Sample records for teacher training sessions

  1. Dissecting the role of sessional anatomy teachers: A systematic literature review.

    PubMed

    Rhodes, Danielle; Fogg, Quentin A; Lazarus, Michelle D

    2017-12-04

    Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross-level, near-peer and reciprocal-peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching-related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self-assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence-based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  2. Pre-Service Training Model for TESOL/ABE Teachers and Teacher-Aides.

    ERIC Educational Resources Information Center

    Southwestern Cooperative Educational Lab., Albuquerque, NM.

    Developed by the Proteus Adult Education Team of Visalia, Calif., this preservice training model, the result of a project for teachers and teacher-aides of Mexican American adult students, recommends a structure of 30 hours intensive training conducted over a period of 2 weeks (to be followed by weekly 2 1/2-hour inservice sessions). This booklet…

  3. Session-RPE for quantifying load of different youth taekwondo training sessions.

    PubMed

    Lupo, Corrado; Capranica, Laura; Cortis, Cristina; Guidotti, Flavia; Bianco, Antonino; Tessitore, Antonio

    2017-03-01

    The session rating of perceived exertion (session-RPE) proved to be a valuable method to quantify the internal training load (ITL) in taekwondo. However, no study validated this method in youth taekwondo athletes performing different training sessions. Thus this study aimed at evaluating the reliability of the session-RPE to monitor the ITL of prepubescent taekwondo athletes during pre-competitive (PC) and competitive (C) training sessions. Five female (age: 12.0±0.7 y; height: 1.54±0.08 m; body mass: 48.8±7.3 kg) and four male (age: 12.0±0.8 yrs; height: 1.55±0.07 m; body mass: 47.3±5.3 kg) taekwondo athletes were monitored during 100 individual sessions (PC: N.=33; C: N.=67). The Edwards' HR method was used as reference measure of ITL; the CR-10 RPE scale was administered at 1- and 30-minutes from the end of each session. No difference for gender emerged. The ITLs of C (Edwards: 228±40 arbitrary units, AU) resulted higher than that of PC (192±26 AU; P=0.04). Although all training typologies and data collections achieved significant correlations between Edwards' and session-RPE methods, a large relationship (r =0.71, P<0.001) emerged only for PC sessions evaluated at 30 minutes of the recovery phases. Findings support coaches of prepubescent taekwondo athletes to successfully use session-RPE to monitor the ITL of different training typologies. However, PC training evaluated at 30 minutes of the recovery phase represents the best condition for a highly reliable ITL perception.

  4. STS 51-L crewmembers briefed during training session

    NASA Technical Reports Server (NTRS)

    1986-01-01

    Five members of the STS 51-L crew and a backup crewmember are briefed during a training session in JSC's Shuttle mockup and integration laboratory. From left to right are Astronauts Ellison S. Onizuka, mission specialist; Ronald E. McNair, mission specialist; Gregory Jarvis, Hughes payload specialist; Judith A. Resnik, mission specialist; Sharon Christa McAuliffe, citizen observer/payload specialist representing the Teacher in Space project. Barbara R. Morgan, backup to McAuliffe, is in the right foreground.

  5. ESL Teacher Training: Worksheets for Teachers of Adult Migrants.

    ERIC Educational Resources Information Center

    Dickie, J. A.; Lewis, Marilyn

    Instructional materials are presented for teachers working with classes of adult migrants at technical institutes, high schools, or community centers in New Zealand. The materials are planned to be used in group training sessions, and the handbook includes suggestions for discussions, group tasks, and individual work. The handbook may be used for…

  6. Attendance at NHS mandatory training sessions.

    PubMed

    Brand, Darren

    2015-02-17

    To identify factors that affect NHS healthcare professionals' attendance at mandatory training sessions. A quantitative approach was used, with a questionnaire sent to 400 randomly selected participants. A total of 122 responses were received, providing a mix of qualitative and quantitative data. Quantitative data were analysed using statistical methods. Open-ended responses were reviewed using thematic analysis. Clinical staff value mandatory training sessions highly. They are aware of the requirement to keep practice up-to-date and ensure patient safety remains a priority. However, changes to the delivery format of mandatory training sessions are required to enable staff to participate more easily, as staff are often unable to attend. The delivery of mandatory training should move from classroom-based sessions into the clinical area to maximise participation. Delivery should be assisted by local 'experts' who are able to customise course content to meet local requirements and the requirements of different staff groups. Improved arrangements to provide staff cover, for those attending training, would enable more staff to attend training sessions.

  7. The experience of sessional teachers in nursing: A qualitative study.

    PubMed

    Dixon, Kathleen A; Cotton, Antoinette; Moroney, Robyn; Salamonson, Yenna

    2015-11-01

    Worldwide, there is a growing reliance on sessional teachers in universities. This trend is reflected in an undergraduate nursing program in a large Australian metropolitan university where a significant proportion of contact hours is staffed by sessional teachers, yet little is known about what type of support is needed for sessional teachers to optimise their capacity to contribute to the academic program. To describe the experiences of sessional teachers in a Bachelor of Nursing program in an Australian university. This is an exploratory qualitative study; fifteen sessional teachers were interviewed using semi-structured questions to explore their experiences of teaching. This study was conducted in a large metropolitan school of nursing located on three sites. A purposive sample of 15 sessional teachers was interviewed for this study. Semi-structured interviews were conducted face to face. Thematic analysis was used to identify major themes in the interview data and collaborative analysis was undertaken to ensure rigour. Findings revealed that sessional teachers enjoyed teaching, were committed to their role and viewed their clinical currency as a valuable asset for teaching. However, participants also spoke about wanting a sense of belonging to the School, with most feeling they were "outsiders". Areas identified for improvement included system and process issues, micro teaching and assessment skills, classroom management and timely access to resources. There is a need to improve sessional teachers' sense of belonging and to provide an inclusive structure and culture to optimise their capacity to contribute to the academic program. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. A Process and Outcome Evaluation of an Affective Teacher Training Primary Prevention Program.

    ERIC Educational Resources Information Center

    Schaps, Eric; And Others

    Effective Classroom Management (ECM)-Elementary, an in-service course in which teachers were taught various communication, problem solving, and self-esteem enhancement techniques was evaluated. Process evaluation data included: (1) documentation of in-service training by outside observers; (2) teacher feedback on the individual training sessions;…

  9. The Galileo Teacher Training Programme

    NASA Astrophysics Data System (ADS)

    Doran, Rosa

    The Galileo Teacher Training Program is a global effort to empower teachers all over the world to embark on a new trend in science teaching, using new technologies and real research meth-ods to teach curriculum content. The GTTP goal is to create a worldwide network of "Galileo Ambassadors", promoters of GTTP training session, and a legion of "Galileo Teachers", edu-cators engaged on the use of innovative resources and sharing experiences and supporting its pears worldwide. Through workshops, online training tools and resources, the products and techniques promoted by this program can be adapted to reach locations with few resources of their own, as well as network-connected areas that can take advantage of access to robotic, optical and radio telescopes, webcams, astronomy exercises, cross-disciplinary resources, image processing and digital universes (web and desktop planetariums). Promoters of GTTP are expert astronomy educators connected to Universities or EPO institutions that facilitate the consolidation of an active support to newcomers and act as a 24 hour helpdesk to teachers all over the world. GTTP will also engage in the creation of a repository of astronomy education resources and science research projects, ViRoS (Virtual Repository of resources and Science Projects), in order to simplify the task of educators willing to enrich classroom activities.

  10. Session-RPE for quantifying the load of different youth basketball training sessions.

    PubMed

    Lupo, C; Tessitore, A; Gasperi, L; Gomez, Mar

    2017-03-01

    The aim of the study was to evaluate youth basketball training, verifying the reliability of the session-RPE method in relation to session duration (< and ≥ 80 minutes) and workout typology (reduced and high warm-up, conditioning, technical, tactical, game portions within a single session) categories. Six male youth basketball players (age, 16.5±0.5 years; height, 195.5±6.75 cm; body mass, 93.9±10.9 kg; and body mass index, 23.6±2.8 kg.m -2 ) were monitored (HR, type and duration of workouts) during 15 (66 individual) training sessions (80±26 minutes). Edwards' HR method was used as a reference measure of internal training load (ITL); the CR-10 RPE scale was administered 30 minutes after the end of each session. The results obtained showed that all comparisons between different session durations and workout portions revealed effects in term of Edwards' ITLs except for warm-up portions. Moderate to strong relationships between Edwards' and session- RPE methods emerged for all sessions (r = .85, P < .001), player's sessions (r range = .79 - .95, P < .001), session durations (< 80 minutes: r = .67, P < .001; ≥ 80 minutes: r = .75, P < .001), and workout portions (r range = .78 - .89, P range = .002 - < .001). The findings indicated that coaches of youth basketball players can successfully use session-RPE to monitor the ITL, regardless of session durations and workout portions.

  11. Teacher and Administrator Training, Recruitment and Retention. INAR/NACIE Joint Issues Sessions National Indian Education Assocation (NIEA) Annual Conference (22nd, San Diego, California, October 15, 1990).

    ERIC Educational Resources Information Center

    National Advisory Council on Indian Education, Washington, DC.

    This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on Native American issues in educator training and employment. Issues and problems related to recruitment of Native Americans into teacher education include raised admission standards, more…

  12. Teacher in Space Participants testing space food in orientation session

    NASA Image and Video Library

    1985-09-25

    S85-39978 (10 Sept. 1985) --- Sharon Christa McAuliffe, left, appears to be deciding what she thinks of a piece of space food she tastes during a session of interfacing with space shuttle life sciences. Barbara R. Morgan samples an apricot. The two are in early training at the Johnson Space Center (JSC) in preparation for the STS-51L spaceflight early next year. McAuliffe is prime payload specialist representing the Teacher in Space Project, and Morgan is her backup. Dr. C.T. Bourland, a dietitian specialist, assists the two. Photo credit: NASA

  13. "Teacher in Space" Participants - Space Food Testing - Orientation Session - JSC

    NASA Image and Video Library

    1985-09-25

    S85-39979 (10 Sept. 1985) --- Two teachers training for participation in the STS-51L flight get their first introduction to space food during an orientation session in the life sciences building at the Johnson Space Center (JSC). Sharon Christa McAuliffe (left) chews on a morsel while Barbara R. Morgan reaches for a bite. Dr. C.T. Bourland of Technology, Incorporated, looks on. McAuliffe was chosen from among ten finalists as prime citizen observer payload specialist and Morgan was named as backup for the STS-51L flight. Photo credit: NASA

  14. Teacher training: the quick fix that stuck.

    PubMed

    Coldevin, G

    1988-01-01

    Of all the strategies for coping with teacher shortages that have been attempted, the effort that has gained the most ground in the past 20 years involves recruiting untrained or unqualified teachers pressing them into service, and then bringing them up to pedagogical or academic certification through distance education. The benefits of this approach include: for teachers, home-based study means attaining professional certification or academic upgrading without interrupting earnings; in-service training obviates the problem of finding substitute teachers who may have poorer qualifications than the teachers they are replacing; in-situ training reduces the possibility of urban migration that may result when college-based trainees do not want to return to their rural posts; and larger numbers of teachers can be served at 1 time and at lower costs than with campus-based instruction. According to the available studies, training costs for distance education students are typically 1/4 to 1/2 as expensive as conventional instruction. At least 50 3rd world countries are estimated to be involved in some form of distance teacher training. Mostly, countries combine correspondence with broadcasting and other support media, correspondence with occasional face-to-face sessions, and the 3-way combination of print/broadcasting/occasional residential teaching approaches. The broadcast medium typically is radio, but some programs, particularly programs offered by distance education universities, use television also. Tutorial counseling and local resource center support vary considerably and represent the most pressing challenges to the bulk of operations. 4 systems initiated during the 1980s in Pakistan, Burma, Zimbabwe, and Kenya are presented to illustrate the need for distance education training and the diversity of distance education methods.

  15. High-volume resistance training session acutely diminishes respiratory muscle strength.

    PubMed

    Hackett, Daniel A; Johnson, Nathan A; Chow, Chin-Moi

    2012-01-01

    This study investigated the effect of a high-volume compared to a low-volume resistance training session on maximal inspiratory pressure (MIP) and maximal expiratory pressure (MEP). Twenty male subjects with resistance training experience (6.2 ± 3.2 y), in a crossover trial, completed two resistance training protocols (high-volume: 5 sets per exercise; low-volume: 2 sets per exercise) and a control session (no exercise) on 3 separate occasions. MIP and MEP decreased by 13.6% (p < 0.01) and 14.7% (p < 0.01) respectively from pre-session MIP and MEP, following the high-volume session. MIP and MEP were unaffected following the low-volume or the control sessions. MIP returned to pre-session values after 40 minutes, whereas MEP remained significantly reduced after 60 minutes post-session by 9.2% compared to pre-session (p < 0.01). The findings suggest that the high-volume session significantly decreased MIP and MEP post-session, implicating a substantially increased demand on the respiratory muscles and that adequate recovery is mandatory following this mode of training. Key pointsRespiratory muscular strength performance is acutely diminished following a high-volume whole-body resistance training session.Greater ventilatory requirements and generation of IAP during the high-volume resistance training session may have contributed to the increased demand placed on the respiratory muscles.Protracted return of respiratory muscular strength performance to baseline levels may have implications for individuals prior to engaging in subsequent exercise bouts.

  16. The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

    ERIC Educational Resources Information Center

    Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

    2011-01-01

    This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

  17. Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students.

    PubMed

    Hemmer, Paul A; Dadekian, Gregory A; Terndrup, Christopher; Pangaro, Louis N; Weisbrod, Allison B; Corriere, Mark D; Rodriguez, Rechell; Short, Patricia; Kelly, William F

    2015-09-01

    Face-to-face formal evaluation sessions between clerkship directors and faculty can facilitate the collection of trainee performance data and provide frame-of-reference training for faculty. We hypothesized that ambulatory faculty who attended evaluation sessions at least once in an academic year (attendees) would use the Reporter-Interpreter-Manager/Educator (RIME) terminology more appropriately than faculty who did not attend evaluation sessions (non-attendees). Investigators conducted a retrospective cohort study using the narrative assessments of ambulatory internal medicine clerkship students during the 2008-2009 academic year. The study included assessments of 49 clerkship medical students, which comprised 293 individual teacher narratives. Single-teacher written and transcribed verbal comments about student performance were masked and reviewed by a panel of experts who, by consensus, (1) determined whether RIME was used, (2) counted the number of RIME utterances, and (3) assigned a grade based on the comments. Analysis included descriptive statistics and Pearson correlation coefficients. The authors reviewed 293 individual teacher narratives regarding the performance of 49 students. Attendees explicitly used RIME more frequently than non-attendees (69.8 vs. 40.4 %; p < 0.0001). Grades recommended by attendees correlated more strongly with grades assigned by experts than grades recommended by non-attendees (r = 0.72; 95 % CI (0.65, 0.78) vs. 0.47; 95 % CI (0.26, 0.64); p = 0.005). Grade recommendations from individual attendees and non-attendees each correlated significantly with overall student clerkship clinical performance [r = 0.63; 95 % CI (0.54, 0.71) vs. 0.52 (0.36, 0.66), respectively], although the difference between the groups was not statistically significant (p = 0.21). On an ambulatory clerkship, teachers who attended evaluation sessions used RIME terminology more frequently and provided more accurate grade recommendations than teachers who did

  18. The International Mathematical Olympiad Training Session.

    ERIC Educational Resources Information Center

    Rousseau, Cecil; Patruno, Gregg

    1985-01-01

    The Mathematical Olympiad Training Session is designed to give United States students a problem-oriented exposure to subject areas (algebra, geometry, number theory, combinatorics, and inequalities) through an intensive three-week course. Techniques used during the session, with three sample problems and their solutions, are presented. (JN)

  19. Teacher-Child Interaction Training: A Pilot Study With Random Assignment.

    PubMed

    Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G

    2015-07-01

    Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.

  20. [Teacher Training.

    ERIC Educational Resources Information Center

    Palmatier, Robert A., Ed.

    1977-01-01

    This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in…

  1. Psychophysiological Responses to Group Exercise Training Sessions: Does Exercise Intensity Matter?

    PubMed

    Vandoni, Matteo; Codrons, Erwan; Marin, Luca; Correale, Luca; Bigliassi, Marcelo; Buzzachera, Cosme Franklim

    2016-01-01

    Group exercise training programs were introduced as a strategy for improving health and fitness and potentially reducing dropout rates. This study examined the psychophysiological responses to group exercise training sessions. Twenty-seven adults completed two group exercise training sessions of moderate and vigorous exercise intensities in a random and counterbalanced order. The %HRR and the exertional and arousal responses to vigorous session were higher than those during the moderate session (p<0.05). Consequently, the affective responses to vigorous session were less pleasant than those during moderate session (p<0.05). These results suggest that the psychophysiological responses to group exercise training sessions are intensity-dependent. From an adherence perspective, interventionists are encouraged to emphasize group exercise training sessions at a moderate intensity to maximize affective responses and to minimize exertional responses, which in turn may positively affect future exercise behavior.

  2. The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)

    ERIC Educational Resources Information Center

    LeBel, Teresa J.; Kilgus, Stephen P.; Briesch, Amy M.; Chafouleas, Sandra

    2010-01-01

    The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for…

  3. STS 51-L crewmembers briefed during training session

    NASA Image and Video Library

    1986-01-08

    S86-25186 (December 1985) --- Five members of the prime crew for NASA?s STS-51L mission and a backup crew member are briefed during a training session in the Johnson Space Center?s (JSC) Shuttle Mock-up and Integration Laboratory. From left to right are astronaut Ellison S. Onizuka, mission specialist; Ronald E. McNair, mission specialist; Gregory D. Jarvis, Hughes payload specialist; Judith A. Resnik, mission specialist; Sharon Christa McAuliffe, citizen observer/payload specialist representing the Teacher-in-Space Project; and Barbara R. Morgan, backup payload specialist. The photograph was taken by Keith Meyers of the New York Times. EDITOR?S NOTE: The STS-51L crew members lost their lives in the space shuttle Challenger accident moments after launch on Jan. 28, 1986 from the Kennedy Space Center (KSC). Photo credit: NASA

  4. Ubuntu-Inspired Training of Adult Literacy Teachers as a Route to Generating "Community" Enterprises

    ERIC Educational Resources Information Center

    Quan-Baffour, Kofi P.; Romm, Norma R. A.

