter.

PubMed

Li, Jian; Arnold, Hayley S

2015-01-01

The primary purpose of this study was to assess whether kindergarten through twelfth grade teachers differ from people in non-teaching occupations in their reactions to people who stutter (PWS). Taking differences in age and education into account, we compared reactions to PWS between 263 teachers and 1336 non-teachers in the United States based on their responses on the Public Opinion Survey on Human Attributes-Stuttering (POSHA-S, St. Louis, 2012). Findings indicated that teachers use a greater number and variety of information sources about PWS than the general public and that male teachers do so even more than female teachers. With regard to the other POSHA-S components, accommodating/helping, knowledge/experience, and sympathy/social distancing of PWS, teachers' responses were not significantly different from their non-teaching counterparts. Regardless of occupation, women reported reactions to PWS that are considered more accommodating and helpful to PWS than the reported reactions of men. Readers should be able to: (1) identify the challenges that students who stutter encounter in the K-12 school setting, (2) identify recommended ways teachers can react to their students who stutter, (3) summarize findings regarding teachers' reactions to people who stutter (PWS), and (4) identify key variables that are associated with reactions to PWS. Copyright © 2015 Elsevier Inc. All rights reserved.

Evaluation of Pre-Service Teacher Preparation for Achieving the National Standards for Beginning Physical Education Teachers

ERIC Educational Resources Information Center

Chen, Weiyun

2003-01-01

The aim of this study was to investigate pre-service physical education teachers' self-assessment of their competent levels in achieving the national standards for beginning physical education teachers (National Association for Sport and Physical Education (NASPE), 1995). One hundred seventy-three pre-service teachers in 10 physical education…

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…

Role of percent tissue altered on ectasia after LASIK in eyes with suspicious topography.

PubMed

Santhiago, Marcony R; Smadja, David; Wilson, Steven E; Krueger, Ronald R; Monteiro, Mario L R; Randleman, J Bradley

2015-04-01

To investigate the association of the percent tissue altered (PTA) with the occurrence of ectasia after LASIK in eyes with suspicious preoperative corneal topography. This retrospective comparative case-control study compared associations of reported ectasia risk factors in 129 eyes, including 57 eyes with suspicious preoperative Placido-based corneal topography that developed ectasia after LASIK (suspect ectasia group), 32 eyes with suspicious topography that remained stable for at least 3 years after LASIK (suspect control group), and 30 eyes that developed ectasia with bilateral normal topography (normal topography ectasia group). Groups were subdivided based on topographic asymmetry into high- or low-suspect groups. The PTA, preoperative central corneal thickness (CCT), residual stromal bed (RSB), and age (years) were evaluated in univariate and multivariate analyses. Average PTA values for normal topography ectasia (45), low-suspect ectasia (39), high-suspect ectasia (36), low-suspect control (32), and high-suspect control (29) were significantly different from one another in all comparisons (P < .003) except high- and low-suspect ectasia groups (P = .033), and presented the highest discriminative capability of all variables evaluated. Age was only significantly different between the high-suspect ectasia and normal topography ectasia groups, and CCT was not significantly different between any groups. Stepwise logistic regression revealed the PTA as the most significant independent variable (P < .0001), with RSB the next most significant parameter. There remains a significant correlation between PTA values and ectasia risk after LASIK, even in eyes with suspicious corneal topography. Less tissue alteration, or a lower PTA value, was necessary to induce ectasia in eyes with more remarkable signs of topographic abnormality, and PTA provided better discriminative capabilities than RSB for all study populations. Copyright 2015, SLACK Incorporated.

Metabolic syndrome and occupation: Any association? Prevalence among auto technicians and school teachers in South West Nigeria.

PubMed

Akintunde, Adeseye A; Oloyede, Taiwo W

2017-11-01

To determine occupational association with metabolic syndrome among auto technicians and school teachers. One hundred and sixty six subjects were selected for this study. Clinical data was obtained while laboratory investigations including plasma glucose and lipid profile were performed. Statistical analysis was done with SPSS 20.0. P<0.05 was taken as statistically significant. School teachers had significantly higher mean total cholesterol and LDL-cholesterol compared to auto technicians. Mean serum triglycerides was significantly higher among auto-technicians compared to school teachers in this study. The prevalence of some conventional cardiovascular risk factors was significantly higher among auto-technicians compared to school teachers: Impaired blood glucose (9.6% vs. 1.2%, p<0.05), hypertriglyceridaemia (18.1% vs. 7.2%, p<0.05) and low HDL-Cholesterol (47.0% vs. 37.3%, p<0.05) respectively. However elevated LDL-cholesterol (56.6% vs. 32.5%, p<0.05) was significantly more common among school teachers compared to auto-technicians. Based on the WHO and the Harmonized criteria, metabolic syndrome was more frequent among auto-technicians compared to school teachers. (8.4% vs. 1.2% and 19.3% vs. 7.2% respectively, p<0.05) CONCLUSION: The prevalence of metabolic syndrome appears to be significantly higher among auto technicians despite their high level of physical activity, exertion and education compared to teachers. This may be related to the increased occupational exposure to organic and inorganic materials from dust particles, oil and oil related matter and particulate matter among auto technicians. Prompt definitive evaluation of this concept and appropriate health education to encourage safety mechanism can reduce this burden of metabolic syndrome among auto technicians in Nigeria. Copyright © 2016 Diabetes India. Published by Elsevier Ltd. All rights reserved.

A Computer in the Classroom.

ERIC Educational Resources Information Center

Lincoln Unified School District, Stockton, CA.

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: A group of seven people, four parents, two teachers and a school principal, launched a program to provide a computer in every classroom. After considerable reading and discussion, the group which had grown to include the P.T.A. Executive Board, two-thirds of the staff of this K-6 elementary school…

Scienza under 18 isontina: a teachers association at the extreme northern corner of the Mediterranean

NASA Astrophysics Data System (ADS)

Gallo, Maria Teresa; Realdon, Giulia; Candussio, Giuliana; Fabris, Sandra; Bianchet, Livia; Manià, Marinella

2017-04-01

How we are born: history of the group and of the project Scienza under 18 Isontina originated from a group of teachers working in a national science education project (from kindergarten to high school) run by the Italian Ministry of Education (2006-2013). In 2009 we started the first science school festival open to different school grades. In 2010 we established the association Scienza under 18 Isontina aimed at promoting science communication for the schools of our province and outside schools for citizens and other stakeholders interested in science education. Who we are We are a group of teachers and principals working with students aged 3-19 years and with their teachers. We are part of the National Scienza under 18 Association. We live and work in Monfalcone and in the nearby towns of the province of Gorizia. Monfalcone, in particular, is situated in the extreme northern corner of the Mediterranean. This town's coastal area is characterized by different business linked to the sea (a world known shipyard - Fincantieri - an important harbour, a power plant and a number of marinas), but also by coastal protected areas. Since 2010 we have built a science communication network involving local authorities (municipalities, province), institutions (universities), other NGOs and private companies. What we do  Every year we run a festival at the end of the school year (in May): in the festival students showcase their science projects in a fair or through on-stage performances. In addition, Scienza under 18 Isontina organizes exhibitions about science related topics, practical labs and workshops for classes, maths games and theatrical performances.  During the school year we organize "special events": o M'illumino di Meno (a one-day national initiative on energy saving) o Pi Day (maths games for students and teacher training in the international Pi Day) o Sustainability Week (promoted by UNESCO) o Science Cafè (informal science happenings run by high school

Attracting and Compensating America's Teachers. Eighth Annual Yearbook of the American Education Finance Association.

ERIC Educational Resources Information Center

Alexander, Kern, Ed.; Monk, David H., Ed.

Focusing on the classroom teacher as the key component in the educational process, this yearbook reviews recent school reform upheavals and their effects on teacher compensation, availability and quality of teachers, teacher retirement systems and related issues. After introductory observations on teachers' economic subsidies by Kern Alexander,…

Teachers' Attitudes and Students' Opposition. School Misconduct as a Reaction to Teachers' Diminished Effort and Affect

ERIC Educational Resources Information Center

Demanet, Jannick; Van Houtte, Mieke

2012-01-01

Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory…

Randomized controlled study of excimer laser atherectomy for treatment of femoropopliteal in-stent restenosis: initial results from the EXCITE ISR trial (EXCImer Laser Randomized Controlled Study for Treatment of FemoropopliTEal In-Stent Restenosis).

PubMed

Dippel, Eric J; Makam, Prakash; Kovach, Richard; George, Jon C; Patlola, Raghotham; Metzger, D Christopher; Mena-Hurtado, Carlos; Beasley, Robert; Soukas, Peter; Colon-Hernandez, Pedro J; Stark, Matthew A; Walker, Craig

2015-01-01

The purpose of this study was to evaluate the safety and efficacy of excimer laser atherectomy (ELA) with adjunctive percutaneous transluminal angioplasty (PTA) versus PTA alone for treating patients with chronic peripheral artery disease with femoropopliteal bare nitinol in-stent restenosis (ISR). Femoropopliteal stenting has shown superiority to PTA for lifestyle-limiting claudication and critical limb ischemia, although treating post-stenting artery reobstruction, or ISR, remains challenging. The multicenter, prospective, randomized, controlled EXCITE ISR (EXCImer Laser Randomized Controlled Study for Treatment of FemoropopliTEal In-Stent Restenosis) trial was conducted across 40 U.S. centers. Patients with Rutherford Class 1 to 4 and lesions of target lesion length ≥4 cm, vessel diameter 5 to 7 mm were enrolled and randomly divided into ELA + PTA and PTA groups by a 2:1 ratio. The primary efficacy endpoint was target lesion revascularization (TLR) at 6-month follow up. The primary safety endpoint was major adverse event (death, amputation, or TLR) at 30 days post-procedure. Study enrollment was stopped at 250 patients due to early efficacy demonstrated at a prospectively-specified interim analysis. A total of 169 ELA + PTA subjects (62.7% male; mean age 68.5 ± 9.8 years) and 81 PTA patients (61.7% male; mean age 67.8 ± 10.3 years) were enrolled. Mean lesion length was 19.6 ± 12.0 cm versus 19.3 ± 11.9 cm, and 30.5% versus 36.8% of patients exhibited total occlusion. ELA + PTA subjects demonstrated superior procedural success (93.5% vs. 82.7%; p = 0.01) with significantly fewer procedural complications. ELA + PTA and PTA subject 6-month freedom from TLR was 73.5% versus 51.8% (p < 0.005), and 30-day major adverse event rates were 5.8% versus 20.5% (p < 0.001), respectively. ELA + PTA was associated with a 52% reduction in TLR (hazard ratio: 0.48; 95% confidence interval: 0.31 to 0.74). The EXCITE ISR trial is the first large, prospective, randomized study

Preservice Teachers' Emotion-Related Regulation and Cognition: Associations with Teachers' Responses to Children's Emotions in Early Childhood Classrooms

ERIC Educational Resources Information Center

Swartz, Rebecca Anne; McElwain, Nancy L.

2012-01-01

Research Findings: The present research examines preservice teachers' (N = 24) self-reported emotion-related regulation and cognition as predictors of their observed responses to young children's positive and negative emotional displays. Correlation and regression analyses revealed that teachers reporting greater reappraisal strategies in…

Professional development for science teachers.

PubMed

Wilson, Suzanne M

2013-04-19

The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

[Publishing and its associated factors in teachers of scientific research in schools of medicine in Peru].

PubMed

Pereyra-Elías, Reneé; Huaccho-Rojas, Juan Jesús; Taype-Rondan, Álvaro; Mejia, Christian R; Mayta-Tristán, Percy

2014-01-01

To evaluate the frequency of publication and its associated factors by professors of scientific research in medical schools in Peru. This was a cross-sectional study. We included all teachers of research courses from the 32 medical schools in Peru in 2011. The publication search was conducted using Google Scholar, Scopus and Medline. Both the crude and adjusted prevalence ratios (aPR) were calculated with confidence intervals at 95% using simple and multiple Poisson regression with robust variance. Of the 201 university teachers, 43.8% had never published an article in a journal, 26.9% had an original article published in a journal indexed in Medline and 16.4% did so in the past two years. Only 3% had been corresponding authors in non-Peruvian, indexed journals Factors associated with having an original article published in Medline in the past two years were: being under 40 years of age (aPR 2.97, 95% CI: 1.21-7.32), being a professor at a university where a final thesis is required for graduation (aPR 8.84, 95% CI: 2.60-30.12) and working for a highly productive university (aPR 3.24, 95% CI: 1.03-10.20). The frequency of publication of research faculty in medical schools in Peru is low. Young university teachers and those working at scientifically productive universities were more likely to publish in an indexed journal.

The Role of Teacher and Faculty Trust in Forming Teachers' Job Satisfaction: Do Years of Experience Make a Difference?

ERIC Educational Resources Information Center

Van Maele, Dimitri; Van Houtte, Mieke

2012-01-01

This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust-satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in…

On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

ERIC Educational Resources Information Center

Sobkin, V. S.; Adamchuk, D. V.

2015-01-01

The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

Level of health literacy and factors associated with it among school teachers in an education zone in Colombo, Sri Lanka.

PubMed

Denuwara, H M B H; Gunawardena, Nalika Sepali

2017-07-06

Health literacy refers to people's competencies to access, understand, judge and apply health information in healthcare, disease prevention and health promotion. This study aimed to describe the level of health literacy and the factors associated with it among school teachers in an Education Zone in Colombo, Sri Lanka. A cross-sectional study among 520 teachers measured health literacy using the selfadministered, culturally adapted Sinhalese translation of Health Literacy Survey-European Union (HLS-EU). Health literacy assessment was based on self-reported competencies to access, understand, judge and apply health information in the domains of disease prevention, healthcare and health promotion. Based on a score, respondents were divided into four levels of health literacy as 'inadequate', 'problematic', 'sufficient' and 'excellent' as well as into two levels as 'limited' and 'adequate'. Factors associated with 'limited' health literacy was determined by using univariate analysis and assessing their associations using chi square test. Multivariate analysis was also done using multiple logistic regression to determine factors associated with limited health literacy controlled for confounding effects. A p value of 0.05 determined the significance. The response rate was 96.5%. Mean age was 43years (SD = +9.75), 81.7% (n = 410) were females and 66.1% (n = 332) were graduates. Only 3.6% (n = 18) taught the subject health while 18.3% (n = 92) taught science. 'Limited' health literacy was found in 32.5% (95% CI 28.4%-36.6%) while 67.5% (95% CI 63.4%-71.6%), 61.2% (95% CI 56.9%-65.5%) and 6.4% (95% CI 4.3%-8.5%) showed 'adequate', 'sufficient' and 'excellent' levels, respectively. 'Problematic' and 'inadequate' health literacy were 31.5% (95% CI 27.4%-35.6%) and 1% (95% CI 0.1%-1.9%). Univariate analysis showed not being a member of health club/welfare group (p = 0.002), having not done any special course on health (p = 0.009), not getting an opportunity to participate

Effectiveness of patient feedback as an educational intervention to improve medical student consultation (PTA Feedback Study): study protocol for a randomized controlled trial.

