In Defense of Educators: The Problem of Idea Quality, Not "Teacher Quality"
ERIC Educational Resources Information Center
Hirsch, E. D., Jr.
2017-01-01
People who emphasize teaching quality and the central importance of teachers are right to do so. Where some go wrong is in thinking that teacher quality is an innate characteristic. The effectiveness of a teacher is not some inherent competence, as the phrase "teacher quality" suggests. Teacher effectiveness is contextual. Why has the…
ERIC Educational Resources Information Center
Drugli, May Britt; Klokner, Christian; Larsson, Bo
2011-01-01
The present study explored the association between child internalising and externalising problems in schools and demographic factors (sex and age), school functioning (academic performance and adaptive functioning) and teacher-reported student-teacher relationship quality in a cross-sectional study using structural equation modelling. The study…
ERIC Educational Resources Information Center
Mrazik, Julianna
2009-01-01
This paper is about a research focusing on recent problems of Hungarian teachers. The aim of the study is to reveal the real troubles of Hungarian pedagogues, on the basis of their answers to a questionnaire, the nature of these problems and how they affect the role of the teacher. Supposedly, the nucleus of the problems of the teachers is…
Raising Standards in American Schools? Problems with Improving Teacher Quality
ERIC Educational Resources Information Center
Smith, Emma
2008-01-01
The quality of the teacher workforce is a subject of perennial concern in many developed countries. In the United States, through the "No Child Left Behind" (NCLB) Act, the federal government has a mandate for reform of teacher education that is unprecedented in its scale. Essentially the Act demands that every teacher of core academic…
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…
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…
Misdiagnosing the Teacher Quality Problem. CPRE Policy Briefs. RB-49
ERIC Educational Resources Information Center
Ingersoll, Richard M.
2007-01-01
This issue of CPRE Policy Briefs summarizes the findings on issues related to teacher quality in the chapter by the author in the book, "The State of Education Policy Research" (Cohen, Fuhrman, Mosher, Eds., 2007). This report also draws on discussions that took place during a summer, 2006, policy briefing on teacher labor-market issues…
Elementary School Teacher Candidates' Perceptions of Good Problems
ERIC Educational Resources Information Center
Lee, Ji-Eun; Kim, Kyoung-Tae
2005-01-01
This study describes a classroom action research activity regarding a group of elementary school teacher candidates' perceptions of good mathematics problems. A questionnaire containing 20 problems was given, and the candidates were asked to rate the quality of each problem on a 5-point scale. The results revealed that the majority of the teacher…
Pay, working conditions, and teacher quality.
Hanushek, Eric A; Rivkin, Steven G
2007-01-01
Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of teachers and the transfer of teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when teachers move from school to school. They examine how salaries and student characteristics change when teachers move and also whether turnover affects teacher quality and student achievement. They note that both wages and student characteristics affect teachers' choices and result in a sorting of teachers across schools, but they find little evidence that teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective teachers and on constraints on both entry into the profession and the firing of low performers. The authors conclude that overall salary increases for teachers would be both expensive and ineffective. The best way to improve the quality of instruction would be to lower barriers to becoming a teacher, such as certification, and to link compensation and career advancement more closely with teachers' ability to raise student performance.
Quality professional development for secondary science teachers
NASA Astrophysics Data System (ADS)
Mchazlett, Dwight Henry, Jr.
This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed problem of practice where there was a lack of quality professional development for secondary biology teachers. The audience of internal stakeholders includes district administrators, high school teachers, and science teachers from the elementary and middle school grade levels. Participants of this study collaboratively explored the problem of practice in the fall semester of 2015, then implemented the LS PD model in the spring semester. The participants completed three cycles of LS that focused on collaboratively designing research-based lessons, teaching the lessons with peer observations, revising and re-teaching the lessons with peer observations, and reflecting on the participants' growth experiences. Four research questions were addressed: (a) What are the perceptions of the participants in regard to their own professional growth as a result of participating in the LS initiative? (b) What improvements to the LS PD model might facilitate future implementation? and (c) What are the perceptions of the LS dissemination audience toward LS as a viable solution to a lack of quality PD for secondary biology teachers? Results of the study suggested that LS PD may be a viable solution to the proposed problem of practice where there is a lack of quality professional development for secondary biology teachers. Long-term implications posit that LS PD can be adapted and scaled up to benefit all content areas and grade levels.
Voice Problems in New Zealand Teachers: A National Survey.
Leão, Sylvia H de S; Oates, Jennifer M; Purdy, Suzanne C; Scott, David; Morton, Randall P
2015-09-01
This study determined the prevalence and nature of voice problems in New Zealand (NZ) teachers using a national self-report questionnaire. Epidemiological cross-sectional survey. Participants were 1879 primary and secondary teachers (72.5% females). Three prevalence timeframes were estimated. Severity of voice problems, recovery time, days away from work, symptoms, health assistance, and voice education were also investigated. Prevalence of self-reported vocal problems was 33.2% during their teaching career, 24.7% over the teaching year, and 13.2% on the day of the survey. Primary teachers (P<0.001; odds ratio [OR]=1.74; confidence interval [CI]=1.33-2.40), females (P=0.008; OR=1.63; CI=1.13-2.37), and those aged 51-60 years (P=0.010; OR=1.45; CI=1.11-3.00) were more likely to report problems. Among teachers reporting voice problems during the year, 47% were moderate or severe; for 30%, voice recovery took more than 1 week. Approximately 28% stayed away from work 1-3 days owing to a vocal problem and 9% for more than 3 days. Women reported longer recovery times and more days away. Symptoms associated with voice problems (P<0.001) were voice quality alteration (OR=4.35; CI=3.40-5.57), vocal effort (OR=1.15; CI=0.96-1.37), voice breaks (OR=1.55; CI=1.30-1.84), voice projection difficulty (OR=1.25; CI=1.04-1.50), and throat discomfort (OR=1.22; CI=1.02-1.47). Of the teachers reporting voice problems, only 22.5% consulted a health practitioner. Only 38% of the teachers with chronic voice problems visited an otolaryngologist. Higher hours of voice training/education were associated with fewer self-reported voice problems. Voice problems are of concern for NZ teachers, as has been reported for teachers in other countries. There is still limited awareness among teachers about vocal health, potential risks, and specialized health services for voice problems. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
ERIC Educational Resources Information Center
Lauer, Patricia A.; Dean, Ceri B.
2004-01-01
This Teacher Quality Toolkit aims to support the continuum of teacher learning by providing tools that institutions of higher education, districts, and schools can use to improve both preservice and inservice teacher education. The toolkit incorporates McREL?s accumulated knowledge and experience related to teacher quality and standards-based…
From Teacher Quality to Quality Teaching
ERIC Educational Resources Information Center
Kennedy, Mary M.
2006-01-01
Proposals to improve teacher quality often focus on hiring teachers with the right combination of personality, values, and knowledge and skills. The author suggests that although these elements of teacher quality are important, schools also need to pay attention to the conditions of classroom life that can determine teaching quality. She…
ERIC Educational Resources Information Center
Pummill, Bret L.; Edson, Jerry C.; Loftin, Michelle M.; Robinson, Matthew A.
2011-01-01
This report describes a problem based learning project focusing on superintendents' knowledge of the characteristics of high quality teachers. Current research findings offer evidence teacher quality is an important school variable related to student achievement. School district leaders are faced with the problem of identifying the characteristics…
ERIC Educational Resources Information Center
Koca, Fatih
2016-01-01
The goal of the study was to examine and provide exploratory findings regarding the effects of child gender, gender socialization perspective, and child behavioral problems (i.e., internalizing and externalizing) on the quality of teacher-child relationship. Gender socialization perspective posits that girls tend to be more develop relationships…
Teacher Quality and Teacher Mobility. Working Paper 57
ERIC Educational Resources Information Center
Feng, Li; Sass, Tim
2011-01-01
Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. The probability a teacher stays at a school increases the more productive they are in their current school. The quality of teachers who exit teaching…
Problems and Trends Regarding Vocational Teachers in China
ERIC Educational Resources Information Center
Kuang, Ying
2014-01-01
At present, China's vocational education system is undergoing a transition process from growing in size to improving in quality. Teacher and teaching force issues are a bottleneck and critical factor that will determine whether the transformation will be successful. The real-world problems of the number, deployment, capacity, and training systems…
ERIC Educational Resources Information Center
Scholes, Laura; Lampert, Jo; Burnett, Bruce; Comber, Barbara M.; Hoff, Lutz; Ferguson, Angela
2017-01-01
Improving the quality of education for young people growing up in high poverty and culturally diverse communities is an escalating problem in affluent nations with increasing gaps between the wealthy and the poor. Improving the quality of teachers and improving the quality of teaching are amongst the prominent solutions offered to redress the…
ERIC Educational Resources Information Center
Sivaci, Sadik Yüksel
2017-01-01
The ability of reflecting thinking and problem solving are two qualities that are thought effective in education of qualitative teachers and regulations of their educational status. In this study, our aim is to examine the pre-service teachers' levels of reflective thinking and problem solving and to determine if there is a significant…
Reframing a Problem: Identifying the Sources of Conflict in a Teacher Education Course
ERIC Educational Resources Information Center
Quebec Fuentes, Sarah; Bloom, Mark
2017-01-01
This article exemplifies the critical initial phase of action research, problem identification, in the context of a teacher education course. After frustration arose between preservice elementary teachers (PSTs) and their instructor over classwork quality, the instructor employed reflective journaling and discussions to examine the source of the…
Physics Teachers' Education (PTE): Problems and Challenges
NASA Astrophysics Data System (ADS)
Sassi, Elena; Michelini, Marisa
A vast majority of the research results acknowledge the crucial role of teacher's education, as a vital tool in enhancing the quality of physics education. The projects like PISA, ROSE and TIMMS showcase the impact of teacher's education as a qualitative improvement in the physics learning environment. In Physics Education Research (PER), the impact of teacher's education had been addressed for the its role in the enhancement of positive interest among the students. The current world-wide state of the art characterizes a large variety of boundary conditions, traditions and practices that are being followed. In our present context, we foucus and discuss on the multidimensional challanges such as competencies needed, degrees required, problems encountered, support to be provided and the basic pre-requirements of Teacher's education for the secondary schools. We present some of the teaching methods and practices followed in coherent with, both, the Student centered and open learning environments along with some of the useful didactical indicators. Also, we potray a couple of research-based examples successfully experimented in Italy. Finally we propose some useful recommendations along with the criteria to be followed in the teachers education for the overall improvement.
ERIC Educational Resources Information Center
Johansen, Geir
2008-01-01
Educational quality is a central issue in higher education and music teacher education. In this article, the author discusses problems concerning the development of and research into quality in music teacher education in Western societies' contemporary socio-cultural dynamics. He begins with a presentation of the concept of educational quality,…
Enhancing mathematics teachers' quality through Lesson Study.
Lomibao, Laila S
2016-01-01
The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.
Teachers' selection and enactment of mathematical problems from textbooks
NASA Astrophysics Data System (ADS)
Son, Ji-Won; Kim, Ok-Kyeong
2015-12-01
In order to investigate how teachers' use of textbooks creates different kinds of opportunities for student learning, this study focused on teachers' selection and enactment of problems and tasks from the textbooks and their influence on the cognitive demand placed on students. By drawing on data from three elementary teachers in the USA, two of which used a reform-oriented textbook— Math Trailblazers and one a commercially developed textbook—this study examined kinds of problems the teachers chose and ways in which they enacted those problems in relation to the cognitive demand of the problems. In particular, we attended to the kinds of questions the teachers asked in enacting the problems and ways in which those questions influenced the cognitive demand of the textbook problems. This study also identified critical issues involved in teacher decision-making on task selection and enactment, such as the match between teachers' goals and those of the textbooks, and teachers' perception of textbook problems. Based on the results of the study, we discuss implications for teacher education and professional development.
Teacher Quality Toolkit. 2nd Edition
ERIC Educational Resources Information Center
Lauer, Patricia A.; Dean, Ceri B.; Martin-Glenn, Mya L.; Asensio, Margaret L.
2005-01-01
The Teacher Quality Toolkit addresses the continuum of teacher learning by providing tools that can be used to improve both preservice, and inservice teacher education. Each chapter provides self assessment tools that can guide progress toward improved teacher quality and describes resources for designing exemplary programs and practices. Chapters…
Teachers Modify Geometry Problems: From Proof to Investigation
ERIC Educational Resources Information Center
Leikin, Roza; Grossman, Dorith
2013-01-01
We explored transformations that teachers made to modify geometry proof problems into investigation problems and analyzed how these transformations differ in teachers who use a dynamic geometry environment (DGE) in their classes and those who do not. We devised a framework for the analysis of problem transformations and types of teacher-generated…
Parent-teacher agreement on children's problems in 21 societies.
Rescorla, Leslie A; Bochicchio, Lauren; Achenbach, Thomas M; Ivanova, Masha Y; Almqvist, Fredrik; Begovac, Ivan; Bilenberg, Niels; Bird, Hector; Dobrean, Anca; Erol, Nese; Fombonne, Eric; Fonseca, Antonio; Frigerio, Alessandra; Fung, Daniel S S; Lambert, Michael C; Leung, Patrick W L; Liu, Xianchen; Marković, Ivica; Markovic, Jasminka; Minaei, Asghar; Ooi, Yoon Phaik; Roussos, Alexandra; Rudan, Vlasta; Simsek, Zeynep; van der Ende, Jan; Weintraub, Sheila; Wolanczyk, Tomasz; Woo, Bernardine; Weiss, Bahr; Weisz, John; Zukauskiene, Rita; Verhulst, Frank C
2014-01-01
Parent-teacher cross-informant agreement, although usually modest, may provide important clinical information. Using data for 27,962 children from 21 societies, we asked the following: (a) Do parents report more problems than teachers, and does this vary by society, age, gender, or type of problem? (b) Does parent-teacher agreement vary across different problem scales or across societies? (c) How well do parents and teachers in different societies agree on problem item ratings? (d) How much do parent-teacher dyads in different societies vary in within-dyad agreement on problem items? (e) How well do parents and teachers in 21 societies agree on whether the child's problem level exceeds a deviance threshold? We used five methods to test agreement for Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF) ratings. CBCL scores were higher than TRF scores on most scales, but the informant differences varied in magnitude across the societies studied. Cross-informant correlations for problem scale scores varied moderately across societies studied and were significantly higher for Externalizing than Internalizing problems. Parents and teachers tended to rate the same items as low, medium, or high, but within-dyad item agreement varied widely in every society studied. In all societies studied, both parental noncorroboration of teacher-reported deviance and teacher noncorroboration of parent-reported deviance were common. Our findings underscore the importance of obtaining information from parents and teachers when evaluating and treating children, highlight the need to use multiple methods of quantifying cross-informant agreement, and provide comprehensive baselines for patterns of parent-teacher agreement across 21 societies.
The Economic Value of Higher Teacher Quality
ERIC Educational Resources Information Center
Hanushek, Eric A.
2011-01-01
Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement. This provides…
Are Elementary Teacher Education Programs the Real Problem of Unqualified Teachers?
ERIC Educational Resources Information Center
Weitman, Catheryn J.; Colbert, Ronald P.
This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state…
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.
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.
Teacher Quality: Equalizing Educational Opportunities and Outcomes
ERIC Educational Resources Information Center
Sunderman, Gail L.; Kim, Jimmy
2005-01-01
The No Child Left Behind (NCLB) teacher quality provisions recognize both the importance of teacher quality for improving student achievement and the unequal distribution of teachers across districts and schools. But the question of how to achieve the goal of a high quality teacher in every classroom is complicated because of the challenges of…
Qualities of Early Childhood Teachers: Reflections from Teachers and Administrators.
ERIC Educational Resources Information Center
Weitman, Catheryn J.; Humphries, Janie H.
Data were collected from elementary school principals and kindergarten teachers in Texas and Louisiana in an effort to identify qualities that are thought to be important for kindergarten teachers. A questionnaire listing 462 qualities of early childhood teachers was compiled from literature reviews. Subjects were asked to check a maximum of 50…
ERIC Educational Resources Information Center
Sanchez Fowler, Laura T.; Banks, Tachelle I.; Anhalt, Karla; Der, Heidi Hinrichs; Kalis, Tara
2008-01-01
The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American.…
Time's Up: Applying Teacher Management Skills to Solving Philadelphia's Problems
ERIC Educational Resources Information Center
Lax, Zach
2013-01-01
Teachers are natural problem solvers, and they should be using this quality to their advantage when it comes to solving the systemic issues that plague Philadelphia's education system. Many of the articles in this issue have already gone into great detail about what is happening in Philadelphia. Torch Lytle has provided a summary of the recent…
ERIC Educational Resources Information Center
Ünlü, Melihan
2017-01-01
The aim of the study was to determine mathematics teacher candidates' knowledge about problem solving strategies through problem posing. This qualitative research was conducted with 95 mathematics teacher candidates studying at education faculty of a public university during the first term of the 2015-2016 academic year in Turkey. Problem Posing…
Preparing Quality Teachers: Making Learning Visible
ERIC Educational Resources Information Center
McArdle, Felicity
2010-01-01
Teacher quality is recognised as a lynchpin for education reforms internationally, and both Federal and State governments in Australia have turned their attention to teacher education institutions: the starting point for preparing quality teachers. Changes to policy and shifts in expectations impact on Faculties of Education, despite the fact that…
ERIC Educational Resources Information Center
Sevis, Serife; Cross, Dionne; Hudson, Rick
2017-01-01
Considering the role of mathematics-focused professional development programs in improving teachers' content knowledge and quality of teaching, we provided teachers opportunities for dealing with mathematics problems and positioning themselves as students in a large-scale long-term professional development (PD) project. In this proposal, we aimed…
Teacher Burnout: Stylish Fad or Profound Problem.
ERIC Educational Resources Information Center
Cunningham, William G.
1982-01-01
Evidence suggests that teacher burnout has significant impact on the quality of education and on teacher job satisfaction. Its causes include job stress and organizational structures or professional relationships. Reduction of burnout may come from such strategies as increased teacher role differentiation, greater teacher support, and improved…
Structural Problems in Teacher Training.
ERIC Educational Resources Information Center
Visalberghi, Aldo
1980-01-01
Focuses on educational problems in Italy, with particular regard to the effect of various pieces of educational legislation on these problems. Various solutions are proferred and suggestions are presented for integrating research, experimentation, and supplementary teacher training. (DB)
Balancing Teacher Quality and Quantity
NASA Astrophysics Data System (ADS)
Bond, Helen
The world is facing a shortage of trained teachers. According to the 2010 Global Monitoring Report approximately 10.3 million teachers will be needed globally to staff classrooms from Bangkok to Canada. The situation is worse in Sub-Saharan Africa. Estimates suggest that approximately 1.2 million new teachers will be needed in Sub-Saharan Africa alone to achieve universal primary education goals by 2015. Increases in primary school enrollments, drought, and HIV-AIDS have exacerbated the need for well trained teachers. Despite the need, the focus is on balancing quality with quantity. An effective teacher is deemed a critical element, although not the only one, in a student's success in the classroom. This paper focuses on the dilemma of meeting universal primary education goals in Sub-Saharan Africa, while maintaining teacher quality in fragile contexts.
Quality Requirements for Teacher Educators
ERIC Educational Resources Information Center
Koster, B.; Brekelmans, M.; Korthagen, F.; Wubbels, T.
2005-01-01
This study deals with the quality requirements that are needed for teacher educators. The tasks teacher educators have to do and the competencies they should possess (a professional profile), according to their fellow teacher educators, were identified. On the basis of a literature search on tasks and competencies of teacher educators, we made a…
Long working hours and sleep problems among public junior high school teachers in Japan.
Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko
2015-01-01
Long working hours may impact human health. In Japan, teachers tend to work long hours. From 2002 to 2012, the number of leaves of absence due to diseases other than mental disorders, or mental disorders among public school teachers increased by 1.3 times (from 2,616 to 3,381), or 1.8 times (from 2,687 to 4,960), respectively. The present study aimed to investigate the association between long working hours and sleep problems among public school teachers. This cross-sectional study was conducted from mid-July to September 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics including working hours, and responses to the Pittsburgh Sleep Quality Index were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and sleep problems separately by sex. The response rate was 44.8% (n=558). After excluding ineligible responses, the final sample comprised 515 teachers (335 males and 180 females). Sleep problems was identified in 41.5% of males and 44.4% of females. Our results showed a significantly increased risk of sleep problems in males working >60 hours per week (OR 2.05 [95% CI 1.01-4.30]) compared with those working ≤40 hours per week. No significant association was found in females. There is a significant association between long working hours and sleep problems in male teachers. Reducing working hours may contribute to a reduction in sleep problems.
The Correlation between a Teacher Selection Instrument and Teacher Quality in Tennessee
ERIC Educational Resources Information Center
McWhirter, Amy Balthrop
2014-01-01
It is not known to what extent the pre-employment teacher selection instrument scores used by a Tennessee school district correlate to teachers' post-employment quality after their first year of service. Two research questions guided the study on the Correlation Between a Teacher Selection Instrument and Teacher Quality in Tennessee: (1) To what…
ERIC Educational Resources Information Center
Green, Corinne; Eady, Michelle; Andersen, Peter
2018-01-01
There are many factors that impact student learning, with quality educators being one of the most important elements for student success. Accordingly, the promotion of quality teacher preparation programs has become a priority for tertiary institutions, researchers, policymakers, and practitioners. There is a known disparity between tertiary…
Teacher's Assessment of the Quality of Their Schools.
ERIC Educational Resources Information Center
Davis, Voyia
Thirty-eight teachers completed the Illinois Quality Schools Index Survey, which measured teachers' attitudes towards characteristics of quality schools. The majority of the teachers felt that the characteristics indicative of a quality school were often implemented in their school. Over half the teachers felt that their schools often or always…
Problem Solving Strategies among Primary School Teachers
ERIC Educational Resources Information Center
Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng
2017-01-01
The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…
Independence Pending: Teacher Behaviors Preceding Learner Problem Solving
ERIC Educational Resources Information Center
Roesler, Rebecca A.
2017-01-01
The purposes of the present study were to identify the teacher behaviors that preceded learners' active participation in solving musical and technical problems and describe learners' roles in the problem-solving process. I applied an original model of problem solving to describe the behaviors of teachers and students in 161 rehearsal frames…
Teacher Turnover, Teacher Quality, and Student Achievement in DCPS
ERIC Educational Resources Information Center
Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James
2017-01-01
In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…
Teacher's sleep quality: linked to social job characteristics?
Kottwitz, Maria U; Gerhardt, Christin; Pereira, Diana; Iseli, Lionel; Elfering, Achim
2018-02-07
Besides dealing with high workload, being a teacher is challenging with respect to the social context. There is increasing evidence that adverse social job characteristics challenge sleep quality. The current study tests whether restraint sleep quality (defined as worse sleep quality before than during vacation) is related to time-related job stressors, job resources, and social job characteristics. Forty-eight elementary school teachers (42% women) participated both during the last week before and the first week after vacation. Before vacation, teachers were asked for demographics and working conditions with reference to the last 30 d, and sleep quality with reference to the last 7 d. After vacation sleep quality during vacation was assessed and used as reference for working time sleep quality. Results showed mean levels of sleep quality increased during vacation. In teachers with restrained working time sleep quality (38%), experiences of failure at work, social exclusion, and emotional dissonance were more frequent than in teachers with unrestrained working time sleep quality (Ps<0.05). Groups did not differ in time-related stressors, time control and social support from supervisors. Emotion work, social exclusion and individual experience of failure seem to challenge sleep quality in teachers.
Teacher stress research: problems and progress.
Pithers, R T
1995-12-01
There is a reasonably large body of published research evidence available which indicates that teaching is a 'highly' or 'extremely highly' stressful occupation for up to one-third of its professionals. Generalisations such as this one, however, are wrought with problems. These problems, for instance, range from confusion about the definition of stress through to how it is to be measured. They include methodological problems inherent in some of the research used to examine the area of teacher stress and as well include, for example, confusion about the effect of mediating variables in the production of stress and strain. This paper examines some of the more important pervasive research problems in current research on teacher stress and makes some suggestions for research progress.
ERIC Educational Resources Information Center
Chen, Limin; Van Dooren, Wim; Chen, Qi; Verschaffel, Lieven
2011-01-01
In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3…
Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality.
ERIC Educational Resources Information Center
Mitchell, Karen J., Ed.; Robinson, David Z., Ed.; Plake, Barbara S., Ed.; Knowles, Kaeli T., Ed.
This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluating teacher licensure tests and examining the use of tests to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure. It also suggests alternatives for developing and assessing…
ERIC Educational Resources Information Center
Butler, Susan McAleenan
This qualitative study, investigating the claims, concerns, and issues arising within the design stages of problem-based learning (PBL) curriculum units, was conducted during two masters-level classes during the summer of 1999. A hermeneutic dialectic discourse among veteran teachers (who were novice PBL curriculum designers) was facilitated by…
An Analysis of Secondary and Middle School Teachers' Mathematical Problem Posing
ERIC Educational Resources Information Center
Stickles, Paula R.
2011-01-01
This study identifies the kinds of problems teachers pose when they are asked to (a) generate problems from given information and (b) create new problems from ones given to them. To investigate teachers' problem posting, preservice and inservice teachers completed background questionnaires and four problem-posing instruments. Based on previous…
Chinese Elementary School Teachers' Perceptions of Students' Classroom Behaviour Problems
ERIC Educational Resources Information Center
Shen, Jiliang; Zhang, Na; Zhang, Caiyun; Caldarella, Paul; Richardson, Michael J.; Shatzer, Ryan H.
2009-01-01
This study examined teachers' perceptions of classroom behaviour problems in five provinces of the People's Republic of China. Researchers surveyed 527 Chinese teachers from 27 elementary schools. Consistent with previous studies in China, teachers perceived non-attention to be the most frequent and troublesome behaviour problem. Teachers'…
Solving Discipline Problems: Strategies for Classroom Teachers.
ERIC Educational Resources Information Center
Wolfgang, Charles H.; Glickman, Carl D.
This book provides classroom teachers with a variety of discipline models, techniques, methods, and constructs designed to enable them to move beyond a singular approach in handling classroom behavior problems. The book first discusses the Teacher Behavior Continuum (TBC) which shows the teacher the context of his or her own general behavior with…
The Association between Preschool Classroom Quality and Children's Social-Emotional Problems
ERIC Educational Resources Information Center
Mohamed, Ahmed Hassan Hemdan; Marzouk, Samah Abd Al Fatah Mohamed
2016-01-01
This study examined the association between early childhood classroom quality and preschool children's social skills and emotional problems. Teachers completed the Early Childhood Environmental Rating Scale-Revised (ECERS-R) and the Devereux Early Childhood Assessment-Clinical Form (DECA-C). Participants included 141 preschool children from 10…
Skill Levels of Prospective Physics Teachers on Problem Posing
ERIC Educational Resources Information Center
Cildir, Sema; Sezen, Nazan
2011-01-01
Problem posing is one of the topics which the educators thoroughly accentuate. Problem posing skill is defined as an introvert activity of a student's learning. In this study, skill levels of prospective physics teachers on problem posing were determined and their views on problem posing were evaluated. To this end, prospective teachers were given…
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms
ERIC Educational Resources Information Center
Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John
2014-01-01
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…
Qualities of Influential Literacy Teacher Educators
ERIC Educational Resources Information Center
Wold, Linda S.; Young, Janet R.; Risko, Victoria J.