    2014-01-01

    This article describes experiences of an adult educator (Kofi Quan-Baffour) at the University of South Africa, 1995 to 2009, teaching tutorial classes to train teachers who, in turn, would offer adult literacy classes/sessions (in relation to adult basic education and training [ABET] policies initiated post-1994). The article aims to make a…

  5. Metabolic Demand and Internal Training Load in Technical-Tactical Training Sessions of Professional Futsal Players.

    PubMed

    Wilke, Carolina F; Ramos, Guilherme P; Pacheco, Diogo A S; Santos, Weslley H M; Diniz, Mateus S L; Gonçalves, Gabriela G P; Marins, João C B; Wanner, Samuel P; Silami-Garcia, Emerson

    2016-08-01

    Wilke, CF, Ramos, GP, Pacheco, DAS, Santos, WHM, Diniz, MSL, Gonçalves, GGP, Marins, JCB, Wanner, SP, and Silami-Garcia, E. Metabolic demand and internal training load in technical-tactical training sessions of professional futsal players. J Strength Cond Res 30(8): 2330-2340, 2016-The aim of the study was to characterize aspects of technical-tactical training sessions of a professional futsal team. We addressed 4 specific aims: characterize the metabolic demands and intensity of these training sessions, compare the training intensity among players of different positions, compare the intensity of different futsal-specific activities (4 × 4, 6 × 4, and match simulation), and investigate the association between an objective (training impulse; TRIMP) and a subjective method (session rating of perceived exertion; sRPE) of measuring a player's internal training load. Twelve top-level futsal players performed an incremental exercise to determine their maximal oxygen consumption, maximal heart rate (HRmax), ventilatory threshold (VT), and respiratory compensation point (RCP). Each player's HR and RPE were measured and used to calculate energy expenditure, TRIMP, and sRPE during 37 training sessions over 8 weeks. The average intensity was 74 ± 4% of HRmax, which corresponded to 9.3 kcal·min. The players trained at intensities above the RCP, between the RCP and VT and below the VT for 20 ± 8%, 28 ± 6%, and 51 ± 10% of the session duration, respectively. Wingers, defenders, and pivots exercised at a similar average intensity but with different intensity distributions. No difference in intensity was found between the 3 typical activities. A strong correlation between the average daily TRIMP and sRPE was observed; however, this relationship was significant for only 4 of 12 players, indicating that sRPE is a useful tool for monitoring training loads but that it should be interpreted for each player individually rather than collectively.

  6. Astronauts Parise and Jernigan check helmets prior to training session

    NASA Technical Reports Server (NTRS)

    1994-01-01

    Attired in training versions of the Shuttle partial-pressure launch and entry suits, payload specialist Dr. Ronald A Parise (left) and astronaut Tamara E. Jernigan, payload commander, check over their helmets prior to a training session. Holding the helmets is suit expert Alan M. Rochford, of NASA. The two were about to join their crew mates in a session of emergency bailout training at JSC's Weightless Environment Training Facility (WETF).

  7. Influence of training and competitive sessions on peripheral β-endorphin levels in training show jumping horses

    PubMed Central

    Cravana, Cristina; Medica, P.; Ragonese, G.; Fazio, E.

    2017-01-01

    Aim: To investigate the effects of training sessions on circulating β-endorphin changes in sport horses before and after competition and to ascertain whether competition would affect this response. Materials and Methods: A total of 24 trained jumping horses were randomly assigned to one of two training groups: Group A (competing) and Group B (not competing). To determined plasma β-endorphin concentrations, two pre- and post-competition training weeks at aerobic workout and two competitive show jumping event days at anaerobic workout were measured before, 5 and 30 min after exercise. Exercise intensity is described using lactate concentrations and heart rate. The circuit design, intensity, and duration of training sessions were the same for both groups. Results: In Group A, one-way analysis of variance for repeated measures (RM-ANOVA) showed significant effects of exercise on β-endorphin changes (F=14.41; p<0.001), only in the post-competition training sessions, while in Group B showed no significant effects. Two-way RM-ANOVA showed, after post-competition training sessions, a significant difference between Group A and Group B (F=6.235; p=0.023), with higher β-endorphin changes in Group A, compared to Group B. During the competitive show jumping sessions, one-way RM ANOVA showed significant effects of exercise on β-endorphin changes (F=51.10; p<0.001). The statistical analysis, in Group A, showed a significant difference between post-competition training and competitive exercise (F=6.32; p=0.024) with higher β-endorphin values in competitive sessions compared to those of post-competition training. Conclusion: Lactate concentrations seem to be the main factors being correlated with the raise of β-endorphin during anaerobic exercise of competitive events. Exercise of low intensity, as well as that one of training sessions, does not appear to stimulate a significant increased release of β-endorphin and it may depend on the duration of the exercise program

  8. Influence of training and competitive sessions on peripheral β-endorphin levels in training show jumping horses.

    PubMed

    Cravana, Cristina; Medica, P; Ragonese, G; Fazio, E

    2017-01-01

    To investigate the effects of training sessions on circulating β-endorphin changes in sport horses before and after competition and to ascertain whether competition would affect this response. A total of 24 trained jumping horses were randomly assigned to one of two training groups: Group A (competing) and Group B (not competing). To determined plasma β-endorphin concentrations, two pre- and post-competition training weeks at aerobic workout and two competitive show jumping event days at anaerobic workout were measured before, 5 and 30 min after exercise. Exercise intensity is described using lactate concentrations and heart rate. The circuit design, intensity, and duration of training sessions were the same for both groups. In Group A, one-way analysis of variance for repeated measures (RM-ANOVA) showed significant effects of exercise on β-endorphin changes (F=14.41; p<0.001), only in the post-competition training sessions, while in Group B showed no significant effects. Two-way RM-ANOVA showed, after post-competition training sessions, a significant difference between Group A and Group B (F=6.235; p=0.023), with higher β-endorphin changes in Group A, compared to Group B. During the competitive show jumping sessions, one-way RM ANOVA showed significant effects of exercise on β-endorphin changes (F=51.10; p<0.001). The statistical analysis, in Group A, showed a significant difference between post-competition training and competitive exercise (F=6.32; p=0.024) with higher β-endorphin values in competitive sessions compared to those of post-competition training. Lactate concentrations seem to be the main factors being correlated with the raise of β-endorphin during anaerobic exercise of competitive events. Exercise of low intensity, as well as that one of training sessions, does not appear to stimulate a significant increased release of β-endorphin and it may depend on the duration of the exercise program. Moreover, the responses during exercise in the course

  9. Less is more: latent learning is maximized by shorter training sessions in auditory perceptual learning.

    PubMed

    Molloy, Katharine; Moore, David R; Sohoglu, Ediz; Amitay, Sygal

    2012-01-01

    The time course and outcome of perceptual learning can be affected by the length and distribution of practice, but the training regimen parameters that govern these effects have received little systematic study in the auditory domain. We asked whether there was a minimum requirement on the number of trials within a training session for learning to occur, whether there was a maximum limit beyond which additional trials became ineffective, and whether multiple training sessions provided benefit over a single session. We investigated the efficacy of different regimens that varied in the distribution of practice across training sessions and in the overall amount of practice received on a frequency discrimination task. While learning was relatively robust to variations in regimen, the group with the shortest training sessions (∼8 min) had significantly faster learning in early stages of training than groups with longer sessions. In later stages, the group with the longest training sessions (>1 hr) showed slower learning than the other groups, suggesting overtraining. Between-session improvements were inversely correlated with performance; they were largest at the start of training and reduced as training progressed. In a second experiment we found no additional longer-term improvement in performance, retention, or transfer of learning for a group that trained over 4 sessions (∼4 hr in total) relative to a group that trained for a single session (∼1 hr). However, the mechanisms of learning differed; the single-session group continued to improve in the days following cessation of training, whereas the multi-session group showed no further improvement once training had ceased. Shorter training sessions were advantageous because they allowed for more latent, between-session and post-training learning to emerge. These findings suggest that efficient regimens should use short training sessions, and optimized spacing between sessions.

  10. Less Is More: Latent Learning Is Maximized by Shorter Training Sessions in Auditory Perceptual Learning

    PubMed Central

    Molloy, Katharine; Moore, David R.; Sohoglu, Ediz; Amitay, Sygal

    2012-01-01

    Background The time course and outcome of perceptual learning can be affected by the length and distribution of practice, but the training regimen parameters that govern these effects have received little systematic study in the auditory domain. We asked whether there was a minimum requirement on the number of trials within a training session for learning to occur, whether there was a maximum limit beyond which additional trials became ineffective, and whether multiple training sessions provided benefit over a single session. Methodology/Principal Findings We investigated the efficacy of different regimens that varied in the distribution of practice across training sessions and in the overall amount of practice received on a frequency discrimination task. While learning was relatively robust to variations in regimen, the group with the shortest training sessions (∼8 min) had significantly faster learning in early stages of training than groups with longer sessions. In later stages, the group with the longest training sessions (>1 hr) showed slower learning than the other groups, suggesting overtraining. Between-session improvements were inversely correlated with performance; they were largest at the start of training and reduced as training progressed. In a second experiment we found no additional longer-term improvement in performance, retention, or transfer of learning for a group that trained over 4 sessions (∼4 hr in total) relative to a group that trained for a single session (∼1 hr). However, the mechanisms of learning differed; the single-session group continued to improve in the days following cessation of training, whereas the multi-session group showed no further improvement once training had ceased. Conclusions/Significance Shorter training sessions were advantageous because they allowed for more latent, between-session and post-training learning to emerge. These findings suggest that efficient regimens should use short training sessions, and

  11. Repetition Performance And Blood Lactate Responses Adopting Different Recovery Periods Between Training Sessions In Trained Men.

    PubMed

    Miranda, Humberto; de Freitas Maia, Marianna; Paz, Gabriel Andrade; de Souza, João A A A; Simão, Roberto; de Araújo Farias, Déborah; Willardson, Jeffrey M

    2017-02-08

    The purpose of this study was to examine the effect of different recovery periods (24h, 48h, and 72h) between repeated resistance training (RT) sessions for the upper body muscles on repetition performance and blood lactate responses in trained men. Sixteen recreationally trained men (age: 26.1 ± 3.1 years; height: 179 ± 4.5 cm; body mass: 82.6 ± 4.0 kg, 4.5 ± 2.2 years of RT experience) participated in this study. Eight-repetition maximum (8-RM) loads were determined for the bench press (BP), 30° incline bench press (BP30), and 45° incline bench press (BP45) exercises. To assess the effects of different recovery periods between repeated training sessions, three protocols were performed in randomized order, including: 24 hours (P24); 48 hours (P48); and 72 hours (P72). Each RT session consisted of performing four repetition maximum sets of BP, BP30, and BP45 with 8-RM loads and 2-minute rest intervals between sets. Blood lactate levels were measured pre-session (PRE), immediately post-session (POST), 3 minutes post-session (P3), and 5 minutes post-session (P5). For the P24 protocol, significant decreases in repetition performance were found between sessions for the BP, BP30, and BP45 exercises, respectively. When considering session 2 only, the total work (repetition x sets) was significantly higher in P48 and P72 versus P24 for the BP30 and BP45 exercises. Blood lactate levels (i.e. POST, P3, and P5) significantly increased for session 2 under the P24 compared to the P48 and P72 protocols, respectively. Therefore, coaches and practitioners who need to accomplish a higher training volume for the upper body muscles should adopt recovery periods longer than 24 hours between sessions that train the same or similar muscle groups.

  12. Views of STS-4 crew during a training session in the SMS

    NASA Technical Reports Server (NTRS)

    1982-01-01

    Views of STS-4 crew during a training session in the Shuttle Mission Simulator (SMS). Astronaut Henry W. Hartsfield, Jr., STS-4 pilot, takes part in training session wearing an ejection/escape (EES) spacesuit and helmet (31368); Astronaut Thomas K. (Ken) Mattingly, II., STS-4 crew commander, takes part in training session wearing an ejection/escape suit (31369).

  13. Faculty opinion survey following attendance to teacher training workshop in Kathmandu Medical College.

    PubMed

    Joshi, S; Pradhan, A; Dixit, H

    2004-01-01

    With the growing awareness of the importance of teaching and learning in Universities, the need to improve professional qualities in teachers has been identified. This paper describes the outcome of the impact of teacher training workshops on faculty- teaching performance. A total of 30 faculties who had undergone teacher training in the one-year period were included in the study. Survey questionnaire were distributed and all the forms were returned. All (100%) respondents found the teacher training to be very useful/useful for improvement of teaching skills. A total of 76.66% said that the skills learnt in the workshop were very applicable, 80% perceived changes in students classroom behaviour and found their lecture to be more participatory and interactive. As for their own change in behaviour, 66.66% respondents experienced better interaction with the students in classroom. The overall impression of the training was very positive. Future studies should include student feed back and classroom teaching observation for faculty teaching evaluation. We also need to utilise the feed back information obtained in this article, to further improve the strength of the future teacher training workshops. The future workshops should include sessions in problem-based learning and follow up refresher courses.

  14. Astronomy Teacher Training: Towards Year 2009

    NASA Astrophysics Data System (ADS)

    Doddoli, Consuelo

    2008-05-01

    The Direccion General de Divulgacion de la Ciencia is part of Mexico's National University; its purpose is science outreach. Most of its activities are dedicated to school level audiences; nevertheless due to the speed of science development, courses are given for teachers. The astronomy curricula includes: new results in astronomy research, general astrophysics and tools to teach astronomy. The courses offer twelve two hour long sessions. An astronomy researcher delivers a lecture and teachers are trained to use hands on activity. Beginning last in 2007 it has focused on Galileo. It addressed the way he was modern scientist, he observed and made experiments and wrote his results in common language. Year 2009 is a perfect incentive to carry out activities with teachers and keep them busy organizing telescope construction and observations during and after Galileo's commemoration. A book was written specially for them on the experiments Galileo made. In this book they can find interesting hand-on activities with materials that are readily available. (Los experimentos de Galileo, Silvia Torres y Consuelo Doddoli, Correo del Maestro, 2008, in press.) The magazine Correo del Maestro holds many articles written by the author on astronomical activities aimed to teachers.

  15. Re-training High School Teachers of English in Brazil: The Experience of the Instituto de Idiomas Yazigi.

    ERIC Educational Resources Information Center

    Gomes de Matos, Francisco

    The Yazigi Project for the Teaching of English in Brazilian High Schools, a 2-year, nationwide program for the retraining of high school teachers of English as a foreign language, involved 2,210 teachers and a team of 60 teacher trainers and retrainers. Each training session lasted 6 days and totalled a minimum of 30 hours, with a maximum of 50…

  16. The first 3 minutes: Optimising a short realistic paediatric team resuscitation training session.

    PubMed

    McKittrick, Joanne T; Kinney, Sharon; Lima, Sally; Allen, Meredith

    2018-01-01

    Inadequate resuscitation leads to death or brain injury. Recent recommendations for resuscitation team training to complement knowledge and skills training highlighted the need for development of an effective team resuscitation training session. This study aimed to evaluate and revise an interprofessional team training session which addressed roles and performance during provision of paediatric resuscitation, through incorporation of real-time, real team simulated training episodes. This study was conducted applying the principles of action research. Two cycles of data collection, evaluation and refinement of a 30-40 minute resuscitation training session for doctors and nurses occurred. Doctors and nurses made up 4 groups of training session participants. Their responses to the training were evaluated through thematic analysis of rich qualitative data gathered in focus groups held immediately after each training session. Major themes included the importance of realism, teamwork, and reflective learning. Findings informed important training session changes. These included; committed in-situ training; team diversity; realistic resources; role flexibility, definition and leadership; increased debriefing time and the addition of a team goal. In conclusion, incorporation of interprofessional resuscitation training which addresses team roles and responsibilities into standard medical and nursing training will enhance preparedness for participation in paediatric resuscitation. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Effects of training experienced teachers in the use of the one-minute preceptor technique in the gross anatomy laboratory.

    PubMed

    Chan, Lap Ki; Sharma, Neel

    2014-01-01

    The one-minute preceptor (OMP) is a time-efficient, learner-centered teaching method used in a busy ambulatory care setting. This project evaluated the effects of training experienced anatomy teachers in the use of the OMP in the gross anatomy laboratory on students' perceived learning. Second-year medical students from a five-year, undergraduate-entry, system- and problem-based medical program were divided randomly into two groups of 76 students each. The groups took part in the same gross anatomy laboratory session on different dates, supervised by the same two teachers (both with over 25 years of teaching experience). The teachers attended a workshop on the use of the OMP between the two sessions. Students were given a questionnaire at the end of the two sessions to indicate their agreements to statements regarding their learning experiences. Semistructured interviews were conducted with the two teachers after the second session. Results showed that training experienced anatomy teachers in the use of the OMP did not result in improvement of student learning perception in the gross anatomy laboratory. The experienced teachers have developed their own approaches with elements similar to those in the OMP: being learner centered and adaptable to individual student's needs, providing feedback, and enhancing teacher immediacy. They do not have an explicit structure such as the OMP, and are thus flexible and adaptive. Confining the teachers' teaching behaviors to the OMP structure could limit their performance. Although there are theoretical advantages for novice teachers in adopting the OMP technique, these advantages still need to be supported by further studies. Copyright © 2013 American Association of Anatomists.

  18. Observations of youth football training: How do coaches structure training sessions for player development?

    PubMed

    O'Connor, Donna; Larkin, Paul; Williams, A Mark

    2018-01-01

    We used systematic observation tools to explore the structure (i.e., activity and inactivity) and sequencing (i.e., the types of activities used) of football coaching sessions in Australia following the implementation of a new National Curriculum. Youth soccer coaches (n = 34), coaching within the Skill Acquisition (U11-U13 n = 19) and Game Training (U14-U17 n = 15) phases of the Football Federation Australia National Curriculum participated. Participants were filmed during a regular coaching session, with systematic observation of the session undertaken to provide a detailed analysis of the practice activities and coach behaviours. Findings indicated a session comprised of Playing Form activities (40.9%), Training Form activities (22.3%), inactivity (31%), and transitions between activities (5.8%). Coaches prescribed more Training Form activities (e.g., individual (5.4%) and drills (15.1%)) early in the session and progressed to Playing Form activities (i.e., small-sided games (15.3%) then larger games (24.8%)) later in the session. Most inactivity reflected the players listening to the coach - either in a team huddle (9.9%) or frozen on the spot during an activity (16.5%). In addition, coaches generally spent over 3 min communicating to players prior to explaining and introducing an activity regardless of when in the session the activity was scheduled.

  19. Astronauts and cosmonauts during emergency bailout training session

    NASA Technical Reports Server (NTRS)

    1994-01-01

    Using small life rafts, several cosmonauts and astronauts participating in joint Russia - United States space missions take part in an emergency bailout training session in the JSC Weightless Environment Training Facility (WETF) 25-feet-deep pool. In the

  20. 77 FR 75491 - Entry-Level Driver Training; Public Listening Session

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-12-20

    ... identified are supported by research and data analyses, including cost/benefit considerations. The session...-27748] Entry-Level Driver Training; Public Listening Session AGENCY: Federal Motor Carrier Safety Administration (FMCSA), DOT. ACTION: Notice of public listening session. SUMMARY: FMCSA announces that it will...

  1. Locomotor Training and Strength and Balance Exercises for Walking Recovery After Stroke: Response to Number of Training Sessions.