PubMed

Lai, Michelle Mei Yee; Roberts, Noel; Martin, Jenepher

2014-09-17

Oral feedback from clinical educators is the traditional teaching method for improving clinical consultation skills in medical students. New approaches are needed to enhance this teaching model. Multisource feedback is a commonly used assessment method for learning among practising clinicians, but this assessment has not been explored rigorously in medical student education. This study seeks to evaluate if additional feedback on patient satisfaction improves medical student performance. The Patient Teaching Associate (PTA) Feedback Study is a single site randomized controlled, double-blinded trial with two parallel groups.An after-hours general practitioner clinic in Victoria, Australia, is adapted as a teaching clinic during the day. Medical students from two universities in their first clinical year participate in six simulated clinical consultations with ambulatory patient volunteers living with chronic illness. Eligible students will be randomized in equal proportions to receive patient satisfaction score feedback with the usual multisource feedback and the usual multisource feedback alone as control. Block randomization will be performed. We will assess patient satisfaction and consultation performance outcomes at baseline and after one semester and will compare any change in mean scores at the last session from that at baseline. We will model data using regression analysis to determine any differences between intervention and control groups. Full ethical approval has been obtained for the study. This trial will comply with CONSORT guidelines and we will disseminate data at conferences and in peer-reviewed journals. This is the first proposed trial to determine whether consumer feedback enhances the use of multisource feedback in medical student education, and to assess the value of multisource feedback in teaching and learning about the management of ambulatory patients living with chronic conditions. Australian New Zealand Clinical Trials Registry (ANZCTR

Autobiographical Reflections for Teacher Professional Learning

ERIC Educational Resources Information Center

Choi, Tat Heung

2013-01-01

This article is based on the principle that teacher development is a life-long process when seeking to develop professional competencies. With the changing views of teacher education as background, the benefits to teachers associated with practice-oriented knowledge are predicated on a measure of empowerment through narration, self-expression and…

Teachers on the Move: A Look at Teacher Interstate Mobility Policy and Practice

ERIC Educational Resources Information Center

Coggshall, Jane G.; Sexton, Susan K.

2008-01-01

This report--based on an exploratory empirical study of state certification and licensure policies, 10 states' employment databases, a survey of teachers with interstate mobility experience, and focus groups of American Association for Employment in Education members and Troops-to-Teachers state directors--focuses on the certification and…

Specialized Preparation for Middle Level Teachers: A National Review of Teacher Preparation Programs

ERIC Educational Resources Information Center

Howell, Penny B.; Faulkner, Shawn A.; Cook, Chris M.; Miller, Nicole C.; Thompson, Nicole L.

2016-01-01

Since William Alexander's (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes…

Patient Effort in Traumatic Brain Injury Inpatient Rehabilitation: Course and Associations With Age, Brain Injury Severity, and Time Postinjury

PubMed Central

Seel, Ronald T.; Corrigan, John D.; Dijkers, Marcel P.; Barrett, Ryan S.; Bogner, Jennifer; Smout, Randall J.; Garmoe, William; Horn, Susan D.

2016-01-01

Objective To describe patients' level of effort in occupational, physical, and speech therapy sessions during traumatic brain injury (TBI) inpatient rehabilitation and to evaluate how age, injury severity, cognitive impairment, and time are associated with effort. Design Prospective, multicenter, longitudinal cohort study. Setting Acute TBI rehabilitation programs. Participants Patients (N=1946) receiving 138,555 therapy sessions. Interventions Not applicable. Main Outcome Measures Effort in rehabilitation sessions rated on the Rehabilitation Intensity of Therapy Scale, FIM, Comprehensive Severity Index brain injury severity score, posttraumatic amnesia (PTA), and Agitated Behavior Scale (ABS). Results The Rehabilitation Intensity of Therapy Scale effort ratings in individual therapy sessions closely conformed to a normative distribution for all 3 disciplines. Mean Rehabilitation Intensity of Therapy Scale ratings for patients' therapy sessions were higher in the discharge week than in the admission week (P<.001). For patients who completed 2, 3, or 4 weeks of rehabilitation, differences in effort ratings (P<.001) were observed between 5 subgroups stratified by admission FIM cognitive scores and over time. In linear mixed-effects modeling, age and Comprehensive Severity Index brain injury severity score at admission, days from injury to rehabilitation admission, days from admission, and daily ratings of PTA and ABS score were predictors of level of effort (P<.0001). Conclusions Patients' level of effort can be observed and reliably rated in the TBI inpatient rehabilitation setting using the Rehabilitation Intensity of Therapy Scale. Patients who sustain TBI show varying levels of effort in rehabilitation therapy sessions, with effort tending to increase over the stay. PTA and agitated behavior are primary risk factors that substantially reduce patient effort in therapies. PMID:26212400

Association between Markers of Classroom Environmental Conditions and Teachers' Respiratory Health

ERIC Educational Resources Information Center

Claudio, Luz; Rivera, Glory A.; Ramirez, Olivia F.

2016-01-01

Background: Studies have assessed health in schoolchildren. Less is known about the environmental and occupational health of teachers. Methods: A cross-sectional survey of teachers was conducted in 24 randomly selected public elementary schools. Questionnaire included sociodemographic information, healthcare, school conditions, and health…

Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Costa Mesa, California, January 18-21, 2001).

ERIC Educational Resources Information Center

Rubba, Peter A., Ed.; Rye, James A., Ed.; DiBiase, Warren J., Ed.; Crawford, Barbara A., Ed.

This document contains the proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science which was held in Costa Mesa, California, January 18-21, 2001. Papers include: (1) "An Elementary Preservice Teacher's Search for Solutions about the Evolution-Divine Creation Question: The Story of Tracy"…

Early Career Teachers' Sense of Professional Agency in the Classroom: Associations with Turnover Intentions and Perceived Inadequacy in Teacher-Student Interaction

ERIC Educational Resources Information Center

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

2017-01-01

Teachers' capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers' turnover intentions, perceived inadequacy in teacher-student interaction, and sense of professional agency in the classroom. The…

Teacher in Inner Space.

ERIC Educational Resources Information Center

Klemm, E. Barbara

1988-01-01

Reviews the Teacher-in-Inner-Space (TIS) program of the Hawaii Science Teachers Association (HaSTA). Discusses the selection of winners and runners-up. Describes the dive made on June 9, 1986 in cooperation with the Hawaii Undersea Research Laboratory (HURL). Lists the three goals of the TIS project. (CW)

GE STEM Teacher's Conference

NASA Image and Video Library

2017-07-13

Education Specialists Lynn Dotson, left, of the NASA Public Engagement Center, and Lester Morales, right, of Texas State University's NASA STEM Educator Professional Development Collaborative, explain the Rocketry Engineering Design Challenge to teachers participating in the 2017 GE Foundation High School STEM Integration Conference at the Center for Space Education at NASA's Kennedy Space Center. High school teachers from across the country took part in the week-long conference, which is designed to explore effective ways for teachers, schools and districts from across the country to integrate STEM throughout the curriculum. The conference is a partnership between GE Foundation and the National Science Teachers Association.

Teacher Morale in Rural Northeast Tennessee

ERIC Educational Resources Information Center

Eggers, Brenda Dishman

2012-01-01

The purpose of this quantitative study was to investigate the factors that influence the morale levels of teachers in the public school systems of 3 contiguous counties in rural northeast Tennessee. The level of teacher morale was measured using the Purdue Teacher Opinionaire. Data associated with the Tennessee Value-Added Assessment System…

Pharmacoepidemiology of anemia in kidney transplant recipients.

PubMed

Winkelmayer, Wolfgang C; Kewalramani, Reshma; Rutstein, Mark; Gabardi, Steven; Vonvisger, Tania; Chandraker, Anil

2004-05-01

ABSTRACT. Anemia has long been known to be a complication of end-stage renal disease (ESRD), and it has been linked to cardiovascular morbidity and mortality. Although kidney transplant recipients (KTR) are prone to experiencing cardiovascular outcomes, little is known about the epidemiology of anemia in this population. With few exceptions, studies to date have not fully evaluated the associations between posttransplant anemia (PTA) and medications commonly used in KTR, particularly immunosuppressant drugs, angiotensin-converting enzyme inhibitors (ACEI) and angiotensin II receptor blockers (ARB). The authors aimed to specifically investigate possible associations between these drugs and PTA. Detailed medical information was retrospectively collected on 374 consecutive KTR from our transplant clinic. Univariate/multivariate linear regression models were used to test for associations between hematocrit (HCT) and other covariates, and logistic regression models were used to detect independent predictors of PTA, defined as HCT <33%. The mean time since transplantation was 7.7 yr, and mean creatinine was 2.2 mg/dl. The prevalence of PTA was 28.6%. Ten percent of all patients were on erythropoietin therapy, but only 41.6% of patients whose HCT was <30 received this treatment. From multivariate analyses, the authors found that female gender and lower renal function were associated with lower HCT (both P < 0.001). Patients on ACEI had significantly lower HCT (P = 0.005) compared with patients without such treatment. In addition, a significant curvilinear dose-response relationship was found between ACEI dose and HCT. Among the immunosuppressant drugs, mycophenolate mofetil (P = 0.05) and tacrolimus (P = 0.02) were associated with a lower HCT. The authors conclude that PTA is prevalent and undertreated in KTR. Several medications that are possibly modifiable correlates of PTR deserve further study.

Teacher candidates' mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education.

PubMed

Sayeski, Kristin L; Earle, Gentry A; Eslinger, R Paige; Whitenton, Jessy N

2017-04-01

Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.

A Curriculum Developer's Manual. Produced for the Curriculum Workers of the African Teachers' Association of South Africa.

ERIC Educational Resources Information Center

Gqibitole, Alice, Ed.; Nala, Nompumelelo, Ed.

This manual represents part of the results of the first curriculum development workshop organized by the World Confederation of Organizations of the Teaching Profession for members of the African Teachers' Association of South Africa. This "train-the-trainers" workshop had the goals of: critical analysis of the prevailing social…

Bilateral hearing loss is associated with decreased nonverbal intelligence in US children aged 6 to 16 years.

PubMed

Emmett, Susan D; Francis, Howard W

2014-09-01

To evaluate the association between hearing loss and nonverbal intelligence in US children. The Third National Health and Nutrition Examination Survey (NHANES III) is a cross-sectional survey (1988-1994) that used complex multistage sampling design to produce nationally representative demographic and examination data. A total of 4,823 children ages 6 to 16 years completed audiometric evaluation and cognitive testing during NHANES III. Hearing loss was defined as low-frequency pure-tone average (PTA) >25 dB (0.5, 1, 2 kHz) or high-frequency PTA >25 dB (3, 4, 6, 8 kHz) and was designated as unilateral or bilateral. Nonverbal intelligence was measured using the Wechsler Intelligence Scale for Children-Revised block design subtest. Low nonverbal intelligence was defined as a standardized score <4, two standard deviations below the standardized mean of 10. Mean nonverbal intelligence scores differed between children with normal hearing (9.59) and children with bilateral (6.87; P = .02) but not unilateral (9.12; P = .42) hearing loss. Non-Hispanic black race/ethnicity and family income <$20,000 were associated with 3.92 and 1.67 times higher odds of low nonverbal intelligence, respectively (odds ratio [OR]: 3.92; P < .001; OR: 1.67; P = .02). Bilateral hearing loss was independently associated with 5.77 times increased odds of low nonverbal intelligence compared to normal hearing children (OR: 5.77; P = .02). Unilateral hearing loss was not associated with higher odds of low nonverbal intelligence (OR: 0.73; P = .40). Bilateral but not unilateral hearing loss is associated with decreased nonverbal intelligence in US children. Longitudinal studies are urgently needed to better understand these associations and their potential impact on future opportunities. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

Bilateral Hearing Loss is Associated with Decreased Nonverbal Intelligence in US Children Ages 6 to 16 Years

PubMed Central

Emmett, Susan D.; Francis, Howard W.

2017-01-01

Objectives To evaluate the association between hearing loss and nonverbal intelligence in US children. Study Design The Third National Health and Nutrition Examination Survey (NHANES III) is a cross-sectional survey (1988–1994) that used complex multistage sampling design to produce nationally representative demographic and examination data. Methods A total of 4823 children ages 6–16 years completed audiometric evaluation and cognitive testing during NHANES III. Hearing loss was defined as low frequency pure tone average (PTA)>25 decibels (dB) (0.5,1,2 kHz) or high frequency PTA>25dB (3,4,6,8 kHz) and was designated as unilateral or bilateral. Nonverbal intelligence was measured using the Wechsler Intelligence Scale for Children-Revised block design subtest. Low nonverbal intelligence was defined as a standardized score <4, two standard deviations below the standardized mean of 10. Results Mean nonverbal intelligence scores differed between children with normal hearing (9.59) and children with bilateral (6.87; p=0.02) but not unilateral (9.12; p=0.42) hearing loss. Non-Hispanic black race/ethnicity and family income<$20,000 were associated with 3.92 and 1.67 times higher odds of low nonverbal intelligence, respectively (OR 3.92; p<0.001; OR 1.67; p=0.02). Bilateral hearing loss was independently associated with 5.77 times increased odds of low nonverbal intelligence compared to normal hearing children (OR 5.77; p=0.02). Unilateral hearing loss was not associated with higher odds of low nonverbal intelligence (OR 0.73; p=0.40). Conclusion Bilateral but not unilateral hearing loss is associated with decreased nonverbal intelligence in US children. Longitudinal studies are urgently needed to better understand these associations and their potential impact on future opportunities. PMID:24913183

Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

ERIC Educational Resources Information Center

Kostina, Ludmyla

2015-01-01

Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve…

Digital Opportunities within the Aboriginal Teacher Education Program: A Study of Preservice Teachers' Attitudes and Proficiency in Technology Integration

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…

Who Should Become a Teacher? Current Student Selection-Retention Policies of Teacher Education Institutions.