2011-01-01
An online survey of award-winning literacy teachers was conducted to determine the most influential qualities of literacy teacher educators in teacher preparation programs. Sixty-two recipients of literacy awards participated in the study, representing teachers of excellence from all U.S. geographic regions. Using a backward mapping process,…
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.
Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms
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
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…
Determination of the Relationship between Teacher Problems and School Success
ERIC Educational Resources Information Center
Durmusçelebi, Mustafa
2017-01-01
The aim of this study is to determine what the teacher problems are in different dimensions and to find out if there is a relationship between teacher problems and school achievement. For this purpose, it has been tried to determine how the teacher problems differ according to the variables such as gender, seniority, title, school level, branch…
School Problems and Teacher Responsibilities in Juvenile Rheumatiod Arthritis.
ERIC Educational Resources Information Center
Taylor, Janalee; And Others
1987-01-01
Responses of 24 children with rheumatoid arthritis, 24 of their parents, and 14 of their teachers to a survey about school problems indicated that children experienced problems most frequently with self-concept and peer relationships, while parents and teachers focused on physical health and activity-related problems. (Author/CB)
ERIC Educational Resources Information Center
Vick, Malcolm
2006-01-01
Current reviews of teacher education pay considerable attention to problems associated with the practicum, and often claim to propose major changes in order to improve the quality of new graduates. Many of the problems they address concerning the practicum and its relation to the "theoretical" component of programs are longstanding, and…
ERIC Educational Resources Information Center
Lee, Chwee Beng; Ling, Keck Voon; Reimann, Peter; Diponegoro, Yudho Ahmad; Koh, Chia Heng; Chew, Derwin
2014-01-01
Purpose: The purpose of this paper is to argue for the need to develop pre-service teachers' problem solving ability, in particular, in the context of real-world complex problems. Design/methodology/approach: To argue for the need to develop pre-service teachers' problem solving skills, the authors describe a web-based problem representation…
Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice
ERIC Educational Resources Information Center
Hill, Heather C.; Umland, Kristin; Litke, Erica; Kapitula, Laura R.
2012-01-01
Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor…
Taking Teacher Quality Seriously: A Collaborative Approach to Teacher Evaluation
ERIC Educational Resources Information Center
Karp, Stan
2012-01-01
If narrow, test-based evaluation of teachers is unfair, unreliable, and has negative effects on kids, classrooms, and curricula, what's a better approach? By demonizing teachers and unions, and sharply polarizing the education debate, the corporate reform movement has actually undermined serious efforts to improve teacher quality and evaluation.…
Elevating Teacher Quality: Teacher Tenure Reform Applying Lessons from Other Fields
ERIC Educational Resources Information Center
Martin, Kevin M.
2016-01-01
The increased pressure of changing how teacher evaluations are conducted and increasing the level of teacher quality are pushing schools to reform. Due to changes in state mandates and federal laws, schools are required to demonstrate teacher effectiveness and student growth in teacher evaluations to assure students are receiving top quality…
Developing Teachers' Subject Didactic Competence through Problem Posing
ERIC Educational Resources Information Center
Ticha, Marie; Hospesova, Alena
2013-01-01
Problem posing (not only in lesson planning but also directly in teaching whenever needed) is one of the attributes of a teacher's subject didactic competence. In this paper, problem posing in teacher education is understood as an educational and a diagnostic tool. The results of the study were gained in pre-service primary school teacher…
ERIC Educational Resources Information Center
Phin, Chankea
2014-01-01
Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…
Qualities of an effective teacher: what do medical teachers think?
2013-01-01
Background Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. Methods A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. Results The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). Conclusion This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings
ERIC Educational Resources Information Center
Skourdoumbis, Andrew
2017-01-01
This paper is a critique of the school education productivity evaluation and two research constructs germane to it, "teacher quality" and "teacher effectiveness." The paper will argue that policy inceptions of "teacher quality" and "teacher effectiveness" proxy for the productive capacity of schools and more…
How to Improve the Supply of High-Quality Teachers
ERIC Educational Resources Information Center
Hanushek, Eric Alan; Rivkin, Steven G.
2004-01-01
Virtually everybody interested in improving the performance of schools concentrates on the importance of teacher quality. Yet policy recommendations related to teacher quality frequently do not incorporate existing evidence about performance. This paper reviews the various strands of research related to teacher quality, including the role of…
Education Quality and Teacher Salary.
ERIC Educational Resources Information Center
Land, Arthur J.
In view of the emphasis on money as a motivator mentioned in reports examining theoretical notions about teacher motivation, this paper focuses on the efficacy of using salary to attract quality teacher candidates. Although standarized testing and internship programs often supplement inadequate certification requirements, critics question the…
On Teacher Quality in Independent Schools
ERIC Educational Resources Information Center
Balossi, Matt; Hernandez, Natalia R.
2016-01-01
Independent schools pride themselves on providing a unique educational experience for students, one that is robust and mission-driven and capitalizes on lower student-to-teacher ratios that allow for more personalized learning and high-quality teachers. Numerous studies measure teacher effectiveness in public schools, yet there is little research…
Teacher Certification: The Problem in the Pacific Northwest.
ERIC Educational Resources Information Center
Leonard, Leo D.
1985-01-01
Teacher certification procedures in the Pacific Northwest are used to illustrate the kinds of problems facing the nation in terms of teacher certification and program accreditation. Proposals for change include: cooperation between public schools and universities; five year programs; and use of research to study the teacher education process. (DF)
Problem based learning in midwifery - the teachers perspective.
Rowan, Catherine J; McCourt, Christine; Bick, Debra; Beake, Sarah
2007-02-01
Problem- or evidence-based learning (PBL or EBL) has become more widely used in the education of health professionals. Although there has been research exploring its effectiveness and the student's perspective, there has been little research exploring the perceptions of the teacher. The objective of this study was to investigate the experiences of teachers facilitating a problem based learning curriculum in midwifery. The study took place at Thames Valley University, which has implemented this approach across the entire curriculum. Semi-structured interviews were undertaken following random selection from two groups of teachers; those more experienced as teachers and those who had entered teaching more recently. Aspects of the teacher's role identified included questioning students to draw out their knowledge and understanding and to help students challenge each other, discuss and evaluate their learning. Strategies used varied depending on the stage of the programme. Difficulties encountered were mostly in relation to facilitating groups of differing backgrounds and ability and seeking to enable the students to work well together. Key challenges for teachers were in relation to developing facilitation skills, balancing input or guidance with facilitating independent learning. Problem based learning was perceived to be beneficial in helping students relate theory to practice and in encouraging an active and enquiring approach to evidence, but teachers raised important questions about its practice. Tensions were identified between the constructivist theories on which the model of PBL rests and the formal requirements of an externally regulated professional curriculum.
ERIC Educational Resources Information Center
Knobloch, Neil A.; Whittington, M. Susie
2002-01-01
This multiple regression study analyzed the percent of variance in teacher efficacy of 106 student teachers and novice teachers in agricultural education in Ohio explained by selected variables related to perceived support (utilizing a mentor, supportive principal behaviors, collective efficacy), teacher preparation quality, and student teaching…
Handbook for Qualities of Effective Teachers
ERIC Educational Resources Information Center
Stronge, James H.; Tucker, Pamela D.; Hindman, Jennifer L.
2004-01-01
This book makes it much easier to implement a staff development, teacher education, or self-help program to improve the six research-based teacher qualities that are most apt to raise student achievement. Use the dozens of assessments, observation guides, planning tools, and other resources to: (1) Strengthen teachers' verbal abilities, content…
The Economic Value of Higher Teacher Quality. Working Paper 56
ERIC Educational Resources Information Center
Hanushek, Eric A.
2010-01-01
Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement, which provides…
Teacher Quality, Job-Embedded Professional Development, and School-University Partnerships
ERIC Educational Resources Information Center
Dana, Nancy Fichtman
2010-01-01
There are few conversations about teaching these days that do not include talk about teacher quality. Yet, within the conversations about improving teacher quality, the dialogue is often political--consumed with one-dimensional solutions for improving teacher quality, such as linking teacher pay to student performance. Absent from the pervasive…
Teacher Quality. Education Policy White Paper
ERIC Educational Resources Information Center
Wilson, Suzanne, Ed.
2009-01-01
Good teaching matters. There is persuasive evidence that students benefit from high quality instruction and that these benefits are cumulative for students who have good teachers for several years. Teacher effectiveness matters so much that low-income students lucky enough to have three very good teachers in a row in elementary school earn test…
ERIC Educational Resources Information Center
Sahin, Alpaslan; Adiguzel, Tufan
2014-01-01
The purpose of this study is to investigate how international teachers, who were from overseas but taught in the United States, rate effective teacher qualities in three domains; personal, professional, and classroom management skills. The study includes 130 international mathematics, science, and computer teachers who taught in a multi-school…
ERIC Educational Resources Information Center
Castro-Villarreal, Felicia; Guerra, Norma S.
2012-01-01
In this study, we examine 122 preservice teachers' reported problems and assessed engagement styles using the LIBRE model stick figure. Qualitative and descriptive data were gathered using (1) a qualitative problem-solving activity to identify preservice teachers' problems and engagement preferences and (2) descriptive analyses to depict and…
Students' and Teachers' Conceptual Metaphors for Mathematical Problem Solving
ERIC Educational Resources Information Center
Yee, Sean P.
2017-01-01
Metaphors are regularly used by mathematics teachers to relate difficult or complex concepts in classrooms. A complex topic of concern in mathematics education, and most STEM-based education classes, is problem solving. This study identified how students and teachers contextualize mathematical problem solving through their choice of metaphors.…
NASA Astrophysics Data System (ADS)
Urquhart, Mary L.; Bober, Kendra M.
2006-02-01
The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.
ERIC Educational Resources Information Center
Hayel Al-Srour, Nadia; Al-Ali, Safa M.; Al-Oweidi, Alia
2016-01-01
The present study aims to detect the impact of teacher training on creative writing and problem-solving using both Futuristic scenarios program to solve problems creatively, and creative problem solving. To achieve the objectives of the study, the sample was divided into two groups, the first consist of 20 teachers, and 23 teachers to second…
Assessing the Quality of Teachers' Teaching Practices
ERIC Educational Resources Information Center
Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan
2012-01-01
This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and…
Turkish EFL Pre-Service Teachers' Pronunciation Problems
ERIC Educational Resources Information Center
Bardakçi, Mehmet
2015-01-01
This classroom research deals with pronunciation problems that Turkish EFL teacher candidates would encounter. The participants were 22 EFL pre-service teachers with B2 level of proficiency in English. The presentations which were carried out by these participants were analyzed both by the participants themselves and the researcher. The results…
Prospective Teachers' Problem Solving Skills and Self-Confidence Levels
ERIC Educational Resources Information Center
Gursen Otacioglu, Sena
2008-01-01
The basic objective of the research is to determine whether the education that prospective teachers in different fields receive is related to their levels of problem solving skills and self-confidence. Within the mentioned framework, the prospective teachers' problem solving and self-confidence levels have been examined under several variables.…
Teachers Are Designers: Addressing Problems of Practice in Education
ERIC Educational Resources Information Center
Henriksen, Danah; Richardson, Carmen
2017-01-01
Teachers may be confused or put off by buzzwords like "design thinking," but the concept is a useful one: To solve stubborn, everyday problems of practice in schools, they should approach those problems strategically and systematically. Specifically, explain the authors, teachers gain new insights into challenges they face when they take…
Out-of-Field Teaching: A Cross-National Study on Teacher Labor Market and Teacher Quality
ERIC Educational Resources Information Center
Zhou, Yisu
2012-01-01
In the past two decades, the issue of out-of-field teaching (OFT) has concerned policy makers and researchers alike who see raising teachers' subject matter knowledge as the main policy lever to improve teacher quality. The study of OFT has emerged as one of the important subfields of teacher quality and teacher labour market research.…
Assessing Pre-Service Teachers' Quality Teaching Practices
ERIC Educational Resources Information Center
Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi
2011-01-01
The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated…
Impact of problem finding on the quality of authentic open inquiry science research projects
NASA Astrophysics Data System (ADS)
Labanca, Frank
2008-11-01
Problem finding is a creative process whereby individuals develop original ideas for study. Secondary science students who successfully participate in authentic, novel, open inquiry studies must engage in problem finding to determine viable and suitable topics. This study examined problem finding strategies employed by students who successfully completed and presented the results of their open inquiry research at the 2007 Connecticut Science Fair and the 2007 International Science and Engineering Fair. A multicase qualitative study was framed through the lenses of creativity, inquiry strategies, and situated cognition learning theory. Data were triangulated by methods (interviews, document analysis, surveys) and sources (students, teachers, mentors, fair directors, documents). The data demonstrated that the quality of student projects was directly impacted by the quality of their problem finding. Effective problem finding was a result of students using resources from previous, specialized experiences. They had a positive self-concept and a temperament for both the creative and logical perspectives of science research. Successful problem finding was derived from an idiosyncratic, nonlinear, and flexible use and understanding of inquiry. Finally, problem finding was influenced and assisted by the community of practicing scientists, with whom the students had an exceptional ability to communicate effectively. As a result, there appears to be a juxtaposition of creative and logical/analytical thought for open inquiry that may not be present in other forms of inquiry. Instructional strategies are suggested for teachers of science research students to improve the quality of problem finding for their students and their subsequent research projects.
Problems Faced by Preservice Special Education Teachers in Jordan
ERIC Educational Resources Information Center
Al-Hiary, Ghaleb M.; Almakanin, Hisham A.; Tabbal, Suha A.
2015-01-01
One of the most important factors in the success of educating children with special needs is the quality of the special education teacher. While teachers are responsible for a plethora of duties, it is important that teacher preparation programs provide adequate training to ensure teachers are well prepared for the teaching profession. However,…
Prospective and In-Service Teachers' Perspectives about Launching a Problem
ERIC Educational Resources Information Center
González, Gloriana; Eli, Jennifer A.
2017-01-01
Launching a problem is critical in a problem-based lesson. We investigated teachers' perspectives on the use of a problem that was analogous to the one provided during a launch. Our goal was to identify teachers' underlying assumptions regarding what should constitute a launch as elements of the "practical rationality of mathematics…
The Equitable Distribution of High-Quality Teachers
ERIC Educational Resources Information Center
Bumgardner, Stan
2010-01-01
A new report by the National Comprehensive Center for Teacher Quality (TQ Center) highlights efforts across the nation to address a key point in the No Child Left Behind law and the American Recovery and Reinvestment Act (ARRA)--the equitable distribution of high-quality teachers across all schools. Research consistently has pointed to effective…
Attributions for Problem Behavior as Described by Turkish Teachers of Special Education
ERIC Educational Resources Information Center
Erbas, Dilek; Turan, Yasemin; Aslan, Yesim Gulec; Dunlap, Glen
2010-01-01
The purpose of this survey study was to determine Turkish teachers' attributions of problem behaviors. The participants' (special education teachers) attributions of problem behaviors varied with some teachers showing agreement with a behavioral perspective while others attributed the occurrence of problem behaviors to other factors (e.g., poor…
ERIC Educational Resources Information Center
Gok, Enes
2013-01-01
The Turkish education system has confronted radical changes over the last few years, as well as problems associated with it. In this context, the Turkish teacher education system attracts a lot of attention due to its role as the main teacher provider. Specifically, the quality of the teachers and the programs used to train them are being…
ERIC Educational Resources Information Center
Bentley, Ralph R.; Rempel, Averno M.
This 2-year study attempted to determine whether feedback to teachers and principals about problems and tensions existing in their schools can be effective in changing morale for (1) teachers generally, (2) vocational teachers, (3) and nonvocational teachers. Relationships between teacher morale and such factors as age, sex, teaching experience,…
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…
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. Colorado State Summary
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2007
2007-01-01
The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Colorado edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies…
Obsuth, Ingrid; Murray, Aja Louise; Malti, Tina; Sulger, Philippe; Ribeaud, Denis; Eisner, Manuel
2017-08-01
Previous research suggests a link between the quality of teacher-student relationships and the students' behavioral outcomes; however, the observational nature of past studies makes it difficult to attribute a causal role to the quality of these relationships. In the current study, therefore, we used a propensity score analysis approach to evaluate whether students who were matched on their propensity to experience a given level of relationship quality but differed on their actual relationship quality diverged on their concurrent and subsequent problem and prosocial behavior. Student/self, teacher, and parent- (only waves 1-3) reported data from 8 waves of the Zurich Project on the Social Development of Children and Youths (z-proso), a longitudinal study of Swiss youth among a culturally diverse sample of 7- to 15-year-olds were utilized. The initial sample included 1483 (49.4 % female) students for whom information relevant for this study was available. The sample represented families from around 80 different countries, from across all the continents; with approximately 42 % of the female primary caregivers having been born in Switzerland. Following successful matching, we found that students who reported better relationships with their teachers and whose teachers reported better relationships with them evidenced fewer problem behaviors concurrently and up to 4 years later. There was also evidence for an analogous effect in predicting prosocial behavior. The implications of these findings are discussed in relation to prevention and intervention practices.
Leaders We Have A Problem! It is Teacher Retention...What Can We Do About It?
ERIC Educational Resources Information Center
Williams, La'Shonte; Kritsonis, William Allan
2007-01-01
This article examines the schoolwork environment and how to combat the major problem of teacher retention. Leaders within an organization have the important task of motivating their employees. Various organizations will spend extra money every year developing new programs to keep quality employees. Still, leaders are wondering why so many of their…
ERIC Educational Resources Information Center
Kurz, Alexander; Elliott, Stephen N.; Roach, Andrew T.
2015-01-01
Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI…
Everybody's Problem: Novice Teachers in Disadvantaged Mexican Schools
ERIC Educational Resources Information Center
Martínez, Nora H.
2014-01-01
This paper explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The researchers employed the action research tradition. Problems were identified using participant observation during reflexive workshops conducted with novice teachers and…
ERIC Educational Resources Information Center
Decker-Woodrow, Lauren
2018-01-01
This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…
Building Teacher Quality in the Kansas City, Missouri School District
ERIC Educational Resources Information Center
Corso, Aileen; Franck, Valerie; Kelliher, Kate; McCorry, Betsy
2011-01-01
This study looks at the policies and practices shaping teacher quality in the Kansas City, Missouri School District (KCMSD). It is part of a series of analyses by the National Council on Teacher Quality (NCTQ) in school districts across the nation. Framing this analysis are five policy goals for improving teacher quality: (1) Staffing. Teacher…
Attracting and Retaining Quality Teachers through Incentives.
ERIC Educational Resources Information Center
Engelking, Jeri L.
1987-01-01
Discusses problems in recruiting and retaining high-ability teachers and the need to provide motivation for teachers. Provides a listing of incentives to enhance and professionalize the teaching profession. (MD)
Teacher Expertise and the Development of a Problem Representation
ERIC Educational Resources Information Center
Hogan, Tracy; Rabinowitz, Mitchell
2009-01-01
This study examined ways in which expert and novice teachers mentally represent classroom problems in matters of instruction, assessment, and curriculum planning. A triad judgement task was administered to expert teachers (n=20) and novice teachers (n=98) to determine whether deep, structural features (i.e. the theoretical underpinnings associated…
Shortchanging Rural Teachers. Teaching Quality: RESEARCH MATTERS.
ERIC Educational Resources Information Center
Southeast Center for Teaching Quality, Chapel Hill, NC.
This brief examines problems staffing rural schools and discusses the importance of teacher education in producing effective reading teachers. Over 31 percent of public schools are in rural areas, comprising over 49 percent of public school systems. Rural districts have difficulty recruiting teachers because they generally have lower salaries,…
Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Mandell, David S.; Sheridan, Susan M.
2016-01-01
Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving. PMID:28392604
Azad, Gazi F; Kim, Mina; Marcus, Steven C; Mandell, David S; Sheridan, Susan M
2016-12-01
Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.
Does Teacher Quality Affect Student Achievement? An Empirical Study in Indonesia
ERIC Educational Resources Information Center
Sirait, Swando
2016-01-01
The objective of this study is to examine the relationship between teacher qualities in relation to student achievement in Indonesia. Teacher quality in this study defines as teacher evaluation score, in the areas of professional and pedagogic competency. The result of this study consonant to previous study that teacher quality, in term of teacher…
The Development of Teacher Education in Malaysia: Problems and Challenges.
ERIC Educational Resources Information Center
Lee, Molly N. N.
2000-01-01
Reviews patterns of teacher education in Malaysia, highlighting current problems and challenges, discussing recent reforms and policy initiatives in the domain of teacher education, and introducing three articles that focus on: teacher education for Teachers of English to Speakers of Other Languages in Malaysia, training of school counselors in…
Problem Solution Project: Transforming Curriculum and Empowering Urban Students and Teachers
ERIC Educational Resources Information Center
Jarrett, Olga S.; Stenhouse, Vera
2011-01-01
This article presents findings of 6 years of implementing a Problem Solution Project, an assignment influenced by service learning, problem-based learning, critical theory, and critical pedagogy whereby teachers help children tackle real problems. Projects of 135 teachers in an urban certification/master's program were summarized by cohort year…
Getting It Together in Teacher Education: A "Problem-Centered" Curriculum.
ERIC Educational Resources Information Center
Kleinfeld, Judith; Noordhoff, Karen
1988-01-01
This article describes the Teachers for Alaska program, University of Alaska. This fifth-year certification program is a response to the teacher education reform movement and is designed to prepare high quality secondary teachers. The program emphasizes preparation of teachers for small high schools in remote Eskimo and Indian villages. (IAH)
Raising the Bar: Ethics Education for Quality Teachers
ERIC Educational Resources Information Center
Boon, Helen
2011-01-01
Since the 1970s an "ethics boom" has occurred to counter the disappearance of ethics education from tertiary institutions. This "boom" appears to be absent from teacher education programs in Australia and the United States. Given persistent calls to enhance teacher quality this is problematic because quality teaching is…
The Problem of Underqualified Teachers: A Sociological Perspective
ERIC Educational Resources Information Center
Ingersoll, Richard M.
2005-01-01
Few educational problems have received more attention than has the failure to ensure that the nation's classrooms are staffed by qualified teachers. Many states have pushed for more-rigorous preservice teacher education, training, and certification standards. Moreover, a host of recruitment initiatives have attempted to increase the supply of…
Rating Students' Problem Behaviour: The Role of Teachers' Individual Characteristics
ERIC Educational Resources Information Center
Kokkinos, Constantinos M.; Kargiotidis, Apostolos
2016-01-01
This study examined the role of teachers' personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student's behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout.…
Teachers Beliefs in Problem Solving in Rural Malaysian Secondary Schools
ERIC Educational Resources Information Center
Palraj, Shalini; DeWitt, Dorothy; Alias, Norlidah
2017-01-01
Problem solving is the highest level of cognitive skill. However, this skill seems to be lacking among secondary school students. Teachers' beliefs influence the instructional strategies used for students' learning. Hence, it is important to understand teachers' beliefs so as to improve the processes for teaching problem solving. The purpose of…
Teachers' Selection and Enactment of Mathematical Problems from Textbooks
ERIC Educational Resources Information Center
Son, Ji-Won; Kim, Ok-Kyeong
2015-01-01
In order to investigate how teachers' use of textbooks creates different kinds of opportunities for student learning, this study focused on teachers' selection and enactment of problems and tasks from the textbooks and their influence on the cognitive demand placed on students. By drawing on data from three elementary teachers in the USA, two of…
Lyberg Åhlander, Viveka; Rydell, Roland; Löfqvist, Anders
2012-07-01
This randomized case-control study compares teachers with self-reported voice problems to age-, gender-, and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, personality, psychosocial and coping aspects, searching for causative factors of voice problems in teachers. Subjects and controls, recruited from a teacher group in an earlier questionnaire study, underwent examinations of the larynx by high-speed imaging and kymograms; voice recordings; voice range profile; audiometry; self-assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. The subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery time from voice problems and scored higher on all subscales of the Voice Handicap Index-Throat. The results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the recovery time. The results also underline the importance of using self-assessed reports of voice dysfunction. Copyright © 2012 The Voice Foundation. Published by Mosby, Inc. All rights reserved.
The Student-Teacher Relationship Quality of Abused Children
Haskett, Mary E.; Hawkins, Amy L.
2016-01-01
Considering the association between children’s quality of relationships with teachers and their academic adjustment, information pertaining to how abused children are functioning in their relationships with teachers could be useful in promoting their academic success— yet there has been limited research in this area. The purpose of this study was to use cluster analyses to explore within-group differences in relational schemas and quality of student-teacher relationships for 70 abused children. Two clusters of abused children emerged, and as hypothesized, there were significant differences in student-teacher relationships for the two clusters. The cluster with more positive relational schemas had less conflict and less dependency reported by their teachers compared to the cluster with negative relational schemas. However, there were no differences between the clusters in terms of closeness with teachers. Implications for practice in schools is discussed. PMID:28713179
ERIC Educational Resources Information Center
Chitiyo, Morgan; Chitiyo, George; Chitiyo, Jonathan; Oyedele, Victoria; Makoni, Richard; Fonnah, Davidson; Chipangure, Luke
2014-01-01
Problem behaviour continues to present a challenge for school-teachers worldwide. Since school-teachers around the globe have different conceptualisations of what constitutes problem behaviour, the purpose of this study was to examine the perceptions of Zimbabwean school-teachers about their perceived causes of problem behaviour among students in…
Raising Teacher Quality around the World
ERIC Educational Resources Information Center
Stewart, Vivien
2011-01-01
Contrary to what many people assume, writes Stewart, a high-quality teacher workforce is not the simple result of some traditional cultural respect for teachers that exists in some countries. Rather, it requires deliberate policy choices. In a tour of seven countries that traditionally score high on international tests of student performance…
Developing Pre-Service Teachers Understanding of Fractions through Problem Posing
ERIC Educational Resources Information Center
Toluk-Ucar, Zulbiye
2009-01-01
This study investigated the effect of problem posing on the pre-service primary teachers' understanding of fraction concepts enrolled in two different versions of a methods course at a university in Turkey. In the experimental version, problem posing was used as a teaching strategy. At the beginning of the study, the pre-service teachers'…
The Changing Realities of Teacher Needs.
ERIC Educational Resources Information Center
Lightfoot, Alfred
1986-01-01
The teaching profession is facing a dramatic crisis as it attempts to deal with both "quantity" (teacher shortages, rising student enrollments, teacher persistence) and "quality" (teacher competence, teacher certification, teacher testing) problems. (CB)
Teacher-Child Relationship Quality: The Roles of Child Temperament and Teacher-Child Interactions
ERIC Educational Resources Information Center
Rudasill, Kathleen Moritz; Rimm-Kaufman, Sara E.