    PubMed

    Rose, Dorian K; Nadeau, Stephen E; Wu, Samuel S; Tilson, Julie K; Dobkin, Bruce H; Pei, Qinglin; Duncan, Pamela W

    2017-11-01

    Evidence-based guidelines are needed to inform rehabilitation practice, including the effect of number of exercise training sessions on recovery of walking ability after stroke. The objective of this study was to determine the response to increasing number of training sessions of 2 interventions-locomotor training and strength and balance exercises-on poststroke walking recovery. This is a secondary analysis of the Locomotor Experience Applied Post-Stroke (LEAPS) randomized controlled trial. Six rehabilitation sites in California and Florida and participants' homes were used. Participants were adults who dwelled in the community (N=347), had had a stroke, were able to walk at least 3 m (10 ft) with assistance, and had completed the required number of intervention sessions. Participants received 36 sessions (3 times per week for 12 weeks), 90 minutes in duration, of locomotor training (gait training on a treadmill with body-weight support and overground training) or strength and balance training. Talking speed, as measured by the 10-Meter Walk Test, and 6-minute walking distance were assessed before training and following 12, 24, and 36 intervention sessions. Participants at 2 and 6 months after stroke gained in gait speed and walking endurance after up to 36 sessions of treatment, but the rate of gain diminished steadily and, on average, was very low during the 25- to 36-session epoch, regardless of treatment type or severity of impairment. Results may not generalize to people who are unable to initiate a step at 2 months after stroke or people with severe cardiac disease. In general, people who dwelled in the community showed improvements in gait speed and walking distance with up to 36 sessions of locomotor training or strength and balance exercises at both 2 and 6 months after stroke. However, gains beyond 24 sessions tended to be very modest. The tracking of individual response trajectories is imperative in planning treatment. Published by Oxford University

  2. A sustainable model for training teachers to use pivotal response training.

    PubMed

    Suhrheinrich, Jessica

    2015-08-01

    The increase in the rate of autism diagnoses has created a growing demand for teachers who are trained to use effective interventions. The train-the-trainer model, which involves training supervisors to train others, may be ideal for providing cost-effective training and ongoing support to teachers. Although research supports interventions, such as pivotal response training, as evidence-based, dissemination to school environments has been problematic. This study assessed the benefits of using the train-the-trainer model to disseminate pivotal response training to school settings. A multiple-baseline design was conducted across three training groups, each consisting of one school staff member (trainer), three special education teachers, and six students. Trainers conducted the teacher-training workshop with high adherence to training protocol and met mastery criteria in their ability to implement pivotal response training, assess implementation of pivotal response training, and provide feedback to teachers. Six of the nine teachers mastered all components of pivotal response training. The remaining three teachers implemented 89% of the pivotal response training components correctly. The majority of trainers and teachers maintained their abilities at follow-up. These results support the use of the train-the-trainer model as an effective method of disseminating evidence-based practices in school settings. © The Author(s) 2014.

  3. Astronaut Mary Ellen Weber during training session in WETF

    NASA Image and Video Library

    1994-05-01

    Attired in a training version of the Extravehicular Mobility Unit (EMU), astronaut Mary Ellen Weber gets help with the final touches of suit donning during a training session at JSC's Weightless Environment Training Facility (WETF). Training as a mission specialist for the STS-70 mission, Weber was about to rehearse a contingency space walk.

  4. The Metaphorical Perceptions of Students on a Teacher-Training Course towards the Concepts of "Teacher" and "Teacher Training"

    ERIC Educational Resources Information Center

    Sener, Zehra Taspinar; Bulut, Ahsen Seda; Ünal, Hasan

    2017-01-01

    Problem Statement: Two different teacher training programs have been implemented in Turkey over recent years. In addition to attending faculties of teacher training (on traditional educational degree programs), graduates from different faculties have the right to become teachers by way of the "pedagogical formation certification…

  5. Neuromuscular and Blood Lactate Response After a Motocross Training Session in Amateur Riders.

    PubMed

    Simões, Vinicius Radenzev; Crisp, Alex Harley; Verlengia, Rozangela; Pellegrinotti, Idico Luiz

    2016-06-01

    Motocross is one of the most popular motorized off-road sports, characterized by riding on irregular natural terrain of hard earth and/or sand with various obstacles throughout the course. This study evaluated the influence of a motocross training session on neuromuscular response and blood lactate in amateur riders. Nine motocross riders (22.7 ± 2.8 years) participating in amateur competitions at the state level conducted a training session of 20 minutes duration at a motocross track (1.6 km) with a 250-cc four-stroke motorcycle. Metabolic demand was measured with blood lactate concentrations before and immediately, 3, 5, 8, and 10 minutes after the training session. To measure neuromuscular response, riders completed handgrip strength and horizontal jump tests before and 10 minutes after the training session. Student's t-test and analysis of variance one-way repeated measures were used to compare the changes before and after the motocross training session. Significant decreases in handgrip strength were observed for both hands (left: P = 0.010 and right: P = 0.004). However, no significant difference (P = 0.241) in horizontal jump ability was observed. Significant blood lactate values were observed immediately (P = 0.001), 3 (P = 0.001), 5 (P = 0.001), and 8 (P = 0.01) minutes after training when compared to the value before training. The peak blood lactate value was 6.5 ± 2.7 mM at 8 minutes after the training session. Amateur motocross riders had significant anaerobic metabolism demands and had reduced handgrip strength following a training session. These data suggest an importance of physical training aimed at improving anaerobic and neuromuscular performance of the upper limbs in amateur motocross riders.

  6. Teachers Candidates' Reviews on Teacher Candidate Training System

    ERIC Educational Resources Information Center

    Altintas, Sedat; Görgen, Izzet

    2017-01-01

    In our country, as a result of the appointment in some different disciplines, nearly 30000 teacher candidates could be a part of education system. Also, a new revision has been completed on teacher candidate training and it has been put into action. Teacher candidates have been trained for six months after they have been appointed. These teachers…

  7. Astronaut Mary Ellen Weber during training session in WETF

    NASA Image and Video Library

    1994-05-01

    Attired in a training version of the Extravehicular Mobility Unit (EMU), Astronaut Mary Ellen Weber participates in a training session at JSC's Weightless Environment Training Facility (WETF). Training as a mission specialist for the STS-70 mission, Weber was about to rehearse a contingency space walk. One of several SCUBA-equipped divers waits to assist in the rehearsal in the water.

  8. [Training session on healthy environments: evaluation of an intervention for local stakeholders].

    PubMed

    Roy, Virginie; Rivard, Marie-Claude; Trudeau, François

    2016-01-01

    Around the world, various interventions have been developed to encourage the adoption of healthy lifestyles, particularly nutrition and physical activity. Physical, political, economic and socio-cultural environments have a major influence on individual attitudes in relation to healthy lifestyle. However, stakeholders with the greatest impact on improving these environments are not always well informed about the theory and their roles on the creation of environments favourable to healthy lifestyles. Various stakeholders from the province of Quebec were therefore invited to attend training sessions in order to prepare them to act on these four environments. 1) To describe the perceptions of the stakeholders who attended these sessions concerning the content and teaching methods and 2) to identify stakeholders’ changes of perceptions and practices following the training session. Twelve (12) focus groups and 52 individual interviews were conducted across Quebec with stakeholders who attended a training session. Our results indicate increased awareness of stakeholders on the importance of their role but also the need to more precisely target those aspects requiring increased awareness. A content better suited to the level of expertise is therefore proposed to maximize the benefits of these training sessions. Training sessions must be addressed to influential stakeholders with a limited knowledge on the subject, which is often the case for municipal decision-makers known to play a major role in promoting environments favourable to healthy eating and physical activity.

  9. The Specificity of Rugby Union Training Sessions in Preparation for Match Demands.

    PubMed

    Campbell, Patrick G; Peake, Jonathan M; Minett, Geoffrey M

    2018-04-01

    Investigations into the specificity of rugby union training practices in preparation for competitive demands have predominantly focused on physical and physiological demands. The evaluation of the contextual variance in perceptual strain or skill requirements between training and matches in rugby union is unclear, yet holistic understanding may assist to optimize training design. This study evaluated the specificity of physical, physiological, perceptual, and skill demands of training sessions compared with competitive match play in preprofessional, elite club rugby union. Global positioning system devices, video capture, heart rate, and session ratings of perceived exertion were used to assess movement patterns, skill completions, physiologic, and perceptual responses, respectively. Data were collected across a season (training sessions n = 29; matches n = 14). Participants (n = 32) were grouped in playing positions as: outside backs, centers, halves, loose forwards, lock forwards, and front row forwards. Greater total distance, low-intensity activity, maximal speed, and meters per minute were apparent in matches compared with training in all positions (P < .02; d > 0.90). Similarly, match heart rate and session ratings of perceived exertion responses were higher than those recorded in training (P < .05; d > 0.8). Key skill completions for forwards (ie, scrums, rucks, and lineouts) and backs (ie, kicks) were greater under match conditions than in training (P < .001; d > 1.50). Considerable disparities exist between the perceptual, physiological, and key skill demands of competitive matches versus training sessions in preprofessional rugby union players. Practitioners should consider the specificity of training tasks for preprofessional rugby players to ensure the best preparation for match demands.

  10. Views of STS-4 crew during a training session in the SMS

    NASA Technical Reports Server (NTRS)

    1982-01-01

    Views of STS-4 crew during a training session in the Shuttle Mission Simulator (SMS). Astronaut Henry W. Hartsfield, Jr., STS-4 pilot, takes part in training session wearing an ejection/escape (EES) spacesuit. He is holding the helmet in his lap.

  11. The effect of session order on the physiological, neuromuscular, and endocrine responses to maximal speed and weight training sessions over a 24-h period.

    PubMed

    Johnston, Michael; Johnston, Julia; Cook, Christian J; Costley, Lisa; Kilgallon, Mark; Kilduff, Liam P

    2017-05-01

    Athletes are often required to undertake multiple training sessions on the same day with these sessions needing to be sequenced correctly to allow the athlete to maximize the responses of each session. We examined the acute effect of strength and speed training sequence on neuromuscular, endocrine, and physiological responses over 24h. 15 academy rugby union players completed this randomized crossover study. Players performed a weight training session followed 2h later by a speed training session (weights speed) and on a separate day reversed the order (speed weights). Countermovement jumps, perceived muscle soreness, and blood samples were collected immediately prior, immediately post, and 24h post-sessions one and two respectively. Jumps were analyzed for power, jump height, rate of force development, and velocity. Blood was analyzed for testosterone, cortisol, lactate and creatine kinase. There were no differences between countermovement jump variables at any of the post-training time points (p>0.05). Likewise, creatine kinase, testosterone, cortisol, and muscle soreness were unaffected by session order (p>0.05). However, 10m sprint time was significantly faster (mean±standard deviation; speed weights 1.80±0.11s versus weights speed 1.76±0.08s; p>0.05) when speed was sequenced second. Lactate levels were significantly higher immediately post-speed sessions versus weight training sessions at both time points (p<0.05). The sequencing of strength and speed training does not affect the neuromuscular, endocrine, and physiological recovery over 24h. However, speed may be enhanced when performed as the second session. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  12. Protein intake during training sessions has no effect on performance and recovery during a strenuous training camp for elite cyclists.

    PubMed

    Hansen, Mette; Bangsbo, Jens; Jensen, Jørgen; Krause-Jensen, Matilde; Bibby, Bo Martin; Sollie, Ove; Hall, Ulrika Andersson; Madsen, Klavs

    2016-01-01

    Training camps for top-class endurance athletes place high physiological demands on the body. Focus on optimizing recovery between training sessions is necessary to minimize the risk of injuries and improve adaptations to the training stimuli. Carbohydrate supplementation during sessions is generally accepted as being beneficial to aid performance and recovery, whereas the effect of protein supplementation and timing is less well understood. We studied the effects of protein ingestion during training sessions on performance and recovery of elite cyclists during a strenuous training camp. In a randomized, double-blinded study, 18 elite cyclists consumed either a whey protein hydrolysate-carbohydrate beverage (PRO-CHO, 14 g protein/h and 69 g CHO/h) or an isocaloric carbohydrate beverage (CHO, 84 g/h) during each training session for six days (25-29 h cycling in total). Diet and training were standardized and supervised. The diet was energy balanced and contained 1.7 g protein/kg/day. A 10-s peak power test and a 5-min all-out performance test were conducted before and after the first training session and repeated at day 6 of the camp. Blood and saliva samples were collected in the morning after overnight fasting during the week and analyzed for biochemical markers of muscle damage, stress, and immune function. In both groups, 5-min all-out performance was reduced after the first training session and at day 6 compared to before the first training session, with no difference between groups. Peak power in the sprint test did not change significantly between tests or between groups. In addition, changes in markers for muscle damage, stress, and immune function were not significantly influenced by treatment. Intake of protein combined with carbohydrate during cycling at a training camp for top cyclists did not result in marked performance benefits compared to intake of carbohydrates when a recovery drink containing adequate protein and carbohydrate was ingested

  13. The effectiveness of session rating of perceived exertion to monitor resistance training load in acute burns patients.

    PubMed

    Grisbrook, Tiffany L; Gittings, Paul M; Wood, Fiona M; Edgar, Dale W

    2017-02-01

    Session-rating of perceived exertion (RPE) is a method frequently utilised in exercise and sports science to quantify training load of an entire aerobic exercise session. It has also been demonstrated that session-RPE is a valid and reliable method to quantify training load during resistance exercise, in healthy and athletic populations. This study aimed to investigate the effectiveness of session-RPE as a method to quantify exercise intensity during resistance training in patients with acute burns. Twenty burns patients (mean age=31.65 (±10.09) years), with a mean TBSA of 16.4% (range=6-40%) were recruited for this study. Patients were randomly allocated to the resistance training (n=10) or control group (n=10). All patients completed a four week resistance training programme. Training load (session-RPE×session duration), resistance training session-volume and pre-exercise pain were recorded for each exercise session. The influence of; age, gender, %TBSA, exercise group (resistance training vs. control), pre-exercise pain, resistance training history and session-volume on training load were analysed using a multilevel mixed-effects linear regression. Session-volume did not influence training load in the final regression model, however training load was significantly greater in the resistance training group, compared with the control group (p<0.001). Pre-exercise pain significantly influenced training load, where increasing pain was associated with a higher session-RPE (p=0.004). Further research is indicated to determine the exact relationship between pain, resistance training history, exercise intensity and session-RPE and training load before it can be used as a method to monitor and prescribe resistance training load in acute burns patients. Copyright © 2016 Elsevier Ltd and ISBI. All rights reserved.

  14. Views of STS-5 crew during a training session in the SMS

    NASA Technical Reports Server (NTRS)

    1982-01-01

    Views of STS-5 crew during a training session in the Shuttle Mission Simulator (SMS). Astronaut Robert F. Overmyer, STS-5 pilot, participates in training session wearing a communications kit assembly (ASSY). He is dressed in regular flight suit and is studying flight documentation.

  15. Student teacher training: participant motivation.

    PubMed

    Burgess, Annette; van Diggele, Christie; Mellis, Craig

    2016-08-01

    Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd.

  16. Astronaut Tamara Jernigan in the CCT during a training session

    NASA Technical Reports Server (NTRS)

    1994-01-01

    Astronaut Tamara E. Jernigan, STS-67 payload commander, is shown here in the Shuttle Training Facility at JSC participating in a training session. Jernigan is training with the RMS controls in the Crew Compartment Trainer (CCT) of JSC's Shuttle mockup and integration laboratory.

  17. Final space shuttle crew training session in the NBL

    NASA Image and Video Library

    2011-06-13

    JSC2011-E-054081 (13 June 2011) --- NASA astronaut Doug Hurley (right), STS-135 pilot, participates in a training session in the simulation control area in the Neutral Buoyancy Laboratory (NBL) at the Sonny Carter Training Facility near NASA's Johnson Space Center. Photo credit: NASA

  18. Fluid and electrolyte balance during two different preseason training sessions in elite rugby union players.

    PubMed

    Cosgrove, Samuel D; Love, Thomas D; Brown, Rachel C; Baker, Dane F; Howe, Anna S; Black, Katherine E

    2014-02-01

    The purpose of this study was to compare fluid balance between a resistance and an aerobic training sessions, in elite rugby players. It is hypothesized that resistance exercise will result in a higher prevalence of overdrinking, whereas during the aerobic session, underdrinking will be more prevalent. As with previous fluid balance studies, this was an observational study. Twenty-six players completed the resistance training session, and 20 players completed the aerobic training session. All players were members of an elite rugby union squad competing in the southern hemisphere's premier competition. For both sessions, players provided a preexercise urine sample to determine hydration status, pre- and postexercise measures of body mass, and blood sodium concentration were taken, and the weight of drink bottles were recorded to calculate sweat rates and fluid intake rates. Sweat patches were positioned on the shoulder of the players, and these remained in place throughout each training session and were later analyzed for sodium concentration. The percentage of sweat loss replaced was higher in the resistance (196 ± 130%) than the aerobic training session (56 ± 17%; p = 0.002). Despite this, no cases of hyponatremia were detected. The results also indicated that more than 80% of players started training in a hypohydrated state. Fluid intake seems to differ depending on the nature of the exercise session. In this group of athletes, players did not match their fluid intakes with their sweat loss, resulting in overdrinking during resistance training and underdrinking in aerobic training. Therefore, hydration strategies and education need to be tailored to the exercise session. Furthermore, given the large number of players arriving at training hypohydrated, improved hydration strategies away from the training venue are required.

  19. Sense of Coherence (SOC) Among Psychotherapists in Austria, Differentiated According to Number of Individually Completed Training Therapy Sessions

    PubMed Central

    Binder, Heinz P.; Mesenholl-Strehler, Elke; Paß, Paul; Endler, P. Christian

    2006-01-01

    The sense of coherence (according Aaron Antonovsky, 1923—1994, when a persons sense that his/her own life and the world are sufficiently comprehensible, manageable, and meaningful) of Austrian psychotherapists was assessed and compared with a standard sample, as well as with the sense of coherence (SOC) of members of other professions. In addition, the question as to whether psychotherapists who had completed more extensive individual training therapy/self-awareness sessions had a higher SOC than do those with fewer, was addressed. Forty psychotherapists who worked in private practices and various psychosocial health care institutions in Styria, Austria took part in the study. The investigation was conducted in the form of a questionnaire assessment. The evaluation showed that the overall SOC value of the professional group in question was significantly higher than that of the standard sample (162.3 vs. 145.7), as well as other samples (physicians: SOC = 153.8; teachers: SOC = 156.1; physiotherapists SOC = 158.1). Concerning whether psychotherapists who had completed more individual training therapy/self-awareness sessions had higher SOC values than did those with fewer, we found no difference in regard to the overall SOC score or SOC scores for individual components. The SOC of psychotherapists did not seem to depend on the number of additional training therapy/self-awareness sessions. PMID:17370015

  20. Pre-Service Music Teachers Perceptions of Teaching and Teacher Training

    ERIC Educational Resources Information Center

    Legette, Roy M.; McCord, Dawn H.

    2015-01-01

    The purpose of this study was to examine perceptions of pre-service music teachers (n = 104) regarding school music teaching and the quality of their teacher training. Research questions were: 1) What are the perceptions of pre-service music teachers regarding skills and knowledge provided by their teacher training programs? 2) What aspects of the…

  1. [A first step to teaching basic life support in schools: Training the teachers].