ERIC Educational Resources Information Center

Brubaker, Harold A.

This study (1) describes student selection and retention procedures currently used by North Central Association colleges and universities which are accredited by the National Council for the Accreditation of Teacher Education, and (2) determines student selection and retention procedures which administrators of teacher education programs at the…

Bringing It to the Teachers: Building a Professional Network among Teachers in Isolated Schools

ERIC Educational Resources Information Center

McLean, Fiona M.; Dixon, Roselyn M.; Verenikina, Irina

2014-01-01

Teachers in isolated schools are often under-resourced and overwhelmed with additional pressures. Teaching in an isolated community can sometimes challenge teachers' skills and knowledge, particularly when additional pressures such as behavioural issues associated with students with Oppositional Defiant Disorder (ODD) like behaviours are present.…

Research among Learners of Chinese as a Foreign Language. Chinese Language Teachers Association Monograph Series. Volume IV

ERIC Educational Resources Information Center

Everson, Michael E., Ed.; Shen, Helen H., Ed.

2010-01-01

Cutting-edge in its approach and international in its authorship, this fourth monograph in a series sponsored by the Chinese Language Teachers Association features eight research studies that explore a variety of themes, topics, and perspectives important to a variety of stakeholders in the Chinese language learning community. Employing a wide…

Associations of students' self-reports of their teachers' verbal aggression, intrinsic motivation, and perceptions of reasons for discipline in Greek physical education classes.

PubMed

Bekiari, Alexandra; Kokaridas, Dimitrios; Sakellariou, Kimon

2006-04-01

In this study were examined associations among physical education teachers' verbal aggressiveness as perceived by students and students' intrinsic motivation and reasons for discipline. The sample consisted of 265 Greek adolescent students who completed four questionnaires, the Verbal Aggressiveness Scale, the Lesson Satisfaction Scale, the Reasons for Discipline Scale, and the Intrinsic Motivation Inventory during physical education classes. Analysis indicated significant positive correlations among students' perceptions of teachers' verbal aggressiveness with pressure/ tension, external reasons, introjected reasons, no reasons, and self-responsibility. Significant negative correlations were noted for students' perceptions of teachers' verbal aggression with lesson satisfaction, enjoyment/interest, competence, effort/importance, intrinsic reasons, and caring. Differences between the two sexes were observed in their perceptions of teachers' verbal aggressiveness, intrinsic motivation, and reasons for discipline. Findings and implications for teachers' type of communication were also discussed and suggestions for research made.

How are Closeness and Conflict in Student-Teacher Relationships Associated with Demographic Factors, School Functioning and Mental Health in Norwegian Schoolchildren Aged 6-13?

ERIC Educational Resources Information Center

Drugli, May Britt

2013-01-01

This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N?=?825) in grades 1 to 7. Bivariate analyses and…

Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies

ERIC Educational Resources Information Center

Baturay, Meltem Huri; Gökçearslan, Sahin; Sahin, Semsettin

2017-01-01

The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the competencies for developing and implementing successful teaching. There were 280 participants in the study. The results of the study indicate that teachers'…

Associations between Teacher-Child Relationships and Children's Writing in Kindergarten and First Grade

ERIC Educational Resources Information Center

White, Kelley Mayer

2013-01-01

When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher-child relationship may be important for…

Associations among Children's Social Goals, Responses to Peer Conflict, and Teacher-Reported Behavioral and Academic Adjustment at School

ERIC Educational Resources Information Center

Ojanen, Tiina; Smith-Schrandt, Heather L.; Gesten, Ellis

2013-01-01

This study examined associations among children's agentic (social influence, status, power) and communal (relationship, affiliation) goals for peer interaction, cognitive and affective responses to hypothetical peer conflict, and teacher-reported achievement and behavior at school ("N" = 367; "M" age = 9.9 years). Agentic goals…

Three Characteristics of Effective Teachers

ERIC Educational Resources Information Center

Steele, Natalie A.

2010-01-01

This article discusses three characteristics that are often associated with successful music educators. The three characteristics discussed include nonverbal communication, teacher self-efficacy, and servant leadership. Although there is no magical combination of characteristics that will produce an effective music teacher, these three attributes…

Beliefs Associated with Support for Child-Centred Learning Environment among Hong Kong Pre-Service Early Childhood Teachers

ERIC Educational Resources Information Center

Cheung, Sum Kwing; Ling, Elsa Ka-wei; Leung, Suzannie Kit Ying

2017-01-01

The physical, social and temporal dimensions of the classroom environment have an important role in children's learning. This study examines the level of support for child-centred learning, and its associated beliefs, that is provided by Hong Kong's pre-service early childhood teachers. Two hundred and seventy-five students from a pre-service…

Pre-Service Teacher Self-Efficacy in Digital Technology

ERIC Educational Resources Information Center

Lemon, Narelle; Garvis, Susanne

2016-01-01

Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…

Favorite Labs from Outstanding Teachers. Volume II.

ERIC Educational Resources Information Center

Sanders, Linda R., Ed.

One of the most valuable resources for obtaining exemplary instructional materials for the classroom is teachers. This booklet contains numerous laboratory activities compiled from submissions by recipients of the National Association of Biology Teachers' Outstanding Biology Teacher Award (1989-92). Topics are sorted into the following sections:…

Pre-Service Educator's Perceptions of Exemplary Teachers

ERIC Educational Resources Information Center

Mowrer-Reynolds, Elilzabeth

2008-01-01

Sweeping educational reform has focused on re-structuring without examining the basic qualities that educators bring to the classroom. The present study sought to identify specific teacher qualities associated with exemplary teachers as determined by pre-service educators seeking teacher certification. Also examined were: (1) gender differences in…

Do School Teacher Parents Make a Difference?

ERIC Educational Resources Information Center

McFarlin, Isaac, Jr.

2007-01-01

Two national probability samples are used to uncover whether children benefit from having school teacher parents. The inquiry is motivated by frequent commentaries by teachers that substandard student performance is associated with unhelpful parenting practices. If teachers believe that parents are crucial for determining child outcomes, then we…

Teachers' Experience with Inclusive Education in Singapore

ERIC Educational Resources Information Center

Yeo, Lay See; Chong, Wan Har; Neihart, Maureen F.; Huan, Vivien S.

2016-01-01

Teachers' positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers' first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools.…

Giving Christian Universities a Scarlet Letter: Examining the Canadian Association of University Teachers' Opposition to Faith-Based Hiring

ERIC Educational Resources Information Center

Glanzer, Perry L.

2013-01-01

Since 2008 the Canadian Association of University Teachers (CAUT) has launched investigations into five Canadian faith-based universities to determine if they violate CAUT's particular understanding of academic freedom. The source of the violation concerns the universities' faith-based hiring requirements, which CAUT maintains violates the…

Drug-coated balloon angioplasty after directional atherectomy improves outcome in restenotic femoropopliteal arteries.

PubMed

Sixt, Sebastian; Carpio Cancino, Oscar Gerardo; Treszl, András; Beschorner, Ulrich; Macharzina, Roland; Rastan, Aljoscha; Krankenberg, Hans; Neumann, Franz-Josef; Zeller, Thomas

2013-09-01

Restenosis remains an unresolved problem despite different treatment modalities and new stent technology in femoropopliteal arteries. No standard therapy has proven to provide acceptable outcome data for this entity. Directional atherectomy alone did not result in satisfactory long-term patency rates. The outcome might be improved in conjunction with drug-coated balloon angioplasty. In this retrospective study, restenotic lesions of the femoropopliteal arteries were treated with directed atherectomy in 89 lesions of consecutive patients (58% male; mean age, 69 ± 11 years). All patients received adjunctive treatment with conventional balloon percutaneous angioplasty (PTA; n = 60) or drug-coated balloon angioplasty (DCB; n = 29). Lesion location was in the stent (DCB [n = 27] vs PTA [n = 36]) and in native restenotic vessels (DCB [n = 2] vs PTA [n = 25]). The 1-year Kaplan-Meier freedom from restenosis estimates (95% confidence intervals) in the DCB and PTA groups were 84.7% (70.9%-98.5%) and 43.8% (30.5%-57.1%), respectively. In a multivariable Cox model for restenosis, DCB treatment had a hazard ratio (95% confidence interval) of 0.28 (0.12-0.66; P = .0036) compared with the PTA group. In the multivariable model for procedural success, the effect of treatment did not differ between PTA and DCB (P = .134). The combination of directed atherectomy with adjunctive DCB is associated with a better event-free survival at 12 months of follow-up compared with PTA after directed atherectomy. Copyright © 2013 Society for Vascular Surgery. Published by Mosby, Inc. All rights reserved.

Transluminal Angioplasty of Peroneal Artery Branches in Diabetics: Initial Technical Experience

DOE Office of Scientific and Technical Information (OSTI.GOV)

Graziani, Lanfroi, E-mail: langrazi@tin.it; Silvestro, Antonio; Monge, Luca

2008-01-15

The present study aimed to report the technical feasibility of percutaneous transluminal angioplasty (PTA) of obstructed or insufficient collateral branches (anterior and posterior perforating branches) from distal peroneal to foot arteries in diabetic patients with chronic critical limb ischemia (CLI) and chronic noncrossable occlusion of the anterior and posterior tibial arteries. Twenty-four diabetic CLI patients (age, 67 {+-} 8 years; 87% males) undergoing collateral PTA were included. Baseline clinical angiographic and follow-up data were retrospectively reviewed. Collateral PTA was associated with a concomitant PTA of other sites in 21 (83%) cases. In 15 cases the treated collateral linked the peronealmore » with the plantaris communis; in 9 cases, the peroneal with the dorsalis pedis. Angiographic results of collateral PTA were good in 13 cases (<30% residual stenosis), whereas the result was considered moderate (30%-49% residual stenosis) in the remaining cases. Neither perforation nor acute occlusion of the treated collaterals or other relevant complications were observed. Mean follow-up was 32 {+-} 17 months. Major amputation was necessary for two (8.3%) patients. Cumulative limb salvage rates at 2 and 4 years were 96% and 87%, respectively. In conclusion, this initial experience shows that PTA of the collateral branches from distal peroneal to foot arteries is a feasible technique. Future studies are required to define the clinical role of this novel approach.« less

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

NASA Astrophysics Data System (ADS)

Mavhunga, Elizabeth; Rollnick, Marissa

2016-12-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Barral, M., E-mail: matthias-barral@yahoo.fr; Auperin, A., E-mail: anne.auperin@gustaveroussy.fr; Hakime, A., E-mail: thakime@yahoo.com

ObjectiveTo evaluate prognostic factors associated with local control and disease-free-survival (DFS) of oligometastatic breast cancer patients treated by percutaneous thermal ablation (PTA).Materials and MethodsSeventy-nine consecutive patients (54.5 ± 11.2 years old) with 114 breast cancer metastases (28.9 ± 16.1 mm in diameter), involving the lungs, the liver, and/or the bone, were treated using PTA with a curative intent. The goal was to achieve a complete remission in association with systemic chemotherapy and hormonal therapy. We retrospectively evaluated the prognostic factors associated with 1- and 2-year local control and the 1- and 2-year DFS rates.ResultsThe 1- and 2-year local control rates were 83.0 and 76.1 %, respectively. Tumormore » burden was associated with a poorer outcome for local control after PTA (HR 1.027 by additional millimeter, p = 0.026; >4 cm HR 3.90). The 1- and 2-year DFS rates were 54.2 and 30.4 %, respectively. In multivariate analysis, triple-negative histological subtype and increased size of treated metastases were associated with a poorer DFS (HR 2.22; 95 % CI [1.13–4.36]; p = 0.02 and HR 2.43; 95 % CI [1.22–4.82]; p = 0.011, respectively).ConclusionPTA is effective for local control of breast cancer oligometastases. Tumor burden >4 cm and triple-negative histological subtype are associated with a poorer outcome.« less

Administrative Context and Novice Teacher-Mentor Interactions

ERIC Educational Resources Information Center

Pogodzinski, Ben

2015-01-01

Purpose: Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school's administrative context is associated with the focus and frequency of novice teacher-mentor…

Mirror, Mirror on the Wall: Examining the National Association of Scholars and Teachers for Democratic Culture Debate.

ERIC Educational Resources Information Center

Allen, Mike; Tollefson, Michael

This paper considers the ongoing debate between two organizations (National Association of Scholars and Teachers for a Democratic Culture) in higher education. The rhetorical positions of each side resemble those of the "cold war" between the United States and the Soviet Union of the 1950s and 1960s where each side created a mirror image…

"To Hold the Subject's Territory": The Swedish Association of Biology Teachers and Two Curricular Reforms, 1960-1965

ERIC Educational Resources Information Center

Hallstrom, Jonas

2010-01-01

The aim of this article is to investigate and analyse the cultural boundaries of school biology, and to a certain extent the natural science subjects in general, in two Swedish curriculum reforms, from the viewpoint of the Swedish Association of Biology Teachers (ABT). Thomas Gieryn's concept of boundary-work is thus used in analysing how the ABT…

Teacher Efficacy and Disciplinary Expectations in Charter Schools: Understanding the Link to Teachers' Career Decisions

ERIC Educational Resources Information Center

Torres, A. Chris

2016-01-01

Much scholarly work describes a culture of low expectations in low-income, urban schools, the challenges these teachers face managing student behavior, and why these problems so strongly influence teacher turnover. By contrast, some urban charter schools, particularly those associated with high achieving Charter Management Organizations (CMOs),…

Literacy of Teachers. Indicator of the Month.

ERIC Educational Resources Information Center

National Center for Education Statistics (ED), Washington, DC.