2009-01-01
Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom. Using an NICHD SECCYD sample of 819…
Analyzing Pre-Service Primary Teachers' Fraction Knowledge Structures through Problem Posing
ERIC Educational Resources Information Center
Kilic, Cigdem
2015-01-01
In this study it was aimed to determine pre-service primary teachers' knowledge structures of fraction through problem posing activities. A total of 90 pre-service primary teachers participated in this study. A problem posing test consisting of two questions was used and the participants were asked to generate as many as problems based on the…
NASA Astrophysics Data System (ADS)
Guven, Bulent; Aydin-Guc, Funda; Medine Ozmen, Zeynep
2016-08-01
The purpose of this study was to determine the relationship between the problems teachers preferred in mathematics lessons and student achievement in different types of problems. In accordance with this purpose, nine mathematics teachers were interviewed, and corresponding problems were prepared and administered to 225 eighth-grade students. The findings indicate that problem types are dependent on teacher preferences. It was found that curriculum-dependent and routine problems were dominant for teacher preferences. Students are more successful at with missing data, problems that are visual and do not require the use of different strategies. They have lower success at long problems, those that contain irrelevant data, problems that require the use of different strategies and difficult problem types. It was found that problem types at which students were successful and which teachers preferred were related. These results relay information about problems used in the learning environment and effect of problem-solving experiences on students' success.
Contemporary Technologies to Improve the Quality of Education When Training Teachers
ERIC Educational Resources Information Center
Sibgatullina, Alfiya
2015-01-01
The article considers contemporary technologies to improve the quality of teachers' education (as exemplified by the training of foreign language teachers). The author presents analysis of the "quality of education" concept, proposes and analyzes the criteria for assessing the quality of education of future foreign language teachers.…
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. New Jersey State Summary
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2007
2007-01-01
The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This New Jersey edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state…
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. New Mexico State Summary
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2007
2007-01-01
The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This New Mexico edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state…
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. New Hampshire State Summary
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2007
2007-01-01
The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This New Hampshire edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state…
Relationship between quality of life and occupational stress among teachers.
Yang, X; Ge, C; Hu, B; Chi, T; Wang, L
2009-11-01
With major changes in the education system and limited resources supplied by the Government, Chinese teachers have been suffering from greater occupational stress in recent years, which is believed to affect their physical and mental health. The aim of this study was to explore the relationship between quality of life and occupational stress in primary and middle school teachers. Originals. A cross-sectional study was conducted using cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. A demographic questionnaire, the 36-item Short-Form Health Survey (SF-36) and the Occupational Stress Inventory Revised Edition were employed to collect demographic variables and assess quality of life and occupational stress. Multivariate stepwise linear regression analyses were performed to study the relationship between quality of life and occupational stress. The mean scores for both male and female teachers in this study were significantly lower than those for the Chinese general population for all dimensions of quality of life, except mental health and vitality (P<0.05). Male teachers scored significantly higher than female teachers for physical functioning, bodily pain, vitality and physical health (P<0.05). Age, role overload, role insufficiency, vocational strain, psychological strain, physical strain, recreation and rational coping were significantly associated with both the physical and mental component summaries of the SF-36 (P<0.05). Gender, physical environment and self-care appeared to be robust indicators of physical health (P<0.05), while role insufficiency, interpersonal strain and social support were strong indicators of mental health (P<0.05). In China, teachers have a lower health status than the general population. The quality of life of female teachers is worse than that of male teachers, and deteriorates with age. Occupational stress and strain induce
Globalization and the Preparation of Quality Teachers: Rethinking Knowledge Domains for Teaching
ERIC Educational Resources Information Center
Goodwin, A. Lin
2010-01-01
Preparing quality teachers has become a global concern as all nations strive for excellence at all levels. Yet, there is little consensus around what constitutes quality and how quality teachers might best be attained. This article takes up the issue of quality teacher preparation by exploring several pivotal questions: What might quality teaching…
Quality in Preschool Education: The Views of Teachers and Assistant Teachers
ERIC Educational Resources Information Center
Karademir, Abdulhamit; Cingi, Mehmet Akif; Dereli, Fatih; Akman, Berrin
2017-01-01
As the importance attached to preschool education has increased in recent years, researchers have begun to discuss the quality of educational and care services. This study aims to show the views of assistant teachers working at preschool educational institutions concerning quality, investigate their influence on quality, and reveal the effect of…
Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements
ERIC Educational Resources Information Center
Angrist, Joshua D.; Guryan, Jonathan
2008-01-01
The education reform movement includes efforts to raise teacher quality through stricter certification and licensing provisions. Most US states now require public school teachers to pass a standardized test such as the Praxis. Although any barrier to entry is likely to raise wages in the affected occupation, the theoretical effects of such…
When a Problem Is More than a Teacher's Question
ERIC Educational Resources Information Center
Olson, Jo Clay; Knott, Libby
2013-01-01
Not only are the problems teachers pose throughout their teaching of great importance but also the ways in which they use those problems make this a critical component of teaching. A problem-posing episode includes the problem setup, the statement of the problem, and the follow-up questions. Analysis of problem-posing episodes of precalculus…
Kerebih, Habtamu; Abrha, Hailay; Frank, Reiner; Abera, Mubarek
2016-11-12
Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial.
ERIC Educational Resources Information Center
Wiseman, Alexander W.; Al-bakr, Fawziah
2013-01-01
In national education systems worldwide, teacher quality has become synonymous with education reform efforts, but a more elusive goal is empirically measuring teacher quality. One proposed measure of teacher quality, teacher licensing, also known as certification, is an increasingly ubiquitous component of national education systems and…
Teacher Quality 2.0: Toward a New Era in Education Reform
ERIC Educational Resources Information Center
Hess, Frederick M., Ed.; McShane, Michael Q., Ed.
2014-01-01
In "Teacher Quality 2.0," American Enterprise Institute (AEI) education experts Frederick M. Hess and Michael Q. McShane convene a diverse array of contributors to examine fruitful innovations that promise to improve teacher quality in a more strategic way. Much of the cutting-edge work in teacher quality is happening in nontraditional…
Problems of Female School Teachers in Kerala
ERIC Educational Resources Information Center
Nath, Baiju K.
2008-01-01
The problems of employed women will vary with the nature of job, sector in which she is working, and family setup. Fairly large proportion of teaching community is comprised of female teachers, which is one of the major service sectors chosen by women in the state. The study aimed to study the Personal, Familial and Professional problems faced by…
Problem-Based Learning for the Pre-Service Teacher
ERIC Educational Resources Information Center
Barron, Lisa; Preston-Sabin, Jennie; Kennedy, David
2013-01-01
As a part of the Ready2Teach teacher education redesign of the Tennessee Board of Regents, Problem-Based Learning (PBL) has been implemented in the Foundations of Education courses of some universities. PBLs require teacher candidates to work in groups to research best practices and strategies that they would use to deal with real-world situations…
Parent and teacher perspectives about problem behavior in children with Williams syndrome.
Klein-Tasman, Bonita P; Lira, Ernesto N; Li-Barber, Kirsten T; Gallo, Frank J; Brei, Natalie G
2015-01-01
Problem behavior of 52 children with Williams syndrome ages 6 to 17 years old was examined based on both parent and teacher report. Generally good inter-rater agreement was found. Common areas of problem behavior based both on parent and teacher report included attention problems, anxiety difficulties, repetitive behaviors (e.g., obsessions, compulsions, picking nose or skin), and social problems, reflecting a robust behavioral phenotype in Williams syndrome present across contexts. Some rater differences were observed; most notably, parents reported more attention and mood difficulties than did teachers, while teachers reported more oppositionality and aggression than did parents. Relations to intellectual functioning, age, and gender were examined. The implications of the findings for understanding the behavioral phenotype associated with Williams syndrome are discussed.
Teaching Quality and Performance among Experienced Teachers in Malaysia
ERIC Educational Resources Information Center
Abd Hamid, Siti Rafiah; Syed Hassan, Sharifah Sariah; Ismail, Nik Ahmad Hisham
2012-01-01
The role of teachers has evolved from merely being teacher-centered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teacher's effectiveness will not be a straight forward attempt by solely examining students' achievements or students' perceptions of their teachers' attributes. A careful…
Teacher Quality: What You Need to Know
ERIC Educational Resources Information Center
Joyce Foundation, 2010
2010-01-01
Once kids walk in the school door, the most important factor for how well they learn is the quality of their teachers. Having good teachers is important for all kids. But it's especially important for kids who are falling behind. Research shows that students who are taught by a really good teacher can make as much as a year and a half's worth of…
The Problem-Solving Skills of the Teachers in Various Branches
ERIC Educational Resources Information Center
Temel, Veysel
2015-01-01
The aim of this study was to determine the problem-solving skills of the teachers in various branches in Çat town of Erzurum Province in Turkey, using some variables. A total of 153 teachers (84 females, 69 males and age: 1.6536±0.72837) from different departments participated in the study. Problem Solving Inventory, developed by Heppner and…
The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality
ERIC Educational Resources Information Center
Grollmann, Philipp
2008-01-01
What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices…
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.
State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. National Summary
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2007
2007-01-01
Countless reports have analyzed the impact of the No Child Left Behind Act of 2001 on teacher quality and student achievement. What many of these reports truly leave behind, however, is the reality that state governments--not the federal government--have the strongest impact on the work of America's 3.1 million teachers. With that in mind, three…
Improving Teacher Quality 2007 Grant Awards. Commission Report 07-23
ERIC Educational Resources Information Center
California Postsecondary Education Commission, 2007
2007-01-01
The Improving Teacher Quality Program recently concluded its 2007 competition to select grantees who will provide high-quality teacher professional development over the next several years. Teachers in grades K-2 were the focus of this year's Request for Proposals (RFP). As required in the last two rounds of competition, the selected projects must…
Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers
ERIC Educational Resources Information Center
Evans, Brian R.
2012-01-01
It is important for teacher educators to understand new alternative certification middle and high school teachers' mathematical problem solving abilities and perceptions. Teachers in an alternative certification program in New York were enrolled in a proof-based algebra course. At the beginning and end of a semester participants were given a…
Investigating the Impact of Field Trips on Teachers' Mathematical Problem Posing
ERIC Educational Resources Information Center
Courtney, Scott A.; Caniglia, Joanne; Singh, Rashmi
2014-01-01
This study examines the impact of field trip experiences on teachers' mathematical problem posing. Teachers from a large urban public school system in the Midwest participated in a professional development program that incorporated experiential learning with mathematical problem formulation experiences. During 2 weeks of summer 2011, 68 teachers…
Teacher quality moderates the genetic effects on early reading.
Taylor, J; Roehrig, A D; Soden Hensler, B; Connor, C M; Schatschneider, C
2010-04-23
Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.
Recruiting and retaining high-quality teachers in rural areas.
Monk, David H
2007-01-01
In examining recruitment and retention of teachers in rural areas, David Monk begins by noting the numerous possible characteristics of rural communities--small size, sparse settlement, distance from population concentrations, and an economic reliance on agricultural industries that are increasingly using seasonal and immigrant workers to minimize labor costs. Many, though not all, rural areas, he says, are seriously impoverished. Classes in rural schools are relatively small, and teachers tend to report satisfaction with their work environments and relatively few problems with discipline. But teacher turnover is often high, and hiring can be difficult. Monk observes that rural schools have a below-average share of highly trained teachers. Compensation in rural schools tends to be low, perhaps because of a lower fiscal capacity in rural areas, thus complicating efforts to attract and retain teachers. Several student characteristics, including relatively large shares of students with special needs and with limited English skills and lower shares of students attending college, can also make it difficult to recruit and retain high-quality teachers. Other challenges include meeting the needs of highly mobile children of low-income migrant farm workers. With respect to public policy, Monk asserts a need to focus on a subcategory of what might be called hard-to-staff rural schools rather than to develop a blanket set of policies for all rural schools. In particular, he recommends a focus on such indicators as low teacher qualifications, teaching in fields far removed from the area of training, difficulty in hiring, high turnover, a lack of diversity among teachers in the school, and the presence of migrant farm workers' children. Successful efforts to stimulate economic growth in these areas would be highly beneficial. He also calls attention to the potential for modern telecommunication and computing technologies to offset some of the drawbacks associated with teaching
Assessing the Quality of Problems in Problem-Based Learning
ERIC Educational Resources Information Center
Sockalingam, Nachamma; Rotgans, Jerome; Schmidt, Henk
2012-01-01
This study evaluated the construct validity and reliability of a newly devised 32-item problem quality rating scale intended to measure the quality of problems in problem-based learning. The rating scale measured the following five characteristics of problems: the extent to which the problem (1) leads to learning objectives, (2) is familiar, (3)…
Survey Feedback and the Problem of Change in Teacher Education.
ERIC Educational Resources Information Center
Hopkins, David
The problem of change in Canadian teacher education was studied, and the effectiveness of survey feedback, an organization development intervention, was tested in twelve Canadian teacher education institutions. Based on a review of the literature on change and teacher education, the argument is made that the impetus for change occurs as a result…
The Concept of Quality in Cambodian Teacher Training: A Philosophical Ethnography
ERIC Educational Resources Information Center
Stanfill, Enoch M.
2016-01-01
Research shows that quality teachers are the single most significant influence on the quality of education available to students. This recognition of the importance of quality teachers on quality education is reflected in goal 6 of the EFA: Quality Education. EFA proxies for quality, however, are dubious measures of the concept......What does the…
Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality
ERIC Educational Resources Information Center
Whitebook, Marcy; King, Elizabeth; Philipp, George; Sakai, Laura
2016-01-01
Early childhood teachers routinely face insufficient teaching supports and inadequate rewards for their education and commitment (e.g., low pay, lack of professional supports, and lack of benefits). These shortcomings contribute to poor program quality and fuel high levels of teacher turnover, preventing program improvement and making it…
ERIC Educational Resources Information Center
Decker, Anna-Theresia; Kunter, Mareike; Voss, Thamar
2015-01-01
This study investigates whether the quality of discourse during teacher induction classes predicts beginning teachers' reflection and beliefs about teaching and learning mathematics. In a study with repeated measurements (interval 10 months), transmissive and constructivist beliefs of 536 German teacher candidates in their 2-year induction phase…
Parent and Teacher Perspectives about Problem Behavior in Children with Williams Syndrome
ERIC Educational Resources Information Center
Klein-Tasman, Bonita P.; Lira, Ernesto N.; Li-Barber, Kirsten T.; Gallo, Frank J.; Brei, Natalie G.
2015-01-01
Problem behavior of 52 children with Williams syndrome ages 6 to 17 years old was examined based on both parent and teacher report. Generally good inter-rater agreement was found. Common areas of problem behavior based both on parent and teacher report included attention problems, anxiety difficulties, repetitive behaviors (e.g., obsessions,…
Pre-Service Elementary Teachers' Motivation and Ill-Structured Problem Solving in Korea
ERIC Educational Resources Information Center
Kim, Min Kyeong; Cho, Mi Kyung
2016-01-01
This article examines the use and application of an ill-structured problem to pre-service elementary teachers in Korea in order to find implications of pre-service teacher education with regard to contextualized problem solving by analyzing experiences of ill-structured problem solving. Participants were divided into small groups depending on the…
Mathematics Student Teachers' Modelling Approaches While Solving the Designed Esme Rug Problem
ERIC Educational Resources Information Center
Hidiroglu, Çaglar Naci; Dede, Ayse Tekin; Ünver, Semiha Kula; Güzel, Esra Bukova
2017-01-01
The purpose of the study is to analyze the mathematics student teachers' solutions on the Esme Rug Problem through 7-stage mathematical modelling process. This problem was designed by the researchers by considering the modelling problems' main properties. The study was conducted with twenty one secondary mathematics student teachers. The data were…
ERIC Educational Resources Information Center
Liljequist, Laura; Renk, Kimberly
2007-01-01
This study examined the relationships among teachers' perceptions of students' behavioural problems and their own efficacy and psychological symptoms. Findings suggested that teachers were more bothered by externalising (i.e., acting out) than internalising (i.e., withdrawal, depression) behavioural problems in their students, and believed that…
The Distribution of Teacher Quality and Implications for Policy
ERIC Educational Resources Information Center
Hanushek, Eric A.; Rivkin, Steven G.
2012-01-01
It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools.…
ERIC Educational Resources Information Center
Buxton, Cory A.; Salinas, Alejandra; Mahotiere, Margarette; Lee, Okhee; Secada, Walter G.
2013-01-01
Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview…
Teachers Implementing Mathematical Problem Posing in the Classroom: Challenges and Strategies
ERIC Educational Resources Information Center
Leung, Shuk-kwan S.
2013-01-01
This paper reports a study about how a teacher educator shared knowledge with teachers when they worked together to implement mathematical problem posing (MPP) in the classroom. It includes feasible methods for getting practitioners to use research-based tasks aligned to the curriculum in order to encourage children to pose mathematical problems.…
Building Teacher Quality in Baltimore City Public Schools
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2010
2010-01-01
At the request of the Education Reform Project of the American Civil Liberties Union of Maryland, the National Council on Teacher Quality undertook an analysis of the teacher policies in the Baltimore City Public Schools. Its analysis looks at the teachers' contract, school board rules and state laws. It also collected personnel data from the…
Pre-Service Teachers' Free and Structured Mathematical Problem Posing
ERIC Educational Resources Information Center
Silber, Steven; Cai, Jinfa
2017-01-01
This exploratory study examined how pre-service teachers (PSTs) pose mathematical problems for free and structured mathematical problem-posing conditions. It was hypothesized that PSTs would pose more complex mathematical problems under structured posing conditions, with increasing levels of complexity, than PSTs would pose under free posing…
ERIC Educational Resources Information Center
Aljaberi, Nahil M.; Gheith, Eman
2016-01-01
This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…
Aghadoost, Ozra; Moradi, Negin; Aghadoost, Alireza; Montazeri, Ali; Soltani, Majid; Saffari, Ali
2016-11-01
As the largest group of professional voice users, teachers are more likely to face voice disorders because of their specific job conditions. This study aimed to compare the quality of life in female teachers with and without voice complaints. This is a cross-sectional descriptive-analytical study. This was a cross-sectional study of samples of primary school female teachers with (n = 60) and without (n = 60) voice disorders. All teachers were serving in Tehran, Iran. Professional background information was obtained through interviews, and quality of life was measured using the 36-item Short Form Health Survey questionnaire. A comparison was made between the study groups to analyze the data. The mean age of teachers was 44 (standard deviation = 3.95) years. There were no significant differences between the two groups regarding their professional background. However, significant differences were observed between the two groups in all subscales of the 36-item Short Form Health Survey, including physical and social functioning, role limitations because of either physical or emotional problems, bodily pain, general health, vitality, and mental health (P < 0.05). Findings of this study point to the effect of voice complaint on quality of life and showed that teachers with voice complaints suffer from poor health-related quality of life. Therefore, both voice-specific and unspecific assessment methods are required for clinical diagnostics. Copyright © 2016. Published by Elsevier Inc.
ERIC Educational Resources Information Center
Crespo, Sandra; Sinclair, Nathalie
2008-01-01
School students of all ages, including those who subsequently become teachers, have limited experience posing their own mathematical problems. Yet problem posing, both as an act of mathematical inquiry and of mathematics teaching, is part of the mathematics education reform vision that seeks to promote mathematics as an worthy intellectual…
Problems of Female School Teachers in District Kulgam (J&K)
ERIC Educational Resources Information Center
Rashid, Ruhee; Maharashi, Santosh Kumar
2015-01-01
The purpose of this study is to find the problems of employed female school teachers in district Kulgam. Sample of 100 employed women are selected from different education institutions as 20 Rehaber e Taleem (ReT) female teachers, 40 female teachers, 20 female masters and 20 female lecturers using stratified random sampling. In this study we use…
ERIC Educational Resources Information Center
Committee for Economic Development, 2013
2013-01-01
In its 2009 report "Teacher Compensation and Teacher Quality," the Committee for Economic Development urged business leaders to be active participants in school district deliberations about teacher compensation policies. The Committee for Economic Development (CED) noted that "business leaders can make the case to the public that…
In Pursuit of Teacher Quality: Three Models of Success.
ERIC Educational Resources Information Center
Dandy, Evelyn; O'Dell, Sandra; McKinney, Marilyn; Perkins, Peggy G.; Miller, Susan Peterson; Reiman, Alan; Peace, Sandra DeAngelis; Williams, Doris Terry; Duncan, JoAnn Hines
This document is comprised of three papers by various authors, summarizing three different models of programs that successfully promote teacher quality that were introduced at the National Conference on Teacher Quality in January 2000, hosted by the U.S. Department of Education. The first program described, the Pathways to Teaching Program of…
The Problems of Practice: Bricolage as a Metaphor for Teachers' Work and Learning
ERIC Educational Resources Information Center
Scribner, Jay Paredes
2005-01-01
In this article the author uses Levi-Strauss' (1966) metaphor of Bricolage to examine how teachers, not policymakers, make sense of their "problems of practice" in three United States high schools. The article also examines how teachers address these problems of practice. It concludes by underscoring the disconnect between teachers' and…
Prospective Teachers' Problem Solving in Online Peer-Led Dialogues
ERIC Educational Resources Information Center
Wade, Suzanne E.; Fauske, Janice R.; Thompson, Audrey
2008-01-01
In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who participated in a peer-led online discussion of a teaching case about English-language learners. They also examined what approaches to multicultural…
Teacher Quality, Professionalism and Professional Development: Findings from a European Project
ERIC Educational Resources Information Center
Hilton, Gillian; Flores, Maria Assunção; Niklasson, Laila
2013-01-01
This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…
Early Childhood Behavioural Problems in Turkey: Teachers' Views, Challenges and Coping Strategies
ERIC Educational Resources Information Center
Yumus, Melike; Bayhan, Pinar
2017-01-01
This research explored teachers' opinions on behaviour problems of 36- to 72-month-old children and examined factors associated with teachers' ability to cope with these problems. Purposive sampling was used and participants were 238 preschool teachers responsible for 36- to 72-month-old children. We examined self-reported skills in defining and…
How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis
ERIC Educational Resources Information Center
Holzberger, Doris; Philipp, Anja; Kunter, Mareike
2013-01-01
This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation,…
Developing Evidence & Gathering Data about Teacher Education Program Quality
ERIC Educational Resources Information Center
American Association of State Colleges and Universities, 2007
2007-01-01
Linking teacher practice to pupil outcomes has proven challenging for teacher educators. Methodological problems occur when linking individual teacher actions with subsequent pupil performance, including substantial intervening variables, questions about appropriate measures of student learning, issues regarding the lack of test standardization…
Structuring Video Cases to Support Future Teachers' Problem Solving
ERIC Educational Resources Information Center
Kale, Ugur; Whitehouse, Pamela
2012-01-01
This study examined preservice teachers' problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial design. The study incorporates a content analysis framework to examine both the components and the…
Prospective Teachers' Beliefs about Problem Solving in Multiple Ways
ERIC Educational Resources Information Center
Arikan, Elif Esra
2016-01-01
The purpose of this study is to analyze whether prospective teachers believe solving a mathematics problem involves in using different solution methods. 60 mathematics prospective teachers who take the pedagogic training program in a state university were participated in this study. Five open-ended questions were asked. The study was carried out…
ERIC Educational Resources Information Center
Xuehui, An
2018-01-01
Teacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China's basic education management system…
Conduct Problems in Young, School-Going Children in Ireland: Prevalence and Teacher Response
ERIC Educational Resources Information Center
Hyland, Lynda; Ní Mháille, Grainne; Lodge, Anne; McGilloway, Sinead
2014-01-01
Conduct problems in school settings can pose significant challenges for both children and teachers. This study examined the teacher-reported prevalence of conduct problems in a sample of young children (N?=?445) in the first two years of formal education. A secondary aim was to assess teachers' perceptions of child behaviour and their classroom…
Teachers' Perceptions of Employment-Related Problems: A Survey of Teachers in Two States.
ERIC Educational Resources Information Center
Cutrer, Susan S.; Daniel, Larry G.
This study was conducted to determine the degree to which a randomly selected sample of teachers in Mississippi and Louisiana (N=291) experience various types of work-related problems. It provides an opportunity to either confirm or deny the findings of previous studies, many of them limited by various methodological problems. Data were collected…
Pizolato, Raquel Aparecida; Rehder, Maria Inês Beltrati Cornacchioni; Meneghim, Marcelo de Castro; Ambrosano, Glaucia Maria Bovi; Mialhe, Fábio Luiz; Pereira, Antonio Carlos
2013-02-27
Voice problems are more common in teachers due to intensive voice use during routine at work. There is evidence that occupational disphonia prevention programs are important in improving the quality voice and consequently the quality of subjects' lives. To investigate the impact of educational voice interventions for teachers on quality of life and voice. A longitudinal interventional study involving 70 teachers randomly selected from 11 public schools, 30 to receive educational intervention with vocal training exercises and vocal hygiene habits (experimental group) and 40 to receive guidance on vocal hygiene habits (control group control). Before the process of educational activities, the Voice-Related Quality of Life instrument (V-RQOL) was applied, and 3 months after conclusion of the activities, the subjects were interviewed again, using the same instrument. For data analysis, Prox MIXED were applied, with a level of significance α < 0.05. Teachers showed significantly higher domain and overall V-RQOL scores after preventive intervention, in both control and experimental groups. Nevertheless, there was no statistical difference in scores between the groups. Educational actions for vocal health had a positive impact on the quality of life of the participants, and the incorporation of permanent educational actions at institutional level is suggested.
2013-01-01
Background Voice problems are more common in teachers due to intensive voice use during routine at work. There is evidence that occupational disphonia prevention programs are important in improving the quality voice and consequently the quality of subjects’ lives. Aim To investigate the impact of educational voice interventions for teachers on quality of life and voice. Methods A longitudinal interventional study involving 70 teachers randomly selected from 11 public schools, 30 to receive educational intervention with vocal training exercises and vocal hygiene habits (experimental group) and 40 to receive guidance on vocal hygiene habits (control group control). Before the process of educational activities, the Voice-Related Quality of Life instrument (V-RQOL) was applied, and 3 months after conclusion of the activities, the subjects were interviewed again, using the same instrument. For data analysis, Prox MIXED were applied, with a level of significance α < 0.05. Results: Teachers showed significantly higher domain and overall V-RQOL scores after preventive intervention, in both control and experimental groups. Nevertheless, there was no statistical difference in scores between the groups. Conclusion Educational actions for vocal health had a positive impact on the quality of life of the participants, and the incorporation of permanent educational actions at institutional level is suggested. PMID:23445566
ERIC Educational Resources Information Center
Goldhaber, Dan; Gross, Betheny; Player, Daniel
2009-01-01
Most studies that have fueled alarm over the attrition and mobility rates of teachers have relied on proxy indicators of teacher quality, even though these proxies correlate only weakly with student performance. This paper examines the attrition and mobility of early-career teachers of varying quality using value-added measures of teacher…
Investigating Prospective Teachers' Ability to Write Context-Based Problems
ERIC Educational Resources Information Center
Ültay, Neslihan; Donmez Usta, Necla
2016-01-01
Purpose: The purpose of this study is to investigate the prospective teachers' ability to write context-based problems about the concepts in radioactivity unit. Methodology: The study is carried out in a university in Turkey with 21 prospective teachers in physics, chemistry and biology in 2014-2015 fall terms. In the study, data are collected…
The effectiveness of a voice treatment approach for teachers with self-reported voice problems.