    PubMed

    Pichel López, María; Martínez-Isasi, Santiago; Barcala-Furelos, Roberto; Fernández-Méndez, Felipe; Vázquez Santamariña, David; Sánchez-Santos, Luis; Rodríguez-Nuñez, Antonio

    2017-12-07

    Teachers may have an essential role in basic life support (BLS) training in schoolchildren. However, few data are available about their BLS learning abilities. To quantitatively assess the quality of BLS when performed by school teachers after a brief and simple training program. A quasi-experimental study with no control group, and involving primary and secondary education teachers from four privately managed and public funded schools was conducted in 3 stages: 1st. A knowledge test, 2nd: BLS training, and 3rd: Performance test. Training included a 40minutes lecture and 80minutes hands-on session with the help feedback on the quality of the chest compressions. A total of 81 teachers were included, of which 60.5% were women. After training, the percentage of subjects able to perform the BLS sequence rose from 1.2% to 46% (P<.001). Chest compression quality also improved significantly in terms of: correct hands position (97.6 vs. 72.3%; P<.001), mean depth (48.1 vs. 38.8mm; P<.001), percentage that reached recommended depth (46.5 vs. 21.5%; P<.001), percentage of adequate decompression (78.7 vs. 61.2%; P<.05), and percentage of compressions delivered at recommended rate (64.2 vs. 26.9%; P<.001). After and brief and simple training program, teachers of privately managed public funded schools were able to perform the BLS sequence and to produce chest compressions with a quality similar to that obtained by staff with a duty to assist cardiac arrest victims. The ability of schoolteachers to deliver good-quality BLS is a pre-requisite to be engaged in BLS training for schoolchildren. Copyright © 2017. Publicado por Elsevier España, S.L.U.

  2. Adaptations to Short, Frequent Sessions of Endurance and Strength Training Are Similar to Longer, Less Frequent Exercise Sessions When the Total Volume Is the Same.

    PubMed

    Kilen, Anders; Hjelvang, Line B; Dall, Niels; Kruse, Nanna L; Nordsborg, Nikolai B

    2015-11-01

    The hypothesis that the distribution of weekly training across several short sessions, as opposed to fewer longer sessions, enhances maximal strength gain without compromising maximal oxygen uptake was evaluated. Twenty-nine subjects completed an 8-week controlled parallel-group training intervention. One group ("micro training" [MI]: n = 21) performed nine 15-minute training sessions weekly, whereas a second group ("classical training" [CL]: n = 8) completed exactly the same training on a weekly basis but as three 45-minute sessions. For each group, each session comprised exclusively strength, high-intensity cardiovascular training or muscle endurance training. Both groups increased shuttle run performance (MI: 1,373 ± 133 m vs. 1,498 ± 126 m, p ≤ 0.05; CL: 1,074 ± 213 m vs. 1,451 ± 202 m, p < 0.001). In contrast to CL, MI increased peak oxygen uptake (3,744 ± 615 mL·min⁻¹ vs. 3,963 ± 753 mL·min⁻¹, p ≤ 0.05), maximal voluntary isometric (MVC) force of the knee extensors (646 ± 135 N vs. 659 ± 209 N, p < 0.001), MVC of the finger flexors (408 ± 109 N vs. 441 ± 131 N, p ≤ 0.05), and number of lunges performed in 2 minutes (65 ± 3 vs. 73 ± 2, p < 0.001). However, there were no significant differences between MI and CL on any measured parameters before or after the training intervention. In conclusion, similar training adaptations can be obtained with short, frequent exercise sessions or longer, less frequent sessions where the total volume of weekly training performed is the same.

  3. Written Artefacts in Post-Conference Feedback Sessions: The Running Commentary as a Support for Teacher Learning

    ERIC Educational Resources Information Center

    Engin, Marion

    2015-01-01

    Written artefacts often form a significant part of teacher education activities and play a crucial role in the dialogue between tutor and student teacher in a post-observation feedback session. However, although the dialogue of feedback sessions has been extensively researched, the role of the artefact has been less explored. This research…

  4. Engineering teacher training models and experiences

    NASA Astrophysics Data System (ADS)

    González-Tirados, R. M.

    2009-04-01

    Institutions and Organisations that take training seriously and devote time, effort and resources, etc, to their own teams are more likely to succeed, since both initial teacher training and continuous improvement, studies, hours of group discussion, works on innovation and educational research, talks and permanent meetings, etc, will all serve to enhance teaching and its quality. Teachers will be able to introduce new components from previously taught classes into their university teaching which will contribute to improving their work and developing a suitable academic environment to include shared objectives, teachers and students. Moreover, this training will serve to enhance pedagogic innovation, new teaching-learning methodologies and contribute to getting teaching staff involved in respect of the guidelines set out by the EHEA. Bearing in mind that training and motivation can be key factors in any teacher's "performance", their productivity and the quality of their teaching, Teacher Training for a specific post inside the University Organisation is standard practice of so-called Human Resources management and an integral part of a teacher's work; it is a way of professionalising the teaching of the different branches of Engineering. At Madrid Polytechnic University, in the Institute of Educational Sciences (ICE), since it was founded in 1972, we have been working hard with university teaching staff. But it was not until 1992 after carrying out various studies on training needs that we planned and programmed different training actions, offering a wide range of possibilities. Thus, we designed and taught an "Initial Teacher Training Course", as it was first called in 1992, a programme basically aimed to train young Engineering teachers just setting out on their teaching career. In 2006, the name was changed to "Advanced University Teacher Training Course". Subsequently, with the appearance of the Bologna Declaration and the creation of the European Higher

  5. Astronaut Kevin Kregel during training session at WETF

    NASA Image and Video Library

    1995-02-16

    S95-03465 (16 Feb 1995) --- Attired in a training version of the Shuttle launch and entry garment, astronaut Kevin R. Kregel gets help with the final touches of suit donning during a training session at the Johnson Space Center's (JSC) Weightless Environment Training Facility (WET-F). Assigned as pilot for the STS-70 mission, Kregel was about to rehearse emergency bailout. The crew members made use of a nearby 25-feet deep pool to practice parachute landings in water and subsequent deployment of life rafts.

  6. Astronauts and cosmonauts during emergency bailout training session

    NASA Image and Video Library

    1994-10-13

    S94-47226 (13 Oct 1994) --- Using small life rafts, several cosmonauts and astronauts participating in joint Russia - United States space missions take part in an emergency bailout training session in the Johnson Space Center's (JSC) Weightless Environment Training Facility's (WET-F) 25-feet-deep pool. In the foreground is cosmonaut Alexsandr F. Poleshchuk, a member of the Mir reserve crew. A number of SCUBA-equipped divers assist the trainees.

  7. STS-32 Commander Brandenstein adjusts IMAX camera during training session

    NASA Technical Reports Server (NTRS)

    1989-01-01

    STS-32 Commander Daniel C. Brandenstein adjusts IMAX camera setting during briefing and training session as technician looks on. The session was conducted in the JSC Mockup and Integration Laboratory (MAIL) Bldg 9B. The IMAX camera will be used onboard Columbia, Orbiter Vehicle (OV) 102, during the STS-32 mission.

  8. Teachers' Contribution to the Social Life in Finnish Preschool Classrooms during Structured Learning Sessions

    ERIC Educational Resources Information Center

    Salminen, Jenni; Hännikäinen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena

    2014-01-01

    This study aimed to clarify and deepen the knowledge on and understanding of the role that teachers' practices during teacher-led learning sessions play in creating and enhancing social life in Finnish preschool classrooms. Observational data pertaining to 20 preschool teachers were analysed according to the principles of thematic analysis. Four…

  9. A comparative study of assessment grading and nursing students' perceptions of quality in sessional and tenured teachers.

    PubMed

    Salamonson, Yenna; Halcomb, Elizabeth J; Andrew, Sharon; Peters, Kath; Jackson, Debra

    2010-12-01

    Although the global nursing faculty shortage has led to increasing reliance upon sessional staff, limited research has explored the impact of these sessional staff on the quality of teaching in higher education. We aim to examine differences in (a) student satisfaction with sessional and tenured staff and (b) assessment scores awarded by sessional and tenured staff in students' written assignments. A comparative study method was used. Participants were recruited from students enrolled in the three nursing practice subjects across the 3 years of the baccalaureate program in an Australian university during the second semester of 2008. This study collected student data via an online version of the Perceptions of Teaching and Course Satisfaction scale and compared the grades awarded by sessional and tenured academics for a written assessment in a single assignment in each of the nursing practice subjects. Of the 2,045 students enrolled in the nursing practice subjects across the 3 years of the bachelor of nursing (BN) program, 566 (28%) completed the online teaching and course satisfaction survey, and 1,972 assignment grades (96%) were available for analysis. Compared with tenured academics, sessional teachers received higher rating on students' perception on teaching satisfaction by students in Year 1 (p= .021) and Year 2 (p= .002), but not by students in Year 3 (p= .348). Following the same trend, sessional teachers awarded higher assignment grades to students in Year 1 (p < .001) and Year 2 (p < .001) than tenured academics, with no significant disparity in grades awarded to students in Year 3. The higher grades awarded by sessional teachers to 1st- and 2nd-year students could be one explanation for why these teachers received higher student ratings than tenured teachers. Not discounting the possibility of grade inflation by sessional staff, it could be that tenured teachers have a higher expectation for the quality of students' work, and hence were more stringent

  10. Teaching Teachers to Search Electronically.

    ERIC Educational Resources Information Center

    Smith, Nancy H. G.

    1992-01-01

    Describes an inservice teacher training program developed to teach secondary school teachers how to search CD-ROMs, laser disks, and automated catalogs. Training sessions held during faculty meetings are described, computer activities are explained, a sample worksheet for searching an electronic encyclopedia is included, and sources for CD-ROMs…

  11. Essentials of Teacher Training Sessions with GeoGebra

    ERIC Educational Resources Information Center

    Andresen, Mette; Misfeldt, Morten

    2010-01-01

    Formal requests were recently introduced for integration of ICT in secondary school mathematics. As the main issue, students must develop competence to decide when and how it is appropriate to use available ICT tools and to use them. These new requests put demands on those teachers who have not developed corresponding competencies themselves.…

  12. Training fuer zukuenftige Englischlehrer (Training for Future English Teachers)

    ERIC Educational Resources Information Center

    Loeffler, Renate

    1977-01-01

    Discusses weaknesses in the present training curriculum for foreign language teachers in Germany. Discusses in some detail "interaction analysis" and "microteaching." Concludes with suggestions as to how research findings can be introduced into teacher-training seminars. (Text is in German.) (IFS/WGA)

  13. Evaluation of a teacher training program to enhance executive functions in preschool children.

    PubMed

    Walk, Laura M; Evers, Wiebke F; Quante, Sonja; Hille, Katrin

    2018-01-01

    Executive functions (EFs) play a critical role in cognitive and social development. During preschool years, children show not only rapid improvement in their EFs, but also appear sensitive to developmentally appropriate interventions. EMIL is a training program for German preschool teachers that was developed and implemented to improve the EFs of preschoolers. The aim of the present study was to evaluate its effects on the EFs of children between three and six years old. The teacher training (eight sessions, 28.5 hours) was implemented in four preschools. The EFs of children of the intervention group (n = 72, 32 girls, Mage = 48 months) and the control group of four other matched preschools (n = 61, 27 girls, Mage = 48 months) were tested before, during, and after the intervention using different measures assessing working memory, inhibitory control, and cognitive flexibility. The intervention group showed significant gains on three out of seven EF tests (behavioral inhibition, visual-spatial working memory, and combined EFs) compared to the control group. Post hoc analyses for children with low initial EFs scores revealed that participation in the intervention led to significant gains in inhibitory control, visual-spatial working memory, and phonological working memory as well as a marginally significant difference for combined EFs. However, effect sizes were rather small. The results suggest that teacher training can lead to significant improvements in preschooler's EFs. Although preliminary, the results could contribute to the discussion on how teacher training can facilitate the improvement of EFs in preschool children.

  14. Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study

    PubMed Central

    2014-01-01

    Background Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students’ practical skills at the end of their course were chosen. Methods The authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire. Results Data for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains ‘alarm call’ (p < 0.01) and ‘ventilation’ (p = 0.01), while the domains ‘chest compressions’ and ‘use of automated defibrillator’ did not differ. MCQ scores revealed no statistical difference. Overall, teaching quality was rated significantly better by students of untrained teachers (p = 0.05). Conclusions At the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation. PMID:24400838

  15. Teacher-Training Projects

    ERIC Educational Resources Information Center

    Greer, Leslie

    1977-01-01

    The Sociedade Brasileira de Cultura Inglesa of Sao Paolo, Brazil, is an English teaching center which also runs an introductory course to train teachers of English. This article describes some of the projects completed by prospective teachers; they include language games, pictures, cartoons, role-playing and writing creative dialogue. (CHK)

  16. A Sustainable Model for Training Teachers to Use Pivotal Response Training

    ERIC Educational Resources Information Center

    Suhrheinrich, Jessica

    2015-01-01

    The increase in the rate of autism diagnoses has created a growing demand for teachers who are trained to use effective interventions. The train-the-trainer model, which involves training supervisors to train others, may be ideal for providing cost-effective training and ongoing support to teachers. Although research supports interventions, such…

  17. Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities.

    PubMed

    Knott, Gillian; Crane, Linda; Heslop, Ian; Glass, Beverley D

    2015-06-25

    Sessional staff is increasingly involved in teaching at universities, playing a pivotal role in bridging the gap between theory and practice for students, especially in the health professions, including pharmacy. Although sessional staff numbers have increased substantially in recent years, limited attention has been paid to the quality of teaching and learning provided by this group. This review will discuss the training and support of sessional staff, with a focus on Australian universities, including the reasons for and potential benefits of training, and structure and content of training programs. Although sessional staff views these programs as valuable, there is a lack of in-depth evaluations of the outcomes of the programs for sessional staff, students and the university. Quality assurance of such programs is only guaranteed, however, if these evaluations extend to the impact of this training and support on student learning.

  18. Astronaut Robert L. Crippen prepares for underwater training session

    NASA Technical Reports Server (NTRS)

    1983-01-01

    Astronaut Robert L. Crippen, STS-7 crew commander, adjusts his extravehicular mobility unit's (EMU) gloves prior to donning his helmet for a training session in the weightless environment test facility (WETF).

  19. Training Sessions Provide Working Knowledge of National Animal Identification System

    ERIC Educational Resources Information Center

    Glaze, J. Benton, Jr.; Ahola, Jason K.

    2010-01-01

    One in-service and two train-the-trainer workshops were conducted by University of Idaho Extension faculty, Idaho State Department of Agriculture personnel, and allied industry representatives to increase Extension educators' knowledge and awareness of the National Animal Identification System (NAIS) and related topics. Training sessions included…

  20. Avoiding Surgical Skill Decay: A Systematic Review on the Spacing of Training Sessions.

    PubMed

    Cecilio-Fernandes, Dario; Cnossen, Fokie; Jaarsma, Debbie A D C; Tio, René A

    Spreading training sessions over time instead of training in just 1 session leads to an improvement of long-term retention for factual knowledge. However, it is not clear whether this would also apply to surgical skills. Thus, we performed a systematic review to find out whether spacing training sessions would also improve long-term retention of surgical skills. We searched the Medline, PsycINFO, Embase, Eric, and Web of Science online databases. We only included articles that were randomized trials with a sample of medical trainees acquiring surgical motor skills in which the spacing effect was reported. The quality and bias of the articles were assessed using the Cochrane Collaboration's risk of bias assessment tool. With respect to the spacing effect, 1955 articles were retrieved. After removing duplicates and articles that did not meet the inclusion criteria, 11 articles remained. The overall quality of the experiments was "moderate." Trainees in the spaced condition scored higher in a retention test than students in the massed condition. Our systematic review showed evidence that spacing training sessions improves long-term surgical skills retention when compared to massed practice. However, the optimal gap between the re-study sessions is unclear. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. Preschool vision screening frequency after an office-based training session for primary care staff.

    PubMed

    Hered, Robert W; Rothstein, Marjorie

    2003-07-01

    Although vision screening for preschool children is recommended for detecting amblyopia, many pediatric and family medicine practices do not screen preschool-aged children. The aim of this study was to determine the effect of a training program for primary care clinical staff on vision screening behavior and attitudes. All local pediatric and family medicine practices were mailed invitations for free training sessions in preliterate eye chart vision screening. The clinical support staff at each participating practice location received a single training session. The lead ancillary medical employee of each practice location was surveyed immediately before and after training, and again 4 to 6 months later, to determine the effect of a single training session on screening behavior and attitudes. Twenty-nine (26%) of 110 practice locations received training in vision screening. Four to 6 months after training, reported screening frequency of 3-year-olds increased, but not of other ages. The reported comfort level with screening 3-year-olds and 4-year-olds was improved 4 to 6 months after training. Most practices responded that the training was beneficial and worthwhile, but lasting impact on practice behavior for the cohort was modest. Direct, practical training in preliterate eye chart vision screening may increase the number of 3-year-old children screened and improve clinical support staff comfort with screening preschool children. A single training session is not sufficient in itself, however, to achieve the goal of universal preschool vision screening in the primary care setting.

  2. Computer Literacy of Turkish Preservice Teachers in Different Teacher Training Programs

    ERIC Educational Resources Information Center

    Ozsevgec, Tuncay

    2011-01-01

    This paper reports on an investigation into the sophomore and senior preservice teachers' computer literacy in different teacher training programs and to determine relationship between grades and the teacher training programs in terms of their computer literacy. The study used case study research methodology, and the sample consisted of 276…

  3. Teacher Training in Myanmar: Teachers' Perceptions and Implications

    ERIC Educational Resources Information Center

    Ulla, Mark B.

    2017-01-01

    The British Council introduced the English for Education College Trainers (EfECT) Project in Myanmar. This program aims to improve the English language proficiency and teacher training methodologies of all state teacher trainers. Thus, the purpose of this study was to investigate teacher perceptions and attitudes towards this program. The methods…

  4. Vocational Education and Training Teacher Professional Development: Tensions and Context

    ERIC Educational Resources Information Center

    Bound, Helen

    2011-01-01

    Planning and implementing teacher professional development is a process of engaging in organisational learning and change. Yet our planning and implementation of professional development is at times a series of one-off sessions and can be quite ad hoc. This paper argues that teacher learning takes place not only through formal sessions but also…

  5. ICT Teacher Training: Evaluation of the Curriculum and Training Approach in Flanders

    ERIC Educational Resources Information Center

    Valcke, Martin; Rots, Isabel; Verbeke, Marjolein; van Braak, Johan

    2007-01-01

    A policy-evaluation study was set up of Information and Communication Technologies (ICT) teacher training in Flanders, focusing on the following questions: (a) What is the validity of the content and format of the teacher training, and (b) to what extent is the ICT teacher training linked to policies of schools? In-depth interviews were organised…

  6. Enriching Student Teaching Relationships. Supervising Teacher Edition.

    ERIC Educational Resources Information Center

    Clothier, Grant; Kingsley, Elizabeth

    This training series was developed to improve the working relationships between supervising teachers and their student teachers. This supervising teacher's edition contains suggestions for such teachers as regards various activities dealing with the supervising/teaching situation, behavior problems, change, conference sessions, communication,…

  7. Brief Classroom Training Sessions for Workplace Readiness: Are They Effective?

    ERIC Educational Resources Information Center

    Palesy, Debra

    2017-01-01

    Classroom training sessions for new home care workers (HCWs) are often brief and ad hoc, varying in format and content. Yet the application of this training may be central to worker and client safety. A qualitative approach was adopted for this inquiry, comprising two separate but related practical studies. In the first, exploratory study,…

  8. Relationships between rating-of-perceived-exertion- and heart-rate-derived internal training load in professional soccer players: a comparison of on-field integrated training sessions.