An important issue in the education reform debate is the effect of comparatively low salaries on teacher quality. Prose literacy scores are one of the best available measures of verbal ability, a factor identified by research as being associated with teacher quality. If teachers have lower prose literacy scores relative to college graduates in…

Influence of Student–Teacher and Parent–Teacher Relationships on Lower Achieving Readers’ Engagement and Achievement in the Primary Grades

PubMed Central

Hughes, Jan; Kwok, Oi-man

2007-01-01

Participants were 443 (52.6% male, 47.4% female) ethnically diverse, 1st-grade, lower achieving readers attending 1 of 3 school districts in Texas. Using latent variable structural equation modeling, the authors tested a theoretical model positing that (a) the quality of teachers’ relationships with students and their parents mediates the associations between children’s background characteristics and teacher-rated classroom engagement and that (b) child classroom engagement, in turn, mediates the associations between student–teacher and parent–teacher relatedness and child achievement the following year. The hypothesized model provided a good fit to the data. African American children and their parents, relative to Hispanic and Caucasian children and their parents, had less supportive relationships with teachers. These differences in relatedness may be implicated in African American children’s lower achievement trajectories in the early grades. Implications of these findings for teacher preparation are discussed. PMID:18084625

Like Teacher, Like Student? Conceptions of Children from Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments

ERIC Educational Resources Information Center

López-Íñiguez, Guadalupe; Pozo, Juan Ignacio

2014-01-01

While many studies have considered the association between teachers' and students' conceptions of teaching and learning and classroom practices, few studies have researched the influence of teachers' conceptions on students' conceptions. Our objective was to analyze the influence of music teachers' conceptions on student…

Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

ERIC Educational Resources Information Center

König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

2015-01-01

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

The "Bastardisation" of Teachers' Work

ERIC Educational Resources Information Center

Naidu, Sham

2011-01-01

Currently, there is a radical shift in the manner in which teachers are expected to perform their duties because of economic, social and political forces that are impacting on education. It is not uncommon to find teachers working within rigidly defined policies; being subject to accountability mechanisms; involved with processes associated with…

Stress among Prospective Teachers: A Review of the Literature

ERIC Educational Resources Information Center

Gardner, Sallie

2010-01-01

Student-teacher distress has the potential to impact on the individuals who are to become teachers, the profession and the education system. This review examines what is known of psychological distress among university students, teachers and student-teachers, the demands associated with their practical experiences and the known impact of…

Preschoolers' psychosocial problems: in the eyes of the beholder? Adding teacher characteristics as determinants of discrepant parent-teacher reports.

PubMed

Berg-Nielsen, Turid Suzanne; Solheim, Elisabet; Belsky, Jay; Wichstrom, Lars

2012-06-01

In this study, we explored informant characteristics as determinants of parent-teacher disagreement on preschoolers' psychosocial problems. Teacher characteristics were included in the analyses, in addition to child and parent factors. Psychosocial problems of 732 4-year olds from a Norwegian community sample were assessed by parents and teachers (CBCL-TRF). Furthermore, teachers reported on their education, experience and relationship to the child. Parental stress and psychopathology were also measured. Teachers rated children considerably lower than their parents did, especially on internalizing problems. When teachers rated more child problems, this was strongly associated with conflict in the teacher-child relationship, which predicted disagreement more than other factors. The highest agreement was on boys' externalizing problems. Girls' behavior was rated much lower by teachers than boys' behavior compared to parents' ratings. Possible teacher perception biases are discussed, such as teacher-child conflict, non-identification of internalizing problems, and same-gender child preference.

Redefining What It Means to Be a Teacher through Professional Standards: Implications for Continuing Teacher Education

ERIC Educational Resources Information Center

Torrance, Deirdre; Forde, Christine

2017-01-01

This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent…

Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools.

PubMed

Detterman, Douglas K

2016-12-06

Education has not changed from the beginning of recorded history. The problem is that focus has been on schools and teachers and not students. Here is a simple thought experiment with two conditions: 1) 50 teachers are assigned by their teaching quality to randomly composed classes of 20 students, 2) 50 classes of 20 each are composed by selecting the most able students to fill each class in order and teachers are assigned randomly to classes. In condition 1, teaching ability of each teacher and in condition 2, mean ability level of students in each class is correlated with average gain over the course of instruction. Educational gain will be best predicted by student abilities (up to r = 0.95) and much less by teachers' skill (up to r = 0.32). I argue that seemingly immutable education will not change until we fully understand students and particularly human intelligence. Over the last 50 years in developed countries, evidence has accumulated that only about 10% of school achievement can be attributed to schools and teachers while the remaining 90% is due to characteristics associated with students. Teachers account for from 1% to 7% of total variance at every level of education. For students, intelligence accounts for much of the 90% of variance associated with learning gains. This evidence is reviewed.

Teacher Quality and Teacher Mobility

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim R.

2017-01-01

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

The Influence of Principal Gender, Teachers' Years of Experience, and Retention on Teacher Perceptions of Principal Leadership Style, Qualities, and Job Satisfaction

ERIC Educational Resources Information Center

Eddins, Gregg M.

2012-01-01

One main challenge for many school districts in these tough economic times is teacher retention and all the costs associated. This study looks the influence of principal gender, teacher years of experience, and teacher retention based on teachers' perceptions of their principal's leadership style, transformational leadership qualities,…

The Association between Preschool Teachers' Beliefs and Practices about Developmentally Appropriate Practices

ERIC Educational Resources Information Center

Mohamed, Ahmed Hassan Hemdan; Al-Qaryouti, Ibrahim Amin

2016-01-01

The purpose of this study was to explore whether preschool teachers' self-reported beliefs could predict their self-reported practices about developmentally appropriate practices (DAP). A related purpose was to examine whether classroom size and teachers' experience are significant predictors of their self-reported beliefs and practices. A total…

Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

PubMed

Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

2012-03-01

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

Using Implicit Measures to Highlight Science Teachers' Implicit Theories of Intelligence

ERIC Educational Resources Information Center

Mascret, Nicolas; Roussel, Peggy; Cury, François

2015-01-01

Using an innovative method, a Single-Target Implicit Association Test (ST-IAT) was created to explore the implicit theories of intelligence among science and liberal arts teachers and their relationships with their gender. The results showed that for science teachers--especially for male teachers--there was a negative implicit association between…

Influence of Children's Physical Attractiveness on Teacher Expectations.

ERIC Educational Resources Information Center

Kenealy, Pamela; And Others

1988-01-01

Ratings of the physical attractiveness of 11-to-12-year-old children were obtained, and the association between physical attractiveness and teachers' judgements of these children were examined. Teachers revealed a systematic tendency to rate girls higher than boys, and significant sex differences were observed in teachers' ratings of…

An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program

ERIC Educational Resources Information Center

Agustin, Ma. Lourdes S.; Montebon, Darryl Roy T.

2018-01-01

Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to…

FLES: Goals and Guides. A Report by the FLES Committee of the American Association of Teachers of French.

ERIC Educational Resources Information Center

Lipton, Gladys C., Ed.; Spaar-Rauch, Virginia, Ed.

The FLES Committee of the American Association of Teachers of French seeks to maintain interest in FLES through the publication of an annual report on important issues in foreign language instruction in the elementary schools. In the 1971 publication, the primary considerations are goals and guides to methods and materials in FLES. William Herold…

Systematic Review and Meta-Analysis of Avascular Necrosis and Posttraumatic Arthritis After Traumatic Hip Dislocation.

PubMed

Kellam, Patrick; Ostrum, Robert F

2016-01-01

To determine the incidence rate and associative factors for the development of avascular necrosis (AVN) and posttraumatic arthritis (PTA) after traumatic hip dislocation and time to reduction. A comprehensive search of databases including PubMed, Cochrane Database, and Embase through April 2014 for English articles reporting complications of AVN and PTA after hip dislocation was performed. Inclusion criteria were English-only studies, a patient population of adults, study outcomes of AVN and/or PTA reported, and articles reported at least type I dislocations. Two authors independently extracted data from the selected studies and the data collected were compared to verify agreement. Random-effects models were used for meta-analysis. The overall event rate of AVN and PTA was calculated and stratified based on Thompson-Epstein of the hip dislocation. Odds ratios were calculated for those articles that reported rates of AVN based on time to reduction. For anterior dislocations, the event rate for AVN ranged from 0.087 to 0.333, whereas the event rate for PTA ranged from 0.125 to 0.700. Analysis of posterior dislocations revealed that the event rate for AVN ranged from 0.106 to 0.430; additionally, the event rate for PTA ranged from 0.194 to 0.586. For posterior hip dislocations and type I and II anterior dislocations, the severity of the injury correlates with an increase in the development of AVN and PTA. The odds ratio of AVN for those hip dislocations reduced after 12 hours versus those reduced before 12 hours was 5.627. Prognostic Level IV. See Instructions for Authors for a complete description of levels of evidence.

Landing strategies of athletes with an asymptomatic patellar tendon abnormality.

PubMed

Edwards, Suzi; Steele, Julie R; McGhee, Deirdre E; Beattie, Sue; Purdam, Craig; Cook, Jill L

2010-11-01

Risk factors associated with a clinical presentation of patellar tendinopathy are patellar tendon ultrasonographic abnormality (PTA) and excessive loading. It remains unknown whether characteristics of an athlete's landing technique contribute to this excessive patellar tendon loading. This study investigated whether asymptomatic athletes with and without PTA had different landing strategies and hypothesized that asymptomatic athletes with a PTA would create higher patellar tendon loading and a different lower-limb landing strategy compared with athletes with normal patellar tendons. Seven athletes with no previous history or clinical signs of patellar tendon injury with a PTA were matched to athletes with normal patellar tendons (controls). Participants performed five successful trials of a stop-jump task, which involved a simultaneous two-foot horizontal and then vertical landing. During each trial, the participants' ground reaction forces and lower-limb electromyographic data were recorded, the three-dimensional kinematics measured, and the peak patellar tendon force calculated by dividing the net knee joint moment by the patellar tendon moment arm. Significant between-group differences in landing technique were mostly observed during the horizontal landing phase. Participants with a PTA created similar patellar tendon loading to the controls, but with altered sequencing, by landing with significantly greater knee flexion and extending their hips while the controls flexed their hips as they landed, reflecting a different muscle recruitment order compared with the PTA group. The crucial part in the development of PTA and, in turn, patellar tendinopathy may not be the magnitude of the patellar tendon load but rather the loading patterns. This research provides clinicians with important landing assessment criteria against which to identify athletes at risk of developing patellar tendinopathy.

Work-related musculoskeletal disorders and ergonomic risk factors in special education teachers and teacher's aides.

PubMed

Cheng, Hsin-Yi Kathy; Wong, Man-Ting; Yu, Yu-Chung; Ju, Yan-Ying

2016-02-10

Work-related musculoskeletal disorders (WMSDs) have become increasingly common among health-related professionals. Special education personnel who serve students with disabilities often experience physical strains; however, WMSDs have been overlooked in this population. The objectives of this study were to investigate the work-related ergonomics-associated factors in this population and to evaluate their correlation with the WMSDs prevalence. A questionnaire with three domains, namely demographics, prevalence of work-related musculoskeletal disorders, and ergonomic factors, designed by our research team was delivered to educators who work in special education schools. Approximately 86 % of the 388 special education school teachers and teacher's aides in this study experienced musculoskeletal disorders. The lower back, shoulder, and wrist were the three most affected regions. A logistic regression analysis revealed that the participants' background factors, namely >5.5 years of experience (odds ratio [OR] = 4.090, 95 % CI: 1.350-12.390), students with multiple disorders (OR = 2.412, 95 % CI: 1.100-5.287), and other work-related ergonomic factors (assistance in diaper changing and others duties), were strongly associated with the prevalence of WMSD. Nap habit (OR = 0.442, 95 % CI: 0.230-0.851) and having teaching partners in the same class (OR = 0.486, 95 % CI: 0.250-0.945) resulted in low possibility of acquiring WMSDs. The use of supportive devices was associated with a low WMSD prevalence. The present study revealed an association between WMSDs and specific job features among teachers and teacher's aides in special education schools. Future efforts should emphasize examining safe student-handling ergonomics, formulating policies regarding student-teacher ratio, incorporating mandatory break times at the workplaces, and promoting personal health for preventing work-related injuries.

How Do We Keep Teachers in Our Classrooms? The TNT Response.

ERIC Educational Resources Information Center

Gonzales, Frank; Sosa, Alicia Salinas

1993-01-01

This report outlines and evaluates a project, Teachers Need Teachers (TNT), developed by the Intercultural Development Research Association (IDRA). TNT is a teacher induction program for first-year teachers who are certified in bilingual education and teach limited-English-proficient students. Beginning teachers are assigned to experienced…

Pre-Service Primary Teachers' Attitudes towards Inclusive Education

ERIC Educational Resources Information Center

Varcoe, Linda; Boyle, Christopher

2014-01-01

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

SCIENCE FOR THE ACADEMICALLY TALENTED STUDENT IN THE SECONDARY SCHOOL, REPORT OF A CONFERENCE SPONSORED JOINTLY BY THE NATIONAL EDUCATION ASSOCIATION PROJECT ON THE ACADEMICALLY TALENTED STUDENT AND THE NATIONAL SCIENCE TEACHERS ASSOCIATION.

ERIC Educational Resources Information Center

DONALDSON, ROBERT R.

RESULTS OF A JOINT NATIONAL EDUCATION ASSOCIATION-NATIONAL SCIENCE TEACHERS ASSOCIATION CONFERENCE ON SCIENCE FOR ACADEMICALLY TALENTED STUDENTS ARE REPORTED. MAJOR TOPICS DISCUSSED ARE (1) THE IDENTIFICATION OF THE TALENTED STUDENT, (2) GUIDELINES FOR THE SELECTION OF COURSE CONTENT, (3) TEACHING METHODS, AND (4) DESIRABLE QUALITIES AND…

Associations between Teacher-Rated versus Self-Rated Student Temperament and School Achievement

ERIC Educational Resources Information Center

Mullola, Sari; Hintsanen, Mirka; Jokela, Markus; Lipsanen, Jari; Alatupa, Saija; Ravaja, Niklas; Keltikangas-Järvinen, Liisa

2014-01-01

This study examined whether teacher-rated versus self-rated student temperaments are different in relation to the school grades in Maths and Mother language (ML) instruction in a nationally representative sample of Finnish Secondary School students (n?=?1,063, mean age 15.1 years). The results indicated that teacher-rated temperament was more…

Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

PubMed Central

Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

2017-01-01

Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698

Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings from a National Education Association Study

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O'Brennan, Lindsey M.; Gulemetova, Michaela

2013-01-01

Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers' and education support professionals' perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data…

A Collaboration Between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institutea)

NASA Astrophysics Data System (ADS)

Sabella, Mel S.; Van Duzor, Andrea G.; Passehl, Jennie; Weisenburger, Kara

2012-05-01

Because of the diverse character of colleges and universities throughout the United States, it is naive to believe that a one-size-fits-all model of teacher preparation aligns with specific resources and student population needs. Exploring innovative models that challenge traditional programs is now being encouraged by organizations such as the American Association of Physics Teachers and the American Physical Society. Chicago State University (CSU) is now exploring exciting changes to its physics teacher preparation program by utilizing the expertise of Chicago Area teachers and early teaching experiences for students interested in, but not yet committed to, the physics teaching profession.