Gillivan-Murphy, Patricia; Drinnan, Michael J; O'Dwyer, Tadhg P; Ridha, Hayder; Carding, Paul
2006-09-01
Teachers are considered the professional group most at risk of developing voice-problems, but limited treatment effectiveness evidence exists. We studied prospectively the effectiveness of a 6-week combined treatment approach using vocal function exercises (VFEs) and vocal hygiene (VH) education with 20 teachers with self-reported voice problems. Twenty subjects were randomly assigned to a no-treatment control (n = 11) and a treatment group (n = 9). Fibreoptic endoscopic evaluation was carried out on all subjects before randomization. Two self-report voice outcome measures were used: the Voice-Related Quality of Life (VRQOL) and the Voice Symptom Severity Scale (VoiSS). A Voice Care Knowledge Visual Analogue Scale (VAS), developed specifically for the study, was also used to evaluate change in selected voice knowledge areas. A Student unpaired t test revealed a statistically significant (P < 0.05) improvement in the treatment group as measured by the VoiSS. There was not a significant improvement in the treatment group as measured by the V-RQOL. The difference in voice care knowledge areas was also significant for the treatment group (P < 0.05). This study suggests that a voice treatment approach of VFEs and VH education improved self-reported voice symptoms and voice care knowledge in a group of teachers.
ERIC Educational Resources Information Center
Wallen, Carl J.
A central problem in teacher education is the lack of curriculum integration in both competency-based and traditional teacher preparation programs. Curriculum integration is achieved when students are able to perceive a meaningful relationship between what they have learned in the different educational experiences in the program, and between those…
Behavioral/Emotional Problems of Preschoolers: Caregiver/Teacher Reports From 15 Societies.
Rescorla, Leslie A; Achenbach, Thomas M; Ivanova, Masha Y; Bilenberg, Niels; Bjarnadottir, Gudrun; Denner, Silvia; Dias, Pedro; Dobrean, Anca; Döpfner, Manfred; Frigerio, Alessandra; Gonçalves, Miguel; Guđmundsson, Halldór; Jusiene, Roma; Kristensen, Solvejg; Lecannelier, Felipe; Leung, Patrick W L; Liu, Jianghong; Löbel, Sofia P; Machado, Bárbara César; Markovic, Jasminka; Mas, Paola A; Esmaeili, Elaheh Mohammad; Montirosso, Rosario; Plück, Julia; Pronaj, Adelina Ahmeti; Rodriguez, Jorge T; Rojas, Pamela O; Schmeck, Klaus; Shahini, Mimoza; Silva, Jaime R; van der Ende, Jan; Verhulst, Frank C
2012-01-01
This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly higher than mean Total Problems scores derived from caregiver/teacher ratings, although the size of the difference varied somewhat across societies. Mean cross-informant agreement for problem scale scores varied across societies. Societies were very similar with respect to which problem items, on average, received high versus low ratings from parents and caregivers/teachers. Within every society, cross-informant agreement for item ratings varied widely across children. In most respects, results were quite similar across 15 very diverse societies.
Behavioral/Emotional Problems of Preschoolers: Caregiver/Teacher Reports From 15 Societies
Rescorla, Leslie A.; Achenbach, Thomas M.; Ivanova, Masha Y.; Bilenberg, Niels; Bjarnadottir, Gudrun; Denner, Silvia; Dias, Pedro; Dobrean, Anca; Döpfner, Manfred; Frigerio, Alessandra; Gonçalves, Miguel; Guđmundsson, Halldór; Jusiene, Roma; Kristensen, Solvejg; Lecannelier, Felipe; Leung, Patrick W. L.; Liu, Jianghong; Löbel, Sofia P.; Machado, Bárbara César; Markovic, Jasminka; Mas, Paola A.; Esmaeili, Elaheh Mohammad; Montirosso, Rosario; Plück, Julia; Pronaj, Adelina Ahmeti; Rodriguez, Jorge T.; Rojas, Pamela O.; Schmeck, Klaus; Shahini, Mimoza; Silva, Jaime R.; van der Ende, Jan; Verhulst, Frank C.
2017-01-01
This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly higher than mean Total Problems scores derived from caregiver/teacher ratings, although the size of the difference varied somewhat across societies. Mean cross-informant agreement for problem scale scores varied across societies. Societies were very similar with respect to which problem items, on average, received high versus low ratings from parents and caregivers/teachers. Within every society, cross-informant agreement for item ratings varied widely across children. In most respects, results were quite similar across 15 very diverse societies. PMID:29416292
Are middle school mathematics teachers able to solve word problems without using variable?
NASA Astrophysics Data System (ADS)
Gökkurt Özdemir, Burçin; Erdem, Emrullah; Örnek, Tuğba; Soylu, Yasin
2018-01-01
Many people consider problem solving as a complex process in which variables such as x, y are used. Problems may not be solved by only using 'variable.' Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, n or symbols such as Δ, □, ○, * and who also felt into error by considering these solutions as without variable were also seen in the study.
ERIC Educational Resources Information Center
Kasik, László; Gál, Zita
2016-01-01
The aim of our study was to shed light on (1) what Hungarian mothers, fathers and teachers of 4-6-year-olds think of these children's social problem-solving (SPS) and their difficulties in terms of problem-solving, adaptability and prosocial behaviour; (2) studying any correlation between the examined aspects and (3) the connection between one's…
Hiring Quality Teachers: The Devil Is in the Details
ERIC Educational Resources Information Center
Whitworth, Jerry; Deering, Thomas; Jones, Steve; Hardy, Sam
2016-01-01
Persistent and consistent criticism of our nation's educational system has increased pressure on school districts and teacher education programs to improve the quality of teachers in our public schools. While there is research regarding the characteristics of effective teachers, the difficulty is often in identifying and hiring those teacher…
Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03
ERIC Educational Resources Information Center
Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James
2016-01-01
In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…
The Analysis of the Problems the Pre-Service Teachers Experience in Posing Problems about Equations
ERIC Educational Resources Information Center
Isik, Cemalettin; Kar, Tugrul
2012-01-01
The present study aimed to analyse the potential difficulties in the problems posed by pre-service teachers about first degree equations with one unknown and equation pairs with two unknowns. It was carried out with 20 pre-service teachers studying in the Department of Elementary Mathematics Educations at a university in Eastern Turkey. The…
ERIC Educational Resources Information Center
Knowles, Timothy
2013-01-01
This paper outlines a set of ideas for improving teacher quality in America's schools. In it, the author proposes a combination of incremental steps and ambitious ones, designed to stimulate policymakers, practitioners, and the public to accelerate efforts to develop high-quality teachers. The paper has four main sections. First, the author…
Engaging Future Teachers in Problem-Based Learning with the Park City Mathematics Institute Problems
ERIC Educational Resources Information Center
Pilgrim, Mary E.
2014-01-01
Problem-based learning (PBL) is a pedagogical technique recommended for K-12 mathematics classrooms. However, the mathematics courses in future teachers' degree programs are often lecture based. Students typically learn about problem-based learning in theory, but rarely get to experience it first-hand in their mathematics courses. The premise…
Children’s social self-concept and internalizing problems: the influence of peers and teachers.
Spilt, Jantine L; van Lier, Pol A C; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde
2014-01-01
This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children’s social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children’s social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children’s self-concept, thereby mitigating its indirect effects on internalizing problems.
Quality of Work Life: Perceptions of Jordanian Special Education Teachers
ERIC Educational Resources Information Center
Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal
2015-01-01
The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…
Characteristics of High-Quality Teachers
ERIC Educational Resources Information Center
Jones, Jason E.; Gulek, James C.
2010-01-01
The purpose of this study was to examine the characteristics of high-quality teachers who used a structured mathematics program for teaching, namely the Math Achievement Program (MAP[superscript 2]D), which demonstrated significant gains on student achievement as measured by California's Standards Test (CST) in mathematics. Specifically, the…
Teacher Quality, Appraisal and Development: The Flaws in the IQMS
ERIC Educational Resources Information Center
De Clerq, Francine
2008-01-01
This article addresses the issue of how to monitor and develop the quality of teaching in schools by identifying the international lessons of teacher appraisal, monitoring and support systems and by interrogating the recently introduced South African Integrated Quality Management System (IQMS). The aim is to show why teacher monitoring and…
NASA Astrophysics Data System (ADS)
Agustan, S.; Juniati, Dwi; Siswono, Tatag Yuli Eko
2017-05-01
In the last few years, reflective thinking becomes very popular term in the world of education, especially in professional education of teachers. One of goals of the educational personnel and teacher institutions create responsible prospective teachers and they are able reflective thinking. Reflective thinking is a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. Reflective thinking can be applied in mathematics becauseby reflective thinking, students can improve theircuriosity to solve mathematical problem. In solving mathematical problem is assumed that cognitive style has an impact on prospective teacher's mental activity. As a consequence, reflective thinking and cognitive style are important things in solving mathematical problem. The subject, in this research paper, isa female-prospective teacher who has fielddependent cognitive style. The purpose of this research paperis to investigate the ability of prospective teachers' reflective thinking in solving mathematical problem. This research paper is a descriptive by using qualitativeapproach. To analyze the data related to prospectiveteacher's reflective thinking in solving contextual mathematicalproblem, the researchers focus in four main categories which describe prospective teacher's activities in using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience.
The Problems of the Beginning Teacher in the Arab Schools in Israel
ERIC Educational Resources Information Center
Toren, Zehava; Iliyan, Salman
2008-01-01
This article focuses on the problems of beginning teachers in the Arab sector in Israel. The participants were 146 beginning teachers, 5 mentors, and 5 advisors. The research measurements included an open-ended question and a semi-structured interview. Our research revealed many different cultural aspects related to most of the problems of the…
Parents' and Teachers' Perceptions of Quality in Portuguese Childcare Classrooms
ERIC Educational Resources Information Center
Barros, Sílvia; Leal, Teresa B.
2015-01-01
The main goal of this study was to examine parents' and teachers' perceptions of quality in early childhood education for toddlers in Portugal. A total of 110 parents and 110 teachers participated in the study, rating the importance of specific quality criteria and assessing childcare classrooms, based on the Infant/Toddler Environment Rating…
Access to High Quality Teachers for All Students. Information Brief
ERIC Educational Resources Information Center
Mid-Atlantic Equity Center, 2009
2009-01-01
One of the most important factors in a high quality education is the knowledge, experience, and capability of the classroom teacher. There is strong evidence that having a high-quality teacher affects learning and is an important factor in explaining student test score gains (Clotfelter, Ladd, & Vigdor, 2007; Darling-Hammond, 2000;…
The Indicators of the Quality and Changes of Teachers' Work
ERIC Educational Resources Information Center
Fuzi, Beatrix; Suplicz, Sándor
2016-01-01
We present the indicators chosen for the determination of the quality of teacher's work: their popularity, effectiveness and disposition. As part of an empirical research project, their suitability as indicators was examined. It was discussed if a significant change can occur in the teachers' quality spontaneously or as a result of mentoring. To…
The Competitive Disadvantage: Teacher Compensation in Rural America. Policy Brief.
ERIC Educational Resources Information Center
Jimerson, Lorna
Three components of the teacher shortage are the recruitment challenge, the retention problem, and the demand for teacher quality. Although the teacher shortage problem involves many factors, any solution must address salaries. Rural districts face a threefold disadvantage: teachers are not compensated as well as other rural professionals; rural…
The High School Dropout Problem: Perspectives of Teachers and Principals
ERIC Educational Resources Information Center
Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert
2009-01-01
To better understand the views of teachers and administrators on the high school dropout problem, focus groups and nationally representative surveys were conducted of high school teachers and principals. A focus group of superintendents and school board members was also included. To help interpret the results, the authors convened a colloquium…
Teacher Resilience in High-Poverty Schools: How Do High-Quality Teachers Become Resilient?
ERIC Educational Resources Information Center
Merrill, Kate Mansi
2013-01-01
The primary purpose of this study was to understand how high-quality teachers who began their career through Teach For America (TFA) became resilient while teaching in challenging, high-poverty schools. A secondary purpose of this study was to ascertain how, if at all, the teaching experiences of TFA teachers who stayed in the profession differed…
The Student-Teacher Relationship Quality of Abused Children
ERIC Educational Resources Information Center
Armstrong, Jenna Montgomery; Haskett, Mary E.; Hawkins, Amy L.
2017-01-01
Considering the association between children's quality of relationships with teachers and their academic adjustment, information pertaining to how abused children are functioning in their relationships with teachers could be useful in promoting their academic success--yet there has been limited research in this area. The purpose of this study was…
ERIC Educational Resources Information Center
Brophy, Jere E.; Rohrkemper, Mary M.
Elementary teachers read vignettes depicting incidents involving (fictional) students who presented chronic behavior problems, and then told how they would respond if the incidents occurred in their classrooms. Responses were coded for attributions about the students and about the teacher's roles in causing and remediating the problem. Teachers…
Reducing Teacher Stress by Implementing Collaborative Problem Solving in a School Setting
ERIC Educational Resources Information Center
Schaubman, Averi; Stetson, Erica; Plog, Amy
2011-01-01
Student behavior affects teacher stress levels and the student-teacher relationship. In this pilot study, teachers were trained in Collaborative Problem Solving (CPS), a cognitive-behavioral model that explains challenging behavior as the result of underlying deficits in the areas of flexibility/adaptability, frustration tolerance, and problem…
Teacher Self-Efficacy during the Implementation of a Problem-Based Science Curriculum
ERIC Educational Resources Information Center
Hodges, Charles B.; Gale, Jessica; Meng, Alicia
2016-01-01
This study was conducted to investigate eighth-grade science teachers' self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers' responded to structured journaling activities designed to collect information about their…
Consistency of Teacher-Reported Problems for Students in 21 Countries
ERIC Educational Resources Information Center
Rescorla, Leslie A.; Achenbach, Thomas M.; Ginzburg, Sofia; Ivanova, Masha; Dumenci, Levent; Almqvist, Fredrik; Bathiche, Marie; Bilenberg, Niels; Bird, Hector; Domuta, Anca; Erol, Nese; Fombonne, Eric; Fonseca, Antonio; Frigerio, Alessandra; Kanbayashi, Yasuko; Lambert, Michael C.; Liu, Xianchen; Leung, Patrick; Minaei, Asghar; Roussos, Alexandra; Simsek, Zeynep; Weintraub, Sheila; Weisz, John; Wolanczyk, Tomasz; Zubrick, Stephen R.; Zukauskiene, Rita; Verhulst, Frank
2007-01-01
This study compared teachers' ratings of behavioral and emotional problems on the Teacher's Report Form for general population samples in 21 countries (N = 30,957). Correlations between internal consistency coefficients in different countries averaged 0.90. Effects of country on scale scores ranged from 3% to 13%. Gender effects ranged from less…
Preservice Middle and High School Mathematics Teachers' Strategies When Solving Proportion Problems
ERIC Educational Resources Information Center
Arican, Muhammet
2018-01-01
The purpose of this study was to investigate eight preservice middle and high school mathematics teachers' solution strategies when solving single and multiple proportion problems. Real-world missing-value word problems were used in an interview setting to collect information about preservice teachers' (PSTs) reasoning about proportional…
The Efficacy of Written Teacher Advice (Tip Sheets) for Managing Classroom Behaviour Problems.
ERIC Educational Resources Information Center
Little, Emma; Hudson, Alan; Wilks, Ray
2002-01-01
Evaluates the efficacy of tip sheets for teachers (n=20) that offer strategies for classroom management related to student behavior problems. Explains that the teachers chose students with behavior problems and used the suggestions from the tip sheets. Presents the results in detail. Includes references. (CMK)
Texas Water Quality Board Teachers Workshop Program.
ERIC Educational Resources Information Center
Texas Water Quality Board, Austin.
These materials are designed for teachers participating in an inservice workshop on water quality. Included in the materials are a workshop agenda, a water awareness pretest, and the various parameters and tests that are used to determine and measure water quality. The parameters are discussed from the standpoint of their potential impact to…
34 CFR 611.1 - What definitions apply to the Teacher Quality Enhancement Grants Program?
Code of Federal Regulations, 2012 CFR
2012-07-01
... 34 Education 3 2012-07-01 2012-07-01 false What definitions apply to the Teacher Quality... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General Provisions § 611.1 What definitions apply to the Teacher Quality Enhancement...
34 CFR 611.1 - What definitions apply to the Teacher Quality Enhancement Grants Program?
Code of Federal Regulations, 2014 CFR
2014-07-01
... 34 Education 3 2014-07-01 2014-07-01 false What definitions apply to the Teacher Quality... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General Provisions § 611.1 What definitions apply to the Teacher Quality Enhancement...
34 CFR 611.1 - What definitions apply to the Teacher Quality Enhancement Grants Program?
Code of Federal Regulations, 2011 CFR
2011-07-01
... 34 Education 3 2011-07-01 2011-07-01 false What definitions apply to the Teacher Quality... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General Provisions § 611.1 What definitions apply to the Teacher Quality Enhancement...
ERIC Educational Resources Information Center
Andrews, Paul; Xenofontos, Constantinos
2015-01-01
In this article, we analyse the problem-solving-related beliefs, competence and classroom practice of three Cypriot upper-primary teachers. Data derived from semi-structured interviews focused on teachers' beliefs about the nature of mathematical problems, problem-solving, and their competence as both problem-solvers and teachers of…
Social Problem Solving Levels of Pre-Service Social Studies Teachers
ERIC Educational Resources Information Center
Içen, Mustafa; Öztaskin, Özlem Bektas
2017-01-01
The purpose of this study is to examine pre-service Social Studies teachers' social problem solving levels based on different variables. A total of 247 preservice Social Studies teachers (103 females (41.7%) and 144 males (58.3%)) from Erzincan University, Faculty of Education, Department of Social Studies Teaching participated in the study. The…
ERIC Educational Resources Information Center
Ramirez, Heidi A.; Schofield, Lynne Steuerle; Black, Melissa
2009-01-01
The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Toward the goal of improving teacher quality and the experience balance, particularly in hard-to-staff schools, the Philadelphia…
Principals' Responses to the Teacher Quality Provision of the No Child Left behind Act of 2001
ERIC Educational Resources Information Center
Flynn, Michael Lawrence
2012-01-01
Since the passage of the No Child Left Behind legislation in 2002, principals have been held accountable for fulfilling a segment of it known as the Teacher Quality provision. This study examines how principals with varying levels of capacity to address the problem were either successful or unsuccessful in meeting the mandate using a wide variety…
ERIC Educational Resources Information Center
Fortner, Dale
2011-01-01
The purpose of this project study was to assist school principals in hiring quality teachers by examining existing hiring processes and research-based criteria on teacher practices that influence student achievement. The superintendent in one school district identified a problem of low student achievement and high teacher turnover. The theoretical…
ERIC Educational Resources Information Center
Kiliç, Çigdem
2017-01-01
This study examined pre-service primary school teachers' performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that,…
Common Problems Experienced by First Year Alternatively Certified Teachers: A Qualitative Study
ERIC Educational Resources Information Center
Hung, Li-Ching; Smith, Cary Stacy
2012-01-01
The teacher shortage throughout the United States, especially in areas considered "at-risk," has reached an alarming level. Novice teachers often decide not to return after one year of service, with the number of teachers not returning doubling at five years. One possible means of overcoming these two problems is alternative…
A Case Study of an Induction Year Teacher's Problem-Solving Using the LIBRE Model Activity
ERIC Educational Resources Information Center
Guerra, Norma S.; Flores, Belinda Bustos; Claeys, Lorena
2009-01-01
Background: A federally-funded program at the University of Texas at San Antonio adopted a holistic problem solving mentoring approach for novice teachers participating in an accelerated teacher certification program. Aims/focus of discussion: To investigate a novice teacher's problem-solving activity through self-expression of challenges and…
Music Education Preservice Teachers' Confidence in Resolving Behavior Problems
ERIC Educational Resources Information Center
Hedden, Debra G.
2015-01-01
The purpose of this study was to investigate whether there would be a change in preservice teachers' (a) confidence concerning the resolution of behavior problems, (b) tactics for resolving them, (c) anticipation of problems, (d) fears about management issues, and (e) confidence in methodology and pedagogy over the time period of a one-semester…
Discipline Problems at Teachers' Colleges: Lessons for Lecturers and Students
ERIC Educational Resources Information Center
Yariv, Eliezer
2010-01-01
This case study worked with 80 lecturers drawn from Israeli teachers' colleges who reported that they face relatively few discipline problems; most appeared to be related to low motivation and/or dishonest behaviour. They treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers'…
Hughes, Jan N.
2010-01-01
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843
ERIC Educational Resources Information Center
Temel, Senar
2016-01-01
This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner…
ERIC Educational Resources Information Center
Cooper, Calvin H., Jr.
2014-01-01
Consistent with a recognized challenge across the United States, the local problem addressed in this study was teachers' inability to implement new technologies in the classroom. Professional development is the channel through which teachers improve, and high-quality professional development has been shown to enhance teacher efficacy. Professional…
Marginal Teachers from the Eyes of School Principals: Concept, Problems and Management Strategies
ERIC Educational Resources Information Center
Erdogan, Cetin; Demirkasimoglu, Nihan
2016-01-01
This research aimed to determine how Turkish principals define marginal teachers and which strategies they use to deal with them. Within this purpose, the following points are examined: (a) the concept of marginal teacher, (b) the underlying reasons for marginal teacher behaviors, (c) the problems marginal teachers cause in school settings, (d)…
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…
Solving the Teacher Shortage Problem in Ghana: Critical Perspectives for Understanding the Issues
ERIC Educational Resources Information Center
Cobbold, Cosmas
2015-01-01
The problem of getting sufficient numbers of qualified teachers to staff classrooms is one of the most significant public policy issues facing many countries. In Ghana, the problem of teacher shortage has been a perennial one, necessitated by educational expansion as well as adverse socio-economic and political circumstances, and exacerbated by…
Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method
ERIC Educational Resources Information Center
Ekici, Didem Inel
2016-01-01
In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science…
Varying Reasons of Young Learners' Problem Behaviours According to Novice ELT Teachers
ERIC Educational Resources Information Center
Tunaz, Mehmet
2017-01-01
This research is conducted to examine novice ELT teachers' perspective on the possible motives behind young learners' problem behaviours in English classes. The gender of ELT teachers have been also considered in order to investigate whether there is a difference between the perception of male and female teachers on the leading causes of problem…
de Souza, Jane Carla; Oliveira, Maria Luiza Cruz de; de Sousa, Ivanise Cortez; Azevedo, Carolina V M de
2018-04-01
The extensive workload of teachers inside and outside the classroom may contribute to sleep problems. Such problems may occur more frequently in women due to the combination of professional demands, domestic tasks, and their relatively greater sleep needs compared to men. The objective of this cross-sectional study was to evaluate the influence of gender on sleep habits and quality, and daytime sleepiness in a sample of 243 teachers (77 men and 166 women) using questionnaires. Linear regression models were used to examine the effect of gender on sleep measures; the unadjusted model considered only gender and the adjusted model considered chronotype and work characteristics as potential confounders. Bedtimes of women were significantly earlier than men during the week, but not on weekends, in the unadjusted and adjusted models. Time in bed was longer for women throughout the week and weekend in the unadjusted model. However, in the adjusted model, this statistical significance disappeared, and longer time in bed during the week was associated with teaching in one shift and for both levels of education. In addition, the female gender was associated with higher sleepiness scores compared to males in both models, and worse sleep quality in the adjusted model. Also, sleep quality was worse in subjects working in three shifts and in both types of schools (public and private). The tendency to eveningness was associated with later bedtimes and wake up times during both week days and weekends, higher irregularity of bedtimes and wake up times, and higher sleepiness scores in the adjusted model. Therefore, we suggest that female teachers do not fulfill their sleep needs and show higher levels of diurnal sleepiness and poor sleep quality that can be modulated by chronotype and some work characteristics. More studies are needed to evaluate the role of double workload on this pattern.
Elusive Search for Quality Education: The Case of Quality Assurance and Teacher Accountability
ERIC Educational Resources Information Center
Odhiambo, George
2008-01-01
Purpose: The purpose of this paper is to examine issues of quality and quality assurance in Kenyan schools, identify reasons why Kenya government has difficulties in achieving its well documented search for quality education and to trace the process for ensuring the accountability of teachers in Kenya. This focus is done under conditions of…
Teacher Compensation and School Quality: New Findings from National and International Data
ERIC Educational Resources Information Center
Zhang, Zhijuan; Verstegen, Deborah A.; Kim, Hoe Ryoung
2008-01-01
Are teacher salaries related to school quality in terms of student academic achievement and teacher retention? Are teacher salaries important factors influencing teacher job satisfaction? Is teacher job satisfaction related to retention? This research addressed these questions using international and national data. First, the literature will be…
Teacher's Conceptions of Quality in Dance Education Expressed through Grade Conferences
ERIC Educational Resources Information Center
Andersson, Ninnie
2016-01-01
The aim of the study is to illuminate a teacher's conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher's conceptions of quality…
Using Value-Added Measures of Teacher Quality. Brief 9
ERIC Educational Resources Information Center
Hanushek, Eric A.; Rivkin, Steven G.
2010-01-01
Extensive education research on the contribution of teachers to student achievement produces two generally accepted results. First, teacher quality varies substantially as measured by the value added to student achievement or future academic attainment or earnings. Second, variables often used to determine entry into the profession and…
Teacher Quality Roadmap: Improving Policies and Practices in the Miami-Dade County Public Schools
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2012
2012-01-01
In partnership with the Urban League of Greater Miami, the National Council on Teacher Quality (NCTQ) released "Teacher Quality Roadmap: Improving Policies and Practices in Miami," an in-depth study of the work rules Miami-Dade teachers. This look at the state of teacher policies in Miami-Dade County Public Schools explores the…
A Problem Solving Model for Use in Science Student Teacher Supervision.
ERIC Educational Resources Information Center
Cavallo, Ann M. L.; Tice, Craig J.
1993-01-01
Describes and suggests the use of a problem-solving model that improves communication between student teachers and supervisors through the student teaching practicum. The aim of the model is to promote experimentation with various teaching techniques and to stimulate thinking among student teachers about their teaching experiences. (PR)
ERIC Educational Resources Information Center
Al-Issa, Ali S. M.
2017-01-01
There is a growing body of literature about the qualities of professional teacher educators (TEs) and their impact on preparing professional teachers. However, English Language Teaching (ELT) research has fallen behind in this regard, despite the fact that different programs worldwide suffer from different limitations, due to certain aspects…
ERIC Educational Resources Information Center
Espinosa, Allen A.; Nueva España, Rebecca C.; Marasigan, Arlyne C.
2016-01-01
The present study investigated pre-service chemistry teachers' problem solving strategies and alternative conceptions in solving stoichiometric problems and later on formulate a teaching framework based from the result of the study. The pre-service chemistry teachers were given four stoichiometric problems with increasing complexity and they need…
Rates of Beginning Teachers: Examining One Indicator of School Quality in an Equity Context
ERIC Educational Resources Information Center
Gagnon, Douglas J.; Mattingly, Marybeth J.