    PubMed

    Campos-Vazquez, Miguel Angel; Mendez-Villanueva, Alberto; Gonzalez-Jurado, Jose Antonio; León-Prados, Juan Antonio; Santalla, Alfredo; Suarez-Arrones, Luis

    2015-07-01

    To describe the internal training load (ITL) of common training sessions performed during a typical week and to determine the relationships between different indicators of ITL commonly employed in professional football (soccer). Session-rating-of-perceived-exertion TL (sRPE-TL) and heart-rate- (HR) derived measurements of ITL as Edwards TL and Stagno training impulses (TRIMPMOD) were used in 9 players during 3 periods of the season. The relationships between them were analyzed in different training sessions during a typical week: skill drills/circuit training + small-sided games (SCT+SSGs), ball-possession games+technical-tactical exercises (BPG+TTE), tactical training (TT), and prematch activation (PMa). HR values obtained during SCT+SSGs and BPG+TTE were substantially greater than those in the other 2 sessions, all the ITL markers and session duration were substantially greater in SCT+SSGs than in any other session, and all ITL measures in BPG+TTE were substantially greater than in TT and PMa sessions. Large relationships were found between HR>80% HRmax and HR>90% HRmax vs sRPE-TL during BPG+TTE and TT sessions (r=.61-.68). Very large relationships were found between Edwards TL and sRPE-TL and between TRIMPMOD and sRPE-TL in sessions with BPG+TTE and TT (r=.73-.87). Correlations between the different HR-based methods were always extremely large (r=.92-.98), and unclear correlations were observed for other relationships between variables. sRPE-TL provided variable-magnitude within-individual correlations with HR-derived measures of training intensity and load during different types of training sessions typically performed during a week in professional soccer. Caution should be applied when using RPE- or HR-derived measures of exercise intensity/load in soccer training interchangeably.

  9. Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on-site training

    NASA Astrophysics Data System (ADS)

    Noh, Taehee; Cha, Jeongho; Kang, Sukjin; Scharmann, Lawrence C.

    2004-10-01

    In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on-site inservice teacher training programmes. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents' demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on-site training programmes, although they still preferred on-site types of programmes in areas such as conducting laboratory sessions and demonstrating manipulative skills. Preferences for online programmes tended to be stronger among preservice teachers than inservice teachers, and among non-veteran teachers than in veteran teachers. Educational implications are discussed.

  10. The American Influence in Indonesian Teacher Training, 1956-1964

    ERIC Educational Resources Information Center

    Suwignyo, Agus

    2017-01-01

    This paper examines United States-Indonesian cooperation in the training of Indonesian teachers during the early decades of the Cold War. Indonesia badly needed teachers but the government's efforts to train new teachers were hampered by the tremendous lack of teachers who could train new teachers. The aid provided by the United States enabled the…

  11. Science teacher's perception about science learning experiences as a foundation for teacher training program

    NASA Astrophysics Data System (ADS)

    Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

    2017-05-01

    Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

  12. Implementation of Motor Imagery during Specific Aerobic Training Session in Young Tennis Players

    PubMed Central

    Guillot, Aymeric; Di Rienzo, Franck; Pialoux, Vincent; Simon, Germain; Skinner, Sarah; Rogowski, Isabelle

    2015-01-01

    The aim of this study was to investigate the effects of implementing motor imagery (MI) during specific tennis high intensity intermittent training (HIIT) sessions on groundstroke performance in young elite tennis players. Stroke accuracy and ball velocity of forehand and backhand drives were evaluated in ten young tennis players, immediately before and after having randomly performed two HIIT sessions. One session included MI exercises during the recovery phases, while the other included verbal encouragements for physical efforts and served as control condition. Results revealed that similar cardiac demand was observed during both sessions, while implementing MI maintained groundstroke accuracy. Embedding MI during HIIT enabled the development of physical fitness and the preservation of stroke performance. These findings bring new insight to tennis and conditioning coaches in order to fulfil the benefits of specific playing HIIT sessions, and therefore to optimise the training time. PMID:26580804

  13. Training Teachers to Enhance the Play Skills of Young Children with Developmental Disabilities during Outdoor Time by Embedding Instructional Interactions

    ERIC Educational Resources Information Center

    Martin, Christian A.; Drasgow, Erik; Halle, James W.

    2015-01-01

    We created and evaluated a professional development package for training four teachers to embed instructional interactions during outdoor time to enhance the play skills of young children with significant developmental disabilities. The instructional package included an initial 20-min session that consisted of providing written and verbal…

  14. Myocardial work during endurance training and resistance training: a daily comparison, from workout session 1 through completion of cardiac rehabilitation

    PubMed Central

    Hubbard, Matthew; McCullough-Shock, Tiffany; Simms, Kay; Cheng, Dunlei; Hartman, Julie; Strauss, Danielle; Anderson, Valerie; Lawrence, Anne; Malorzo, Emily

    2010-01-01

    Patients in cardiac rehabilitation are typically advised to complete a period of supervised endurance training before beginning resistance training. In this study, however, we compared the peak rate-pressure product (RPP, a calculated indicator of myocardial work) of patients during two types of exercise—treadmill walking and chest press—from workout session 1 through completion of cardiac rehabilitation. Twenty-one patients (4 women and 17 men, aged 35 to 70 years) were enrolled in the study; they were referred for cardiac rehabilitation after myocardial infarction, percutaneous coronary intervention, or both. The participants did treadmill walking and chest press exercises during each workout session. Peak values for heart rate (HR) and systolic blood pressure (SBP) were recorded, and the peak RPP was calculated (peak HR ⊠ peak SBP). Paired t tests were used to compare the data collected during the two types of exercise across 19 workout sessions. The mean peak values for HR, SBP, and RPP were lower during resistance training than during endurance training; the differences were statistically significant (P < 0.05), with only one exception (the SBP for session 1). Across all 19 workout sessions, the participants performed more myocardial work, as indicated by the peak RPP, during treadmill walking than during the chest press. PMID:20396420

  15. Kinetics of Hypotension during 50 Sessions of Resistance and Aerobic Training in Hypertensive Patients: a Randomized Clinical Trial

    PubMed Central

    Damorim, Igor Rodrigues; Santos, Tony Meireles; Barros, Gustavo Willames Pimentel; Carvalho, Paulo Roberto Cavalcanti

    2017-01-01

    Background Resistance and aerobic training are recommended as an adjunctive treatment for hypertension. However, the number of sessions required until the hypotensive effect of the exercise has stabilized has not been clearly established. Objective To establish the adaptive kinetics of the blood pressure (BP) responses as a function of time and type of training in hypertensive patients. Methods We recruited 69 patients with a mean age of 63.4 ± 2.1 years, randomized into one group of resistance training (n = 32) and another of aerobic training (n = 32). Anthropometric measurements were obtained, and one repetition maximum (1RM) testing was performed. BP was measured before each training session with a digital BP arm monitor. The 50 training sessions were categorized into quintiles. To compare the effect of BP reduction with both training methods, we used two-way analysis of covariance (ANCOVA) adjusted for the BP values obtained before the interventions. The differences between the moments were established by one-way analysis of variance (ANOVA). Results The reductions in systolic (SBP) and diastolic BP (DBP) were 6.9 mmHg and 5.3 mmHg, respectively, with resistance training and 16.5 mmHg and 11.6 mmHg, respectively, with aerobic training. The kinetics of the hypotensive response of the SBP showed significant reductions until the 20th session in both groups. Stabilization of the DBP occurred in the 20th session of resistance training and in the 10th session of aerobic training. Conclusion A total of 20 sessions of resistance or aerobic training are required to achieve the maximum benefits of BP reduction. The methods investigated yielded distinct adaptive kinetic patterns along the 50 sessions. PMID:28380132

  16. Using recovery modalities between training sessions in elite athletes: does it help?

    PubMed

    Barnett, Anthony

    2006-01-01

    Achieving an appropriate balance between training and competition stresses and recovery is important in maximising the performance of athletes. A wide range of recovery modalities are now used as integral parts of the training programmes of elite athletes to help attain this balance. This review examined the evidence available as to the efficacy of these recovery modalities in enhancing between-training session recovery in elite athletes. Recovery modalities have largely been investigated with regard to their ability to enhance the rate of blood lactate removal following high-intensity exercise or to reduce the severity and duration of exercise-induced muscle injury and delayed onset muscle soreness (DOMS). Neither of these reflects the circumstances of between-training session recovery in elite athletes. After high-intensity exercise, rest alone will return blood lactate to baseline levels well within the normal time period between the training sessions of athletes. The majority of studies examining exercise-induced muscle injury and DOMS have used untrained subjects undertaking large amounts of unfamiliar eccentric exercise. This model is unlikely to closely reflect the circumstances of elite athletes. Even without considering the above limitations, there is no substantial scientific evidence to support the use of the recovery modalities reviewed to enhance the between-training session recovery of elite athletes. Modalities reviewed were massage, active recovery, cryotherapy, contrast temperature water immersion therapy, hyperbaric oxygen therapy, nonsteroidal anti-inflammatory drugs, compression garments, stretching, electromyostimulation and combination modalities. Experimental models designed to reflect the circumstances of elite athletes are needed to further investigate the efficacy of various recovery modalities for elite athletes. Other potentially important factors associated with recovery, such as the rate of post-exercise glycogen synthesis and the role

  17. Pro-ELT; A Teacher Training Blended Approach

    ERIC Educational Resources Information Center

    Eshtehardi, Reza

    2014-01-01

    Pro-ELT is a blended teacher training course. The aim of Pro-ELT is to strengthen English teaching and learning through a blended training approach that includes; quality face to face delivery, supported distance learning and integrated proficiency and methodology training. It delivers quality language teaching and teacher development courses to…

  18. The Use of Poster Sessions to Develop Professionalism, Domain Five of the Ecuadorian National English Teachers' Standards

    ERIC Educational Resources Information Center

    Morales J., María V.; Morales J., María A.

    2017-01-01

    This study describes the presence of professional skills found in poster session proposals in order to consider the use of poster sessions for developing the skills required by the 2012 Ecuadorian Standards for English teachers, specifically related to the fifth domain professionalism. Thirteen poster session proposals for a national English…

  19. Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers

    ERIC Educational Resources Information Center

    Chalies, Sebastien; Bruno-Meard, Francoise; Meard, Jacques; Bertone, Stefano

    2010-01-01

    This study evaluated the impact of a specific program on the training of preservice teachers; the program consisted of alternating periods of "condensed" and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Borrowing from an original…

  20. Five training sessions improves 3000 meter running performance.

    PubMed

    Riiser, A; Ripe, S; Aadland, E

    2015-12-01

    The primary aim of the present study was to evaluate the effect of two weeks of endurance training on 3000-meter running performance. Secondary we wanted to assess the relationship between baseline running performance and change in running performance over the intervention period. We assigned 36 military recruits to a training group (N.=28) and a control group. The training group was randomly allocated to one of three sub-groups: 1) a 3000 meter group (test race); 2) a 4x4-minutes high-intensity interval group; 3) a continuous training group. The training group exercised five times over a two-week period. The training group improved its 3000 meter running performance with 50 seconds (6%) compared to the control group (P=0.003). Moreover, all sub-groups improved their performance by 37 to 73 seconds (4-8%) compared to the control group (P<0.037). There was a significant relationship between pretest performance and improvement from pre- to post-test (ρ=-0.65, P<0.001) in the training group. We conclude that five endurance training sessions improved 3000 meter running performance and the slowest runners achieved the greatest improvement in running performance.

  1. Conducting Action Research in a Practicum: A Student Teacher's Perspective

    ERIC Educational Resources Information Center

    Kasula, Alex

    2015-01-01

    This article looks at my reflection as a teacher during a master's degree practicum for a Second Language Studies Program. This particular practicum differs from the other common student teacher-training courses found in master's programs as it incorporated a teacher-training session on conducting action research (AR) in the classroom, a practice…

  2. A "Quiet Revolution"? The Impact of Training Schools on Initial Teacher Training Partnerships

    ERIC Educational Resources Information Center

    Brooks, Val

    2006-01-01

    This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established…

  3. Exploring Teacher Candidates' Attitudes towards Pedagogical Teacher Training Based on Different Variables

    ERIC Educational Resources Information Center

    Toraman, Cetin; Aydin, Hasan; Ulubey, Ozgur

    2016-01-01

    The raising of the life standards of individuals living within a society is only possible through the provision of quality education. Quality education can be realized only through the training of teachers with the necessary skills and positive attitudes towards the training provided at faculties of education and through teacher training programs.…

  4. Proceedings of the Annual Meeting of the Mid-South Educational Research Association: Containing the Abstracts of Discussion Sessions, Display Sessions, Symposia, and Training Sessions (17th, Louisville, Kentucky, November 9-11, 1988).

    ERIC Educational Resources Information Center

    Petry, John R., Ed.; Guth, Lorraine J., Ed.

    Abstracts of papers presented during discussion and display sessions, symposia, and training sessions at the Mid-South Educational Research Association (MSERA) Annual Meeting in 1988 are presented. Papers presented during the display sessions discuss the following topics: the use of data maps for displaying/analyzing statistical data; programs for…

  5. Teacher Training System and Process: Opinions of Teacher Candidates on Teacher Qualifications

    ERIC Educational Resources Information Center

    Yenmez, Arzu Aydogan; Ozpinar, Ilknur; Sahin, Seher Mandaci

    2016-01-01

    It is considered that teacher candidates offering their expectations and solution recommendations as well as assessing themselves on the competence aspect will be effective on eliminating the main problems in teacher training. In this respect, purpose of the research is to specify the opinions of teacher candidates on how they evaluate themselves…

  6. Exercise Type Affects Cardiac Vagal Autonomic Recovery After a Resistance Training Session.

    PubMed

    Mayo, Xián; Iglesias-Soler, Eliseo; Fariñas-Rodríguez, Juán; Fernández-Del-Olmo, Miguel; Kingsley, J Derek

    2016-09-01

    Mayo, X, Iglesias-Soler, E, Fariñas-Rodríguez, J, Fernández-del-Olmo, M, and Kingsley, JD. Exercise type affects cardiac vagal autonomic recovery after a resistance training session. J Strength Cond Res 30(9): 2565-2573, 2016-Resistance training sessions involving different exercises and set configurations may affect the acute cardiovascular recovery pattern. We explored the interaction between exercise type and set configuration on the postexercise cardiovagal withdrawal measured by heart rate variability and their hypotensive effect. Thirteen healthy participants (10 repetitions maximum [RM] bench press: 56 ± 10 kg; parallel squat: 91 ± 13 kg) performed 6 sessions corresponding to 2 exercises (Bench press vs. Parallel squat), 2 set configurations (Failure session vs. Interrepetition rest session), and a Control session of each exercise. Load (10RM), volume (5 sets), and rest (720 seconds) were equated between exercises and set configurations. Parallel squat produced higher reductions in cardiovagal recovery vs. Bench press (p = 0.001). These differences were dependent on the set configuration, with lower values in Parallel squat vs. Bench press for Interrepetition rest session (1.816 ± 0.711 vs. 2.399 ± 0.739 Ln HF/IRR × 10, p = 0.002), but not for Failure session (1.647 ± 0.904 vs. 1.808 ± 0.703 Ln HF/IRR × 10, p > 0.05). Set configuration affected the cardiovagal recovery, with lower values in Failure session in comparison with Interrepetition rest (p = 0.027) and Control session (p = 0.022). Postexercise hypotension was not dependent on the exercise type (p > 0.05) but was dependent on the set configuration, with lower values of systolic (p = 0.004) and diastolic (p = 0.011) blood pressure after the Failure session but not after an Interrepetition rest session in comparison with the Control session (p > 0.05). These results suggest that the exercise type and an Interrepetition rest design could blunt the decrease of cardiac vagal activity after

  7. Hydration Status and Fluid Balance of Elite European Youth Soccer Players during Consecutive Training Sessions.

    PubMed

    Phillips, Saun M; Sykes, Dave; Gibson, Neil

    2014-12-01

    The objective of the study was to investigate the hydration status and fluid balance of elite European youth soccer players during three consecutive training sessions. Fourteen males (age 16.9 ± 0.8 years, height 1.79 ± 0.06 m, body mass (BM) 70.6 ± 5.0 kg) had their hydration status assessed from first morning urine samples (baseline) and pre- and post-training using urine specific gravity (USG) measures, and their fluid balance calculated from pre- to post-training BM change, corrected for fluid intake and urine output. Most participants were hypohydrated upon waking (USG >1.020; 77% on days 1 and 3, and 62% on day 2). There was no significant difference between first morning and pre-training USG (p = 0.11) and no influence of training session (p = 0.34) or time (pre- vs. post-training; p = 0.16) on USG. Significant BM loss occurred in sessions 1-3 (0.69 ± 0.22, 0.42 ± 0.25, and 0.38 ± 0.30 kg respectively, p < 0.05). Mean fluid intake in sessions 1-3 was 425 ± 185, 355 ± 161, and 247 ± 157 ml, respectively (p < 0.05). Participants replaced on average 71.3 ± 64.1% (range 0-363.6%) of fluid losses across the three sessions. Body mass loss, fluid intake, and USG measures showed large inter-individual variation. Elite young European soccer players likely wake and present for training hypohydrated, when a USG threshold of 1.020 is applied. When training in a cool environment with ad libitum access to fluid, replacing ~71% of sweat losses results in minimal hypohydration (<1% BM). Consumption of fluid ad libitum throughout training appears to prevent excessive (≥2% BM) dehydration, as advised by current fluid intake guidelines. Current fluid intake guidelines appear applicable for elite European youth soccer players training in a cool environment. Key PointsThe paper demonstrates a notable inter-participant variation in first morning, pre- and post-training hydration status and fluid balance of elite young European soccer players.On average, elite young

  8. Hydration Status and Fluid Balance of Elite European Youth Soccer Players during Consecutive Training Sessions

    PubMed Central

    Phillips, Saun M.; Sykes, Dave; Gibson, Neil

    2014-01-01

    The objective of the study was to investigate the hydration status and fluid balance of elite European youth soccer players during three consecutive training sessions. Fourteen males (age 16.9 ± 0.8 years, height 1.79 ± 0.06 m, body mass (BM) 70.6 ± 5.0 kg) had their hydration status assessed from first morning urine samples (baseline) and pre- and post-training using urine specific gravity (USG) measures, and their fluid balance calculated from pre- to post-training BM change, corrected for fluid intake and urine output. Most participants were hypohydrated upon waking (USG >1.020; 77% on days 1 and 3, and 62% on day 2). There was no significant difference between first morning and pre-training USG (p = 0.11) and no influence of training session (p = 0.34) or time (pre- vs. post-training; p = 0.16) on USG. Significant BM loss occurred in sessions 1-3 (0.69 ± 0.22, 0.42 ± 0.25, and 0.38 ± 0.30 kg respectively, p < 0.05). Mean fluid intake in sessions 1-3 was 425 ± 185, 355 ± 161, and 247 ± 157 ml, respectively (p < 0.05). Participants replaced on average 71.3 ± 64.1% (range 0-363.6%) of fluid losses across the three sessions. Body mass loss, fluid intake, and USG measures showed large inter-individual variation. Elite young European soccer players likely wake and present for training hypohydrated, when a USG threshold of 1.020 is applied. When training in a cool environment with ad libitum access to fluid, replacing ~71% of sweat losses results in minimal hypohydration (<1% BM). Consumption of fluid ad libitum throughout training appears to prevent excessive (≥2% BM) dehydration, as advised by current fluid intake guidelines. Current fluid intake guidelines appear applicable for elite European youth soccer players training in a cool environment. Key Points The paper demonstrates a notable inter-participant variation in first morning, pre- and post-training hydration status and fluid balance of elite young European soccer players. On average, elite young

  9. Effects of a Strength Training Session After an Exercise Inducing Muscle Damage on Recovery Kinetics.

    PubMed

    Abaïdia, Abd-Elbasset; Delecroix, Barthélémy; Leduc, Cédric; Lamblin, Julien; McCall, Alan; Baquet, Georges; Dupont, Grégory

    2017-01-01

    Abaïdia, A-E, Delecroix, B, Leduc, C, Lamblin, J, McCall, A, Baquet, G, and Dupont, G. Effects of a strength training session after an exercise inducing muscle damage on recovery kinetics. J Strength Cond Res 31(1): 115-125, 2017-The purpose of this study was to investigate the effects of an upper-limb strength training session the day after an exercise inducing muscle damage on recovery of performance. In a randomized crossover design, subjects performed the day after the exercise, on 2 separate occasions (passive vs. active recovery conditions) a single-leg exercise (dominant in one condition and nondominant in the other condition) consisting of 5 sets of 15 eccentric contractions of the knee flexors. Active recovery consisted of performing an upper-body strength training session the day after the exercise. Creatine kinase, hamstring strength, and muscle soreness were assessed immediately and 20, 24, and 48 hours after exercise-induced muscle damage. The upper-body strength session, after muscle-damaging exercise accelerated the recovery of slow concentric force (effect size = 0.65; 90% confidence interval = -0.06 to 1.32), but did not affect the recovery kinetics for the other outcomes. The addition of an upper-body strength training session the day after muscle-damaging activity does not negatively affect the recovery kinetics. Upper-body strength training may be programmed the day after a competition.