Teachers' support and depression among Japanese adolescents: a multilevel analysis.

PubMed

Mizuta, Akiko; Suzuki, Kohta; Yamagata, Zentaro; Ojima, Toshiyuki

2017-02-01

Depression is a major cause of suicide among adolescents. Therefore, childhood and adolescent depression is an important public health concern. This study explored factors as class and individual levels that may influence depression among adolescents in Japan. A questionnaire survey among junior high school students (N = 2968) from two cities in Japan was conducted. Depression was assessed using the Depression Self-Rating Scale for Children; teachers' support was assessed using the Scale of Expectancy for Social Support. The class average score of teachers' support was calculated to indicate what we termed the "homeroom teachers' support." Multilevel analysis was applied to clarify the relation between homeroom teachers' support and depression. Finally, 2466 students completed the questionnaire without missing variables (valid response rate, 83.1%). There was no random effect of the teachers' support at the class level on depression, although there was a significant association between teachers' support and depression for 9th graders (β = -0.12, p = 0.009). Moreover, there were significant associations between economic status, having a best friend, and experiencing unforgettable stress at the individual level and depression in all grades. There was no significant random effect of homeroom teachers' support in class level although there might be marginal negative association between teacher's support and depression. It is suggested that homeroom teachers need to promote population approaches to mental health.

Teacher talk about science: An examination of the constructed understanding of science held by four elementary school teachers

NASA Astrophysics Data System (ADS)

Price, Robert John

The elementary school teacher's personal understanding of science has not been a primary focus of consideration in educational reform discussions. This study examines how four elementary school teachers have constructed their personal understanding of science. The purpose of this study is to explore core understandings about science held by these teachers, and to examine the origins of these ideas. This study assumes that a teacher's understanding of science is unique and constructed on personal experiences affected by influences. This study further explores the relationship of the teachers understanding to the school's stated curriculum. The theoretical framework of this research recognizes three guiding assumptions: science exists as a set of ideas that have developed over time through competing discourses; the teacher plays an important role in the implementation of the science curriculum; and the guiding influences of a teacher's understanding of science are associated with power that emerges from discourse. The methodology in this qualitative study is closely associated with narrative inquiry. Data collection methods include a questionnaire, focus group sessions, and individual interviews. Teachers' stories were collected through collaborative interview opportunities between the researcher and the participants. The findings are presented through the narratives of the four teachers, and are organized through the guiding influences, and talk related to the stated science curriculum. The teachers' talk can be categorized by three broad guiding influences: family, education, and an image of science. The talk related to the stated curriculum illustrates both conflicts, and a relationship between the teachers' understanding of science and the curriculum. The finding of this study provides evidence that each teacher's understanding of science is unique and developed over time. Additionally, this understanding plays a role in how the stated curriculum is discussed and

Prevalence and factors associated with exposure to sunlight and sunscreen among physical education teachers in Pelotas, southern Brazil*

PubMed Central

Rombaldi, Airton José; Canabarro, Lúcio Kerber; Neutzling, Marilda Borges; da Silva, Marcelo Cozzensa

2017-01-01

Background Decreasing the time of exposure to the sun and increasing sunscreen use are important actions to prevent skin cancer. Objective This study aimed to verify the prevalence of exposure to the sun and the use of sunscreen, as well as associated factors among physical education teachers of the basic education network from city of Pelotas, southern Brazil. Methods A census type study was conducted with physical education teachers of the basic education network from Pelotas. This study assessed the time of exposure to the sun in the workplace for at least 20 min, between 10am and 4pm, and the use of sunscreen during the workday. Results 188 teachers answered the questionnaire. The prevalence of exposure to the sun between 10:00am and 4:00pm was 89.2% (95% CI of 83.8% -93.3%), while sunscreen use was 63.3% (95% CI of 56.0% -70.2%). However, when the sample was stratified by sex, women reported a higher rate of sunscreen use (78.5% -95% CI of 72.2-84.3) than men (38.9% -95% CI of 31.8-46.2) (p<0.001). Teachers with longer work weeks were at greater risk of exposure to the sun. In addition, women, with normal weight and who worked less hours, were more likely to use sunscreen. Study limitations Cross-sectional study and lack of information on the proper use and frequency of use of sunscreen. Conclusion Physical education teachers were highly exposed to solar radiation, and less than two-thirds used sunscreen during the workday. Interventions with this professional group are necessary to reduce the risk of skin cancer. PMID:29364433

Prevalence and factors associated with exposure to sunlight and sunscreen among physical education teachers in Pelotas, southern Brazil.

PubMed

Rombaldi, Airton José; Canabarro, Lúcio Kerber; Neutzling, Marilda Borges; Silva, Marcelo Cozzensa da

2017-01-01

Decreasing the time of exposure to the sun and increasing sunscreen use are important actions to prevent skin cancer. This study aimed to verify the prevalence of exposure to the sun and the use of sunscreen, as well as associated factors among physical education teachers of the basic education network from city of Pelotas, southern Brazil. A census type study was conducted with physical education teachers of the basic education network from Pelotas. This study assessed the time of exposure to the sun in the workplace for at least 20 min, between 10am and 4pm, and the use of sunscreen during the workday. 188 teachers answered the questionnaire. The prevalence of exposure to the sun between 10:00am and 4:00pm was 89.2% (95% CI of 83.8% -93.3%), while sunscreen use was 63.3% (95% CI of 56.0% -70.2%). However, when the sample was stratified by sex, women reported a higher rate of sunscreen use (78.5% -95% CI of 72.2-84.3) than men (38.9% -95% CI of 31.8-46.2) (p<0.001). Teachers with longer work weeks were at greater risk of exposure to the sun. In addition, women, with normal weight and who worked less hours, were more likely to use sunscreen. Cross-sectional study and lack of information on the proper use and frequency of use of sunscreen. Physical education teachers were highly exposed to solar radiation, and less than two-thirds used sunscreen during the workday. Interventions with this professional group are necessary to reduce the risk of skin cancer.

High School Mathematics Teachers: Grading Practice and Pupil Control Ideology.

ERIC Educational Resources Information Center

Cicmanec, Karen Mauck; Johanson, George; Howley, Aimee

Survey data gathered from 230 respondents from a random sample of 500 Ohio public school teachers explores the association between teachers' practice of assigning grades based on nonachievement grading factors and teachers' pupil control orientation (PCI). Responding high school mathematics teachers provided information that relates to the use of…

Tomorrow's Teachers--Selecting the Best: An Exploration of the Quality Rationale behind Academic and Experiential Selection Criteria for Initial Teacher Education Programmes

ERIC Educational Resources Information Center

Heinz, Manuela

2013-01-01

Using Ireland as an example, this paper explores the rationale behind various selection criteria currently used to select suitable candidates for initial teacher education courses. It investigates and discusses patterns of association between second-level student teachers' background characteristics on entry to their teacher education programme…

Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education

ERIC Educational Resources Information Center

Kagoda, Alice Merab; Sentongo, John

2015-01-01

Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher…

Finnish Cooperating Physics Teachers' Conceptions of Physics Teachers' Teacher Knowledge

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Hirvonen, Pekka E.

2010-01-01

This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…

Knowledge, attitude and associated factors among primary school teachers regarding refractive error in school children in Gondar city, Northwest Ethiopia.

PubMed

Alemayehu, Abiy Maru; Belete, Gizchewu Tilahun; Adimassu, Nebiyat Feleke

2018-01-01

Refractive error is an important cause of correctable visual impairment in the worldwide with a global distribution of 1.75% to 20.7% among schoolchildren. Teacher's knowledge about refractive error play an important role in encouraging students to seek treatment that helps in reducing the burden of visual impairment. To determine knowledge, attitude and associated factors among primary school teachers regarding refractive error in school children in Gondar city. Institution based cross-sectional study was conducted on 565 primary school teachers in Gondar city using pretested and structured self-administered questionnaire. For processing and analysis, SPSS version 20 was used and variables which had a P value of <0.05 in the multivariable analysis were considered as statistically significant. A total of 565 study subjects were participated in this study with a mean age of 42.05 ± 12.01 years. Of these study participants 55.9% (95% CI: 51.9, 59.8) had good knowledge and 57.2% (95% CI: 52.9, 61.4) had favorable attitude towards refractive error. History of spectacle use [AOR = 2.13 (95% CI: 1.32, 3.43)], history of eye examination [AOR = 1.67 (95% CI: 1.19, 2.34)], training on eye health [AOR = 1.94 (95% CI; 1.09, 3.43)] and 11-20 years of experience [AOR = 2.53 (95% CI: 1.18, 5.43)] were positively associated with knowledge. Whereas being male [AOR = 2.03 (95% CI: 1.37, 3.01)], older age [AOR = 3.05 (95% CI: 1.07, 8.72)], 31-40 years of experience [AOR = 0.23 (95% CI: 0.07, 0.72)], private school type [AOR = 1.76 (95% CI: 1.06, 2.93)] and 5th -8th teaching category [AOR = 1.54 (95% CI: 1.05, 2.24)] were associated with attitude. Knowledge and attitude of study subjects were low which needs training of teachers about the refractive error.

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

ERIC Educational Resources Information Center

Knight, Rupert

2017-01-01

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

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…

Conversations with Technical Writing Teachers: Defining a Problem.

ERIC Educational Resources Information Center

Selting, Bonita R.

2002-01-01

Considers if teaching technology is problematic for technical writing instructors. Presents ideas of 64 Association of Teachers of Technical Writing (ATTW) members who were queried on their roles as teachers of technical writing in relation to the demands made upon them to also be teachers of technology skills. Concludes with a call for more…

Seeing Teacher Education Differently through Self-Study of Professional Practice

ERIC Educational Resources Information Center

Forgasz, Rachel

2017-01-01

The practicum is an important part of teacher education and has been widely studied from a variety of perspectives, including teacher candidates, associate or cooperating teachers, and supervisors. In this issue of "Studying Teacher Education," each author has written a self-study describing a personal journey of coming to understand…

Report of decontamination at Tominari Elementary School.

PubMed

Katsumi, S

2016-12-01

On 19 April 2011, the Ministry of Education, Culture, Sports, Science, and Technology designated 13 elementary schools, including Tominari Elementary School in Date city, as high-dose schools that needed to restrict outdoor activities due to the effects of the accident at Fukushima Daiichi nuclear power plant. Approximately 1 week later, the municipal government took action to remove the topsoil from the school grounds, and the prohibition of outdoor activities at Tominari Elementary School was lifted. The school staff continued to work on decontaminating the surrounding areas using high-pressure washers and brushes. There were certain positive outcomes, but a more effective decontamination method was required. In July 2011, the municipal government started an environmental remediation project, both inside and outside the school buildings, with researchers and decontamination workers at Tominari Elementary School, involving members of the Parent-Teacher Association (PTA), local communities, and volunteers using various effective and specialised forms of decontamination. As a result, Tominari Elementary School was able to recommence swimming lessons at the end of the first semester, which had been thought to be impossible. This article will provide information about the importance of 'dialogue' for decontamination, how engagement of the experts gave members of the PTA and the local community a feeling of 'security and safety', and how the decontamination work was an ever-expanding collaborative work of a large number of people.

A Comparative Analysis of the Safety, Efficacy, and Cost of Islet Versus Pancreas Transplantation in Nonuremic Patients With Type 1 Diabetes

PubMed Central

Moassesfar, S.; Masharani, U.; Frassetto, L. A.; Szot, G. L.; Tavakol, M.; Stock, P. G.; Posselt, A. M.

2017-01-01

Few current studies compare the outcomes of islet transplantation alone (ITA) and pancreas transplantation alone (PTA) for type 1 diabetes (T1D). We examined these two beta cell replacement therapies in nonuremic patients with T1D with respect to safety, graft function and cost. Sequential patients received PTA (n = 15) or ITA (n = 10) at our institution. Assessments of graft function included duration of insulin independence; glycemic control, as measured by hemoglobin A1c; and elimination of severe hypoglycemia. Cost analysis included all normalized costs associated with transplantation and inpatient management. ITA patients received one (n = 6) or two (n = 4) islet transplants. Mean duration of insulin independence in this group was 35 mo; 90% were independent at 1 year, and 70% were independent at 3 years. Mean duration of insulin independence in PTA was 55 mo; 93% were insulin independent at 1 year, and 64% were independent at 3 years. Glycemic control was comparable in all patients with functioning grafts, as were overall costs ($138 872 for ITA, $134 748 for PTA). We conclude that with advances in islet isolation and posttransplant management, ITA can produce outcomes similar to PTA and represents a clinically viable option to achieve long-term insulin independence in selected patients with T1D. PMID:26595767

Emotional Intelligence and Self-Efficacy among Physical Education Teachers

ERIC Educational Resources Information Center

Mouton, Alexandre; Hansenne, Michel; Delcour, Romy; Cloes, Marc

2013-01-01

Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of…

Legal Issues in Teacher Evaluation. Handbook.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ.

Various legal issues associated with teacher evaluation and significant court decisions are summarized in this handbook. Three major legal issues are defined: (1) failure of the school district to follow due process when terminating tenured and non-tenured teachers, or when abolishing positions; (2) discrimination in employment and promotion, or…

Teacher Evaluation That Works!! Second Edition

ERIC Educational Resources Information Center

Ribas, William B.