2015-01-01
The authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues.…
O’Connor, Erin Eileen; Supplee, Lauren
2017-01-01
The present study identified trajectories of teacher-child relationship conflict and closeness from first through sixth grades, and associations between these trajectories and externalizing and internalizing behaviors at age 11 among low-income, urban males (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at age 11. Moreover, conflictual teacher-child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher-child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher-child relationships. Implications of targeting teacher-child relationships as interventions to help prevent behavior problems are discussed. PMID:29170565
High School Teachers' Experience of Student Behavior Problems: A Phenomenological Approach
ERIC Educational Resources Information Center
Bean, Roy A.; Gillet, Kyle S.
2009-01-01
In this article, we examine the findings of a qualitative study exploring high school teachers' perceptions of student behavior problems. Four focus groups, each including four to eight teachers, were conducted through major school districts in two Southwestern states (Texas and Arizona). Descriptive phenomenology was used to identify patterns and…
Myers, Sonya S; Pianta, Robert C
2008-07-01
Understanding factors associated with children's early behavioral difficulties is of vital importance to children's school success, and to the prevention of future behavior problems. Although biological factors can influence the expression of certain behaviors, the probability of children exhibiting classroom behavior problems is intensified when they are exposed to multiple risk factors, particularly negative student-teacher interactions. Children who exhibit behavior problems during early childhood and the transition to kindergarten, without intervention, can be placed on a developmental trajectory for serious behavior problems in later grades. Using a developmental systems model, this commentary provides a conceptual framework for understanding the contributions of individual and contextual factors to the development of early student-teacher relationships. Parent, teacher, and student characteristics are discussed as they are related to shaping student-teacher interactions and children's adjustment to school.
ERIC Educational Resources Information Center
Kaya, Deniz; Izgiol, Dilek; Kesan, Cenk
2014-01-01
The aim was to determine elementary mathematics teacher candidates' problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul…
Earth System Science: Problem-based Learning Courses for Teachers Through ESSEA
NASA Astrophysics Data System (ADS)
Close, E.; Witiw, M. R.
2007-12-01
One method that has proven effective in the study of Earth system science is to use a problem-based and event- centered course organization. In such a course, different events that occur in the Earth system are examined and how each event influences subsequent events in each of Earth's spheres (the atmosphere, hydrosphere, biosphere and lithosphere) is studied. A course is composed of several problem-based modules, where each module is centered about a particular event or issue that is important to the Earth system. The Institute for Global Environmental Strategies (IGES) was recently awarded a grant by the National Science Foundation's Geo-Teach program to develop and implement courses for teachers in Earth system science. Through the Earth System Science Education Alliance (ESSEA), IGES subsequently made awards to a group of 24 universities. Under the ESSEA program, problem-based modules are being developed for courses for middle school and high school teachers. In a typical university schedule, each module is designed to last three weeks and includes both group work and individual assignments. In the first week ("Teacher as Problem Solver"), participants explore their own ideas concerning the event and exchange their ideas with other members of their group. In the second week ("Teacher as Scholar"), participants research the issue and become more familiar with the event and the sphere-to-sphere interactions that occur. In the last week ("Teacher as Designer"), each participant develops a lesson plan for his or her own classroom. Current ESSEA modules cover topics such as volcanoes, Brazilian deforestation, Antarctic ice sheets, coral reefs, and stratospheric ozone depletion. Many new modules are under development with topics that range from plate tectonics and tsunamis to agriculture and sustainable water systems. Seattle Pacific University, in cooperation with Seattle Public Schools, was recently awarded a three-year grant by IGES to provide Earth system
Teacher Quality Roadmap: Improving Policies and Practices in Pittsburgh Public Schools
ERIC Educational Resources Information Center
Gonzalez, Angel; Kumar, Sudipti; Waymack, Nancy
2014-01-01
The Pittsburgh Public Schools study is the 12th district study since the National Council on Teacher Quality (NCTQ) began studying districts in-depth in 2009. The intent of these studies is to give select communities a comprehensive look at what is happening in their local school districts that may be either helping or hurting teacher quality, and…
Do teachers have more health problems? Results from a French cross-sectional survey.
Kovess-Masféty, Viviane; Sevilla-Dedieu, Christine; Rios-Seidel, Carmen; Nerrière, Eléna; Chan Chee, Christine
2006-04-21
Although only a few studies have been published on teachers' health, certain ideas are widely accepted, such as for example, the preconceived notion that teachers suffer from an excessively high rate of mental health problems. The objective of this study is to compare teachers' mental and physical health to that of a control group. A cross-sectional postal survey was conducted among a sample of 3,679 teachers and 1,817 non-teachers aged 20 to 60 years old. No lifetime prevalence of any psychiatric disorder (with the exception of undifferentiated somatoform disorder in men) or mean scores of psychological distress were found to be significantly higher in teachers. However, multiple analyses, adjusted for all confounding variables, revealed a higher risk of lifetime anxiety disorders in male teachers. On the other hand, significant differences were observed for some physical ailments: a higher lifetime prevalence of rhinopharyngitis/laryngitis in both male and female teachers, of conjunctivitis and lower urinary tract infection in male teachers and of bronchitis, eczema/dermatitis and varicose veins in female teachers. No significant difference was found for chronic pain between the two groups. Teachers do not seem to have poorer mental health. However, their physical condition is characterized by a higher prevalence of health problems related to the ENT tract, and to a lesser extent, depending on the gender, to skin, eyes, legs and lower urinary tract.
Practices of Cooperating Teachers Contributing to a High Quality Field Experience
ERIC Educational Resources Information Center
Lafferty, Karen Elizabeth
2015-01-01
This mixed methods study framed in cognitive apprenticeship theory involved cooperating and preservice teachers from 10 university-based credentialing programs in California. It examined the connection between cooperating teacher practices and preservice teachers' perceptions of a high quality field experience. Survey responses from 146…
Absenteeism due to voice disorders in female teachers: a public health problem.
de Medeiros, Adriane Mesquita; Assunção, Ada Ávila; Barreto, Sandhi Maria
2012-11-01
This study estimates the prevalence of absenteeism due to voice disorders among teachers and investigates individual and contextual factors associated with it. The study involved 1,980 teachers from 76 municipal schools. The response rate was 85%. The survey was carried out between May 2004 and July 2005 using a self-administered structured questionnaire containing sociodemographic, lifestyle, health, and work-related questions. The dependent variable was obtained from answers to the following question: In the last 2 weeks, have you missed work because of voice problems? Logistic regression analysis was used to determine the associated factors. Voice-related absenteeism in the prior 2 weeks was reported by 66 teachers (3.35%). During their entire careers, approximately one-third of teachers missed work at least once due to voice problems. In the final model, factors associated with recent absenteeism were as follows: witnessing violence by students or parents one or more times (OR = 2.10; 95% CI = 1.14-3.90), presence of depression or anxiety (OR = 2.03; 95% CI = 1.09-3.78), upper respiratory problems in the prior 2 weeks (OR = 2.85; 95% CI = 1.53-5.29), and absenteeism because of voice problems during the preceding 6 months (OR = 15.79; 95% CI = 8.18-30.45). The results encourage new approaches to the problems of absenteeism in the educational sector and contribute to addressing the weaknesses of economic and administrative approaches to the phenomenon.
Hanisch, Charlotte; Freund-Braier, Inez; Hautmann, Christopher; Jänen, Nicola; Plück, Julia; Brix, Gabriele; Eichelberger, Ilka; Döpfner, Manfred
2010-01-01
Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with externalizing behavioural problems. To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life. Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers. Training effects were especially positive for parents who attended at least half of the training sessions. CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form.
The Prevalence and Impact of Voice Problems among Physical Education Teachers
ERIC Educational Resources Information Center
Ryan, Stu; Rotunda, Robert; Song, Charlie; Maina, Michael
2012-01-01
The focus of this research effort was to examine the prevalence and impact of voice problems among a sample of physical education teachers. The survey was administered to K-12 physical education teachers (n = 199) addressing three aspects of voice issues: consequences, strategies for prevention, and potential risk factors. The results indicated a…
ERIC Educational Resources Information Center
Barlow, Angela T.; Cates, Janie M.
2006-01-01
This study investigated the impact of incorporating problem posing in elementary classrooms on the beliefs held by elementary teachers about mathematics and mathematics teaching. Teachers participated in a year-long staff development project aimed at facilitating the incorporation of problem posing into their classrooms. Beliefs were examined via…
ERIC Educational Resources Information Center
Bryer, Fiona; Signorini, Jessica
2011-01-01
An emerging national agenda for the mental health and wellbeing of young Australians has fostered an expectation that primary teachers can recognise and respond to students with internalising problems. A mixed method survey of fourth-year preservice teachers revealed patchy personal and practicum exposure to internalising problems and scant…
Self-reported Stress Problems among Teachers in Hong Kong
NASA Astrophysics Data System (ADS)
Chan, Alan H. S.; Chen, K.; Chong, Elaine Y. L.
2010-10-01
The present study was developed to comprehensively investigate the occupational health problems among teachers of primary and secondary schools in Hong Kong. A random sample of 1,710 respondents was generated from the database of Hong Kong Professional Teachers' Union (HKPTU) members. A self-administrated questionnaire was designed and sent by mail to the teachers of primary and secondary schools in HK. The results indicated that comparing with one year and five years ago, 91.6% and 97.3% of the responding teachers reported an increase of perceived stress level, respectively. Heavy workload and time pressure, education reforms, external school review, pursuing further education, and managing students' behaviour and learning were the most frequently reported sources of work stress. The four most frequently reported stress management activities were sleeping, talking to neighbors and friends, self-relaxing, and watching television, while the least frequently reported activity was doing more exercises or sports.
Descriptive Analysis of Teachers' Responses to Problem Behavior Following Training
ERIC Educational Resources Information Center
Addison, Laura; Lerman, Dorothea C.
2009-01-01
The procedures described by Sloman et al. (2005) were extended to an analysis of teachers' responses to problem behavior after they had been taught to withhold potential sources of positive and negative reinforcement following instances of problem behavior. Results were consistent with those reported previously, suggesting that escape from child…
Can teachers' global ratings identify children with academic problems?
Glascoe, F P
2001-06-01
Physicians often elicit ratings from teachers when making diagnostic, treatment, or referral decisions. The purpose of this study was to view the relationship between teachers' ratings and children's academic skills, assess the utility of teacher ratings in detecting academic problems, and thus determine whether physicians can depend on teacher ratings when making decisions about patients' needs. Subjects were a national sample of 80 teachers and 934 children between 6 and 13 years of age participating in a test standardization study. Families were representative of United States demographics in terms of parental level of education, income, and ethnicity, and sites were geographically diverse elementary schools. Children were administered the Comprehensive Inventory of Basic Skills--Revised (CIBS-R), a diagnostic academic achievement test. Teachers rated children's academic performance on a five-point scale ranging from far above average to far below average and were blinded to the results of the CIBS-R. Teacher ratings varied significantly with children's performance for all academic domains. Logistic regression revealed that teacher ratings were best predicted by children's performance in basic reading skills, followed by math skills, and were not influenced by race, parents' level of education, history of retention, or gender. Participation in Title I services, testing in winter or spring, and parents who spoke a language other than English produced significantly lower ratings. Nevertheless, teachers rated as average many students with mild to moderate academic difficulties. School system personnel and health care providers should avoid sole dependence on global teacher ratings when deciding which students need special education referrals or other services. Supplementing teacher ratings with standardized screening test results is needed to ensure accurate decision-making.
Pay, Working Conditions, and Teacher Quality
ERIC Educational Resources Information Center
Hanushek, Eric A.; Rivkin, Steven G.
2007-01-01
Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban…
ERIC Educational Resources Information Center
Vancraeyveldt, Caroline; Verschueren, Karine; Van Craeyevelt, Sanne; Wouters, Sofie; Colpin, Hilde
2015-01-01
This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher-child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher-child dyads…
Ban, Jiyoon; Oh, Insoo
2016-11-01
The current study examined the mediating effects of the teacher and peer relationships between parental abuse/neglect and a child's emotional/behavioral problems. A total of 2070 student surveys from the panel of the Korean Child Youth Panel Study (KCYPS) were analyzed by path analysis. The key findings of this study are outlined below. Firstly, parental physical and emotional abuse and neglect had significant effects on children's problems. The direct effect of parental abuse on emotional/behavioral problems was higher than the direct effect of parental neglect on emotional/behavioral problems. Secondly, the teacher relationship partially mediated the effects of the parental abuse/neglect on emotional/behavioral problems. Thirdly, the peer relationship also partially mediated the effects of parental abuse/neglect on children's emotional/behavioral problems. The indirect effect of parental neglect via teacher relationships and peer relationships was stronger than the indirect effect of parental abuse. This study is significant in that it identified that parental abuse/neglect was mediated by the teacher and peer relationship, thereby suggesting an implication for effective intervention with children who have suffered abuse and neglect. In terms of the teacher and peer relationship, understanding the influence of parental abuse and neglect on children's problems was discussed, and the limitations and recommendations for future study were suggested. Copyright © 2016 Elsevier Ltd. All rights reserved.
Giannopulu, I; Escolano, S; Cusin, F; Citeau, H; Dellatolas, G
2008-03-01
The behavioural and academic performance of young children with teachers' reported hyperactivity, conduct problems or inattention is under debate. This study investigates the associations between teachers' reported behavioural difficulties and academic and cognitive performances in two large samples of preschool and school children in France. SAMPLES AND METHOD: Behavioural data relating to two large samples of preschool (N=475) and first grade (N=465) children were collected from their teachers by means of a questionnaire. A factorial analysis of the questionnaire revealed a four-factor structure ('hyperactivity', 'inattention', 'conduct problems' and 'unsociability') that was similar in both age groups. Cognitive tests were used for each age group. Teachers' reporting of 'inattention' was associated with significantly lower performances in all tests in both the preschool and first grade samples. 'Hyperactivity' or 'conduct problems' were not consistently associated with the test results, when the effect of 'inattention' was taken into account. Preschool 'inattention', but not 'hyperactivity' or 'conduct/sociability problems', was related to poor performances at reading tasks in first grade. These findings question the pathological significance of teachers' report of 'hyperactivity' in young children without associated attention problems.
ERIC Educational Resources Information Center
Kar, Tugrul
2016-01-01
This study examined prospective middle school mathematics teachers' problem-posing skills by investigating their ability to associate linear graphs with daily life situations. Prospective teachers were given linear graphs and asked to pose problems that could potentially be represented by the graphs. Their answers were analyzed in two stages. In…
Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms
ERIC Educational Resources Information Center
Hartman, Pamela; Renguette, Corinne; Seig, Mary Theresa
2018-01-01
We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to…
Problem Posing as a Pedagogical Strategy: A Teacher's Perspective
ERIC Educational Resources Information Center
Staebler-Wiseman, Heidi A.
2011-01-01
Student problem posing has been advocated for mathematics instruction, and it has been suggested that problem posing can be used to develop students' mathematical content knowledge. But, problem posing has rarely been utilized in university-level mathematics courses. The goal of this teacher-as-researcher study was to develop and investigate…
ERIC Educational Resources Information Center
Blackburn, J. Joey; Robinson, J. Shane; Lamm, Alexa J.
2014-01-01
The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was…
Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma
2013-01-01
The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to peer likability.
ERIC Educational Resources Information Center
Mataka, Lloyd M.; Cobern, William W.; Grunert, Megan L.; Mutambuki, Jacinta; Akom, George
2014-01-01
This study investigate the effectiveness of adding an "explicit general problem solving teaching strategy" (EGPS) to guided inquiry (GI) on pre-service elementary school teachers' ability to solve heat transfer problems. The pre-service elementary teachers in this study were enrolled in two sections of a chemistry course for pre-service…
ERIC Educational Resources Information Center
Office of Postsecondary Education, US Department of Education, 2010
2010-01-01
This seventh report on the quality of America's teacher preparation programs and novice teachers presents data reported to the U.S. Department of Education (the Department) in October 2007 by all 50 states, the District of Columbia, Puerto Rico and the outlying areas, which include American Samoa, the Federated States of Micronesia, Guam, the…
Quality Science Teacher Professional Development and Student Achievement
NASA Astrophysics Data System (ADS)
Dubner, J.
2007-12-01
Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.
Teacher Quality Roadmap: Improving Policies and Practices in LAUSD
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2011
2011-01-01
At the request of the United Way of Greater Los Angeles, the National Council on Teacher Quality (NCTQ) undertook this analysis of the teacher policies in the Los Angeles Unified School District (LAUSD). A coalition of civil rights groups were also involved in this project, including Parent Organization Network, Families in Schools, Alliance for a…
Assessing Quality of Pre-Service Physics Teachers' Written Arguments
ERIC Educational Resources Information Center
Aydeniz, Mehmet; Gürçay, Deniz
2013-01-01
Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers. Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B. Design and method: Participants were prompted to develop a written argument to…
South African Grade 9 Mathematics Teachers' Views on the Teaching of Problem Solving
ERIC Educational Resources Information Center
Chirinda, Brantina; Barmby, Patrick
2018-01-01
The South African curriculum emphasizes the teaching of problem solving in mathematics. However, little is known about South African teachers' views on the teaching of mathematical problem solving (MPS). The purpose of this study was to establish Grade 9 South African teachers' views, teaching strategies and the support required in their teaching…
User-Oriented Quality for OER: Understanding Teachers' Views on Re-Use, Quality, and Trust
ERIC Educational Resources Information Center
Clements, K. I.; Pawlowski, J. M.
2012-01-01
We analysed how teachers as users of open educational resources (OER) repositories act in the re-use process and how they perceive quality. Based on a quantitative empirical study, we also surveyed which quality requirements users have and how they would contribute to the quality process. Trust in resources, organizations, and technologies seem to…
Becker, Brandon D; Gallagher, Kathleen C; Whitaker, Robert C
2017-12-01
The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs. Using path analysis we investigated the association between teachers' dispositional mindfulness and the quality of their relationships with children (conflict and closeness). We further examined whether this association was mediated by teacher depressive symptoms and moderated by perceived workplace stress. Higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (less conflict and greater closeness). The association between greater dispositional mindfulness and less conflict was partially mediated by lower depressive symptoms, and the conditional direct effect of mindfulness on conflict was stronger when perceived workplace stress was lower. These findings suggest that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms. Interventions to increase levels of dispositional mindfulness among early childhood educators may improve their well-being along with the quality of their relationships with children, potentially impacting children's educational outcomes. The potential impacts of such interventions may be even stronger if structural and systemic changes are also made to reduce workplace stress. Copyright © 2017 Society for the Study of School Psychology
Validation of the Solving Problems Scale with Teachers
ERIC Educational Resources Information Center
Ryan, Mary Elizabeth
2011-01-01
Rapid advancements in technology, global competitiveness, and an increasing demand for 21st-century skills, such as problem-solving, underscore the pivotal role teachers play to prepare our youth for an era of exponential change. Those at the forefront of education are challenged to equip students with skills and strategies necessary to think…
The Evaluation of Teachers' Job Performance Based on Total Quality Management (TQM)
ERIC Educational Resources Information Center
Shahmohammadi, Nayereh
2017-01-01
This study aimed to evaluate teachers' job performance based on total quality management (TQM) model. This was a descriptive survey study. The target population consisted of all primary school teachers in Karaj (N = 2917). Using Cochran formula and simple random sampling, 340 participants were selected as sample. A total quality management…
Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma
2013-01-01
The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children’s social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children’s social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children’s anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children’s social competence. The findings provide evidence that the teacher-child relationship is critical for children’s social behaviors, and that social competence was uniquely related to peer likability. PMID:24039375
ERIC Educational Resources Information Center
Fuller, Edward J.
2014-01-01
The National Council on Teacher Quality's (NCTQ) recent review of university-based teacher preparation programs concluded the vast majority of such programs were inadequately preparing the nation's teachers. The study, however, has a number of serious flaws that include narrow focus on inputs, lack of a strong research base, missing standards,…
Guiding Preservice Teachers to Adapt Mathematics Word Problems through Interactions with ELLs
ERIC Educational Resources Information Center
Kurz, Terri L.; Gómez, Conrado; Jimenez-Silva, Margarita
2017-01-01
In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations…
Working conditions, adverse events and mental health problems in a sample of 949 German teachers.
Bauer, Joachim; Unterbrink, Thomas; Hack, Anna; Pfeifer, Ruth; Buhl-Griesshaber, Veronika; Müller, Udo; Wesche, Helmut; Frommhold, Markus; Seibt, Reingard; Scheuch, Klaus; Wirsching, Michael
2007-04-01
The aim of this study was (1) to explore in detail the working load of teachers, (2) to analyse the extent of negative or threatening school-related events teachers are confronted with, and (3) to evaluate mental health strain by applying the general health questionnaire (GHQ). A sample of 949 teachers in 10 grammar schools (German: Gymnasien) and 79 secondary modern schools (German: Hauptschulen) was investigated applying (1) a questionnaire covering different aspects of the occupational burden and threatening school-associated events and (2) the general health questionnaire (GHQ-12). Based on what teachers indicated in the questionnaire, full-time teachers work more than 51 h weekly. More than 42% of our sample indicated verbal insults, almost 7% deliberate damage of personal belongings, and 4.4% threat of violence by pupils during the past 12 months. When applying the GHQ-12, we found that 29.8% of the sample report significant mental health problems. With respect to school types, teachers in secondary modern schools indicated more of such problems, while no effects regarding age, gender, or full/part-time teaching were observed. To be a teacher is a hard work and requires coping of considerable amount of adverse events. Based on the GHQ, nearly 30% of teachers suffer from significant mental health problems.
ERIC Educational Resources Information Center
Brodin, J.; Hollerer, L.; Renblad, K.; Stancheva-Popkostadinova, V.
2015-01-01
The aim of this article is to highlight the concept "quality" with a special focus on preschool teachers' understanding and compare what preschool teachers in Austria, Bulgaria and Sweden regard as quality. Although quality is at high degree a subjective concept, some aspects are regarded decisive for good quality. A questionnaire was…
ERIC Educational Resources Information Center
Wong, Yau-ho Paul
2017-01-01
Although a quality preschool supports young children's health and safety, "quality" has been defined diversely enough that its delivery has been varied among kindergarten teachers. The current study was the first to examine and compare perceptions of school safety between urban and rural kindergarten teachers. Sixty-seven Hong Kong…
ERIC Educational Resources Information Center
Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Sheridan, Susan M.; Mandell, David S.
2016-01-01
Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem-solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the…
Klein-Tasman, B P; Lee, K
2017-09-01
There is sparse literature about problem behaviour in young children with Williams syndrome (WS) and little consideration of the perspectives of multiple respondents. Problem behaviour of 35 children with WS ages 2 to 6 was examined based on both parent and teacher report using the Achenbach preschool forms. The most prominent areas of difficulty based on both parent and teacher report were attention problems, pervasive developmental problems and emotion reactivity difficulties. Some rater differences were observed; most notably, teachers reported more externalising behaviour problems including more aggressive behaviour, Attention Deficit/Hyperactivity problems and Oppositional Defiant problems than did parents. Few relations to intellectual functioning, age or gender were observed. Some aspects of problem behaviour evident in older children (e.g. attention problems, social problems) are also apparent for young children with WS, while other areas are less prominent (e.g. anxiety). The implications of the findings for understanding the behavioural phenotype associated with WS are discussed. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.
ERIC Educational Resources Information Center
Aykac, Necdet
2016-01-01
Problem Statement: Training qualified teachers depends on the quality of the trainers. From this point of view, the quality of teacher educators and their instruction in the classroom are important to train qualified teachers. This is because teachers tend to see teacher educators who have trained them as role models, and during their school…
ERIC Educational Resources Information Center
Lemberger, Nancy; Reyes-Carrasquillo, Angela
2011-01-01
This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE…
When Rural Meets Urban: The Transfer Problem Chinese Pre-Service Teachers Face in Teaching Practice
ERIC Educational Resources Information Center
Ye, Wangbei
2016-01-01
Traditional teacher education's supposed failure to prepare prospective teachers for classroom realities (the transfer problem) is a widely discussed topic in the teacher education literature. Previous studies have focused on causal relationships between teaching and such factors as pre-service teacher education programmes, contextual factors in…
NASA Astrophysics Data System (ADS)
Shuaibu, Zainab Muhammad
2016-04-01
The education system in Nigeria, especially at the basic education level, teachers who teach mathematics and science need to be confident with what they are teaching, they need to have appropriate techniques and strategies of motivating the pupils. If these subjects are not taught well at the basic education level its extraordinarily hard to get them (pupils/students) back to track, no matter what will be done in the secondary and tertiary level. Teachers as the driving force behind improvements in the education system are in the best position to understand and propose solutions to problems faced by students. Teachers must have access to sustainable, high quality professional development in order to improve teaching and student learning. Teachers' professional development in Nigeria, however, has long been criticized for its lack of sustainability and ability to produce effective change in teaching and students achievement. Education theorists today believe that a critical component of educational reform lies in providing teachers with various opportunities and supports structures that encourage ongoing improvement in teachers' pedagogy and discipline-specific content knowledge. However, the ongoing reforms in education sector and the need to refocus the Nigeria education system towards the goal of the National Economical Empowerment and Development Strategies (NEEDS) demand that the existing In-service and Education Training (INSET) in Nigeria be refocused. It is against this premise that an INSET programme aimed at Strengthening Mathematics And Science Education (SMASE) for primary and secondary school teachers was conceived. The relevance of the SMASE INSET according to the Project Design Matrix (PDM) was derived from an In-service aimed at enhancing the quality of teachers in terms of positive attitude, teaching methodology, mastery of content, resource mobilization and utilization of locally available teaching and learning materials. The intervention of
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…
ERIC Educational Resources Information Center
Kuzle, Ana
2012-01-01
In this paper, I report on preservice teachers' reflections and perceptions on their problem-solving process in a technological context. The purpose of the study was to investigate how preservice teachers experience working individually in a dynamic geometry environment and how these experiences affect their own mathematical activity when…
Analysis of Computer Teachers' Online Discussion Forum Messages about Their Occupational Problems
ERIC Educational Resources Information Center
Deryakulu, Deniz; Olkun, Sinan
2007-01-01
This study, using content analysis technique, examined the types of job-related problems that the Turkish computer teachers experienced and the types of social support provided by reciprocal discussions in an online forum. Results indicated that role conflict, inadequate teacher induction policies, lack of required technological infrastructure and…
ERIC Educational Resources Information Center
Snoek, Marco; Swennen, Anja; van der Klink, Marcel
2011-01-01
This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. A classification framework based on the literature on professionalism was used to compare European and Member State policy actions and measures on the quality of teacher educators through an analysis of seven…
Teacher Retention: Problems and Solutions
ERIC Educational Resources Information Center
McLaurin, Sidney E.; Smith, Willis; Smillie, Amanda
2009-01-01
There is a teacher retention crisis in the United States. The purpose of this paper is to answer the following questions: What contributes to teachers leaving the field? How has "No Child Left Behind" affected teacher retention? What can be done to retain good teachers? What impact do school administrators have on teacher retention?…
Elementary Teachers' Perspectives of Mathematics Problem Solving Strategies
ERIC Educational Resources Information Center
Bruun, Faye
2013-01-01
Participants in this study were asked to report what strategies were most often used in their attempts to foster their students' problem solving abilities. Participants included 70 second through fifth-grade elementary teachers from 42 schools in a large state of the south central region in the U.S. Data analyses of the interviews revealed that…
ERIC Educational Resources Information Center
Tolson, Bonnie Lynn
2013-01-01
Teachers make a difference. White female middle-class teachers represent 84 percent of Americas' teachers. How does culture influence the self-reflective problem-solving behaviors of urban teachers? Urban schools fail youth by opening the doors for a mass exodus. The problem solving behavior of urban teachers may contribute to the student exodus…
ERIC Educational Resources Information Center
Goodwin, A. Lin; Kosnik, Clare
2013-01-01
Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching…
ERIC Educational Resources Information Center
Robertson, Mary Amos
2016-01-01
In order to change the direction of mathematics education, the training of elementary teachers in the United States needs to be of equal or higher quality than top preforming countries. However, pre-service elementary teachers in the United States fall behind their peers in other countries in mathematical content knowledge and mathematical…
ERIC Educational Resources Information Center
Mwei, Philip K.