  10. Effect of patients' rights training sessions for nurses on perceptions of nurses and patients.

    PubMed

    Ibrahim, Sanaa A; Hassan, Mona A; Hamouda, Seham Ibrahim; Abd Allah, Nama M

    2017-11-01

    Patients' rights are universal values that must be respected; however, it is not easy to put such values and principles into effect as approaches and attitudes differ from individual to individual, from society to society, and from country to country. If we want to reach a general conclusion about the status of patient rights in the world as whole, we should examine the situation in individual countries. To study the effect of training sessions for nurses about patients' rights on the perceptions of nurses and patients in two Egyptian hospitals. Quasi-experimental with pre- and posttest design was used in this study. Two groups of participants were included in the study: the first with 97 nurses and the second with 135 patients. A questionnaire sheet was used for nurses and patients to assess their perceptions about patients' rights before starting sessions. The training sessions were developed based on the baseline information gathered in the assessment phase and related literature. After the implementation of the sessions, a posttest was immediately conducted for nurses, while for patients the posttest was conducted 1 month after implementation to evaluate the effect of the nurses' training sessions on the patients' perceptions. The same tools were used in pretest and posttest. Ethical considerations: Written approval was sought and obtained from the administrators of the studied hospitals prior to conducting the study. Oral consent was obtained from nurses and patients willing to participate. Confidentiality and anonymity of the participants were strictly maintained through code numbers on the questionnaires. The improvement in nurses' knowledge and perceptions about patients' rights after implementation of the training sessions was remarkable. Moreover, an improvement in patients' perceptions regarding their rights was reported. Repetition of the training sessions is suggested to achieve continuous improvement. Provision of posters and booklets about a bill of

  11. School-based smoking prevention: the teacher training process.

    PubMed

    Tortu, S; Botvin, G J

    1989-03-01

    Effective in-service teacher training must be regarded as a critical aspect of the implementation of any innovative school-based smoking prevention curriculum. Inadequate training or lack of training often leads to implementation failure, which, in turn, may be interpreted as program failure. To be effective, teacher training must include a presentation of the theory underlying the program, a demonstration of the skills to be learned, an opportunity to practice the new skills being taught, feedback, and coaching for application. Training activities must include a training workshop and ongoing consultation during the teacher's first experience with classroom implementation. Adequate preparation before the beginning of training will help to ensure that the necessary components are combined in a meaningful training sequence.

  12. Galileo Teacher Training Program - GTTP Days

    NASA Astrophysics Data System (ADS)

    Heenatigala, T.; Doran, R.

    2012-09-01

    Despite the vast availability of teaching resources on the internet, finding a quality and user-friendly materials is a challenge. Many teachers are not trained with proper computing skills to search for the right materials. With years of expertise training teachers globally, Galileo Teacher Training Program (GTTP) [1] recognize the need of having a go-to place for teachers to access resources. To fill this need GTTP developed - GTTP Days - a program creating resource guides for planetary, lunar and solar fields. Avoiding the imbalance in science resources between the developed and undeveloped world, GTTP Days is available both online and offline as a printable version. Each resource guide covers areas such as scientific knowledge, exploration, observation, photography, art & culture and web tools. The lesson plans of each guide include hands-on activities, web tools, software tools, and activities for people with disabilities [2]. Each activity indicate the concepts used, the skills required and age level which guides the teachers and educators to select the correct content suitable for local curriculum.

  13. [Perceptions about continuous training of Chilean health care teachers].

    PubMed

    Pérez V, Cristhian; Fasce H, Eduardo; Coloma N, Katherine; Vaccarezza G, Giulietta; Ortega B, Javiera

    2013-06-01

    Continuous training of teachers, in discipline and pedagogical topics, is a key step to improve the quality of educational processes. To report the perception of Chilean teachers of undergraduate health care programs, about continuous training activities. Twenty teachers working at different undergraduate health care programs in Chile were interviewed. Maximum variation and theoretical sampling methods were used to select the sample. Data was analyzed by open coding, according to the Grounded Theory guidelines. Nine categories emerged from data analysis: Access to continuous training, meaning of training in discipline, activities of continuous training in discipline, meaning of continuous training in pedagogy, kinds of continuous training in pedagogy, quality of continuous training in pedagogy, ideal of continuous training in pedagogy, outcomes of continuous training in pedagogy and needs for continuous training in pedagogy. Teachers of health care programs prefer to participate in contextualized training activities. Also, they emphasize their need of training in evaluation and teaching strategies.

  14. Cold-water immersion after training sessions: Effects on fiber type-specific adaptations in muscle K+ transport proteins to sprint-interval training in men.

    PubMed

    Christiansen, Danny; Bishop, David John; Broatch, James R; Bangsbo, Jens; McKenna, Michael John; Murphy, Robyn M

    2018-05-10

    Effects of regular use of cold-water immersion (CWI) on fiber type-specific adaptations in muscle K + transport proteins to intense training, along with their relationship to changes in mRNA levels after the first training session, were investigated in humans. Nineteen recreationally-active men (24{plus minus}6 y, 79.5{plus minus}10.8 kg, 44.6{plus minus}5.8 mL∙kg -1 ∙min -1 ) completed six weeks of sprint-interval cycling either without (passive rest; CON) or with training sessions followed by CWI (15 min at 10{degree sign}C; COLD). Muscle biopsies were obtained before and after training to determine abundance of Na + ,K + -ATPase isoforms (α 1-3 , β 1-3 ) and FXYD1, and after recovery treatments (+0h and +3h) on the first day of training to measure mRNA content. Training increased (p<0.05) the abundance of α 1 and β 3 in both fiber types, β 1 in type-II fibers, and decreased FXYD1 in type-I fibers, whereas α 2 and α 3 abundance was not altered by training (p>0.05). CWI after each session did not influence responses to training (p>0.05). However, α 2 mRNA increased after the first session in COLD (+0h, p<0.05), but not in CON (p>0.05). In both conditions, α 1 and β 3 mRNA increased (+3h; p <0.05), β 2 mRNA decreased (+3h; p<0.05), whereas α 3 , β 1 , and FXYD1 mRNA remained unchanged (p>0.05) after the first session. In summary, Na + ,K + -ATPase isoforms are differently regulated in type I and II muscle fibers by sprint-interval training in humans, which for most isoforms do not associate with changes in mRNA levels after the first training session. CWI neither impairs nor improves protein adaptations to intense training of importance for muscle K + regulation.

  15. Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training

    ERIC Educational Resources Information Center

    Pence, Sacha T.; St. Peter, Claire C.; Giles, Aimee F.

    2014-01-01

    Pyramidal training involves an experienced professional training a subset of individuals who, in turn, train additional individuals. Pyramidal training is effective for training a variety of behavior-analytic skills with direct-care staff, parents, and teachers. As teachers' roles in behavioral assessment increase, pyramidal training may be…

  16. Inter- and intramuscular differences in training-induced hypertrophy of the quadriceps femoris: association with muscle activation during the first training session.

    PubMed

    Wakahara, Taku; Ema, Ryoichi; Miyamoto, Naokazu; Kawakami, Yasuo

    2017-07-01

    The purpose of this study was to examine whether inter- and intramuscular differences in hypertrophy induced by resistance training correspond to differences in muscle activation during the first training session. Eleven young men completed 12 weeks of training intervention for knee extension. Before and after the intervention, T1-weighted magnetic resonance (MR) images were recorded to determine the volume and anatomical cross-sectional area (CSA) along the length of the individual muscles of the quadriceps femoris. The T2-weighted MR images were also acquired before and immediately after the first training session. The T2 was calculated for each pixel within the quadriceps femoris, from which the muscle activation was evaluated as %activated volume and area. The results showed that the %activated volume after the first training session was significantly higher in the vastus intermedius than the vastus medialis. However, the relative change in muscle volume after the training intervention was significantly greater in the rectus femoris than the vasti muscles (vastus lateralis, intermedius and medialis). Within the rectus femoris, both the %activated area and relative increase in CSA were significantly greater in the distal region than the proximal region. In contrast, the %activated area and relative increase in CSA of the vasti were nearly uniform along each muscle. These results suggest that the muscle activation during the first training session is associated with the intramuscular difference in hypertrophy induced by training intervention, but not with the intermuscular difference. © 2015 Scandinavian Society of Clinical Physiology and Nuclear Medicine. Published by John Wiley & Sons Ltd.

  17. Views of STS-4 crew during a training session in the SMS

    NASA Technical Reports Server (NTRS)

    1982-01-01

    Views of STS-4 crew during a training session in the Shuttle Mission Simulator (SMS) in bldg 5. Astronauts Thomas K. Mattingly, II. (left) and Henry W. Hartsfield, Jr., commander and pilot respectively for STS-4 get in some training time in the SMS.

  18. A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

    PubMed

    Dekker, Vera; Nauta, Maaike H; Mulder, Erik J; Timmerman, Marieke E; de Bildt, Annelies

    2014-07-02

    Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10-12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10-12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of generalization of learned skills to daily

  19. Training yourself while training students: the constant challenge of vocational training teachers.

    PubMed

    Chatigny, Céline; Lévesque, Sophie; Riel, Jessica

    2012-01-01

    This study characterized teachers' work at a vocational training (VT) center and the conditions under which the activity is learned. We interviewed administrators and 12 teachers (4 males, 8 females) representing three study programs, selected as representative (age, seniority, and employment status). What emerged was a portrait of an evolving profession within an organization that was highly structured in terms of the assignment of tasks and schedules, but unstructured in terms of support for job adaptation and job retention. The major challenges for the teachers were to integrate their trade-specific knowledge with the new skills required to teach the trade, and to find time for class preparation. The lack of resources and support caused dissatisfaction, stress, problematic work-study-family balance, and health problems, particularly among new teachers. A passion for teaching seems to compensate partly for these difficulties but it is uncertain for how long. Further research is necessary in order to understand the coping strategies employed by vocational training teachers. The findings of this study offer guidance for the development of resources that can assist with learning and performing the work of a VT teacher, and for a better recognition of the work of VT teachers.

  20. The Teacher Trainer, 2001.

    ERIC Educational Resources Information Center

    Woodward, Tessa, Ed.

    2001-01-01

    This journal is designed as a forum for trainers, teachers, and trainees all over the world. Regular features include the following: "Conference Report"; "Process Options"; "People Who Train People"; "Training around the World"; "Session Report"; "Trainee Voices"; "Current Research"; "Just for Interest"; "A Trainer Like Me"; "Trainer Background";…

  1. Crippen, pilot for STS-1, during a training session

    NASA Image and Video Library

    1978-03-22

    S79-25014 (13 Dec. 1978) --- Astronaut Robert L. Crippen, pilot of the first space shuttle orbital flight test (STS-1), eases into a water immersion facility (WIF) during a training session in the Johnson Space Center?s training and test facility (Bldg. 260). The WIF affords one of two ways to simulate the feeling of weightlessness experienced during space extravehicular activity (EVA), the other being inside aircraft flying a parabolic curve. Crippen will be joined by astronaut John W. Young, commander for the STS-1 flight. Photo credit: NASA

  2. Affective Responses to Repeated Sessions of High-Intensity Interval Training.

    PubMed

    Saanijoki, Tiina; Nummenmaa, Lauri; Eskelinen, Jari-Joonas; Savolainen, Anna M; Vahlberg, Tero; Kalliokoski, Kari K; Hannukainen, Jarna C

    2015-12-01

    Vigorous exercise feels unpleasant, and negative emotions may discourage adherence to regular exercise. We quantified the subjective affective responses to short-term high-intensity interval training (HIT) in comparison with moderate-intensity continuous training (MIT). Twenty-six healthy middle-age (mean age, 47 ± 5 yr; mean VO2peak, 34.2 ± 4.1 mL·kg⁻¹·min⁻¹) sedentary men were randomized into HIT (n = 13, 4-6 × 30 s of all-out cycling efforts at approximately 180% of peak workload with 4-min recovery) or MIT (n = 13, 40- to 60-min continuous cycling at 60% of peak workload) groups, performing six sessions within two weeks. Perceived exertion, stress, and affective state were recorded before, during, and after each session. Perceived exertion and arousal were higher, and affective state, more negative during the HIT than that during MIT sessions (P < 0.001). HIT versus MIT exercise acutely increased the experience of stress, tension, and irritation and decreased positive affect (P < 0.05). In addition, satisfaction was lower and pain and negative affect were higher in the HIT than those in the MIT group (P < 0.05). However, perceived exertion and displeasure experienced during exercise alleviated similarly in response to HIT and MIT over the 6 d of training. Peak oxygen consumption increased (P < 0.001) after intervention (HIT, 34.7 ± 3.9 vs 36.7 ± 4.5; MIT, 33.9 ± 4.6 vs 35.0 ± 4.6) and was not different between HIT and MIT (P = 0.28 for group × training). Short-term HIT and MIT are equally effective in improving aerobic fitness, but HIT increases experience of negative emotions and exertion in sedentary middle-age men. This may limit the adherence to this time-effective training mode, even though displeasure lessens over time and suggests similar mental adaptations to both MIT and HIT.

  3. Developing ICT Competency for Thai Teachers through Blended Training

    ERIC Educational Resources Information Center

    Akarawang, Chaiya; Kidrakran, Pachoen; Nuangchalerm, Prasart

    2016-01-01

    The purpose of this study aims to enhance teachers' ICT competency. Three hundred and thirty seven teachers are surveyed through a questionnaire to identify training problems and training needs. Then the blended training model is implemented with teachers. The result showed that it can increase score in cognitive and attitude tests. The post-test…

  4. Enlist micros: Training science teachers to use microcomputers

    NASA Astrophysics Data System (ADS)

    Baird, William E.; Ellis, James D.; Kuerbis, Paul J.

    A National Science Foundation grant to the Biological Sciences Curriculum Study (BSCS) at The Colorado College supported the design and production of training materials to encourage literacy of science teachers in the use of microcomputers. ENLIST Micros is based on results of a national needs assessment that identified 22 compentencies needed by K-12 science teachers to use microcomputers for instruction. A writing team developed the 16-hour training program in the summer of 1985, and field-test coordinators tested it with 18 preservice or in-service groups during the 1985-86 academic year at 15 sites within the United States. The training materials consist of video programs, interactive computer disks for the Apple II series microcomputer, a training manual for participants, and a guide for the group leader. The experimental materials address major areas of educational computing: awareness, applications, implementation, evaluation, and resources. Each chapter contains activities developed for this program, such as viewing video segments of science teachers who are using computers effectively and running commercial science and training courseware. Role playing and small-group interaction help the teachers overcome their reluctance to use computers and plan for effective implementation of microcomputers in the school. This study examines the implementation of educational computing among 47 science teachers who completed the ENLIST Micros training at a southern university. We present results of formative evaluation for that site. Results indicate that both elementary and secondary teachers benefit from the training program and demonstrate gains in attitudes toward computer use. Participating teachers said that the program met its stated objectives and helped them obtain needed skills. Only 33 percent of these teachers, however, reported using computers one year after the training. In June 1986, the BSCS initiated a follow up to the ENLIST Micros curriculum to

  5. Astronaut Wendy Lawrence participates in training session in the CCT

    NASA Technical Reports Server (NTRS)

    1994-01-01

    Seated in the pilot's seat of a JSC Shuttle trainer, astronaut Wendy B. Lawrence, STS-67 flight engineer, participates in a training session. The 1992 astronaut class graduate is in the crew compartment trainer (CCT) of JSC's Shuttle mockup and integration laboratory.

  6. CSCL in Teacher Training: What Learning Tasks Lead to Collaboration?

    ERIC Educational Resources Information Center

    Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert

    2010-01-01

    Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be…

  7. Changes in the training of teachers

    NASA Astrophysics Data System (ADS)

    Bone, Tom R.

    1987-09-01

    The worldwide changes in the role of the teacher have obvious implications for their training, at both the pre-service and in-service levels. This article focuses first on the increase in the external control of training institutions, whether directly by governments or less directly through agencies which represent the views of the schools, the teaching profession and the employers. Examples are taken from the United Kingdom, with some analysis of the influence of the Council for National Academic Awards, the General Teaching Council for Scotland, and the Council for the Accreditation of Teacher Education, but the issues dealt with, such as standards in training, are of general interest. The nature of the changes that are being made in training are then examined. Some relate to preparing teachers to meet the requirements of new curricula in the schools. Others are more concerned with the ways in which the training itself is becoming more integrated, more immediately relevant, and more professional. Two current needs are referred to: one for the trainers to help teachers relate more closely to the work of other agencies in society; and the other for them to take more account of the multicultural nature of the communities they serve. Finally, the author turns to what he regards as the greatest problem facing the training institutions today — the need for the development of their own staff. In the Third World countries the need is for trainers who are themselves better educated, more experienced and more skilled in helping teachers meet the challenges of nonformal education as well as those of the classroom. In the industrialized West restrictive personnel policies have left institutions with staff who are well qualified but middle-aged and personally inexperienced in facing the demands of a changed situation in the schools. The need for a staff development policy for institutions is urged.