2005-01-01

Creating a system for successfully supervising and evaluating the entire teaching staff of a school district is a daunting task. An effective system-wide program can only be achieved if the administrators, teachers and the teachers' association understand and attend to the educational, legal, public relations (political), and social-emotional…

A Directory of European, Middle Eastern, and N. African Coastal Ground Control Points for Mapping Satellite Images

DTIC Science & Technology

1984-03-15

MOLINI I. PANAREA C. FARO SALINA n. FOSSA FELCI SAL. PTA LINGUA SALINA M. ARIA VULCANO PTA DEI PORCI VUL, ® LONGITUDE + E, -W 15.152...I-l I-l I-l 30 SACLANTCEN SM-170 PTA SPADILLO PANT. PTA LI MARS I " C. PONENTE LAMPED. C. GRECALE PTA B. TUCCIO LIN. M. VULCANO LINOSA

Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan

NASA Astrophysics Data System (ADS)

She, Hsiao-Ching; Fisher, Darrell

2002-01-01

In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross-validation data for its use in English-speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers.

The Leading Edge: Innovation and Change in Professional Education. Selected Papers from the Annual Meeting of the American Association of Colleges for Teacher Education (Denver, Colorado, February 27-March 2, 1985).

ERIC Educational Resources Information Center

Packard, Sandra, Ed.

Leading experts in the field of education addressing the 1985 annual meeting of the American Association of Colleges for Teacher Education, had as their common theme the topic of educational and organizational change in teacher education. The following papers were presented: (1) "Excellence in Teacher Education" (C. Peter Magrath); (2) "A Time for…

Assist Program 1: The Moderately/Severely Handicapped. Teacher's Guide. ASSIST: Associate Instructional Support for Teachers.

ERIC Educational Resources Information Center

Brantlinger, Ellen; And Others

The second of two documents designed for training paraprofessionals to work with moderately and severely/profoundly handicapped students, the teacher's guide presents information on preservice and inservice education. Preservice information to be read by the paraprofessional touches on the following topics (sample subtopics in parentheses):…

Teacher efficacy and pupil behaviour: the structure of teachers' individual and collective beliefs and their relationship with numbers of pupils excluded from school.

PubMed

Gibbs, Simon; Powell, Ben

2012-12-01

Previous work has yielded knowledge of teachers' attributions for children's behaviour. Other studies have helped to develop understanding of teachers' efficacy beliefs. Little work has been undertaken to examine teachers' efficacy beliefs with regard to classroom behaviour. This study aimed to investigate the relationship between teachers' individual and collective beliefs about their efficacy with children's behaviour and whether these beliefs were associated with the use of exclusion as a sanction. A total of 197 teachers from 31 primary and nursery schools in the North East of England participated. Participants responded to questionnaires to assess their individual and collective efficacy beliefs. Demographic and school level data were also collected. Factor analysis indicated that teachers' individual efficacy beliefs were best represented by three factors: 'Classroom Management', 'Children's Engagement', 'Instructional Strategies' that corresponded well to previous findings. Analysis of collective efficacy beliefs showed a similar structure that differed from previous findings. Individual efficacy was not associated with numbers of children excluded. One factor 'Addressing External Influences' in the collective beliefs was negatively correlated with numbers of children excluded and appeared to mitigate the deleterious effects associated with socio-economic deprivation. This study adds weight to the importance of understanding and supporting teachers' beliefs in their collective efficacy. In particular, this study underlines the need for strategies that will endorse and develop teachers' beliefs in their ability to manage children's behaviour successfully. ©2011 The British Psychological Society.

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

ERIC Educational Resources Information Center

Hershkovzt, Arnon; Forkosh-Baruch, Alona

2017-01-01

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

Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students.

PubMed

Banzon-Librojo, Lorelie Ann; Garabiles, Melissa R; Alampay, Liane Peña

2017-06-01

This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Teacher-to-Teacher Mentoring. For Tech Teachers

ERIC Educational Resources Information Center

Gora, Kathleen; Hinson, Janice

2004-01-01

Many principals want to provide effective professional development to assist teachers with technology integration, but they don't know where to begin. Sometimes teachers participate in professional development opportunities offered by local school districts, but these one-size-fits-all experiences seldom address teachers' specific needs or skill…

Results from the Tack Optimized Balloon Angioplasty (TOBA) study demonstrate the benefits of minimal metal implants for dissection repair after angioplasty.

PubMed

Bosiers, Marc; Scheinert, Dierk; Hendriks, Jeroen M H; Wissgott, Christian; Peeters, Patrick; Zeller, Thomas; Brodmann, Marianne; Staffa, Robert

2016-07-01

safely improve the clinical results associated with PTA. Copyright © 2016 Society for Vascular Surgery. Published by Elsevier Inc. All rights reserved.

Injury severity and disability in the selection of next level of care following acute medical treatment for traumatic brain injury.

PubMed

Malec, James F; Mandrekar, Jayawant N; Brown, Allen W; Moessner, Anne M

2009-01-01

To evaluate the association of demographic factors, post-traumatic amnesia (PTA) and a standardized measure of ability limitations with clinical decisions for Next Level of Care following acute hospital treatment for moderate-severe traumatic brain injury (TBI). A TBI Clinical Nurse specialist recorded PTA for 212 individuals and rated 159 on the Ability and Adjustment Indices of the Mayo-Portland Adaptability Inventory (MPAI-4) for comparison with clinical decisions. Multivariate logistic regression analyses revealed that independent ratings on the MPAI-4 Ability Index and PTA were associated with the clinical decision to admit to Inpatient Rehabilitation vs discharge to Home in 92.7% of the sample; ratings on the Ability Index alone were associated with this decision in 92.2% of cases. Age over 65 was the only variable associated with discharge to a Skilled Nursing Facility, correctly predicting this decision in 64% of cases. Use of a standardized measure of ability limitations appears feasible to provide supportive documentation and potentially improve the consistency of decision-making in recommending Inpatient Rehabilitation vs discharge to Home. Although age is a significant factor in the decision to discharge to a Skilled Nursing Facility, this decision appears complex and merits further study.

Burnout among Female Teachers in Malaysia

ERIC Educational Resources Information Center

Mukundan, Jayakaran; Ahour, Touran

2011-01-01

This study is an attempt to survey the burnout level of female teachers in Malaysia and determine the likely factors that are associated with this phenomenon. The subjects of the study were 437 female teachers from primary, secondary, and tertiary levels. A demographic questionnaire was used to collect the data regarding the individual…

Preschool Teacher Perceptions of Aggressive Behavior

ERIC Educational Resources Information Center

Stein, Misty

2013-01-01

The purpose of this grounded theory qualitative study was to identify teacher perceptions within the classroom of preschool violence and what, if any were the perceived associations between teacher perceptions and the problem of school violence up to and including incarceration in later years. The study included open interview questions for data…

A Study of the Association of Attitudes to the Philosophy of Science with Classroom Contexts, Academic Qualification and Professional Training, amongst A-Level Biology Teachers in Harare, Zimbabwe.

ERIC Educational Resources Information Center

Gwimbi, Eric; Monk, Martin

2003-01-01

Investigates the association between attitude towards the philosophy of science and academic qualification professional training. Analyzes responses from 33 A-level biology teachers to a questionnaire and reports from teachers in Harare on their school contexts. Suggests that the differential distribution of facilities and resources across school…

Teacher Distress and the Role of Experiential Avoidance

PubMed Central

Hinds, Erika; Jones, Laura Backen; Gau, Jeffrey M.; Forrester, Kathleen K.; Biglan, Anthony

2015-01-01

Teachers’ psychological wellbeing is important for teachers and students, but is highly stressful, particularly in special education. We examined the role of experiential avoidance (EA) in the wellbeing of 529 middle and elementary school teachers. EA involves the tendency to avoid thoughts, feelings, and other internal experiences even when doing so causes long-range consequences. Using a teacher-specific measure, we investigated its relationship to stress associated with student misbehavior and limited social support. We assessed EA’s relationship to burnout and depression, finding EA significantly and moderately correlated with depression and all scales of Maslach’s Burnout Inventory. Mediation analyses showed EA mediated the relationship between stress associated with student behavior and measures of wellbeing. We found 26.8% of teachers mildly, 8.9% moderately, and 2.8% moderately severely or severely depressed. This evidence concurs with studies showing the value of mindfulness-based interventions and points to the utility of implementing interventions aimed at decreasing EA in teachers. PMID:25691804

Factors Associated with Alignment between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction

ERIC Educational Resources Information Center

Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian

2016-01-01

We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…

Exploring the "New" Unionism: Perceptions of Recently Tenured Teachers.

ERIC Educational Resources Information Center

Murray, Christine E.

A study analyzed recently tenured teachers' perceptions about union reform, examining factors shaping their beliefs and noting efforts of Rochester, New York's Rochester Teachers' Association (RTA) to promote reform and foster new leadership. Newly tenured teachers completed interviews on: the RTA's role; a description of the RTA; what influenced…

PCB exposure and cochlear function at age 6 years.

PubMed

Palkovičová Murínová, Ľubica; Moleti, Arturo; Sisto, Renata; Wimmerová, Soňa; Jusko, Todd A; Tihányi, Juraj; Jurečková, Dana; Kováč, Ján; Koštiaková, Vladimíra; Drobná, Beata; Trnovec, Tomáš

2016-11-01

Epidemiological studies have documented adverse associations between exposure to polychlorinated biphenyls (PCBs) and otological outcomes. Previously, we documented decreased distortion product otoacoustic emission (DPOAE) levels in children exposed to PCBs, up to the age of 45 months, amongst a cohort of children in eastern Slovakia. The objective of the present study is to evaluate cochlear dysfunction at 72 months of age in 214 children from this same cohort and to compare the otoacoustic test sensitivity to that of pure tone audiometry (PTA). The association between DPOAE, PTA, and PCBs was estimated by means of multivariate ANOVA (MANOVA) and linear regression models. ROC curves were computed to estimate the DPOAE-test power in children. The DPOAE level at 72 months was related to PCB-153 serum levels. The DPOAE Input/Output function test at mid-frequency (2kHz) has shown instead nonmonotonic dependence on PCB exposure, for the left ears of children, over the whole growth curve. No significant association was found between PTA hearing levels and PCB-153 concentration. High diagnostic power of the DPOAE-test was found in children, similar to that found by the same authors in adults. In conclusions the DPOAE-PCB correlation obtained at 72 months is similar to that at 45 months suggesting a permanent and stable ototoxic effect of the PCB exposure. The lack of statistical significance of the PCB-PTA correlation suggests that DPOAEs are sensitive biomarkers of cochlear damage. Copyright © 2016 Elsevier Inc. All rights reserved.

Kindergarten and First Grade Teachers' Knowledge of Reading and Associations with Teacher Characteristics and Instructional Practices at Rural Low-Wealth Schools

ERIC Educational Resources Information Center

Jordan, Rebecca Lee Payne

2016-01-01

The notably low level of reading proficiency across the United States, combined with the known importance of teachers for student success, necessitates improved understanding of teachers' knowledge, how it is acquired, and its role in instruction. This study had four goals: (1) identify whether domains of content knowledge and pedagogical content…

One Year Primary Patency of Infrapopliteal Angioplasty Using Drug- Eluting Balloons: Single Center Experience at King Hussein Medical Center

PubMed Central

Haddad, Sizeph Edward; Shishani, Jan Mohammad; Qtaish, Izzeddin; Rawashdeh, Mohammad Abdelmajeed; Qtaishat, Belal Saleh

2017-01-01

Objective: Conventional percutaneous transluminal angioplasty (PTA) for long lesions in the below-the-knee (BTK) arteries in patients presenting with critical limb ischemia (CLI) has high restenosis rates at 1 year. Our goal is to evaluate whether paclitaxel drug-eluting balloons (DEB) have higher 1 year primary patency rates compared to conventional PTA. Methods: This is a single-center, prospective, randomized trial that was conducted from June 2013 to December 2015. The aim of the study was to compare 1 year primary patency rates of DEB and PTA in BTK arteries in CLI patients. Inclusion criteria were patients presenting with CLI (Rutherford class 4 or greater), stenosis or occlusion ≥30 mm of at least one tibial artery, and agreement to 12-month evaluation. Exclusion criteria were life expectancy <1 year, allergy to paclitaxel, and contraindication to combined antiplatelet treatment. Follow-up was performed by clinical assessment, ankle brachial pressure index, Doppler ultrasound imaging, and conventional angiogram if indicated. Primary end point was 1 year primary patency, and secondary end points were target lesion revascularization (TLR) and major amputation. Statistical analysis was performed using Fischer's exact test. Results: Ninety-three patients with 106 lesions in the BTK arteries were enrolled in this study. One year primary patency was achieved in 26 (65%) and seven (17%) in the DEB and PTA groups (P = 0.006), respectively. TLR was performed in nine lesions (23%) and 29 lesions (71%) in DEB and PTA groups (P = 0.009), respectively. Major amputations occurred in one limb (2%) and two limbs (4%) in DEB and PTA groups (P = 0.6), respectively. Conclusion: Paclitaxel DEB has significantly higher 1 year primary patency rate associated with significantly less TLR than conventional PTA, following endovascular recanalization of BTK arteries in patients presenting with CLI. PMID:28852581

Relationships among measures of physical activity and hearing in African Americans: The Jackson Heart Study.

PubMed

Haas, Patrick J; Bishop, Charles E; Gao, Yan; Griswold, Michael E; Schweinfurth, John M

2016-10-01

To evaluate the relationships among measures of physical activity and hearing in the Jackson Heart Study. Prospective cohort study. We assessed hearing on 1,221 Jackson Heart Study participants who also had validated physical activity questionnaire data on file. Hearing thresholds were measured across frequency octaves from 250 to 8,000 Hz, and various frequency pure-tone averages (PTAs) were constructed, including PTA4 (average of 500, 1,000, 2,000, and 4,000 Hz), PTA-high (average of 4,000 and 8,000 Hz), PTA-mid (average of 1,000 and 2,000 Hz), and PTA-low (average of 250 and 500 Hz). Hearing loss was defined for pure tones and pure-tone averages as >25 dB HL in either ear and averaged between the ears. Associations between physical activity and hearing were estimated using linear regression, reporting changes in decibel hearing level, and logistic regression, reporting odds ratios (OR) of hearing loss. Physical activity exhibited a statistically significant but small inverse relationship with PTA4, -0.20 dB HL per doubling of activity (95% confidence interval [CI]: -0.35, -0.04; P = .016), as well as with PTA-low and pure tones at 250, 2,000, and 4,000 Hz in adjusted models. Multivariable logistic regression modeling supported a decrease in the odds of high-frequency hearing loss among participants who reported at least some moderate weekly physical activity (PTA-high, OR: 0.69 [95% CI: 0.52, 0.92]; P = .011 and 4000 Hz, OR: 0.75 [95% CI: 0.57, 0.99]; P = .044). Our study provides further evidence that physical activity is related to better hearing; however, the clinical significance of this relationship cannot be estimated given the nature of the cross-sectional study design. 2b Laryngoscope, 126:2376-2381, 2016. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

Power, Authority and Decision Making in Teacher Education. Yearbook 1971.