2017-01-01
The concept of mathematical problem solving is an important mathematical process in mathematics curricula of education systems worldwide. These math curricula demand that learners are exposed to authentic problems that foster successful problem solving. To attain this very important goal, there must be mathematics teachers well versed in content…
Teacher Stress: Perceived and Objective Sources, and Quality of Life.
ERIC Educational Resources Information Center
Mykletun, Reidar J.
1984-01-01
A study of 912 Norwegian comprehensive school teachers, using a 74-item job stress rating scale to identify stressors in teachers' work and the General Health Questionnaire as an index of quality of life, identified nine stress factors, including work overload, pupils' misbehavior, change, organizational climate/staff relations. (MH)
ERIC Educational Resources Information Center
Bardack, Sarah; Obradovic´, Jelena
2017-01-01
Research Findings: Drawing from a diverse community sample of 89 children, ages 4-6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children.…
Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers
ERIC Educational Resources Information Center
Hosotani, Rika; Imai-Matsumura, Kyoko
2011-01-01
The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers' emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited…
ERIC Educational Resources Information Center
Hu, Bi Ying; Zhou, Yisu; Li, Kejian
2014-01-01
This study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. A total of 284 Chinese kindergarten teachers self-assessed the quality of their classroom teaching and rated their…
Behavioral/Emotional Problems of Preschoolers: Caregiver/Teacher Reports from 15 Societies
ERIC Educational Resources Information Center
Rescorla, Leslie A.; Achenbach, Thomas M.; Ivanova, Masha Y.; Bilenberg, Niels; Bjarnadottir, Gudrun; Denner, Silvia; Dias, Pedro; Dobrean, Anca; Dopfner, Manfred; Frigerio, Alessandra; Goncalves, Miguel; Guomundsson, Halldor; Jusiene, Roma; Kristensen, Solvejg; Lecannelier, Felipe; Leung, Patrick W. L.; Liu, Jianghong; Lobel, Sofia P.; Machado, Barbara Cesar; Markovic, Jasminka; Mas, Paola A.; Esmaeili, Elaheh Mohammad; Montirosso, Rosario; Pluck, Julia; Pronaj, Adelina Ahmeti; Rodriguez, Jorge T.; Rojas, Pamela O.; Schmeck, Klaus; Shahini, Mimoza; Silva, Jaime R.; van der Ende, Jan; Verhulst, Frank C.
2012-01-01
This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age and gender effects were quite similar across…
ERIC Educational Resources Information Center
Lopez-Real, Francis; Lee, Arthur
2006-01-01
As part of a module on mathematical problem solving in an Initial Teacher Education programme, the student teachers are encouraged to produce alternative solutions to the problems they tackle and, in particular, to consider whether ICT can help. In this paper we discuss a number of unusual solutions produced for some of the problems, specifically…
ERIC Educational Resources Information Center
Bukova-Guzel, Esra
2011-01-01
This study examines the approaches displayed by pre-service mathematics teachers in their experiences of constructing mathematical modelling problems and the extent to which they perform the modelling process when solving the problems they construct. This case study was carried out with 35 pre-service teachers taking the Mathematical Modelling…
Teaching Problem-Posing and Inquiry to Teachers Using a Non-Traditional Operation
ERIC Educational Resources Information Center
White, D.; Sullivan, E.
2018-01-01
Teaching teachers to participate in mathematical inquiry has the potential to both transform belief systems about mathematics and to transform teachers from consumers of mathematics to producers of mathematics. The focus of this paper is to describe the use of a problem, based on a non-traditional binary operation, to encourage and teach…
Pre-Service Teacher Perceptions of Using Problem Based Learning in Science Investigations
ERIC Educational Resources Information Center
Pepper, Coral
2013-01-01
Introducing Problem Based Learning (PBL) to a cohort of science education pre-service teachers enabled them to engage in a widely used learning and teaching strategy helpful to align university courses with the professional work they are expected to undertake on graduation. Almost fifty pre-service teachers participated in the study, focussed on…
The Pros and Cons of Problem-Based Learning from the Teacher's Standpoint
ERIC Educational Resources Information Center
Ribeiro, Luis Roberto C.
2011-01-01
This article focuses on a teacher's evaluation of an experiment with problem-based learning (PBL) and its effects on his professional development. This case study, of a descriptive-analytical nature, involved the collaboration between the researcher and teacher in the planning, implementation of PBL and, to some extent, analysis of results.…
Using AMLO to Improve the Quality of Teacher Education Outcomes
ERIC Educational Resources Information Center
Al-Shammari, Zaid
2012-01-01
This study aims to find ways to improve learning outcomes in teacher education courses by using an Analysis Model for Learning Outcomes (AMLO). It addresses the improvement of the quality of teacher education by analyzing learning outcomes and implementing curriculum modifications related to specific learning objectives and their effects on…
Hiring and Retaining High-Quality Teachers: What Principals Can Do
ERIC Educational Resources Information Center
Williby, Roseanne L.
2004-01-01
Many Catholic school principals have limited assistance from their respective central offices in the recruitment and selection of teachers, especially if their objective is to recruit candidates of color or candidates for a particular subject area. Aware that teacher quality is related to student achievement, Catholic school principals must employ…
Mentoring: Findings from a Title II Teacher Quality Enhancement Grant.
ERIC Educational Resources Information Center
Suters, Leslie A.; Kershaw, Cheryl
Urban Impact is a Title II Teacher Quality Enhancement Act partnership grant supporting the development of new strategies and structures to strengthen the preparation and development of beginning teachers in urban settings in Tennessee. This study evaluated the success of Urban Impact in establishing professional and social supports for the first…
NASA Astrophysics Data System (ADS)
Treagust, David F.; Won, Mihye; Petersen, Jacinta; Wynne, Georgie
2015-02-01
In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science teachers at all levels. We discuss the issues and implications of government initiatives in preservice and early career teacher education programs, such as the implementation of national science curriculum, the stricter entry requirements to teacher education programs, an alternative pathway to teaching and the measure of effectiveness of teacher education programs. The politicized discussion and initiatives to improve the quality of science teacher education in Australia are still unfolding as we write in 2014.
Relationship between Teachers' Perceptions of Mobbing and Their Problem Solving Skills
ERIC Educational Resources Information Center
Mutlu Gö?men, Nejla; Güle?, Selma
2018-01-01
The purpose of this study is to determine the relationship between classroom teachers' perception of mobbing phenomenon and their problem solving skills. The sample of the study is composed of 208 classroom teachers working in the primary schools in the Osmangazi district of Bursa during the 2013-2014 educational year. The data required for the…
Current Problems of Teacher Education. Report of a Meeting of International Experts.
ERIC Educational Resources Information Center
Yates, Alfred, Ed.
This report is the outcome of an international meeting of the UNESCO Institute for Education in Hamburg in 1969. To stimulate interest in the potentialities of research in the field of teacher education, it incorporates the major conclusions reached at the meeting concerning those current problems in teacher education to which methods of empirical…
Solution Proposals of Prospective Teachers on the Problems of Pre-School Education
ERIC Educational Resources Information Center
Demir, Mehmet Kaan; Arcagök, Serdar; Sahin, Çavus; Durukan, Haydar
2017-01-01
In this research, the proposals of prospective teachers in pre-school training about the problems of pre-school education which are defined by the literature analysis have been put forward. 700 solution proposals are gathered from 140 prospective teachers who are included in the research by providing 5 solution proposals each. When analyzing the…
The Impact of Gender on Chinese Elementary School Teachers' Perceptions of Student Behavior Problems
ERIC Educational Resources Information Center
Caldarella, Paul; Shatzer, Ryan H.; Richardson, Michael J.; Shen, Jiliang; Zhang, Na; Zhang, Caiyun
2009-01-01
Background: Research on teacher perceptions of student behavior problems is relatively recent in the People's Republic of China. Although some findings are consistent with research in Western settings, interesting differences have emerged. A question that has yet to be examined is the role of teacher and student gender in teachers' perceptions of…
ERIC Educational Resources Information Center
Jeon, Lieny; Buettner, Cynthia K.; Hur, Eunhye
2016-01-01
Research Findings: This exploratory study identified preschool teacher quality profiles in early childhood education settings using 9 indicators across teachers' professional background, observed process quality, and job attitudes toward teaching (e.g., job-related stress, satisfaction, and intention to leave the job). The sample consisted of 96…
Improving Teacher Quality: Lessons from America's "No Child Left Behind"
ERIC Educational Resources Information Center
Smith, Emma; Gorard, Stephen
2007-01-01
How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are "highly qualified" by the…
Coordination Problems in Graduate Programs for Two-Year College English Teachers.
ERIC Educational Resources Information Center
Sparrow, W. Keats
Six problems in coordinating a graduate program for two-year college English teachers are discussed in this paper. The problems are: how to implement national guidelines for such programs, how to staff the programs, how to accommodate traditional university personnel guidelines and regulations to the nontraditional staff for the programs, how to…
A Taxonomy of Teacher-Defined Problems in the Education of Mentally Retarded Children. Final Report.
ERIC Educational Resources Information Center
Cook, John J.; Miller, Donald M.
A taxonomy of problems in the environment or evident in student behaviors which impede providing the necessary conditions for pupils to learn was developed by teachers of the educable mentally retarded (EMR) in Wisconsin. Of the teachers, 67% or 487 responded to a request to specify five problems along with their causes and successful and…
Mentoring for Quality Improvement: A Case Study of a Mentor Teacher in the Reform Process
ERIC Educational Resources Information Center
Ryan, Sharon; Hornbeck, Amy
2004-01-01
As qualified teachers are central to children receiving a high-quality preschool education, many policy initiatives aimed at improving program quality are thwarted when insufficient attention is paid to the professional development of the workforce. One response to this issue has been to create teacher leadership roles so that teachers mentor…
NASA Astrophysics Data System (ADS)
Arbin, Norazman; Kamarudin, Norsyazana; Abu, Mohd Syafarudy; Hamzah, Firdaus Mohamad; Ghani, Sazelli Abdul
2015-05-01
This survey research was designed to identify the secondary mathematics teachers' quality of teaching. Specifically, this study focused on students' perception, based on genders on the quality of teaching of their secondary mathematics teachers and, its relationship with the former's mathematics achievement. This research was carried in four different schools: two all boys' secondary schools and two all girls' secondary schools. Thus, a comparison between these two types of schools was made. The sample of the study involved 100 form four students from those schools. The result showed that the students from those schools had positive perception on their teachers' quality of teaching. Statistically, there was no difference between the boys' and girls' perceptions. There was a significant relationship between the boys' perception on the quality of their teachers' teaching and the boys' achievement. However, there was no significant relationship between the girls' perceptions on the quality of their teachers' teaching and the girls' achievement. The findings of this research could be used as a useful guideline for mathematics teachers and future mathematics teachers in enhancing the quality of their teaching and learning.
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…
Determining the Performances of Pre-Service Primary School Teachers in Problem Posing Situations
ERIC Educational Resources Information Center
Kilic, Cigdem
2013-01-01
This study examined the problem posing strategies of pre-service primary school teachers in different problem posing situations (PPSs) and analysed the issues they encounter while posing problems. A problem posing task consisting of six PPSs (two free, two structured, and two semi-structured situations) was delivered to 40 participants.…
Recruiting and Retaining High-Quality Teachers. SPeNSE Summary Sheet.
ERIC Educational Resources Information Center
Westat, Inc., Rockville, MD.
This report summarizes the data from the Study of Special Needs in Special Education (SPeNSE), a national study of personnel in special education. It focuses on data related to recruiting and retaining high-quality special education teachers. Findings indicate: (1) in 1999-2000, more than 12,000 openings for special education teachers were left…
Prevalence and Risk Factors of Voice Problems Among Primary School Teachers in India.
Devadas, Usha; Bellur, Rajashekhar; Maruthy, Santosh
2017-01-01
Teachers are more prone to develop voice problems (VPs) when compared with other professional voice users. The aim of present study was to investigate the prevalence and risk factors of VPs among primary school teachers in India. Epidemiological cross-sectional survey. Self-reporting questionnaire data were collected from 1082 teachers. Out of 1082 teachers who participated in the present study, 188 teachers reported VPs that account for a prevalence rate of 17.4%. Tired voice after long hours of talking was the most frequently reported symptom, followed by sore/dry throat, strain in voice, neck muscle tension, and difficulty in projecting voice. The adjusted odds ratio values showed number of years of teaching, high background noise levels in the classroom, experiencing psychological stress while teaching classes, improper breath management (holding breath while speaking), poor focus of the tone (clenching jaw/teeth while speaking), upper respiratory tract infection, thyroid problems, and acid reflux as significant risk factors for the development of VPs in the current cohort of teachers. Current results suggest that teachers develop VPs due to multiple risk factors. These factors may be either biological, psychomotor, or environment-related factors. A holistic approach (which could include educating teachers about voice care during their training, and if they develop VP during their career, then managing the VP by taking into consideration different risk factors) addressing all these factors needs to be adopted to prevent VPs in primary school teachers. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
Hinz, Andreas; Zenger, Markus; Brähler, Elmar; Spitzer, Silvia; Scheuch, Klaus; Seibt, Reingard
2016-08-01
High degrees of premature retirement among teachers warrant investigating the occupational burden and the mental health status of this profession. A sample of 1074 German teachers participated in this study. Two samples of the general population (N = 824 and N = 792) were used as comparison groups. Work distress was assessed with the Effort-Reward-Imbalance questionnaire, and mental health problems were measured with the General Health Questionnaire (GHQ-12). Teachers reported more effort-reward imbalance (M = 0.64) compared with the general population (M = 0.57), and they perceived more mental health problems (GHQ: M = 12.1) than the comparison group (M = 9.5). School type was not associated with work stress and mental health. Teachers with leading functions perceived high degrees of effort and reward, resulting in a moderate effort-reward ratio and no heightened mental health problems. Teachers working full time reported more effort than teachers working part time, but the reward mean values of both groups were similar. This results in a somewhat unfavourable effort-reward ratio of teachers working full time. Moreover, teachers working full time reported more mental health problems. The results support the appropriateness of the effort-reward conception, applied to the profession of teachers. The higher degree of effort-reward imbalance and the level of mental health problems warrant preventive measures. Copyright © 2014 John Wiley & Sons, Ltd. Copyright © 2014 John Wiley & Sons, Ltd.
ERIC Educational Resources Information Center
Heine, Hilda C.; Emesiochl, Masa Akii
2007-01-01
The provisions of the No Child Left Behind Act (NCLB) of 2001 for teacher quality direct that all students in U.S. public schools be taught by highly qualified teachers. Although the Pacific Region entities are trying to meet this teacher-quality mandate, most are still far from fulfilling the minimum education requirements for their teachers. By…
ERIC Educational Resources Information Center
Cooper, Paul; Yan, Zi
2015-01-01
This study aims to explore the relationships between the extent and perceived quality of teachers' experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n = 183) from Hong…
Collaborative problem solving with a total quality model.
Volden, C M; Monnig, R
1993-01-01
A collaborative problem-solving system committed to the interests of those involved complies with the teachings of the total quality management movement in health care. Deming espoused that any quality system must become an integral part of routine activities. A process that is used consistently in dealing with problems, issues, or conflicts provides a mechanism for accomplishing total quality improvement. The collaborative problem-solving process described here results in quality decision-making. This model incorporates Ishikawa's cause-and-effect (fishbone) diagram, Moore's key causes of conflict, and the steps of the University of North Dakota Conflict Resolution Center's collaborative problem solving model.
Problems Teachers Face When Doing Action Research and Finding Possible Solutions: Three Cases
ERIC Educational Resources Information Center
Zhou, Jun
2012-01-01
Through case studies, this paper explores problems teachers face when doing action research: for instance, teachers may misunderstand the research, mistrust university researchers, lack the time or adequate library resources to conduct research, lack theoretical guidance or knowledge of research methodology, and feel pressure or frustration during…
Alva, Arati; Machado, Megna; Bhojwani, Kiran; Sreedharan, Suja
2017-01-01
School teachers are most prone to the development and detrimental effects of voice disorders as a consequence of their work. The risk factors for development of dysphonia in teachers are multifactorial. The primary aim of our study was to investigate the various risk factors that influence the onset and progression of voice disorders in school teachers in the Indian context. We wanted to assess the effect of voice problems on the physical, psychosocial and functional aspect of a teacher's life. It was a cross-sectional study conducted across three English medium institutions. A total of 105 teachers consented to participate in the study and they had to answer a semi-structured, pre-tested questionnaire, which included demographic details, living habits (drug intake, smoking and alcohol intake) health condition [any Deviated Nasal Septum (DNS), Gastroesophageal Reflux Disease (GERD), stress, etc., or any history of surgery], teaching characteristics, voice symptoms and physical discomforts and quality of life assessment. The completed questionnaires were collected and analyzed based on the responses obtained. It was found that 81% of the study population had voice problems at some point of their career. A total of 26% of them fell into the voice disorder category. The association of upper respiratory infections DNS and GERD with voice disorders was found to be statistically significant. We also found that a significant number of teachers with voice disorders had changed their teaching styles and were planning to opt for an early retirement. Most importantly, it was also seen that teachers with voice disorders were more likely to have a poorer quality of life as compared to those without a voice disorder (p<0.001). Voice disorders had a significant bearing on all the spheres of a school teacher's life. The affected teachers were more likely to take sick leaves, change overall job opinions, retire early, reduce overall communiations, repeat statements and avoid
ERIC Educational Resources Information Center
Feng, Li; Sass, Tim R.
2015-01-01
Staffing problems are pervasive in certain subject areas, such as secondary math and science and special education, where the combination of training requirements and relatively high alternative wages makes it difficult to attract and retain high-quality teachers. This project evaluated the impacts of the Florida Critical Teacher Shortage Program…
ERIC Educational Resources Information Center
Sun, Jin; Rao, Nirmala
2012-01-01
This study compared Chinese mothers' and teachers' scaffolding of preschool children in different problem solving tasks. Participants were 57 children (including 29 girls) from seven kindergartens in Beijing, their mothers and teachers. Mothers varied in educational levels while all teachers were professionally qualified. Children solved four…
Challenging Orthodoxy: Problem Based Learning in Preservice Teacher Training
ERIC Educational Resources Information Center
Blackbourn, Joe M.; Bunch, Dennis; Fillingim, Jennifer; Thomas, Conn; Schillinger, Don; Dupree, Jeffery
2011-01-01
This article examines the viability of Problem Based Learning (PBL) in the training of teachers for the public schools. The shortcomings of traditional training and induction methods in preparing professional educators for the demands of the 21st Century schools is considered and the applicability of PBL in addressing these shortcomings is…
Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E; Treviño, Ernesto; Barata, M Clara; Weiland, Christina; Gomez, Celia J; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit; Arbour, Mary Catherine
2015-03-01
We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
NASA Astrophysics Data System (ADS)
Agustan, S.; Juniati, Dwi; Siswono, Tatag Yuli Eko
2017-08-01
Reflective thinking is an important component in the world of education, especially in professional education of teachers. In learning mathematics, reflective thinking is one way to solve mathematical problem because it can improve student's curiosity when student faces a mathematical problem. Reflective thinking is also a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. There are many factors which give impact toward the student's reflective thinking when student solves mathematical problem. One of them is cognitive style. For this reason, reflective thinking and cognitive style are important things in solving contextual mathematical problem. This research paper describes aspect of reflective thinking in solving contextual mathematical problem involved solution by using some mathematical concept, namely linear program, algebra arithmetic operation, and linear equations of two variables. The participant, in this research paper, is a male-prospective teacher who has Field Dependent. The purpose of this paper is to describe aspect of prospective teachers' reflective thinking in solving contextual mathematical problem. This research paper is a descriptive by using qualitative approach. To analyze the data, the researchers focus in four main categories which describe prospective teacher's activities using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience.
Teachers' Knowledge of Children's Strategies for Equal Sharing Fraction Problems
ERIC Educational Resources Information Center
Krause, Gladys; Empson, Susan; Pynes, D'Anna; Jacobs, Victoria
2016-01-01
In this exploratory study, we documented teachers' knowledge of children's mathematical thinking as they engaged in the task of anticipating children's strategies for an equal sharing fraction problem. To elicit an array of knowledge, 18 teachers were deliberately selected with a variety of numbers of years participating in professional…
Creating a Positive School Culture: How Principals and Teachers Can Solve Problems Together
ERIC Educational Resources Information Center
Beaudoin, Marie-Nathalie; Taylor, Maureen E.
2004-01-01
Principals and teachers have very different perspectives, pressures, and struggles. As a result, problems of negativity, isolation, or censure often develop among staff members. This may cause principals and teachers to spend a tremendous amount of energy addressing these issues instead of focusing on their primary goal -- improved student…
ERIC Educational Resources Information Center
Guberman, Raisa; Leikin, Roza
2013-01-01
The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design addresses the complexity of teachers' knowledge. It is aimed at exploring the development of teachers' mathematical and pedagogical conceptions…
A Pilot Study of Problems and Practices in the Induction of Beginning Teachers.
ERIC Educational Resources Information Center
Bouchard, John B.; Hull, Ronald E.
A pilot study was designed to test the practicality of gathering data through interviews and to provide tentative information on induction problems and practices encountered by beginning teachers in the Cattaraugus-Chautauqua County area of New York. Fifty-three elementary self-contained classroom teachers and secondary academic subject-matter…
Skalická, Věra; Belsky, Jay; Stenseng, Frode; Wichstrøm, Lars
2015-01-01
In this Norwegian study, bidirectional relations between children's behavior problems and child-teacher conflict and closeness were examined, and the possibility of moderation of these associations by child-care group size was tested. Eight hundred and nineteen 4-year-old children were followed up in first grade. Results revealed reciprocal effects linking child-teacher conflict and behavior problems. Effects of child-teacher closeness on later behavior problems were moderated by group size: For children in small groups only (i.e., ≤ 15 children), greater closeness predicted reduced behavior problems in first grade. In consequence, stability of behavior problems was greater in larger than in smaller groups. Results are discussed in light of regulatory mechanisms and social learning theory, with possible implications for organization of child care. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
ERIC Educational Resources Information Center
Granger, Kristen
2017-01-01
The overall goal of this dissertation was to examine teacher characteristics, teachers' beliefs, and contextual factors that may motivate teachers' decisions to engage in high quality teacher-child interactions. I use two complementary studies to meet this goal. These two studies provide insight into several aspects of early childhood teachers'…
Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education
ERIC Educational Resources Information Center
Roberts, Pauline
2016-01-01
Reflection has been a component of teacher education programs for many years. The introduction of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) into Western Australian schools appear to have brought a renewed focus to this. For universities involved in teacher education, reflection remains a complex construct…
Problems with Coursebooks in EFL Classrooms: Prospective Teachers' Opinions
ERIC Educational Resources Information Center
Arikan, Arda
2009-01-01
In today's classrooms, coursebooks remain as the major instructional instrument and resource and effectiveness and quality of coursebooks must be studied in their actual classroom use. In this study, opinions of future teachers of English are collected and analyzed to shed light on what happens in Turkish EFL classrooms in regards to the use of…
Professionalism and Partnership: Panaceas for Teacher Education in Scotland?
ERIC Educational Resources Information Center
Kennedy, Aileen; Doherty, Robert
2012-01-01
A critical reading of the Donaldson Report on teacher education in Scotland reveals what might be termed a "panacea approach" to addressing perceived current problems in relation to the quality of teacher education. In particular, the essence of the Donaldson Report is that teachers need to embrace "twenty-first century…
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…
Quality Teaching Rounds in Mathematics Teacher Education
ERIC Educational Resources Information Center
Prieto, Elena; Howley, Peter; Holmes, Kathryn; Osborn, Judy-anne; Roberts, Malcolm; Kepert, Andrew
2015-01-01
The purpose of the study reported in this paper is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The teaching rounds implemented in the study utilised the NSW Quality Teaching model pedagogical framework as a tool for learning about and reflecting…
ERIC Educational Resources Information Center
Efstratopoulou, Maria; Simons, Johan; Janssen, Rianne
2013-01-01
Objective: The study examined the concordance among rating sources on attention problems of elementary school-aged children. Method: A randomly selected sample ("N" = 841) of children was rated by the physical educators, the teachers, and the parents, using the Attention Scales of the Motor Behavior Checklist (MBC), the Teacher Report…
Turkish Early Childhood Teachers' Emotional Problems in Early Years of Their Professional Lives
ERIC Educational Resources Information Center
Kotaman, Hüseyin
2016-01-01
The purpose of this study is to elaborate on the emotional problems faced by Turkish early childhood teachers in their interaction with students, parents, administrators and colleagues in the first three years of their professional lives. Data for this research consists of in-depth interviews with Turkish kindergarten teachers, where these…
A Cross-Cultural Comparison of Teacher Ratings of Child Adjustment and Behavioral Problems
ERIC Educational Resources Information Center
Rowe, Ellen W.; Rivers, Lanee; Kamphaus, Randy W.
2013-01-01
This study examines similarities and differences in teacher ratings of behavioral problems and adaptive skills between a sample of 320 students from Anguilla, BWI and 315 children from the United States of America using the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992). The study also compared teacher ratings of…
Teachers' and Students' Preliminary Stages in Physics Problem Solving
ERIC Educational Resources Information Center
Mansyur, Jusman
2015-01-01
This paper describes the preliminary stages in physics problem-solving related to the use of external representation. This empirical study was carried out using a phenomenographic approach to analyze data from individual thinking-aloud and interviews with 8 senior high school students and 7 physics teachers. The result of this study is a set of…
Primary teachers' classroom practices and their perceptions of children's attention problems.
Eddowes, E A; Aldridge, J; Culpepper, S
1994-10-01
15 teachers of Kindergarten through Grade 2 in two schools from a rural southeastern United States community completed the Philosophy of Teaching Scale and indicated on the Child Behavior Checklist their perceptions of 309 children in their classrooms who might show problems of attention. A difference was found between teachers of structured and unstructured orientations in the number of children they reported to be hyperactive. The former group perceived significantly more children in their classroom to be hyperactive.