  8. Modulation of whistle production related to training sessions in bottlenose dolphins (Tursiops truncatus) under human care.

    PubMed

    Lopez Marulanda, Juliana; Adam, Olivier; Delfour, Fabienne

    2016-11-01

    Bottlenose dolphins are highly social cetaceans with an extensive sound production including clicks, burst-pulsed sounds, and whistles. Some whistles, known as signature whistles, are individually specific. These acoustic signatures are commonly described as being emitted in contexts of stress during forced isolation and as group cohesion calls. Interactions between humans and captive dolphins is largely based on positive reinforcement conditioning within several training/feeding sessions per day. Vocal behavior of dolphins during these interactions might vary. To investigate this, we recorded 10 bottlenose dolphins of Parc Asterix dolphinarium (France) before, during and after 10 training sessions for a total duration of 7 hr and 32 min. We detected 3,272 whistles with 2,884 presenting a quality good enough to be categorized. We created a catalog of whistle types by visual categorization verified by five naive judges (Fleiss' Kappa Test). We then applied the SIGID method to identify the signatures whistles present in our recordings. We found 279 whistles belonging to one of the four identified signature whistle types. The remaining 2,605 were classified as non-signature whistles. The non-signature whistles emission rate was higher during and after the training sessions than before. Emission rate of three signature whistles types significantly increased afterwards as compared to before the training sessions. We suggest that dolphins use their signature whistles when they return to their intraspecific social interactions succeeding scheduled and human-organized training sessions. More observations are needed to make conclusions about the function of signature whistles in relation to training sessions. Zoo Biol. 35:495-504, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  9. Further evaluation of a brief, intensive teacher-training model.

    PubMed

    Lerman, Dorothea C; Tetreault, Allison; Hovanetz, Alyson; Strobel, Margaret; Garro, Joanie

    2008-01-01

    The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only.

  10. Directory of Teacher-Training Colleges.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France).

    This directory contains information on the organization, trends, and current problems of teacher education in the 24 teacher-training colleges established in Africa since 1960 with the financial support of the United Nations Development Programme (UNDP) (Special Fund) and technical assistance from United Nations Educational, Scientific, and…

  11. Teacher Training in France in the Early 2010s

    ERIC Educational Resources Information Center

    Lapostolle, Guy; Chevaillier, Thierry

    2011-01-01

    The organisation of teacher training was thoroughly transformed in France in 2010. This transformation was the consequence of three interrelated reforms: the requirement of a Master's degree for all teachers, the new recruitment process for teachers and the integration of teacher training colleges (IUFM) into the universities. Universities are now…

  12. STS-9 payload specialists and backup in training session

    NASA Technical Reports Server (NTRS)

    1983-01-01

    Two Spacelab 1 payload specialists and a backup for that flight prepare for a training session in the JSC mockup and integration laboratory. Fully decked out in the Shuttle constant wear garments (foreground) are Ulf Merbold, left, and Byron K. Licktenberg, prime crewmembers on the STS-9 team. In civilian clothes is payload specialist backup Michael L. Lampton.

  13. Final space shuttle crew training session in the NBL

    NASA Image and Video Library

    2011-06-13

    Photograph final space shuttle crew training session in the NBL with STS-135 Mission Specialists Sandy Magnus & Rex Walheim. STS-135 Commander Chris Ferguson serves as Intravehicular suit-up lead, Pilot Doug Hurley serves as robotic arm operator. Mission Specialists Sandy Magnus & Rex Walheim in the water. Photo Date: June 13, 2011. Location: NBL - Pool Topside. Photographer: Robert Markowitz

  14. Southwest University's No-Fee Teacher-Training Model

    ERIC Educational Resources Information Center

    Chen, Shijian; Yang, Shuhan; Li, Linyuan

    2013-01-01

    The training model for Southwest University's no-fee teacher education program has taken shape over several years. Based on a review of the documentation and interviews with administrators and no-fee preservice students from different specialties, this article analyzes Southwest University's no-fee teacher-training model in terms of three main…

  15. Training Teachers for Virtual Collaboration: A Case Study

    ERIC Educational Resources Information Center

    Vinagre, Margarita

    2016-01-01

    This study aims to explore the development of teachers' competences when trained in virtual collaboration. In order to do so, we analyse the data gathered from a group of nine in-service teachers who were trained in a forum and a wiki to become future telecollaborative teachers (TTs). During the course, participants worked in small groups and they…

  16. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume IV: Training Program for Secondary School Teachers (Group C). Final Report.

    ERIC Educational Resources Information Center

    PSI Associates, Inc., Washington, DC.

    The Peace Corps stateside training program for secondary school teachers in Liberia trained 37 volunteers in several subject area groups--language arts, mathematics and science, and health. Because many of the teachers had never taught before, their 4-week training program concentrated on teaching and learning theories and specific teaching…

  17. Comparison of between-training-sessions recovery strategies for world-class BMX pilots.

    PubMed

    Marquet, Laurie-Anne; Hausswirth, Christophe; Hays, Arnaud; Vettoretti, Fabrice; Brisswalter, Jeanick

    2015-03-01

    To assess the impact of between-training-sessions recovery strategies (passive [PAS], active [ACT], cold-water immersion [CWI], and ingestion of a recovery drink [NUTR]) on maximal cycling performance, perceptions of delayed-onset muscle soreness (DOMS), and fatigue in world-class BMX riders. Eleven elite BMX athletes, members of the French national team (top country in the 2011 international ranking, 4 medals at the 2012 World Championships, top European country), participated in the study, which involved standardized training periods. Athletes performed 3 maximal-sprint power tests: the first day of the week before the training session and before and after training on the third day of the week (D3). The recovery strategy was randomly assigned to each participant on day 2 immediately after the last training period of the day. Perceptions of DOMS and general fatigue were recorded on D3. After training on D3, the decrease in maximal-sprint power (Pmax) was significantly greater for PAS than with CWI (P=.02) and NUTR (P=.018). Similar results were found with ACT (vs CWI P=.044, and vs NUTR P=.042). Self-reported DOMS and fatigue were significantly greater after PAS than after other strategies. For elite BMX riders, between training days, nutritional and/or CWI recovery strategies appear to be best for reducing muscle fatigue and increasing the capacity to withstand the training schedule.

  18. Birmingham University and Teacher Training: Day Training College to Department of Education.

    ERIC Educational Resources Information Center

    Thomas, J. B.

    1992-01-01

    Traces the development of teacher education in Birmingham, England, from the Victorian period through the 1920s. Describes the transition of Mason College and the Birmingham Day Training College into the education department of Birmingham University. Discusses women's education, teacher training for men, student life, faculty, and curriculum. (DK)

  19. Integrated Design of Basic Training, Practicum and End-of-Course Assignment Modules in the Teacher Training Degree: Perception of University Teachers, Students, and School Teachers

    NASA Astrophysics Data System (ADS)

    Torremorell, Maria Carme Boqué; de Nicolás, Montserrat Alguacil; Valls, Mercè Pañellas

    Teacher training at the Blanquerna Faculty of Psychology and Educational and Sports Sciences (FPCEE), in Barcelona, has a long pedagogical tradition based on teaching innovation. Its educational style is characterised by methods focused on the students' involvement and on close collaboration with teaching practice centres. Within a core subject in the Teacher Training diploma course, students were asked to assess different methodological proposals aimed at promoting the development of their personal, social, and professional competences. In the assessment surveys, from a sample of 145 students, scores for variables very satisfactory or satisfactory ranged from 95.8 % to 83.4 % for the entire set of methodological actions under analysis. Data obtained in this first research phase were very useful to design basic training modules for the new Teacher Training Degree. In the second phase (in process), active teachers are asked for their perception on the orientation of the practicum, its connection with the end-of-course assignment, and the in-service student's incidence on innovation processes at school.

  20. Within Session Sequence of Balance and Plyometric Exercises Does Not Affect Training Adaptations with Youth Soccer Athletes

    PubMed Central

    Chaouachi, Mehdi; Granacher, Urs; Makhlouf, Issam; Hammami, Raouf; Behm, David G; Chaouachi, Anis

    2017-01-01

    The integration of balance and plyometric training has been shown to provide significant improvements in sprint, jump, agility, and other performance measures in young athletes. It is not known if a specific within session balance and plyometric exercise sequence provides more effective training adaptations. The objective of the present study was to investigate the effects of using a sequence of alternating pairs of exercises versus a block (series) of all balance exercises followed by a block of plyometric exercises on components of physical fitness such as muscle strength, power, speed, agility, and balance. Twenty-six male adolescent soccer players (13.9 ± 0.3 years) participated in an 8-week training program that either alternated individual balance (e.g., exercises on unstable surfaces) and plyometric (e.g., jumps, hops, rebounds) exercises or performed a block of balance exercises prior to a block of plyometric exercises within each training session. Pre- and post-training measures included proxies of strength, power, agility, sprint, and balance such as countermovement jumps, isometric back and knee extension strength, standing long jump, 10 and 30-m sprints, agility, standing stork, and Y-balance tests. Both groups exhibited significant, generally large magnitude (effect sizes) training improvements for all measures with mean performance increases of approximately >30%. There were no significant differences between the training groups over time. The results demonstrate the effectiveness of combining balance and plyometric exercises within a training session on components of physical fitness with young adolescents. The improved performance outcomes were not significantly influenced by the within session exercise sequence. Key points The combination of balance and plyometric exercises can induce significant and substantial training improvements in muscle strength, power, speed, agility, and balance with adolescent youth athletes The within training session

  1. Comparing Performance During Morning vs. Afternoon Training Sessions in Intercollegiate Basketball Players

    PubMed Central

    Heishman, Aaron D.; Curtis, Michael A.; Saliba, Ethan N.; Hornett, Robert J.; Malin, Steven K.

    2017-01-01

    Abstract Heishman, AD, Curtis, MA, Saliba, EN, Hornett, RJ, Malin, SK, and Weltman, AL. Comparing performance during morning vs. afternoon training sessions in intercollegiate basketball players. J Strength Cond Res 31(6): 1557–1562, 2017—Time of day is a key factor that influences the optimization of athletic performance. Intercollegiate coaches oftentimes hold early morning strength training sessions for a variety of factors including convenience. However, few studies have specifically investigated the effect of early morning vs. late afternoon strength training on performance indices of fatigue. This is athletically important because circadian and/or ultradian rhythms and alterations in sleep patterns can affect training ability. Therefore, the purpose of the present study was to examine the effects of morning vs. afternoon strength training on an acute performance index of fatigue (countermovement jump height, CMJ), player readiness (Omegawave), and self-reported sleep quantity. We hypothesized that afternoon training sessions would be associated with increased levels of performance, readiness, and self-reported sleep. A retrospective analysis was performed on data collected over the course of the preseason on 10 elite National Collegiate Athletic Association Division 1 male basketball players. All basketball-related activities were performed in the afternoon with strength and conditioning activities performed either in the morning or in the afternoon. The average values for CMJ, power output (Power), self-reported sleep quantity (sleep), and player readiness were examined. When player load and duration were matched, CMJ (58.8 ± 1.3 vs. 61.9 ± 1.6 cm, p = 0.009), Power (6,378.0 ± 131.2 vs. 6,622.1 ± 172.0 W, p = 0.009), and self-reported sleep duration (6.6 ± 0.4 vs. 7.4 ± 0.25 p = 0.016) were significantly higher with afternoon strength and conditioning training, with no differences observed in player readiness values. We conclude that performance is

  2. ADHD in Preschool: Approaches and Teacher Training

    ERIC Educational Resources Information Center

    Singh, Ajay; Squires, Jane

    2014-01-01

    Due to the prevalence of ADHD, there is a need for early intervention at the preschool level to improve children's chance of academic success in later years. Yet few preschool teachers are trained to meet the challenges children with ADHD present. This paper gives a rationale and curriculum for teacher training in ADHD, with an emphasis on Social…

  3. Improvement of anticipatory postural adjustments for balance control: effect of a single training session.

    PubMed

    Kanekar, Neeta; Aruin, Alexander S

    2015-04-01

    Humans use anticipatory and compensatory postural strategies to maintain and restore balance when perturbed. Inefficient generation and utilization of anticipatory postural adjustments (APAs) is one of the reasons for postural instability. The aim of the study was to investigate the role of training in improvement of APAs and its effect on subsequent control of posture. Thirteen healthy young adults were exposed to predictable external perturbations before and after a single training session consisting of catches of a medicine ball thrown at the shoulder level. 3-D body kinematics, EMG activity of thirteen trunk and lower limb muscles, and ground reaction forces were recorded before and immediately after a single training session. Muscle onsets, EMG integrals, center of pressure (COP), and center of mass (COM) displacements were analyzed during the anticipatory and compensatory phases of postural control. The effect of a single training session was seen as significantly early muscle onsets and larger anticipatory COP displacements. As a result, significantly smaller peak COM displacements were observed after the perturbation indicating greater postural stability. The outcome of this study provides a background for examining the role of training in improvement of APAs and its effect on postural stability in individuals in need. Copyright © 2014 Elsevier Ltd. All rights reserved.

  4. Immune cell changes in response to a swimming training session during a 24-h recovery period.

    PubMed

    Morgado, José P; Monteiro, Cristina P; Teles, Júlia; Reis, Joana F; Matias, Catarina; Seixas, Maria T; Alvim, Marta G; Bourbon, Mafalda; Laires, Maria J; Alves, Francisco

    2016-05-01

    Understanding the impact of training sessions on the immune response is crucial for the adequate periodization of training, to prevent both a negative influence on health and a performance impairment of the athlete. This study evaluated acute systemic immune cell changes in response to an actual swimming session, during a 24-h recovery period, controlling for sex, menstrual cycle phases, maturity, and age group. Competitive swimmers (30 females, 15 ± 1.3 years old; and 35 males, 16.5 ± 2.1 years old) performed a high-intensity training session. Blood samples were collected before, immediately after, 2 h after, and 24 h after exercise. Standard procedures for the assessment of leukogram by automated counting (Coulter LH 750, Beckman) and lymphocytes subsets by flow cytometry (FACS Calibur BD, Biosciences) were used. Subjects were grouped according to competitive age groups and pubertal Tanner stages. Menstrual cycle phase was monitored. The training session induced neutrophilia, lymphopenia, and a low eosinophil count, lasting for at least 2 h, independent of sex and maturity. At 24 h postexercise, the acquired immunity of juniors (15-17 years old), expressed by total lymphocytes and total T lymphocytes (CD3(+)), was not fully recovered. This should be accounted for when planning a weekly training program. The observed lymphopenia suggests a lower immune surveillance at the end of the session that may depress the immunity of athletes, highlighting the need for extra care when athletes are exposed to aggressive environmental agents such as swimming pools.

  5. Training Teachers to Teach Probability

    ERIC Educational Resources Information Center

    Batanero, Carmen; Godino, Juan D.; Roa, Rafael

    2004-01-01

    In this paper we analyze the reasons why the teaching of probability is difficult for mathematics teachers, describe the contents needed in the didactical preparation of teachers to teach probability and analyze some examples of activities to carry out this training. These activities take into account the experience at the University of Granada,…

  6. Teachers' Expectations from In-Service Training and the Project "No Limit to Teach(er)"

    ERIC Educational Resources Information Center

    Akçadag, Tuncay

    2012-01-01

    Problem Statement: Training qualified teachers is possible through pre-service and in-service training programs. The in-service training of teachers in Turkey is primarily planned and delivered by the Directorate of In-Service Office at the Ministry of National Education (MoNE). In addition to this, some Non Governmental Organizations (NGO)…

  7. Initial Teacher Training Courses and Non-Native Speaker Teachers

    ERIC Educational Resources Information Center

    Anderson, Jason

    2016-01-01

    This article reports on a study contrasting 41 native speakers (NSs) and 38 non-native speakers (NNSs) of English from two short initial teacher training courses, the Cambridge Certificate in English Language Teaching to Adults and the Trinity College London CertTESOL. After a brief history and literature review, I present findings on teachers'…

  8. STS-71 astronauts and cosmonauts listen to briefing during training session

    NASA Technical Reports Server (NTRS)

    1994-01-01

    A number of Russian cosmonauts and an American astronaut listen to a briefing on launch and landing emergency situations during a training session in the Systems Integration Facility at JSC. Scheduled to launch aboard the Space Shuttle Atlantis with the S

  9. Preservice Music Teacher Perceptions of Mentoring Young Composers: An Exploratory Case Study

    ERIC Educational Resources Information Center

    Menard, Elizabeth A.; Rosen, Robert

    2016-01-01

    Case study techniques were used to investigate perceptions of undergraduate music majors participating as teacher/mentors for elementary students in a university sponsored music composition program. Data included teacher interviews and observation of teacher training and composition mentoring sessions. Teacher perceptions were categorized as…

  10. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume II: Training Program for Teacher Trainers (Group A). Final Report.

    ERIC Educational Resources Information Center

    PSI Associates, Inc., Washington, DC.

    The goal of the teacher/university education component of the Peace Corps Liberia Education Training Program is to provide trainees with experiential and theoretical learnings that would be useful to them as inservice teacher trainers or university educators for the Ministry of Education, Republic of Liberia. To achieve this goal, training focuses…

  11. Multicultural Teacher Training.

    ERIC Educational Resources Information Center

    Goodale, Ellen, Comp.

    This paper focuses on the Bilingual Department of the Boston Public Schools and how with the financial and technical support of the Institute for Learning and Teaching, funded in part under Title VII of the 1965 Elementary Secondary Education Act, it devised effective inservice training programs for bilingual teachers. Two points are of particular…

  12. A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

    PubMed Central

    2014-01-01

    Background Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. Method/Design In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10–12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. Discussion The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10–12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of

  13. Trainning of Special Education Teachers about Curriculum Development

    ERIC Educational Resources Information Center

    Ozcan, Deniz; Uzunboylu, Huseyin

    2015-01-01

    The aim of this study is to determine the needs of special education teachers about curriculum development, and to implement the constructivist approach to in-service training programme for special education teachers. Furthermore, this study seeks to evaluate the developed in-service training programme. The descriptive and experimental methods…

  14. A randomized clinical trial on the effectiveness of a reintegration training program versus booster sessions after short-term inpatient psychotherapy.

    PubMed

    Thunnissen, Moniek; Duivenvoorden, Hugo; Busschbach, Jan; Hakkaart-van Roijen, Leona; van Tilburg, Willem; Verheul, Roel; Trijsburg, Wim

    2008-10-01

    Although several studies show symptomatic improvements in patients with personality disorders after short-term inpatient psychotherapy, reintegration remains difficult. In this study the effectiveness of a specifically designed reintegration training program is investigated. One hundred twenty-eight patients were randomized to either a reintegration training program aimed at improving general functioning and work resumption, or booster sessions. Outcome measures used were symptom level, work status, absence from and impediments at work. The results showed that compliance in the booster session group was significantly better than in the reintegration training program. The percentage of persons with a paid job increased during the booster sessions from 64 to 87%, but not during the reintegration training (76%). There were no differences in the other outcome measures. We concluded that reintegration training was not more (cost)-effective than booster sessions. Our hypothesis is that continuity of care (same therapists and program) explains the favorable results of the booster sessions.