ERIC Educational Resources Information Center

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

This document is a collection of reports of the American Association of Colleges for Teacher Education (AACTE) for 1971. The title of the document reflects much of the association's concern for that year and is close to the theme of the association's 1971 annual meeting, "Power and Decision Making in Teacher Education." The document is divided…

Psychometric properties of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument for in-service teachers.

PubMed

Cetinkaya, Bulent; Erbas, Ayhan Kursat

2011-11-01

Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.

Meeting the Highly Qualified Teachers Challenge

ERIC Educational Resources Information Center

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

2006-01-01

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

Classroom Noise and Teachers' Voice Production

ERIC Educational Resources Information Center

Rantala, Leena M.; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

2015-01-01

Purpose: The aim of this study was to research the associations between noise (ambient and activity noise) and objective metrics of teachers' voices in real working environments (i.e., classrooms). Method: Thirty-two female and 8 male teachers from 14 elementary schools were randomly selected for the study. Ambient noise was measured during breaks…

Virtual Voices: Online Teachers' Perceptions of Online Teaching Standards

ERIC Educational Resources Information Center

Smith, Robin Davidson

2009-01-01

Online teachers' perceptions of online teaching standards published in 2006 by the Southern Regional Education Board (SREB) and the National Education Association (NEA). Interviews with two teachers from each of the four online schools were studied following an online survey of 49 online teachers from these schools. Overall, participants reported…

University Support of Secondary STEM Teachers through Professional Development

ERIC Educational Resources Information Center

Beaudoin, Colleen R.; Johnston, Pattie C.; Jones, Leslie B.; Waggett, Rebecca J.

2013-01-01

Problems associated with recruiting, supporting and retaining quality teachers in the STEM areas have been well documented in the literature. Specifically, findings suggest STEM teachers have indicated a need for pedagogy and increased content knowledge. These needs may be attributed to the fact that more STEM teachers have been alternatively…

Positive teacher and peer relations combine to predict primary school students' academic skill development.

PubMed

Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2015-04-01

This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. (c) 2015 APA, all rights reserved).

Teachers' Moral Values and Their Interpersonal Relationships with Students and Cultural Competence

ERIC Educational Resources Information Center

Pantic, Natasa; Wubbels, Theo

2012-01-01

This study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own…

Teacher Management of Elementary Classroom Social Dynamics: Associations with Changes in Student Adjustment

ERIC Educational Resources Information Center

Gest, Scott D.; Madill, Rebecca A.; Zadzora, Kathleen M.; Miller, Aaron M.; Rodkin, Philip C.

2014-01-01

Teachers and students in 54 elementary school classrooms (first, third, and fifth grades) participated in a multi-method longitudinal study of classroom social dynamics. At each of three assessments within a single school year, observers rated teacher-student interaction quality, students completed sociometric assessments and reported on their…

Empowering School Teachers for Emerging Technologies: An Action Plan

ERIC Educational Resources Information Center

Misra, Pradeep Kumar

2010-01-01

"Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore,…

Design Approaches to Support Preservice Teachers in Scientific Modeling

NASA Astrophysics Data System (ADS)

Kenyon, Lisa; Davis, Elizabeth A.; Hug, Barbara

2011-02-01

Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.

Are High School Economics Teachers the Same as Other Social Studies Teachers? The Results of a National Survey

ERIC Educational Resources Information Center

Schug, Mark C.; Dieterle, David; Clark, J. R.

2009-01-01

Previous studies have focused on how well students are learning economics, how teachers are trained, and other outcomes associated with improved understanding of economics. However, almost nothing is reported in the research literature on economics teachers' views of the curriculum, how they teach their subject, their views on public issues, and…

Observed Classroom Quality in First Grade: Associations with Teacher, Classroom, and School Characteristics

ERIC Educational Resources Information Center

Cadima, Joana; Peixoto, Carla; Leal, Teresa

2014-01-01

The observation and assessment of quality of teacher--child interactions in elementary school settings are increasingly recognized as important; however, research is still very limited in European countries. In this study, we examined the quality of the interactions between teacher and children in first-grade classrooms in Portugal and the extent…

Integrating Nonnatives as Teachers: Patterns and Perceptions of Compliance-Gaining Strategies

ERIC Educational Resources Information Center

Liu, Min; Sellnow, Deanna D.; Venette, Steven

2006-01-01

This study extends the teacher effectiveness, teacher power, and teacher socialization literature by examining compliance-gaining strategies used by new Chinese and new American teaching associates. The two groups of new teachers did not differ significantly overall with regard to the frequency of behavior alteration technique (BAT) use. Moreover,…

NESTA Revolutionizing Teacher's Experiences at NSTA Conventions

NASA Astrophysics Data System (ADS)

Ireton, F.

2002-05-01

National Science Teachers Association (NSTA) conventions are traditionally composed of short workshops, half or full day workshops, and lectures on science teaching or education research. Occasional science lectures such as the AGU lecture offer science content information. The National Earth Science Teachers Association (NESTA) will join the National Association of Geoscience Teachers (NAGT), American Geophysical Union (AGU), and the American Geological Institute (AGI) to bring teachers a suite of exciting and informative events at the (NSTA) 2002 convention. Events begin with a guided learning field trip to Mission Trails Regional Park and Torrey Pines State Reserve where Earth and space science teachers experience a model of constructivist leaning techniques. Most field trips are a "show and tell" experience, designed to transmit knowledge from the field trip leader to the field trip participants. In the "guided learning" environment, the leader serves as a facilitator, asking questions, guiding participants to discover concepts for themselves. Participants examine selected processes and features that constitute a constructivist experience in which knowledge acquired at any given location builds on knowledge brought to the site. Employing this strategy involves covering less breadth but greater depth, modeling the concept of "less is more." On Thursday NESTA will host two Share-a-thons. These are not what a person would think of as a traditional workshop where presenter makes a presentation then the participants work on an activity. They could be called the flea market of teaching ideas. Tables are set around the perimeter of a room where the presenters are stationed. Teachers move from table to table picking up information and watching short demonstrations. The Earth and Space Science Resource Day on Friday will focus on teachers needs. Starting with breakfast, teachers will hear from Soames Summerhays, Naturalist and President of Summerhays Films, about how he

Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us

PubMed Central

Shernoff, Elisa S.; Maríñez-Lora, Ane M.; Frazier, Stacy L.; Jakobsons, Lara J.; Atkins, Marc S.; Bonner, Deborah

2012-01-01

Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and professional learning communities were delivered as intended, adaptations to enhance the relevance, authenticity, level, and type of instrumental support were needed. Implications for science and practice are discussed. PMID:23275682

Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us.

PubMed

Shernoff, Elisa S; Maríñez-Lora, Ane M; Frazier, Stacy L; Jakobsons, Lara J; Atkins, Marc S; Bonner, Deborah

2011-12-01

Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and professional learning communities were delivered as intended, adaptations to enhance the relevance, authenticity, level, and type of instrumental support were needed. Implications for science and practice are discussed.

Tactical Decision Competency of Preservice Physical Education Teacher Education Students

ERIC Educational Resources Information Center

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

2013-01-01

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

Validity and Utility of the Parent--Teacher Relationship Scale-II

ERIC Educational Resources Information Center

Dawson, Anne E.; Wymbs, Brian T.

2016-01-01

Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent-teacher relations are scant. The current study examined validity evidence for the Parent-Teacher Relationship Scale-I (PTRS). Specifically, the internal…

Who Owns the Content and Who Runs the Risk? Dynamics of Teacher Change in Teacher-Researcher Collaboration

NASA Astrophysics Data System (ADS)

Hamza, Karim; Piqueras, Jesús; Wickman, Per-Olof; Angelin, Marcus

2017-06-01

We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the researchers, which aimed at empowering teachers to plan teaching in accordance with perceived purposes. Seven joint planning meetings between teachers and researchers were analyzed, both quantitatively concerning the extent to which the introduced framework became part of the discussions and qualitatively through the interconnected model of teacher professional growth. The collaboration went through three distinct phases characterized by how and the extent to which the teachers made use of the new framework. The change sequences identified in relation to each phase show that teacher recognition of salient outcomes from the framework was important for professional growth to occur. Moreover, our data suggest that this recognition may have been facilitated because the researchers, in initial phases of the collaboration, took increased responsibility for the implementation of the new framework. We conclude that although this differential assumption of responsibility may result in unequal distribution of power between teachers and researchers, it may at the same time mean more equal distribution of concrete work required as well as the inevitable risks associated with pedagogical innovation and introduction of research-based knowledge into science teachers' practice.

Students' and teachers' cognitions about good teachers.

PubMed

Beishuizen, J J; Hof, E; van Putten, C M; Bouwmeester, S; Asscher, J J

2001-06-01

Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers' practices and opinions than to students' views. The study reported here attempted to deepen our understanding of what students think about good teachers. Students of four age groups (7, 10, 13, and 16 years of age) and teachers from primary and secondary schools were asked to write an essay on the good teacher. The correspondence between conceptual items in the essays was investigated by determining the extent to which they were used in the same essays to describe good teachers. Correspondence analysis revealed two dimensions. The first dimension reflected the preference of students and teachers for describing the good teacher in terms of either personality or ability characteristics. The second dimension was interpreted as an orientation in the essays towards either attachment to, detachment from or commitment to school and teachers. Students and teachers were compared to establish the amount of (dis)agreement about what makes a good teacher. Primary school students described good teachers primarily as competent instructors, focusing on transfer of knowledge and skills, whereas secondary school students emphasised relational aspects of good teachers. Teachers, however, considered good teachers in the first place a matter of establishing personal relationships with their students. Consequently, primary school students and teachers disagreed about the characteristics of good teachers. In secondary education, disagreements between teachers and students were relatively small. The research method of collecting free essays and utilising correspondence analysis to represent conceptual items and groups of participants seems promising as long as a theoretical framework is available to interpret the

Teacher Involvement in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Mason, Kevin O.

2013-01-01

Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of…

Teacher Pay and Teacher Aptitude

ERIC Educational Resources Information Center

Leigh, Andrew

2012-01-01

Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these…

A Survey of Instruments and Practices Associated with Teacher Education Follow-Up Studies

ERIC Educational Resources Information Center

McCoy, Christine Ann Baker

2010-01-01

Teacher education programs that are NCATE accredited are required to have an assessment system that includes follow-up on their graduates. This assessment system is guided by NCATE Standard 2 which judges how each unit uses external information from graduates and employers to refine their teacher education program. These programs use the collected…

What can balance the effort? Associations between effort-reward imbalance, overcommitment, and affective disorders in German teachers.

PubMed

Lehr, Dirk; Hillert, Andreas; Keller, Stefan

2009-01-01

Affective disorders in schoolteachers are a frequent reason for absenteeism and early retirement. The objective of this study was to clarify the relationship between effort-reward imbalance at work, overcommitment, and affective disorders. In addition, we examined the differential impact of different types of reward (salary, job security/promotion, and esteem). In a matched case-control study of 244 teachers, 122 teachers in inpatient treatment for affective disorders were compared to 122 healthy controls. Logistic regression analyses revealed strong associations between effort-reward imbalance and affective disorders. Overcommitment was not an independent risk factor for depression. The lack of esteem by supervisors or colleagues was a more important risk factor for depression than low salary or job security. Results suggest that perceived esteem is essential in understanding the nature of stress. Interventions for preventing depression in the workplace should address supervisors' and colleagues' skills in adequately appreciating their supervisees and co-workers.

NEA/AFT Membership: The Critical Issues. EPI Series on Teacher Unions.

ERIC Educational Resources Information Center

Haar, Charlene K.; Lieberman, Myron

This booklet, one in the Education Policy Institute series about teacher union issues, examines issues related to membership in the National Education Association (NEA) and American Federation of Teachers (AFT). Both unions aggressively strive to enroll more members or require teachers to pay agency fees. If teachers want to change union policy,…

Development of cesium phosphotungstate salt and chitosan composite membrane for direct methanol fuel cells.

PubMed

Xiao, Yanxin; Xiang, Yan; Xiu, Ruijie; Lu, Shanfu

2013-10-15

A novel composite membrane has been developed by doping cesium phosphotungstate salt (CsxH3-xPW12O40 (0≤x≤3), Csx-PTA) into chitosan (CTS/Csx-PTA) for application in direct methanol fuel cells (DMFCs). Uniform distribution of Csx-PTA nanoparticles has been achieved in the chitosan matrix. The proton conductivity of the composite membrane is significantly affected by the Csx-PTA content in the composite membrane as well as the Cs substitution in PTA. The highest proton conductivity for the CTS/Csx-PTA membranes was obtained with x=2 and Cs2-PTA content of 5 wt%. The value is 6×10(-3) S cm(-1) and 1.75×10(-2) S cm(-1) at 298 K and 353 K, respectively. The methanol permeability of CTS/Cs2-PTA membrane is about 5.6×10(-7), 90% lower than that of Nafion-212 membrane. The highest selectivity factor (φ) was obtained on CTS/Cs2-PTA-5 wt% composite membrane, 1.1×10(4)/Scm(-3)s. The present study indicates the promising potential of CTS/Csx-PTA composite membrane as alternative proton exchange membranes in direct methanol fuel cells. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teacher Presence and Child Gender Influences on Children's Activity Preferences in Preschool Settings.

ERIC Educational Resources Information Center

Tomes, Ruth E.