Oliver, Bonamy R.; Pike, Alison; Plomin, Robert
2014-01-01
Background The identification of specific nonshared environments responsible for the variance in behaviour problems is a key challenge. Methods Nonshared environmental influences on teacher-reported behaviour problems were explored independently of genetics using the monozygotic (MZ) twin differences design. Six aspects of classroom environment were rated by a representative sample of 570 nine-year-old MZ twins in the UK in different classrooms and were related to their different teachers’ reports of prosocial behaviour, hyperactivity, conduct problems, peer problems and emotional symptoms. Results Within-pair differences in perceptions of the classroom were significantly correlated with teacher-reported behaviour problems, indicating children with less favourable perceptions of their classroom environment were reported by their teachers as less prosocial, more hyperactive, and to have more conduct and peer problems. Socioeconomic status did not significantly moderate any of these relationships. However, parent-reported household chaos was a significant moderator. Conclusions The classroom environment is related to behaviour problems even when genetic factors are held constant. Classroom environment is more strongly associated with behaviour problems when the home environment is more chaotic. PMID:18355217
ERIC Educational Resources Information Center
Türkoglu, Muhammet Emin; Cansoy, Ramazan
2017-01-01
Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. "Maslach Burnout Inventory-Student Form," "Faculty Life Quality Scale"…
34 CFR 611.1 - What definitions apply to the Teacher Quality Enhancement Grants Program?
Code of Federal Regulations, 2010 CFR
2010-07-01
... 34 Education 3 2010-07-01 2010-07-01 false What definitions apply to the Teacher Quality Enhancement Grants Program? 611.1 Section 611.1 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT...
Preservice and Inservice Mathematics Teachers' Perspectives of High-Quality Mathematics Instruction
ERIC Educational Resources Information Center
Clooney, Sarah; Cunningham, Robert F.
2017-01-01
This study examined the perspectives of what high-quality mathematics instruction looks like. Written responses from preservice (n = 20) and inservice (n = 16) mathematics teachers were collected and categorized according to the Ten Principles developed by Anthony & Walshaw (2009). The responses of preservice teachers more often than inservice…
Beginning EFL Teachers' Beliefs about Quality Questions and Their Questioning Practices
ERIC Educational Resources Information Center
Pham, Ly Ngoc Khanh; Hamid, M. Obaidul
2013-01-01
Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…
Science educators' perceptions of problems facing science education: A report of five surveys
NASA Astrophysics Data System (ADS)
Gallagher, James Joseph; Yager, Robert E.
Five groups of science educators representing faculty at graduate institutions, graduate students, teachers, supervisors, and leadership conferees were surveyed concerning their perceptions of current problems facing science education. A total of 144 participants provided an average of 4.7 responses. The responses were tabulated using an emergent set of categories that resulted in six major groupings, i.e. conceptual, organizational, teacher; related, student-related, university, and societal. The category with the most problems identified was in the area of conceptual problems. University related problems and organizational problems were the next two most frequently mentioned categories for problems. Specific problems in all categories most often cited include the following:1confusion and uncertainty in goals and objectives;2lack of vision and leadership in schools and universities;3absence of a theoretical base for science education;4poor quality teacher education programs;5inappropriate avenues for continuing education of teachers; limited dialogue between researchers and practitioners; declining enrollments; poor quality teaching and counseling; insufficient programs in science for the wide spectrum of students; and public and parental apathy towards science.
ERIC Educational Resources Information Center
Skourdoumbis, Andrew
2017-01-01
This paper engages with an overt policy storyline, namely that the effective classroom teaching practice(s) of quality teachers not only corrects for but overcomes post-Fordist capital insecurities. Increasingly considered the sole and only solid foundations needed to enhance student achievement as preparation for twenty-first century economic…
ERIC Educational Resources Information Center
Danjuma, Ibrahim Mohammed
2011-01-01
This paper reports part of the results of research on chemical problem solving behavior of pre-service teachers in Plateau and Northeastern states of Nigeria. Specifically, it examines and describes the methods used by 204 pre-service teachers in solving quantitative problems from four topics in chemistry. Namely, gas laws; electrolysis;…
ERIC Educational Resources Information Center
Walfish, Ruth A.; Brody, David L.
2018-01-01
Bible teachers in contemporary society confront serious problems related to the nature of the biblical text and the socio-cultural context of their teaching. This study, based on semi-structured interviews, examines the problems that five expert religious Israeli elementary school teachers encounter in their teaching and the solutions they employ.…
NASA Astrophysics Data System (ADS)
Pecore, John L.
Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers
Pre-Service and In-Service Teachers' Metacognitive Knowledge about Problem-Solving Strategies
ERIC Educational Resources Information Center
Metallidou, Panayiota
2009-01-01
The present study based on Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. "British Journal of Educational Psychology, 70", 1-16 methodology with the aim to examine primary school teachers' metacognitive knowledge about problem-solving strategies. A sample of 338 in-service (172) and…
ERIC Educational Resources Information Center
Erdem, Ali Riza; Yaprak, Meral
2013-01-01
The purpose of this research is to establish that the problems of education supervision of the class teachers working in the village and township centre in Denizli and their opinions about these problems affect their performance. 321 class teachers working in official primary schools in townships of Denizli and 272 class teachers working in…
Preservice Teachers' Algebraic Reasoning and Symbol Use on a Multistep Fraction Word Problem
ERIC Educational Resources Information Center
Cullen, Amanda L.; Tobias, Jennifer M.; Safak, Elif; Kirwan, J. Vince; Wessman-Enzinger, Nicole M.; Wickstrom, Megan H.; Baek, Jae M.
2017-01-01
Previous research on preservice teachers' understanding of fractions and algebra has focused on one or the other. To extend this research, we examined 85 undergraduate elementary education majors and middle school mathematics education majors' solutions and solution paths (i.e., the ways or methods in which preservice teachers solve word problems)…
Satake, Hiroyuki; Yoshida, Keiko; Yamashita, Hiroshi; Kinukawa, Naoko; Takagishi, Tatsuya
2003-01-01
We investigated the agreement between Japanese parents' and teachers' ratings concerning their children's behavioral/emotional problems. Mothers (n = 276) and teachers (n = 19) assessed each child (n = 316; 6 to 12 years old ) using Japanese parent and teacher version of the Child Behavior Checklist. Parent-teacher agreement were examined through three indices; mean scores, correlations and D scores (generalized distance between item profile). Mean scores rated by parents were significantly higher than those by teachers. The differences of parents' ratings according to sex of the child or parents' occupational level, and those of teachers' ratings according to sex of the child were consistent with previous Western studies. Parent-teacher correlations were in the low to middle range (0.16-0.36). We obtained significant sets of independent variables accounting for the variance of D scores, but the effect size of these variables was small. These results indicated that, as seen in Western studies, Japanese parents and teachers would also assess their child's problems differently and the child's demographics affect their evaluation. For further research, parent and teacher characteristics which may influence on their perspective of the child's problems could be examined.
ERIC Educational Resources Information Center
Ertör, Eren; Akan, Durdagi
2016-01-01
In this study, it was aimed to analyze the problems that the nursery school teachers, who worked in primary schools of Ministry of National Education in Agri city center in 2014-2015 academic years, experience in personnel services and general services according to the views of the teachers. In the direction of this purpose, phenomenology design,…
Study on Group-Based Problem-Solving of Pre-Service Teachers in Early Childhood Education Program
ERIC Educational Resources Information Center
Prachagool, Veena; Nuangchalerm, Prasart
2012-01-01
This research aims to investigate how to develop pre-service teachers in early childhood education through employing group-based problem-solving. Participant in this research are 4th year study of pre-service teachers in early childhood education. Forty seven pre-service teachers were selected in the second semester, academic year 2010 by…
ERIC Educational Resources Information Center
Bumstead, Stacey
2012-01-01
The purpose of this mixed methods study was to examine select novice teachers' perceived knowledge of high-quality reading instruction, explore the extent that select novice teachers implemented high-quality reading instruction into their own classrooms, and to investigate any factors that explain the similarities and differences between…
Quality of Teacher-Child Relationship and Preschoolers' Pro-Social Behaviour in German Kindergartens
ERIC Educational Resources Information Center
Glüer, Michael; Gregoriadis, Athanasios
2017-01-01
Teacher-child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student-Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of…
ERIC Educational Resources Information Center
Lamb, Diane J.; Middeldorp, Christel M.; Van Beijsterveldt, Catarina E. M.; Boomsma, Dorret I.
2012-01-01
Background: Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the…
ERIC Educational Resources Information Center
Rainer, Paul; Cropley, Brendan; Jarvis, Stuart; Griffiths, Rob
2012-01-01
Background: Despite considerable investment in UK government initiatives (e.g., the Physical Education School Sport [PESS] plan) aimed at improving the delivery and quality of physical education (PE) in primary schools, many remaining problems have been highlighted (e.g., facilities; staff training). It is suggested that the head teacher (school…
Insight of Teachers on Problems of Students in Acquiring Communicative Skill in English
ERIC Educational Resources Information Center
Singaravelu, G.; Paramasivam, M.
2016-01-01
The study examined the insight of English Teacher towards students of standard XI in acquiring communicative skill in English. The main objective of the paper was to identify the problems of the students in acquiring communicative skill in English. The Normative survey method was adopted in the study. One hundred teachers were considered as a…
Teacher Education: Privileges and Problems Associated with Reading Programs in Developing Countries.
ERIC Educational Resources Information Center
Robertson, Jean E.
The problems of teacher education in developing nations are discussed. Blending new knowledge with cultural heritage so that the personal cultural synthesis demanded of new literates is effected without disrupting social structures is complicated by the language problem. The impact of the written word on a society dependent on oral communication…
ERIC Educational Resources Information Center
Ting, Shueh-Chin; Yeh, Liang-Yin
2014-01-01
Gratitude was an important missing factor in the extant relationship quality and relationship loyalty model. We introduced gratitude into the model of relationship quality and relationship loyalty. Two hundred and eighteen teachers from elementary schools in Taiwan were used to conduct an empirical research. The results show that teachers'…
What Is the Problem? The Challenge of Providing Effective Teachers for All Children
ERIC Educational Resources Information Center
Murnane, Richard J.; Steele, Jennifer L.
2007-01-01
Richard Murnane and Jennifer Steele argue that if the United States is to equip its young people with the skills essential in the new economy, high-quality teachers are more important than ever. In recent years, the demand for effective teachers has increased as enrollments have risen, class sizes have fallen, and a large share of the teacher…
ERIC Educational Resources Information Center
Treese, Matthew Paul
2012-01-01
Public school districts in Pennsylvania use varying teacher screening and interviewing processes for hiring teachers. In order to hire the best teacher candidates for vacancies, the qualities of effective teachers such as those cited by the Council of Chief State School Officers Interstate Teacher Assessment and Support Consortium (InTASC) Model…
NASA Astrophysics Data System (ADS)
Diercks, Rodney Wayne
In order to meet the demands of the twenty-first century, national standards are calling for a new type of teacher to educate the future workforce. These standards include new methods for preparing teachers to address the challenging and complex issues facing educators and students. The Problem-Based Learning (PBL) method that has enjoyed success in medical training is showing promise in teacher education. The purpose of this blended case study was to describe the experiences of sixteen preservice teachers participating in a problem-based learning format while enrolled in a science methods class for elementary and middle school majors. The sixteen preservice teachers worked in collaborative groups mentored by inservice elementary and middle school teachers. The following five themes emerged regarding the effective implementation of PBL in teacher education: (1) The role of the instructor becomes one of facilitator; (2) The PBL process should be integrated throughout the entire course term; (3) The problems preservice teachers address must be challenging, personally relevant, and must build on their prior knowledge; (4) Students need to work collaboratively within the external conditions of safety, value, and freedom; (5) The solutions to the problems are most meaningful if students believe they can apply their solution to current and future classrooms. The Science Teacher Efficacy Belief Instrument (STEBI) was administered before and after the PBL experience. The results indicated an increase in the preservice teachers' self-efficacy in teaching science. The results from the STEBI support the qualitative findings of the study. The results of this study provide teacher education with a model for instruction that will help preservice teachers develop the skills and understandings of inquiry and inquiry-based methods needed to plan and teach successfully in their classrooms as well as collaborate and communicate with colleagues.
ERIC Educational Resources Information Center
Lynch, Timothy; Soukup, Gregory J., Sr.
2017-01-01
Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…
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,…
Coaching: Impacting Teacher Behavior to Improve the Quality of Classroom Instruction
ERIC Educational Resources Information Center
Black, Melanie R.
2012-01-01
This study addressed the extent to which coaching, as a specific type of professional development, impacted teacher behavior and instructional quality. Specifically, this study sought to determine the extent to which teachers understood and used Marzano's nine high-yield strategies as a result of their participation in six weeks of on-site…
ERIC Educational Resources Information Center
Xenofontos, Constantinos; Kyriakou, Artemis
2017-01-01
This study is concerned with prospective elementary teachers' beliefs about collaborative problem solving and dialogue in mathematics classrooms. Participants (n = 16) attended an undergraduate module titled "Problem Solving in Primary Mathematics", which was specifically designed to provide them with opportunities in collaborative…
ERIC Educational Resources Information Center
Yenice, Nilgun
2011-01-01
This study was conducted to examine pre-service science teachers' critical thinking dispositions and problem solving skills based on gender, grade level and graduated high school variables. Also relationship between pre-service science teachers' critical thinking dispositions and problem solving skills was examined based on gender, grade level and…
Domínguez, Ximena; Vitiello, Virginia E; Fuccillo, Janna M; Greenfield, Daryl B; Bulotsky-Shearer, Rebecca J
2011-04-01
Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors. Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Analysis of Social Problem Solving and Social Self-Efficacy in Prospective Teachers
ERIC Educational Resources Information Center
Erozkan, Atilgan
2014-01-01
The purpose of this study is to investigate the relationship between social problem solving and social selfefficacy and the predictive role of social problem solving skills with social self-efficacy. The sample consists of 706 prospective teachers (362 female and 344 male) who are majoring in different fields at Mugla Sitki Kocman University's…
Design and Evaluation of a Problem-Based Learning Environment for Teacher Training
ERIC Educational Resources Information Center
Hemker, Laura; Prescher, Claudia; Narciss, Susanne
2017-01-01
Problem-based learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first…
ERIC Educational Resources Information Center
Temel, Senar
2014-01-01
The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of…
Colonised by Quality? Teacher Identities in a Research-Led Institution
ERIC Educational Resources Information Center
Skelton, Alan
2012-01-01
This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality--for example, whether it has captured the inner assumptive worlds of higher…
Motivation and Quality of Work Life among Secondary School EFL Teachers
ERIC Educational Resources Information Center
Baleghizadeh, Sasan; Gordani, Yahya
2012-01-01
This study set out to investigate the relationship between quality of work life and teacher motivation among 160 secondary school English as a foreign language (EFL) teachers in Tehran, Iran. In addition, 30 of the participants were randomly selected to take part in follow-up interviews which asked why they felt the way they reported. The results…
ERIC Educational Resources Information Center
Bear, George G.; Yang, Chunyan; Glutting, Joseph; Huang, Xishan; He, Xianyou; Zhang, Wei; Chen, Dandan
2014-01-01
Several previous studies have found that Chinese students perceive teacher-student relationships and student-student relationships more favorably than American students. In this study we examined if the same holds true with respect to teachers' perceptions. Also examined were both students' and teachers' perceptions of conduct problems. The sample…
ERIC Educational Resources Information Center
Kwan, Tammy Y. L.
2008-01-01
Problem-based learning (PBL) has been widely adopted in many university programmes. Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programmes. This paper reports how the 13 student-teachers…
A Study towards Views of Teacher Candidates about National and Global Environmental Problems
ERIC Educational Resources Information Center
Alagoz, Bulent; Akman, Ozkan
2016-01-01
In this research, determination of primary school, social studies and mathematics candidate teachers' awareness and susceptibility levels about environmental problems, solution suggestions about these problems, activities used in environmental education and views about environmental education were targeted. Sample of this research comprised of 449…
Prospective Elementary Teachers' Misunderstandings in Solving Ratio and Proportion Problems
ERIC Educational Resources Information Center
Monteiro, Cecilia
2003-01-01
This study explores difficulties that prospective elementary mathematics teachers have with the concepts of ratio and proportion, mainly when they are engaged in solving problems using algorithm procedures. These difficulties can be traced back to earlier experiences when they were students of junior and high school. The reflection on these…
Prospective EFL Teachers' Perceptions of Listening Comprehension Problems in Turkey
ERIC Educational Resources Information Center
Solak, Ekrem; Altay, Firat
2014-01-01
Listening skill has been called as the "Cinderella Skill" which is overlooked by its elder sister speaking in language learning. Therefore, the purpose of the study was to reemphasize the importance of listening skill in ELT context and to determine prospective English teachers' perceptions of listening comprehension problems. The study…
Bierman, Karen L; DeRousie, Rebecca M. Sanford; Heinrichs, Brenda; Domitrovich, Celene E.; Greenberg, Mark T.; Gill, Sukhdeep
2013-01-01
Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers one year after their involvement in the REDI research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high-quality, and to explore possible pre-intervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the PATHS curriculum), but decreased implementation of other components (the language-literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Implications for practice and policy are discussed. PMID:24204101
Humanistic Qualities of the Teacher as Perceived by Undergraduate Students in Bahrain and Kuwait
ERIC Educational Resources Information Center
Al-Musawi, Nu'man; Karam, Ebraheem M.
2011-01-01
The objective of this study was to identify the main qualities of the teacher as a person as perceived by university students in Bahrain and Kuwait. A 25-item questionnaire, which reflected the basic humanistic qualities of the teacher as related to effective teaching, was designed and then administered to a random sample of 520 students enrolled…
Machado, Megna; Bhojwani, Kiran; Sreedharan, Suja
2017-01-01
Introduction School teachers are most prone to the development and detrimental effects of voice disorders as a consequence of their work. The risk factors for development of dysphonia in teachers are multifactorial. Aim The primary aim of our study was to investigate the various risk factors that influence the onset and progression of voice disorders in school teachers in the Indian context. We wanted to assess the effect of voice problems on the physical, psychosocial and functional aspect of a teacher’s life. Materials and Methods It was a cross-sectional study conducted across three English medium institutions. A total of 105 teachers consented to participate in the study and they had to answer a semi-structured, pre-tested questionnaire, which included demographic details, living habits (drug intake, smoking and alcohol intake) health condition [any Deviated Nasal Septum (DNS), Gastroesophageal Reflux Disease (GERD), stress, etc., or any history of surgery], teaching characteristics, voice symptoms and physical discomforts and quality of life assessment. The completed questionnaires were collected and analyzed based on the responses obtained. Results It was found that 81% of the study population had voice problems at some point of their career. A total of 26% of them fell into the voice disorder category. The association of upper respiratory infections DNS and GERD with voice disorders was found to be statistically significant. We also found that a significant number of teachers with voice disorders had changed their teaching styles and were planning to opt for an early retirement. Most importantly, it was also seen that teachers with voice disorders were more likely to have a poorer quality of life as compared to those without a voice disorder (p<0.001). Conclusion Voice disorders had a significant bearing on all the spheres of a school teacher’s life. The affected teachers were more likely to take sick leaves, change overall job opinions, retire early
Progress Revisited: The Quality of (Work)Life of Women Teachers.
ERIC Educational Resources Information Center
Canadian Teachers' Federation, Ottawa (Ontario).
This study explores the elusive concept of "Quality of Life" of women teachers in Canada. It is clear that both gender and profession mediate quality of life and overlap in ways researchers are just beginning to understand. The experiences of men have been the yardstick against which women's progress in the teaching profession has been…
Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model
ERIC Educational Resources Information Center
Brownell, Mary T.; Sindelar, Paul T.; Kiely, Mary Theresa; Danielson, Louis C.
2010-01-01
The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers.…
ERIC Educational Resources Information Center
Hadiyanto; Mukmimnin, Amirul; Failasofah; Arif, Nely; Fajaryani, Nunung; Habibi, Akhmad
2017-01-01
The purpose of this current study was to examine and document the practices of soft skills (communication, IT, numeracy, learning how to learn, problem solving, working with others, and subject-specific competencies) among English as foreign language (EFL) student teachers at one public university teacher education program in Jambi, Indonesia. The…
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Jantarakantee, Ekgapoom; Roadrangka, Vantipa; Clarke, Anthony
2012-01-01
This research paper explores pre-service science teachers' understandings of classroom research, problems in conducting classroom research and the supports that pre-service science teachers need from their cooperating teachers to help them conduct a classroom research project during the internship period. The participants in this study are 19…
ERIC Educational Resources Information Center
Zimmerman, Aaron Samuel
2017-01-01
Novice teachers begin their careers with certain instructional ideals; however, in practice, novice teachers tend to enact classroom practices that only partially align with these ideals--a phenomenon referred to as the problem of enactment. This article explores this phenomenon by investigating the classroom thinking of three novice teachers.…
Pas, Elise T; Johnson, Stacy R; Larson, Kristine E; Brandenburg, Linda; Church, Robin; Bradshaw, Catherine P
2016-12-01
Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers' skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD.
ERIC Educational Resources Information Center
Bobronnikov, Ellen; Price, Cris
2013-01-01
Improving the quality of teacher preparation is an important national issue, because the quality of teaching plays such a large role in students' learning. One key indicator of students' academic success is the competence and capability of their teachers. However, the availability of well-prepared and effective teachers varies widely across the…
ERIC Educational Resources Information Center
Azkiyah, Siti Nurul; Mukminin, Amirul
2017-01-01
This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the…
Voices in Education: Accountability in Teacher Education and the National Council on Teacher Quality
ERIC Educational Resources Information Center
Paulson, Sharon; Marchant, Greg
2011-01-01
Personally, the authors have seen the evolution of teacher education for over 30 years. From "diagnostic/prescriptive teaching" through "reflective practice," the quality of the programs and students has improved greatly. Turning that subjective appraisal into a quantifiable evaluation is a tricky enterprise in education. However, the demand for…
The Influence of Mentoring Relationship Quality and Satisfaction on Novice Teachers' Self-Efficacy
ERIC Educational Resources Information Center
Alessa, Matar Ahmed
2017-01-01
This study examined the influence of mentoring relationship quality, mentoring satisfaction, and mentor matches on novice teachers' self-efficacy. Additionally, the study continued to explore a Midwestern State's mentoring program features, novice teachers' needs, and challenges of working conditions. The study surveyed 340 novice teachers, with a…
Pre-Service Science Teachers' Reflective Thinking Skills toward Problem Solving
ERIC Educational Resources Information Center
Can, Sendil
2015-01-01
The purpose of the present study is to investigate the pre-service science teachers' reflective thinking skills toward problem solving and the effects of gender, grade level, academic achievement, type of graduated high school and father and mother's education level on these skills. The study was conducted through the survey method with the…
Problem Solving and Emotional Education in Initial Primary Teacher Education
ERIC Educational Resources Information Center
Caballero, Ana; Blanco, Lorenzo J.; Guerrero, Eloisa
2011-01-01
Our work is based on two premises. The first is that affective factors (beliefs, attitudes, and emotions) influence teaching and learning mathematics, and problem solving in particular. The second is that initial teacher education is an important element in the process of improving overall educational practice. On this basis, our research group…
Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries
ERIC Educational Resources Information Center
Ingvarson, Lawrence; Rowley, Glenn
2017-01-01
This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The study used data…
Deconstructing Teacher Quality in Urban Early Childhood Education
ERIC Educational Resources Information Center
Young, Jemimah L.; Butler, Bettie Ray; Dolzhenko, Inna N.; Ardrey, Tameka N.
2018-01-01
Purpose: The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers' educational background may have on kindergarten readiness for African American children in urban early learning settings.…
The Problem of Developing Professional Mobility of Teachers in the Works of Foreign Scholars
ERIC Educational Resources Information Center
Pavlenko, Marina
2017-01-01
The article analyzes the positions of foreign and domestic scholars on the problem of developing professional mobility of teachers. It has been stated that today professional mobility is a necessary component of training a skilled worker. It has been indicated that the teacher possesses an appropriate set of competences that provide an opportunity…
ERIC Educational Resources Information Center
Hussein, S. A.; Vostanis, P.
2013-01-01
School-based interventions involving teacher training programmes have been shown to benefit teachers' ability to identify and manage child mental health problems in developed countries. However, very few studies have been conducted in low-income countries with limited specialist services. The aim of the study was to evaluate the impact of the…
A Study on Teaching Gases to Prospective Primary Science Teachers through Problem-Based Learning
ERIC Educational Resources Information Center
Senocak, Erdal; Taskesenligil, Yavuz; Sozbilir, Mustafa
2007-01-01
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year…
The effect of teacher quality on the achievement of students in Integrated Physics and Chemistry
NASA Astrophysics Data System (ADS)
Alexander, Rima
For many years, researchers, policy makers, and the education community have explored various school variables and their impact on student achievement (Darling-Hammond, 2000; Ferguson and Womack 1993; Ferguson and Ladd 1996; Rice, 2003; Rockoff, 2003; Rowan, Chiang, and Miller 1997; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Invariably, the issue of teacher quality arises. Teacher quality is the single most influential factor under school control that affects student achievement (Darling-Hammond, 2000; Rice, 2003; Rockoff, 2003; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Generally, students taught by highly qualified teachers perform better on standardized tests than students with less qualified teachers (Ferguson and Womack 1993; Ferguson and Ladd 1996; Rowan, Chiang, and Miller 1997). Previous research indicates that teachers indeed matter for the improvement of student achievement, but getting good measures of what is meant by teacher quality is a continuing challenge (Goldhaber, 2002). The purpose of this study was to describe the effect of teacher quality on the achievement of students in Integrated Physics and Chemistry (IPC). In order to achieve this purpose, this study addressed the following research question: chemistry and physics teachers compare to the achievement of students taught by less-qualified IPC teachers? A causal-comparative methodology was employed to address this research question. The independent variable was teacher quality---highly-qualified or less qualified. The teacher attributes that were examined in this study are: (1) teachers' educational background; (2) content knowledge; (3) pedagogical knowledge; and (4) certification. The dependent variable was student achievement in integrated physics and chemistry, as measured by an end-of-course IPC District Assessment of Curriculum, IPC DAC. Descriptive statistics were computed for the independent variable in the study. A Chi Square was performed on the data
ERIC Educational Resources Information Center
US Government Accountability Office, 2009
2009-01-01
Policymakers and researchers have focused on improving the quality of our nation's 3 million teachers to raise the achievement of students in key academic areas, such as reading and mathematics. Given the importance of teacher quality to student achievement and the key role federal and state governments play in supporting teacher quality, GAO's…
ERIC Educational Resources Information Center
Hagenauer, Gerda; Gläser-Zikuda, Michaela; Volet, Simone E.
2016-01-01
Research on teachers' emotion display and the quality of the teacher-student relationship in higher education is increasingly significant in the context of rapidly developing internationalization in higher education, with scholars (and students) moving across countries for research and teaching. However, there is little theoretically grounded…
NASA Astrophysics Data System (ADS)
Sawicki, Silvester
2011-01-01
The paper is focused on the research into the problems of education regarding the relations between students (bullying, competiveness and cooperation) and the decreasing teacher's authority in schools and society. We found that relations between pupils and students of elementary and secondary schools show several negative tendencies including harming each other, reduced rate of mutual sensitivity and preference of rivality to cooperation. Authority of teachers is permanently decreasing not only with pupils and students, but with parents and society, too. Society, parents and students much less value study results and wisdom, and these issues consequently influence the decreasing teacher's status. On the other hand, this behavior leads to decreasing the interest in semantic learning. The roots of these problems can be found in the postmodern crisis of Western culture, associated with severe deficiencies of the political system and market economy as well as one-sided rational orientation of Western society at the expense of the spiritual needs of man.