1995-01-01

Investigated teachers' influence on choice of activities for boys and girls in three preschool classrooms. Found that the presence of a teacher is associated with children's preferences for manipulative toy, art, large block, and library centers. Teacher absence was associated with preferences for use of family living, water table, and small block…

Factors Affecting Participation of Preservice Teachers in E-Democracy

ERIC Educational Resources Information Center

Sendag, Serkan; Toker, Sacip

2016-01-01

This study aimed to reveal the factors associated with the participation of preservice teachers in e-democracy. It was designed as a correlational study and 1,519 preservice teachers from a teacher preparation program in Turkey participated in it by completing a 54-item questionnaire. As a result, three major factors for involvement in e-democracy…

Factors Influencing Texas Physical Therapy Students' Membership in the American Physical Therapy Association and the Texas Physical Therapy Association: Implications for Academicians, Clinicians, and Professional Associations.

PubMed

Hughes, Lynne C; Book, Ashley; Lewis, Harriet

2016-01-01

To determine the factors impacting the decisions of student physical therapists (PTs) and physical therapist assistants (PTAs) to join and maintain membership in the American Physical Therapy Association and the Texas Physical Therapy Association, in light of a membership initiative of Reach 100 that was adopted in Texas. Survey, descriptive. An online membership survey invitation was distributed to Texas PT and PTA students. A total of 479 students responded to the survey. A majority of participants (67%) reported being members, while 33% reported being non-members. The primary reason students (74%) reported for being a member was that they were encouraged by their academic program. Students who are not members (87%) cited the high cost of national dues. A majority of participants (n=379, 83%) rated faculty promotion of membership as somewhat high to high. In contrast, only 26% rated the promotion of membership by their clinical education sites as somewhat high to high. Professional growth and development was cited as the main reason to maintain membership. Although students are being encouraged to join, a third of the respondents still do not belong. It is imperative that clinical mentors model and support membership activities. Association leadership may use this information to develop strategic plans to be inclusive of the student and new professional.

Teachers' stress intensifies violent disciplining in Tanzanian secondary schools.

PubMed

Hecker, Tobias; Goessmann, Katharina; Nkuba, Mabula; Hermenau, Katharin

2018-02-01

Violent forms of discipline in schools continue to be widespread across the globe despite their damaging effects. Since little is known about factors influencing the extent of violence applied by teachers, this study aimed to investigate the influence of teachers' stress, work satisfaction, and personal characteristics on their disciplining style. Using structural equation modeling, associations between violent discipline, burnout symptoms, and job perceptions (pressure and difficulties in class) reported by 222 teachers from 11 secondary schools in Tanzania in 2015 were analyzed. Results indicated a direct association between perceived stress and emotional violent discipline (β=.18, p<.05) as well as physical violent discipline (β=.37, p<.001). Perceived stress also mediated the association between job perceptions and both forms of violent disciplining. The model showed good model fit (χ 2 [44, n=222]=67.47 (p=.013), CFI=.94, TLI=.91, IFI=.94, RMSEA=.049 [90%-CI=.02-.07, PCLOSE=.50], SRMR=.06). Our findings suggest that teachers' personal perceptions of their work as well as their stress burden play a role in their disciplining styles. Our findings underline the importance of integrating topics, such as stress and coping as well as positive, nonviolent discipline measures into the regular teacher's training and in addition to develop and evaluate school-based preventative interventions for teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teaching and Leading: In the Teacher's Voice.

ERIC Educational Resources Information Center

Fay, Carolyn

Interviews were conducted with teachers who chaired the steering committees for 3 of the 25 National Education Association Mastery in Learning (MIL) Project schools with the purpose of eliciting their viewpoints on teacher empowerment and leadership. The schools (Orchards Elementary School in Lewiston, Idaho; Willow Creek Junior High in Rochester,…

Teachers' Grading Practices: Meaning and Values Assigned

ERIC Educational Resources Information Center

Sun, Youyi; Cheng, Liying

2014-01-01

This study explores the meaning Chinese secondary school English language teachers associate with the grades they assign to their students, and the value judgements they make in grading. A questionnaire was issued to 350 junior and senior school English language teachers in China. The questionnaire data were analysed both quantitatively and…

Public Education, Social Justice and Teacher Education

ERIC Educational Resources Information Center

Bates, Richard

2006-01-01

This presidential address by Richard Bates, President of the Australian Teacher Education Association, discusses teacher-education reform in Australia, particularly in the context of public education. Bates contends that in 2006 there are two sets of interests that are particularly dangerous to education: (1) those who see education simply as a…

Hepatoprotective effects of the polysaccharide isolated from Tarphochlamys affinis (Acanthaceae) against CCl4-induced hepatic injury.

PubMed

Lin, Xing; Liu, Xi; Huang, Quanfang; Zhang, Shijun; Zheng, Li; Wei, Ling; He, Min; Jiao, Yang; Huang, Jianchun; Fu, Shujie; Chen, Zhaoni; Li, Yongwen; Zhuo, Lang; Huang, Renbin

2012-01-01

This study was designed to investigate the protective effects of the polysaccharide isolated from Tarphochlamys affinis (PTA) against CCl4-induced hepatotoxicity in rats. Liver injury was induced in rats by the administration of CCl4 twice a week for 2 weeks. During the experiment, the model group received CCl4 only; the treatment groups received various drugs plus CCl4, whereas the normal control group received an equal volume of saline. Compared with the CCl4 group, PTA significantly decreased the activities of aspartate aminotransferase (AST), alanine aminotransferase (ALT) and alkaline phosphatase (ALP) in the serum and increased the activities of superoxide dismutase (SOD), glutathione peroxidase (GPx) in the liver. Moreover, the content of hepatic malondialdehyde (MDA) was reduced. Histological findings also confirmed the anti-hepatotoxic characterisation. In addition, PTA significantly inhibited the proinflammatory mediators, such as prostaglandin E2 (PGE2), inducible nitric oxide synthase (iNOS), cyclooxygenase-2 (COX-2), interleukin-6 (IL-6), tumour necrosis factor-α (TNF-α) and myeloperoxidase (MPO). Further investigation showed that the inhibitory effect of PTA on the pro-inflammatory cytokines was associated with the down-regulation of nuclear factor-kappa B (NF-κB). In brief, our results show that the protective effect of PTA against CCl4-induced hepatic injury may rely on its ability to reduce oxidative stress and suppress inflammatory responses.

An Analysis of Teacher Perceptions of a Principal's Leadership Behaviors Associated with the Integration of a One-to-One Laptop Program for Students in a Parochial Secondary School

ERIC Educational Resources Information Center

Skevakis, Anthony

2010-01-01

The purpose of this explanatory single-case case study (Yin, 2003) was to investigate teachers' perceptions of a principal's leadership behavior associated with the integration of a one-to-one laptop program in a parochial secondary school. The sample included the school principal and teachers who have had at least one year of teaching experience…

Protective and risk factors associated with voice strain among teachers in Castile and Leon, Spain: recommendations for voice training.

PubMed

Ubillos, Silvia; Centeno, Javier; Ibañez, Jaime; Iraurgi, Ioseba

2015-03-01

The aim of this research was to know the protective and risk factors associated with voice strain in teachers. A total of 675 teachers from Castille and León, Spain took part in the research within an age range between 23 and 66 years (from nursery school to university). A cross-sectional, descriptive, and analytic design was applied to data from a self-administered questionnaire. The research showed that 16.4% had suffered some voice disorder and a remarkable percentage had never received any kind of voice training. The bivariate and multivariate analyses show that the size of the classroom, being a primary school teacher, teaching physical education, the noise caused by the students in the classroom, the struggle to keep the order within the class, raising the voice, and bad sleep are risk factors in the voice disorders. Each learning stage features a different risk factor, namely in nursery school, the noise caused by the pupils; in primary education, raising the voice; and in secondary education, the struggle to keep the order within the class. All these risk factors are linked with each other. The preventive measures must provide adequate answers to the voice requirements for every subject and stage, and these preventive measures must be based on the educational psychology principles to help the teachers deal with the problems originated by the lack of authority or the noise made by the students, using the proper voice techniques. Copyright © 2015. Published by Elsevier Inc.

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

PubMed

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

2010-01-01

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

Mid-term sustained relief from headaches after balloon angioplasty of the internal jugular veins in patients with multiple sclerosis

PubMed Central

Giaquinta, Alessia; Veroux, Massimiliano; De Marco, Ester; Mociskyte, Dovile; Veroux, Pierfrancesco

2018-01-01

significantly negatively correlated with the change in blood flow in the right IJV in the PP patients (r = -0.423, p = 0.010). In addition, the pre and post-PTA FSS scores were significantly positively correlated in the fatigue-positive RR (r = 0.249, p = 0.001) and SP patients (r = 0.272, p = 0.019). Conclusions The intervention of PTA was associated with a large and sustained (>3 years) reduction in MIDAS score in both RR and SP MS patients. While a similar initial post-PTA reduction in FSS score was also observed, this was not maintained in the SP and PP patients, although it remained significant at follow-up (>3 years) in the RR MS patients. This suggests that venoplasty might be a useful intervention for treating patients with persistent headaches and selected concomitant obstructive disease of the IJVs. PMID:29360844

Teachers as Writers, Writers as Teachers: A Narrative Inquiry into Teachers' Perceptions of Self as Teachers, Writers, and Teachers of Writing

ERIC Educational Resources Information Center

Dillahunty, Donna Carol

2013-01-01

The purpose of this study was to explore, narratively, teachers' perceptions of self/identity as teachers, as writers, as teachers of writing, and how those perceptions shaped the instructional practices of teachers. Basing the study in research on writing theorists, identity, experience, and reflection, narrative inquiry in the tradition of…

Ptaquiloside in Pteridium aquilinum subsp. aquilinum and corresponding soils from the South of Italy: influence of physical and chemical features of soils on its occurrence.

PubMed

Zaccone, Claudio; Cavoski, Ivana; Costi, Roberta; Sarais, Giorgia; Caboni, Pierluigi; Traversa, Andreina; Miano, Teodoro M

2014-10-15

The bracken fern Pteridium aquilinum (L.) Kuhn, one of the most common plant species on Earth, produces a wide range of secondary metabolites including the norsesquiterpene glucoside ptaquiloside (PTA). Several studies are present in literature about eco-toxicological aspects related to PTA, whereas results about the effect of growth conditions and soil properties on the production and mobility of PTA are sometimes conflicting and further investigations are needed. The aim of the present work is to investigate the occurrence and possible fate of PTA in soils showing different physical and chemical features, and collected in several areas of the South of Italy. The PTA content was determined in both soil and fern samples by GC-MS; both the extraction protocol and recovery were previously tested through incubation studies. Soils samples were also characterized from the physical and chemical points of view in order to correlate the possible influence of soil parameters on PTA production and occurrence. PTA concentration in P. aquilinum fern seemed to be significantly affected by the availability of nutrients (mainly P) and soil pH. At the same time, PTA concentration in soil samples was always undetectable, independent of the PTA concentration in the corresponding Pteridium samples and pedo-climatic conditions. This seems to suggest the degradation of the PTA by indigenous soil microbial community, whereas incubation studies underlined a certain affinity of PTA for both organic colloids and clay/silt particles. Copyright © 2014 Elsevier B.V. All rights reserved.

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

ERIC Educational Resources Information Center

Brunsting, Nelson C.; Sreckovic, Melissa A.; Lane, Kathleen Lynne

2014-01-01

Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as…

The Influence of Teacher Models on the Career Confidence and Motivation of College Students.

ERIC Educational Resources Information Center

Stake, Jayne E.; Noonan, Margaret

1985-01-01

Among students with same-sex teacher models, the wish to emulate one's teacher (teacher attraction) was positively associated with growth in career confidence and motivation. Among students with opposite-sex teacher models, teacher attraction was not related to student growth. (GC)

Mental health and the teacher.

PubMed

Miller, D F; Wiltse, J

1979-09-01

The emotional atmosphere in a classroom setting is important to the experiences of all students. That atmosphere is affeected by the emotional stability of the teacher. A teacher with personal mental health problems can have a detrimental effect upon all of those students who are associated with him or her. There are a variety of courses and contributing factors of mental health problems. Certain signs and symptoms, at times, can be identified that relate to emotional difficulties. It is important that measures be identified to help teachers with emotional problems. This is not always an easy task, yet it is necessary if the teaching-learning environment is to be of a positive nature. School administrators, teacher preparation programs, teaching peers, and self-analysis all should play a role in identifying one's teaching. This is a task that no one person or agency can accomplish alone. Though often felt to be an uncomfortable issue with which to deal, all educators must become increasingly aware of the problem and be willing to work toward greater emotional health of all teachers.

What Is Your Teacher Rubric? Extracting Teachers' Assessment Constructs

ERIC Educational Resources Information Center

Jeong, Heejeong

2015-01-01

Rubrics not only document the scales and criteria of what is assessed, but can also represent the assessment construct of the developer. Rubrics display the key assessment criteria, and the simplicity or complexity of the rubric can illustrate the meaning associated with the score. For this study, five experienced teachers developed a rubric for…

Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders.

PubMed

Rhoad-Drogalis, Anna; Justice, Laura M; Sawyer, Brook E; O'Connell, Ann A

2018-03-01

Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten. Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher-child relationship quality was assessed in preschool, and children's classroom-learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher-child relationship quality and children's concurrent and future classroom-learning behaviours. Positive teacher-child relationship quality in preschool was associated with better classroom-learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher-child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom-learning behaviours during preschool. Teacher-child conflict but not closeness was predictive of children's classroom-learning behaviours in kindergarten. These results suggest that the quality of the teacher-child relationship for children with DLDs during preschool is associated within their learning-related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher-child relationships should be explored as a mechanism for improving the learning-related behaviours of children with DLDs. © 2017 Royal College of Speech and Language Therapists.

Principal-Teacher Interactions and Teacher Leadership Development: Beginning Teachers' Perspectives

ERIC Educational Resources Information Center

Szeto, Elson; Cheng, Annie Yan-Ni

2018-01-01

Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal-teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was…

Victor Valley College Agreement between the Victor Valley Community College District and the Victor Valley College California Teachers Association Chapter 1170. July 1989 - June 1992.

ERIC Educational Resources Information Center

Victor Valley Community Coll. District, Victorville, CA.

The collective bargaining agreement between the Victor Valley College Board of Trustees and the Victor Valley College California Teachers Association/National Education Association is presented. This contract, covering the period from July 1989 through June 1992, deals with the following topics: bargaining agent recognition; district and…

Professional Standards for Australian Special Education Teachers

ERIC Educational Resources Information Center