Retaining Quality Teachers for Alaska.
ERIC Educational Resources Information Center
McDiarmid, G. Williamson; Larson, Eric; Hill, Alexandra
This report examines the demand for teachers, teacher turnover, and teacher education in Alaska. Surveys were conducted with school district personnel directors, directors of Alaska teacher education programs, teachers who exited Alaska schools in 2001, and rural and urban instructional aides. Alaska is facing teacher shortages, but these are…
ERIC Educational Resources Information Center
Abdu-Raheem, B. O.; Oluwagbohunmi, M. F.
2015-01-01
This study examined problems of improvisation of instructional materials in Social Studies by pre-service teachers in Ekiti State University. The population for the study comprised all Social Studies pre-service teachers in the Faculty of Education. The sample consisted of 90 Social Studies pre-service teachers selected from 200, 300 and 400…
Quality Parameterization of Educational Resources from the Perspective of a Teacher
ERIC Educational Resources Information Center
Karolcík, Štefan; Cipková, Elena; Veselský, Milan; Hrubišková, Helena; Matulcíková, Mária
2017-01-01
Objective assessment of the quality of available educational resources presupposes the existence of specific quality standards and specific evaluation tools which consider the specificities of digital products with educational ambitions. The study presents the results of research conducted on a representative sample of teachers who commented on…
ERIC Educational Resources Information Center
Berry, Bennie S.
2014-01-01
The purpose of this basic qualitative research study was to explore the experiences of teachers in small rural school districts with an administrator that served as superintendent and principal simultaneously and reflect on what they identified as leadership qualities and characteristics. The participants were all teachers who worked in School…
Malmberg, Lars-Erik; Hagger, Hazel
2009-12-01
Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.
ERIC Educational Resources Information Center
Guerra, Norma S.; Hernandez, Art; Hector, Alison M.; Crosby, Shane
2015-01-01
Special education teacher attrition rates continue to challenge the profession. A cognitive-behavioral problem-solving approach was used to examine three alternative certification program special education teachers' professional development through a series of 41 interviews conducted over a 2-year period. Beginning when they were novice special…
ERIC Educational Resources Information Center
Almeida, Rut; Bruno, Alicia
2014-01-01
This paper analyses the strategies used by pre-service primary school teachers for solving simple addition problems involving negative numbers. The findings reveal six different strategies that depend on the difficulty of the problem and, in particular, on the unknown quantity. We note that students use negative numbers in those problems they find…
Kielb, C; Lin, S; Muscatiello, N; Hord, W; Rogers-Harrington, J; Healy, J
2015-08-01
Most previous research on indoor environments and health has studied school children or occupants in non-school settings. This investigation assessed building-related health symptoms and classroom characteristics via telephone survey of New York State school teachers. Participants were asked about 14 building-related symptoms and 23 classroom characteristics potentially related to poor indoor air quality (IAQ). Poisson regression analysis was used to assess the relationship between these symptoms and each classroom characteristic, controlling for potential confounders. About 500 teachers completed the survey. The most frequently reported classroom characteristics included open shelving (70.7%), food eaten in class (65.5%), dust (59.1%), and carpeting (46.9%). The most commonly reported symptoms included sinus problems (16.8%), headache (15.0%), allergies/congestion (14.8%), and throat irritation (14.6%). Experiencing one or more symptoms was associated most strongly with reported dust (relative risk (RR) = 3.67; 95% confidence interval (CI): 2.62-5.13), dust reservoirs (RR = 2.13; 95% CI: 1.72-2.65), paint odors (RR = 1.73; 95% CI: 1.40-2.13), mold (RR = 1.71; 95% CI: 1.39-2.11), and moldy odors (RR = 1.65 95% CI: 1.30-2.10). Stronger associations were found with increasing numbers of reported IAQ-related classroom characteristics. Similar results were found with having any building-related allergic/respiratory symptom. This research adds to the body of evidence underscoring the importance to occupant health of school IAQ. Teachers play an important role in educating children, and teacher well-being is important to this role. Health symptoms among New York teachers while at work are common and appear to be associated with numerous characteristics related to poor classroom IAQ. Improving school Indoor Air Quality may reduce sickness and absenteeism and improve teacher performance. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
ERIC Educational Resources Information Center
Van Maele, Dimitri; Van Houtte, Mieke
2011-01-01
In exploring the quality of schools' social system, this study provides insight into in which types of schools students may encounter barriers in developing supportive teacher-student relationships because of teachers exposing low levels of trust in students. Student culture and teachability perceptions are assessed as incentives for teachers'…
Investigating the Problem Solving Competency of Pre Service Teachers in Dynamic Geometry Environment
ERIC Educational Resources Information Center
Haja, Shajahan
2005-01-01
This study investigated the problem-solving competency of four secondary pre service teachers (PSTs) of University of London as they explored geometry problems in dynamic geometry environment (DGE) in 2004. A constructivist experiment was designed in which dynamic software Cabri-Geometre II (hereafter Cabri) was used as an interactive medium.…
Allan, Darcey M.; Lonigan, Christopher J.
2014-01-01
Although both the Continuous Performance Test (CPT) and behavior rating scales are used in both practice and research to assess inattentive and hyperactive/impulsive behaviors, the correlations between performance on the CPT and teachers' ratings are typically only small-to-moderate. This study examined trajectories of performance on a low target-frequency visual CPT in a sample of preschool children and how these trajectories were associated with teacher-ratings of problem behaviors (i.e., inattention, hyperactivity/impulsivity [H/I], and oppositional/defiant behavior). Participants included 399 preschool children (Mean age = 56 months; 49.4% female; 73.7% White/Caucasian). An ADHD-rating scale was completed by teachers, and the CPT was completed by the preschoolers. Results showed that children's performance across four temporal blocks on the CPT was not stable across the duration of the task, with error rates generally increasing from initial to later blocks. The predictive relations of teacher-rated problem behaviors to performance trajectories on the CPT were examined using growth curve models. Higher rates of teacher-reported inattention and H/I were uniquely associated with higher rates of initial omission errors and initial commission errors, respectively. Higher rates of teacher-reported overall problem behaviors were associated with increasing rates of omission but not commission errors during the CPT; however, the relation was not specific to one type of problem behavior. The results of this study indicate that the pattern of errors on the CPT in preschool samples is complex and may be determined by multiple behavioral factors. These findings have implications for the interpretation of CPT performance in young children. PMID:25419645
Allan, Darcey M; Lonigan, Christopher J
2015-06-01
Although both the continuous performance test (CPT) and behavior rating scales are used in both practice and research to assess inattentive and hyperactive/impulsive behaviors, the correlations between performance on the CPT and teachers' ratings are typically only small-to-moderate. This study examined trajectories of performance on a low target-frequency visual CPT in a sample of preschool children and how these trajectories were associated with teacher-ratings of problem behaviors (i.e., inattention, hyperactivity/impulsivity [H/I], and oppositional/defiant behavior). Participants included 399 preschool children (mean age = 56 months; 49.4% female; 73.7% White/Caucasian). An attention deficit/hyperactivity disorder (ADHD) rating scale was completed by teachers, and the CPT was completed by the preschoolers. Results showed that children's performance across 4 temporal blocks on the CPT was not stable across the duration of the task, with error rates generally increasing from initial to later blocks. The predictive relations of teacher-rated problem behaviors to performance trajectories on the CPT were examined using growth curve models. Higher rates of teacher-reported inattention and H/I were uniquely associated with higher rates of initial omission errors and initial commission errors, respectively. Higher rates of teacher-reported overall problem behaviors were associated with increasing rates of omission but not commission errors during the CPT; however, the relation was not specific to 1 type of problem behavior. The results of this study indicate that the pattern of errors on the CPT in preschool samples is complex and may be determined by multiple behavioral factors. These findings have implications for the interpretation of CPT performance in young children. (c) 2015 APA, all rights reserved).
ERIC Educational Resources Information Center
Tas, Said
2017-01-01
In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University…
Conceptual problem solving in high school physics
NASA Astrophysics Data System (ADS)
Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.
2015-12-01
Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.
ERIC Educational Resources Information Center
Office of Postsecondary Education, US Department of Education, 2013
2013-01-01
This ninth report on teacher quality presents information states reported to the U.S. Department of Education (Department) in October 2011. Title II of the "Higher Education Act of 1965" (HEA), as amended in 2008 by the "Higher Education Opportunity Act" (HEOA), requires states to report annually on key elements of their…
"You Can't Go on the Other Side of the Fence": Preservice Teachers and Real-World Problems
ERIC Educational Resources Information Center
Simic-Muller, Ksenija; Fernandes, Anthony; Felton-Koestler, Mathew D.
2016-01-01
Our study investigates preservice teachers' perceptions of real-world problems; their beliefs about teaching real-world contexts, especially ones sociopolitical in nature; and their ability to pose meaningful real-world problems. In this paper we present cases of three preservice teachers who participated in interviews that probed their thinking…
Raising the Bar of Teacher Quality: Accountability, Collaboration, and Social Justice
ERIC Educational Resources Information Center
Ganley, DeLacy Derin; Quintanar, Anita P.; Loop, Lisa S.
2007-01-01
Historically, reform efforts to address poor student achievement have focused on a variety of issues other than teacher quality. Movements such as TQM (Total Quality Management), class size reduction (CSR), school leadership, parental involvement, and multicultural curriculum have not directly addressed the power or influence of the individual…
Educational Quality in Music Teacher Education: Components of a Foundation for Research
ERIC Educational Resources Information Center
Johansen, Geir
2007-01-01
Increasing demands for educational quality in higher education affect both higher music education and music teacher education. A theoretical framework is needed if we are to question what is meant by "educational quality" in the latter. To establish programs for quality development and assessment requires basic subject-specific research on the…
Relationship between Quality of Work Life and Work Alienation: Research on Teachers
ERIC Educational Resources Information Center
Çetinkanat, Ayse Canan; Kösterelioglu, Meltem Akin
2016-01-01
The purpose of the study is examined primary school teachers' quality of work life and work alienation perceptions. The sample of the study was composed of teachers (N = 426) employed in Bolu province central and district state primary schools in 2010-2011 academic year. For data collection purposes, "Personal Information Form" was used…
Connecting the Continuum: A University-Based Induction Program to Improve Teacher Quality
ERIC Educational Resources Information Center
Van Zandt Allen, Laura
2014-01-01
The Summer Curriculum Writing Institute (SCWI) supports graduates of a university-based teacher education program during the induction years and beyond with the aim of impacting teacher quality. The purpose of this article is to describe the development, goals, research, and lessons learned during SCWI from 2005-12. The week focuses around the…
ERIC Educational Resources Information Center
Stormark, Kjell Morten; Heiervang, Einar; Heimann, Mikael; Lundervold, Astri; Gillberg, Christopher
2008-01-01
The impact of nonresponse on estimates of mental health problems was examined in a prospective teacher screen in a community survey of 9,155 7-9 year olds. For 6,611 of the children, parents consented to participation in the actual study (Responders), while for 2,544 children parental consent was not obtained (Nonresponders). The teacher screen…
The Problems Posed and Models Employed by Primary School Teachers in Subtraction with Fractions
ERIC Educational Resources Information Center
Iskenderoglu, Tuba Aydogdu
2017-01-01
Students have difficulties in solving problems of fractions in almost all levels, and in problem posing. Problem posing skills influence the process of development of the behaviors observed at the level of comprehension. That is why it is very crucial for teachers to develop activities for student to have conceptual comprehension of fractions and…
ERIC Educational Resources Information Center
Guisasola, Jenaro; Robinson, Mike; Zuza, Kristina
2007-01-01
In this study, Spanish and US secondary science teacher data is used to address the relationship between what science teachers teach and the science and technology based environmental problems/threats faced by the world. The results of a two part questionnaire indicated that teachers of both countries are worried about the problem of pollution of…
Teacher Resistance against School Reform: Reflecting an Inconvenient Truth
ERIC Educational Resources Information Center
Terhart, Ewald
2013-01-01
In this article, the contexts, forms and consequences of teacher resistance against school reforms based on quality assurance policies are discussed. The problems are demonstrated by recurring on research devoted to the acceptance and/or resistance of (German) teachers against standards-based accountability policies. These results demonstrate that…
ERIC Educational Resources Information Center
Junsay, Merle L.
2016-01-01
This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…
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…
ERIC Educational Resources Information Center
Kilic, Çigdem; Sancar-Tokmak, Hatice
2017-01-01
This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a…
ERIC Educational Resources Information Center
Reynolds, Thomas D.; And Others
This compilation of 138 problems illustrating applications of high school mathematics to various aspects of space science is intended as a resource from which the teacher may select questions to supplement his regular course. None of the problems require a knowledge of calculus or physics, and solutions are presented along with the problem…
Korsch, Franziska; Petermann, Franz
2014-10-01
An accurate interpretation of information obtained from multiple assessors is indispensible when complex diagnoses of behavioral problems in children need to be confirmed. The present study examined the similarity of parents and kindergarten teachers ratings on children's behavior in a sample of 160 preschool children (a clinical group including 80 children with externalizing behavioral problems and a matched control group including 80 children). Behavioral problems were assessed using the SDQ, and the DISYPS-II questionnaires for ADHD and conduct disorders. The results revealed low levels of parent-teacher agreement for their ratings on the children's behavior in both groups with the highest correlations in the non-clinical sample. Parent-teacher agreement did not differ significantly across the samples. Parent and teacher ratings correlated with the prevalence of externalizing disorders and were found to be almost independent of each other. The results highlight the importance of multiple informants and their independent influence within the diagnostic process.
ERIC Educational Resources Information Center
Sahito, Zafarullah; Vaisanen, Pertti
2017-01-01
This study was conducted to explore the dimensions of quality education in teacher education departments at universities of Sindh province of Pakistan. The qualitative research approach was employed for data collection and then analysed through thematic-narrative analysis technique. The total eight dimensions of quality were found, as two were…
ERIC Educational Resources Information Center
Dogru, Mustafa
2008-01-01
Helping students to improve their problems solving skills is the primary target of science teacher trainees. In modern science, for training the students, methods should be used for improving their thinking skills, making connections with events and concepts and scientific operations skills rather than information and definition giving. One of…
ERIC Educational Resources Information Center
Çakir, Mustafa
2017-01-01
The purpose of this study is to investigate prospective teachers' perceived personal problem-solving competencies in relation to gender, major, place lived, and internal-external locus of control. The Personal Problem-Solving Inventory and Rotter's Internal-External Locus of Control Scale were used to collect data from freshman teacher candidates…
Psychological Needs as the Working-Life Quality Predictor of Special Education Teachers
ERIC Educational Resources Information Center
Bozgeyikli, Hasan
2018-01-01
The purpose of this research is to determine whether psychological needs that the special education teachers have, significantly predict the professional quality of life. Descriptive survey design was used in the research. The data of the research were obtained from 238 special education teachers (45% males and 55.5% females) who were working as a…
Views of Teachers Working in South-East Anatolia Region Regarding Current Problems in Education
ERIC Educational Resources Information Center
Bagceci, Birsen
2017-01-01
The purpose of this study is to identify the current problems of the teachers working in the provinces of Southeastern Anatolia in Turkey and to list these problems according to their importance. Screening model is used in the study. One open-ended question was asked (identify seven problems related to the education system and order them according…
ERIC Educational Resources Information Center
Weizman, Ayelet; Covitt, Beth A.; Koehler, Matthew J.; Lundeberg, Mary A.; Oslund, Joy A.; Low, Mark R.; Eberhardt, Janet; Urban-Lurain, Mark
2008-01-01
In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year…
ERIC Educational Resources Information Center
Romi, Shlomo; Freund, Mira
1999-01-01
Explores the attitudes of students, teachers, and parents toward students' disruptive behavior as part of school discipline. Finds that teachers agreed on the severity of most disruptive behavior problems, while parents and students disagreed among themselves. Indicates that parents and students should be involved with discipline-related policies.…
ERIC Educational Resources Information Center
Mayne, Hope
2014-01-01
Improving all aspects of the quality of education is dependent on preparing teachers to become critical citizens. The social reconstructionist approach to teacher education is essential to transforming an education system defined by inequity, issues of quality, and issues of access. How do pre-service teachers perceive the mission of quality…
ERIC Educational Resources Information Center
Micklo, Stephen J.
This study was conducted to identify and validate the work-related problems of public school teachers in Florida's Prekindergarten Early Intervention Program which targets economically at-risk 3- and 4-year olds. The study was designed to answer three questions: (1) What problems are perceived to be most bothersome and occur most frequently? (2)…
ERIC Educational Resources Information Center
Kingsley, Susan J.
2012-01-01
In this study factors preschool teachers perceive as influencing their referral decisions for young children with severe behavior problems were investigated. Research questions focused on 1) teacher factors such as teachers' knowledge, beliefs and concerns; 2) program-system factors such as availability of services and inter and intra-agency…
English-Teaching Problems in Thailand and Thai Teachers' Professional Development Needs
ERIC Educational Resources Information Center
Noom-ura, Sripathum
2013-01-01
This study surveys problems with English language teaching and learning and the professional development (PD) needs of high-school teachers in three provinces of three Secondary Educational Service Areas in Thailand. Both closed-and open-ended questionnaires were employed. The data was analyzed by frequency distribution and percentage; the…
Interpreting Students' and Teachers' Discourse in Science Classes: An Underestimated Problem?
ERIC Educational Resources Information Center
Klaassen, C. W. J. M.; Lijnse, P. L.
1996-01-01
Deals with the problem of the proper interpretation of discourse between students and teachers in classrooms. Presents several interpretations of a concrete classroom protocol in terms of misconceptions. Draws on Davidson's principle of charity and distinguishes between belief and meaning to present an analysis that interprets the discourse…
The effect of certification and preparation on teacher quality.
Boyd, Donald; Goldhaber, Daniel; Lankford, Hamilton; Wyckoff, James
2007-01-01
To improve the quality of the teacher workforce, some states have tightened teacher preparation and certification requirements while others have eased requirements and introduced "alternative" ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these seemingly contradictory strategies by examining how preparation and certification requirements affect student achivement. If strong requirements improve student outcomes and deter relatively few potential teachers, the authors say, then they may well be good policy. But if they have little effect on student achievement, if they seriously deter potential teachers, or if schools are able to identify applicants who will produce good student outcomes, then easing requirements becomes a more attractive policy. In reviewing research on these issues, the authors find that evidence is often insufficient to draw conclusions. They do find that highly selective alternative route programs can produce effective teachers who perform about the same as teachers from traditional routes after two years on the job. And they find that teachers who score well on certification exams can improve student outcomes somewhat. Limited evidence suggests that certification requirements can diminish the pool of applicants, but there is no evidence on how they affect student outcomes. And the authors find that schools have a limited ability to identify attributes in prospective teachers that allow them to improve student achievement. The authors conclude that the research evidence is simply too thin to have serious implications for policy. Given the enormous investment in teacher preparation and certification and given the possibility that these requirements may worsen student outcomes, the lack of convincing evidence is disturbing. The authors urge researchers and policymakers to work together to move to a more informed position where good resource decisions can be
ERIC Educational Resources Information Center
Hayden, H. Emily; Chiu, Ming Ming
2015-01-01
We explore development of elementary preservice teachers' reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem…
ERIC Educational Resources Information Center
Körhasan, Nilüfer Didis; Didis, M. Gözde
2015-01-01
This study investigates a group of pre-service physics teachers' perceptions about the causes of problems in school experience through the attribution theory. The participants were thirteen pre-service physics teachers from a public university in Turkey. Data were collected through the interviews by requesting the participants to reflect their own…
ERIC Educational Resources Information Center
Vick Whittaker, Jessica E.; Jones Harden, Brenda
2010-01-01
Results from a study of 100 Head Start children and their teachers suggested that teacher-child relationship quality was associated with children's classroom behaviors. Specifically, teacher-child conflict was strongly related to children's externalizing behaviors. Based on these findings, we present recommendations for the development of policies…
Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W
2017-02-01
School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.
ERIC Educational Resources Information Center
Buttner, Svenja; Pijl, Sip Jan; Bijstra, Jan; van den Bosch, Els
2015-01-01
Teaching students with behavioural problems is a challenge for many teachers but other teachers are able to bring out the best in these students. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher…
Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M
2002-05-01
Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.
34 CFR 200.57 - Plans to increase teacher quality.
Code of Federal Regulations, 2010 CFR
2010-07-01
... 34 Education 1 2010-07-01 2010-07-01 false Plans to increase teacher quality. 200.57 Section 200.57 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED...
34 CFR 200.57 - Plans to increase teacher quality.
Code of Federal Regulations, 2011 CFR
2011-07-01
... 34 Education 1 2011-07-01 2011-07-01 false Plans to increase teacher quality. 200.57 Section 200.57 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED...
Unraveling the "Teacher Shortage" Problem: Teacher Retention is the Key.
ERIC Educational Resources Information Center
2002
This paper examines how the National Commission on Teaching and America's Future will address the high teacher attrition rates. Sections discuss: "The Conventional Wisdom is Wrong" (it is important to focus on how to keep the good teachers who have been recruited, trained, and hired rather than ask how to find and prepare more teachers); "A Closer…
Teacher Ethics as a Research Problem: Syntheses Achieved and New Issues
ERIC Educational Resources Information Center
Colnerud, Gunnel
2006-01-01
Research on teacher ethics and the moral dimensions of teaching has contributed to extensive and valuable knowledge, which has sometimes led to constructive syntheses of positions. Four research problems which have been elucidated are discussed in this article: the relationship between care and justice, the conflict between the ethics of virtue…
ERIC Educational Resources Information Center
Kiuru, Noona; Laursen, Brett; Aunola, Kaisa; Zhang, Xia; Lerkkanen, Marja-Kristiina
2016-01-01
This longitudinal study, conducted among a sample of Finnish primary-school children, examined the proposition that a single high-quality relationship (either with a teacher or a parent) can buffer against adjustment problems. Teachers rated the externalizing problems and prosocial behaviors of 378 children in Grade 1 and again in Grade 2.…
Policy Reform: Testing Times for Teacher Education in Australia
ERIC Educational Resources Information Center
Fitzgerald, Tanya; Knipe, Sally
2016-01-01
In Australia as well as elsewhere, initial teacher education has become centre stage to a political agenda that calls for global competitiveness in the knowledge economy. The common problem cited has been declining educational standards linked with the quality of teaching and teacher education. The avalanche of review and policy reform has exposed…
ERIC Educational Resources Information Center
Kinay, Ismail; Bagçeci, Birsen
2016-01-01
The purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom…
ERIC Educational Resources Information Center
Hackworth, Rhonda S.
2013-01-01
The current study, a preliminary examination of whether music teachers are more susceptible to vocal problems than teachers of other subjects, asked for expert evaluation of audio recordings from licensed speech-language pathologists. Participants (N = 41) taught music (n = 23) or another subject (n = 18) in either elementary (n = 21), middle (n =…
ERIC Educational Resources Information Center
Yalçin, Sinan; Isgör, Isa Y.
2017-01-01
This study, which investigated the relationship between teachers' professional life qualities and positive psychological capital, was designed in a relational screening pattern in the quantitative research method. Teachers, who worked in primary, secondary and high school in Erzincan city centre of Turkey in 2014-2015 academic year, participated…
Goulardins, Juliana B; Rigoli, Daniela; Loh, Pek Ru; Kane, Robert; Licari, Melissa; Hands, Beth; Oliveira, Jorge A; Piek, Jan
2018-06-01
This study investigated the relationship between motor performance; attentional, hyperactive, and impulsive symptoms; and social problems. Correlations between parents' versus teachers' ratings of social problems and ADHD symptomatology were also examined. A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners' Rating Scales-Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills. After controlling for ADHD symptomatology, motor skills remained a significant predictor of social problems in the teacher model but not in the parent model. After controlling for motor skills, inattentive (not hyperactive-impulsive) symptoms were a significant predictor of social problems in the parent model, whereas hyperactive-impulsive (not inattentive) symptoms were a significant predictor of social problems in the teacher model. The findings suggested that intervention strategies should consider the interaction between symptoms and environmental contexts.
ERIC Educational Resources Information Center
Desta, Menelik; Deyessa, Negussie; Fish, Irving; Maxwell, Benjamin; Zerihun, Tigist; Levine, Saul; Fox, Claire; Giedd, Jay; Zelleke, Tesfaye G.; Alem, Atalay; Garland, Ann F.
2017-01-01
In Ethiopia there is a severe shortage of child mental health professionals. Identification and intervention for young children's mental health problems is crucial to improve developmental trajectories and reduce the severity of emotional and behavioral disorders. Teachers can play an important role in early problem detection. This role is…
Pre-Service Teachers' Flexibility with Referent Units in Solving a Fraction Division Problem
ERIC Educational Resources Information Center
Lee, Mi Yeon
2017-01-01
This study investigated 111 pre-service teachers' (PSTs') flexibility with referent units in solving a fraction division problem using a length model. Participants' written solutions to a measurement fraction division problem were analyzed in terms of strategies and types of errors, using an inductive content analysis approach. Findings suggest…
ERIC Educational Resources Information Center
Sass, Daniel A.; Flores, Belinda Bustos; Claeys, Lorena; Perez, Bertha
2012-01-01
Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined…
ERIC Educational Resources Information Center
Turgut, Ozden; Ocak, Gurbuz
2017-01-01
This study examines the relation between teacher candidates' problem solving appraisal and utilization of motivated strategies for learning. The study has been carried out with 416 teacher candidates. A correlation has been used between problem solving appraisal and utilization of motivated strategies for learning. Besides, regression analysis has…
Portilla, Ximena A.; Ballard, Parissa J.; Adler, Nancy E.; Boyce, W. Thomas; Obradović, Jelena
2014-01-01
This study investigates the dynamic interplay between teacher-child relationship quality and children’s behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5-year-old children, nested path analytic models were conducted to examine bidirectional pathways between children’s behaviors and teacher-child relationship quality. Low self-regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self-regulation jointly predicted decreases in school engagement which in turn predicted first grade academic competence. Findings illustrate the importance of considering transactions between self-regulation, teacher-child relationship quality, and school engagement in predicting academic competence. PMID:24916608
Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool
ERIC Educational Resources Information Center
Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E.
2018-01-01
Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…
Teacher Professionalism under the Recent Reform of Performance Pay in Mainland China
ERIC Educational Resources Information Center
Wang, Lijia; Lai, Manhong; Lo, Leslie Nai-Kwai
2014-01-01
In 2009, a reform in teachers' pay, linking remuneration to performance, was implemented in China. The intention was to improve the quality of education by making teachers more diligent and creative and removing the inequality in pay between teachers in different schools. A review of this reform reveals that it has resolved the problem of…
The Art of Problem Solving: A Resource for the Mathematics Teacher.
ERIC Educational Resources Information Center
Posamentier, Alfred S.; Schulz, Wolfgang
This book is designed to give mathematics teachers a host of interesting and useful ideas thereby raising their consciousness level and enabling an enrichment of the mathematics instruction program. The chapters in this book capture a broad spectrum of ideas in the area of mathematics problem solving. Chapters are: (1) "Strategies for Problem…