  15. Pomegranate Supplementation Accelerates Recovery of Muscle Damage and Soreness and Inflammatory Markers after a Weightlifting Training Session

    PubMed Central

    Ammar, Achraf; Turki, Mouna; Chtourou, Hamdi; Hammouda, Omar; Trabelsi, Khaled; Kallel, Choumous; Abdelkarim, Osama; Hoekelmann, Anita; Bouaziz, Mohamed; Ayadi, Fatma; Driss, Tarak; Souissi, Nizar

    2016-01-01

    Purpose The aim of this study was to investigate the effect of natural Pomegranate juice supplementation on performance and acute and delayed responses of muscle soreness and biomarkers of muscle damage after a weightlifting training session. Methods Nine elite weightlifters (21±0.5 years) performed two Olympic-Weightlifting-sessions after either placebo (PLA) or natural pomegranate juice (POMj) supplementations. Heart rate, blood pressure and blood samples (hematological parameters, muscle damage and C-reactive protein (CRP)) were collected at rest, 3min and 48h after each session. Weightlifting performance, RPE, and DOMS were also assessed after each training session. Results T-test showed higher performance (+8.30%) and lower RPE values (-4.37%) using POMj supplementation (p<0.05) in comparison with PLA. For the DOMS values, a significant improvement (13.4%) was shown only for the knee extensors (p<0.01) using the POMj. Compared to PLA condition, POMj attenuated the acute (i.e., 3min) increase of systolic blood pressure (SBP), HR, CK and LDH (p<0.05; -4.46%, -1.81%, -8.75%, -1.64%, respectively) and blunted the significant increase of ASAT, PAL and CRP (p>0.05). Additionally, during the 48h following the training session, POMj improved the recovery kinetic of SBP (p<0.01, 7.97%), CK (p<0.001, 11.34%), LDH (p<0.05, 7.30%) and ASAT (p<0.05, 6.77%). Indeed, the present study showed that 48h of recovery associated to natural POMj supplementation was sufficient to reach the resting values of the selected muscle damage markers after intensive training session. Conclusion Natural POMj seems to ameliorate the capacity to adhere to an intensive training program. Therefore, elite weightlifters are advised to use natural POMj during intensive training program and competition to accelerate muscle recovery. Trial Registration ClinicalTrials.gov NCT02697903 PMID:27764091

  16. Pomegranate Supplementation Accelerates Recovery of Muscle Damage and Soreness and Inflammatory Markers after a Weightlifting Training Session.

    PubMed

    Ammar, Achraf; Turki, Mouna; Chtourou, Hamdi; Hammouda, Omar; Trabelsi, Khaled; Kallel, Choumous; Abdelkarim, Osama; Hoekelmann, Anita; Bouaziz, Mohamed; Ayadi, Fatma; Driss, Tarak; Souissi, Nizar

    2016-01-01

    The aim of this study was to investigate the effect of natural Pomegranate juice supplementation on performance and acute and delayed responses of muscle soreness and biomarkers of muscle damage after a weightlifting training session. Nine elite weightlifters (21±0.5 years) performed two Olympic-Weightlifting-sessions after either placebo (PLA) or natural pomegranate juice (POMj) supplementations. Heart rate, blood pressure and blood samples (hematological parameters, muscle damage and C-reactive protein (CRP)) were collected at rest, 3min and 48h after each session. Weightlifting performance, RPE, and DOMS were also assessed after each training session. T-test showed higher performance (+8.30%) and lower RPE values (-4.37%) using POMj supplementation (p<0.05) in comparison with PLA. For the DOMS values, a significant improvement (13.4%) was shown only for the knee extensors (p<0.01) using the POMj. Compared to PLA condition, POMj attenuated the acute (i.e., 3min) increase of systolic blood pressure (SBP), HR, CK and LDH (p<0.05; -4.46%, -1.81%, -8.75%, -1.64%, respectively) and blunted the significant increase of ASAT, PAL and CRP (p>0.05). Additionally, during the 48h following the training session, POMj improved the recovery kinetic of SBP (p<0.01, 7.97%), CK (p<0.001, 11.34%), LDH (p<0.05, 7.30%) and ASAT (p<0.05, 6.77%). Indeed, the present study showed that 48h of recovery associated to natural POMj supplementation was sufficient to reach the resting values of the selected muscle damage markers after intensive training session. Natural POMj seems to ameliorate the capacity to adhere to an intensive training program. Therefore, elite weightlifters are advised to use natural POMj during intensive training program and competition to accelerate muscle recovery. ClinicalTrials.gov NCT02697903.

  17. Transitions to Becoming a Teacher on an Initial Teacher Education and Training Programme

    ERIC Educational Resources Information Center

    Raffo, Carlo; Hall, David

    2006-01-01

    This article is based on research with a group of one-year Postgraduate Certificate in Education secondary trainee teachers during their initial teacher education and training in England. It considers tensions between trainees' prior experiences and conceptions of teaching and their training programme. In doing so, it seeks to examine how a…

  18. Rationale for Content and Method of the Teacher and Teacher-Aide Training Program.

    ERIC Educational Resources Information Center

    Tennessee Appalachia Educational Cooperative, Oak Ridge.

    This document gives the rationale for the content and method of five teacher and teacher-aide training workshops. Results of a questionnaire confirmed the need for improvement in in-service training in the entire Appalachian area and also indicated the kinds of changes needed. Deficiencies in content were identified as: 1) application of…

  19. ASTP crewmen in Docking Module trainer during training session at JSC

    NASA Technical Reports Server (NTRS)

    1975-01-01

    An interior view of the Docking Module trainer in bldg 35 during Apollo Soyuz Test Project (ASTP) joint crew training at JSC. Astronaut Donald K. Slayton (right) is the docking module pilot of the American ASTP prime crew. The other man is Cosmonaut Valeriy N. Kubasov, engineer on the Soviet ASTP first (prime) crew. The training session simulated activities on the second day in space. The Docking module is designed to link the Apollo and Soyuz spacecraft.

  20. ASTP crewmen in Docking Module trainer during training session at JSC

    NASA Technical Reports Server (NTRS)

    1975-01-01

    An interior view of the Docking Module trainer in bldg 35 during Apollo Soyuz Test Project (ASTP) joint crew training at JSC. Astronaut Thomas P. Stafford, commander of the American ASTP prime crew, is on the right. The other crewman is Cosmonaut Aleksey A. Leonov, commander of the Soviet ASTP prime crew. The training session simulated activities on the second day in Earth orbit. The Docking Module is designed to link the Apollo and Soyuz spacecraft.

  1. Another Innovation from High Tech High--Embedded Teacher Training

    ERIC Educational Resources Information Center

    Griswold, Janie; Riordan, Rob

    2016-01-01

    High Tech High School's teaching internship program blends on-the-job work with classroom theory. Interns spend two years working as full teachers as they take courses. The program serves three large purposes: Train new teachers and build capacity in the HTH organization; train teachers in and beyond HTH for success in a wide range of contexts;…

  2. Teacher Training and Teacher Use of Laptops in a 1:1 Laptop Program: A Correlational Study

    ERIC Educational Resources Information Center

    Staub, Justin H.

    2013-01-01

    The purpose of this quantitative correlational study was to examine the relationship, if any, between teacher training and teacher use of a laptop in a one-to-one laptop program. Teachers recorded their training weekly throughout the twelve-week study. Teacher use of laptops was measured through self-reporting in a pretest and posttest design,…

  3. STS-9 payload specialist Merbold and backup Ockels in training session

    NASA Technical Reports Server (NTRS)

    1983-01-01

    STS-9 payload specialist Ulf Merbold, right, a West German physicist and backup Wubbo Ockels, a Dutch scientist, are pictured in a training session in JSC's Shuttle mockup and integration laboratory. In this view Ockels appears to be showing Merbold how to operate a camera.

  4. Energy expenditure during an exercise training session for cardiac patients.

    PubMed

    Santa-Clara, Helena; Melo, Xavier; Willi, Romina; Pinto, Rita; Santos, Vanessa; Almeida, José P; Martins, Rodrigo; Clijsen, Ron; Mendes, Miguel; Fernhall, Bo

    2018-03-01

    Increasing energy expenditure (EE) in cardiac patients remains a challenge. Exercise approaches in cardiac rehabilitation/secondary prevention programs (CR/SP) have consistently resulted in minimal weight loss, due in part to the low exercise-related EE. The purpose of this study was to measure the EE among patients participating in a routine exercise session of Phase III maintenance CR/SP, where a recreational activity was introduced. Twelve overweight/obese male patients with coronary artery disease (aged 62.6 ± 8.5 years) had their total EE measured during a combined aerobic (circuit workout (ACW) and recreational activity) and resistance training (RT) session using a portable gas analyzer. Subjects were instructed to exercise at 60%-70% of heart rate reserve. Activity EE was calculated from total EE and resting EE. The duration of the session was 75.3 ± 1.5 min, of which 59.7 ± 8.8 min were above moderate intensity (3-6 METs). Activity EE was 309 ± 76 kcal, concurring to a total EE of 457 ± 80 kcal (3.9 ± 0.8 METs-h). ACW, recreational activity, and RT fulfilled 34.4% ± 6.4%, 25.0% ± 5.3%, and 14.2% ± 2.7% of the activity EE, respectively. Absolute intensities (METs) were significantly different between the RT (3.9 ± 1.0) and the ACW (6.9 ± 1.8) and recreational activity (5.9 ± 0.8). In conclusion, a combined aerobic and resistance training following standard exercise prescription practices, coupled with a recreational activity, is an effective tool to promote exercise above moderate intensity in male coronary artery disease patients. Clinicians can adopt concepts from recreational activity to develop CR/SP sessions.

  5. Practice-Oriented Teachers' Training: Innovative Approach

    ERIC Educational Resources Information Center

    Shukshina, Tatjana I.; Gorshenina, Svetlana N.; Buyanova, Irina B.; Neyasova, Irina A.

    2016-01-01

    Modernization of Russian education meets the global trend of professionalization of teachers' training which assumes strengthening the practical orientation of educational programs as a significant factor in increasing the competitiveness of the teacher in the modern educational environment. The purpose of the article is to identify and…

  6. A Parent Training Program for Increasing the Visual Development of School-Aged Children.

    ERIC Educational Resources Information Center

    Dikowski, Timothy J.

    This practicum provided training for 50 parents of children receiving clinic services for visual processing disorders and provided information on visual disorders to the children's teachers. The 8-month program involved 13 parent training sessions. These sessions focused on such topics as: current research findings on vision; identification of…

  7. Training Teachers to be Professional Development Leaders.

    ERIC Educational Resources Information Center

    Leslie, Jessica B.

    1982-01-01

    A Teacher Corps project conducted by the Edgewood Independent School District and Trinity University (San Antonio, Texas) is described. A classroom teacher at each participating school is trained to lead professional development activities at his or her school. Teacher involvement in designing professional development at each school is emphasized.…

  8. HOW TELEVISION CAN TRAIN YOUR TEACHERS.

    ERIC Educational Resources Information Center

    1961

    EDUCATIONAL TELEVISION MAY SOLVE THE PROBLEMS OF TEACHER INSERVICE TRAINING. IN SAN JOSE, CALIFORNIA, 21 SCHOOL DISTRICTS HAVE COOPERATED IN PRODUCING A TEACHER INSERVICE PROGRAM. THE TELEVISION CENTER OF THE STATE COLLEGE PRODUCES AND DIRECTS THE TELECASTS. A COMMERCIAL TELEVISION STATION DONATES ITS FACILITIES AND AIR TIME. A PERMANENT…

  9. Training Strategy: Computer Education for Teachers in Uruguay.

    ERIC Educational Resources Information Center

    Grunberg, Jorge

    1987-01-01

    Described is the Alfa Project in Uruguay, designed to integrate computer education into secondary schools through teacher-training. Both teacher-users and teacher-authors were considered. Course objectives, curriculum content, and teaching guidelines are presented. (MNS)

  10. Within Session Sequence of Balance and Plyometric Exercises Does Not Affect Training Adaptations with Youth Soccer Athletes.

    PubMed

    Chaouachi, Mehdi; Granacher, Urs; Makhlouf, Issam; Hammami, Raouf; Behm, David G; Chaouachi, Anis

    2017-03-01

    The integration of balance and plyometric training has been shown to provide significant improvements in sprint, jump, agility, and other performance measures in young athletes. It is not known if a specific within session balance and plyometric exercise sequence provides more effective training adaptations. The objective of the present study was to investigate the effects of using a sequence of alternating pairs of exercises versus a block (series) of all balance exercises followed by a block of plyometric exercises on components of physical fitness such as muscle strength, power, speed, agility, and balance. Twenty-six male adolescent soccer players (13.9 ± 0.3 years) participated in an 8-week training program that either alternated individual balance (e.g., exercises on unstable surfaces) and plyometric (e.g., jumps, hops, rebounds) exercises or performed a block of balance exercises prior to a block of plyometric exercises within each training session. Pre- and post-training measures included proxies of strength, power, agility, sprint, and balance such as countermovement jumps, isometric back and knee extension strength, standing long jump, 10 and 30-m sprints, agility, standing stork, and Y-balance tests. Both groups exhibited significant, generally large magnitude (effect sizes) training improvements for all measures with mean performance increases of approximately >30%. There were no significant differences between the training groups over time. The results demonstrate the effectiveness of combining balance and plyometric exercises within a training session on components of physical fitness with young adolescents. The improved performance outcomes were not significantly influenced by the within session exercise sequence.

  11. Teachers as Society-Involved "Organic Intellectuals": Training Teachers in a Political Context

    ERIC Educational Resources Information Center

    Yogev, Esther; Michaeli, Nir

    2011-01-01

    This article presents a new model for teacher training in which teachers are encouraged to become intellectuals involved in the community. Involved intellectual teachers are those whose professional identity leans on robust intellectual self-esteem, a culture of actively caring about other people, awareness of social activism, and commitment to…

  12. An evaluation of the effect of two different lengths of inservice training on teacher attitudes

    NASA Astrophysics Data System (ADS)

    Lawrenz, Frances P.

    This investigation compares the effectiveness of two types of inservice training offered through the Arizona Portal School Program. Both methods were designed to provide teachers with positive attitudes toward activity-centered energy education. The methods differed in length and energy-related content with one course running for 5 sessions and the other for 15 sessions. The longer course placed more emphasis on content knowledge. Three types of attitudes were assessed: attitudes toward curricular change, opinions on energy concepts, and beliefs about science education. Although the longer course had a more positive effect on the participants' views of and willingness to participate in curricular change and the shorter course had a more positive effect on the participants' views of teaching activity-oriented science, both courses produced the same type of change in the participants' views of energy issues.

  13. Validity and reliability of the session-RPE method for quantifying training load in karate athletes.

    PubMed

    Tabben, M; Tourny, C; Haddad, M; Chaabane, H; Chamari, K; Coquart, J B

    2015-04-24

    To test the construct validity and reliability of the session rating of perceived exertion (sRPE) method by examining the relationship between RPE and physiological parameters (heart rate: HR and blood lactate concentration: [La --] ) and the correlations between sRPE and two HR--based methods for quantifying internal training load (Banister's method and Edwards's method) during karate training camp. Eighteen elite karate athletes: ten men (age: 24.2 ± 2.3 y, body mass: 71.2 ± 9.0 kg, body fat: 8.2 ± 1.3% and height: 178 ± 7 cm) and eight women (age: 22.6 ± 1.2 y, body mass: 59.8 ± 8.4 kg, body fat: 20.2 ± 4.4%, height: 169 ± 4 cm) were included in the study. During training camp, subjects participated in eight karate--training sessions including three training modes (4 tactical--technical, 2 technical--development, and 2 randori training), during which RPE, HR, and [La -- ] were recorded. Significant correlations were found between RPE and physiological parameters (percentage of maximal HR: r = 0.75, 95% CI = 0.64--0.86; [La --] : r = 0.62, 95% CI = 0.49--0.75; P < 0.001). Moreover, individual sRPE was significantly correlated with two HR--based methods for quantifying internal training load ( r = 0.65--0.95; P < 0.001). The sRPE method showed the high reliability of the same intensity across training sessions (Cronbach's α = 0.81, 95% CI = 0.61--0.92). This study demonstrates that the sRPE method is valid for quantifying internal training load and intensity in karate.

  14. Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching

    ERIC Educational Resources Information Center

    Velthuis, Chantal; Fisser, Petra; Pieters, Jules

    2014-01-01

    This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…

  15. The Place of Philosophy in the Training of Teachers: Peters Revisited

    ERIC Educational Resources Information Center

    Clark, John A.

    2013-01-01

    In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context…

  16. Training teachers in generalized writing of behavior modification programs for multihandicapped deaf children.

    PubMed

    Hundert, J

    1982-01-01

    In contrast to previous studies where teachers were instructed how to implement behavior modification programs designed by an experimenter, teachers in the present experiment were taught how to write as well as implement behavior modification programs. The generalized effects of two training conditions on teacher and pupil behaviors were assessed by a multiple baseline design where, following baseline, two teachers of multi-handicapped deaf children were taught to set objectives and measure pupil performance (measurement training), Later, through a training manual, they learned a general problem-solving approach to writing behavior modification programs (programming training). After both training conditions, experimenter feedback was given for teachers' application of training to a target behavior for one pupil and generalization was measured across target behaviors for the same pupil and across pupils. It was found that measurement training had little general effect on either teacher behavior or pupil behavior. However, after programming training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. Along with these effects, there was improvement in pupil behaviors. Possible explanation for generalized effects of teacher training were considered.

  17. Relationship between biomarkers of muscle damage and redox status in response to a weightlifting training session: effect of time-of-day.

    PubMed

    Ammar, A; Chtourou, H; Hammouda, O; Turki, M; Ayedi, F; Kallel, C; AbdelKarim, O; Hoekelmann, A; Souissi, N

    2016-06-01

    The aims of the present study were to: (1) investigate the effect of a weightlifting training session and time-of-day (TOD) upon biological parameters (i.e., oral temperature, hematological, C-reactive protein (CRP), and oxidative stress) and (2) assess their possible link with muscle damage responses. Nine weightlifters (21 ± 0.5 years) performed, in a randomized order, three Olympic-Weightlifting sessions (i.e., at 08:00, 14:00, and 18:00). Blood samples were collected at rest, 3 min and 48 h after each training session. Between pre- and post-training session, ANOVA showed significant increases in oxidative stress markers at the three TODs (p < 0.01) and significant increases for creatine kinase (CK) and lactate dehydrogenase (LDH) only at 08:00 and 18:00 (p < 0.05). At rest, the results showed a significant diurnal variation for the majority of the selected parameters except for malondialdehyde (MDA), total bilirubin, and CRP with higher values observed at 18:00 (p < 0.05). After the training session, given the higher rate of increase during the morning session, these diurnal variations persisted for temperature and WBC (p < 0.01) and were suppressed for CK, LDH, uric acid (UA), catalase, and glutathione peroxidase. The main significant correlations (p < 0.001) were observed between: (1) CK and MDA (r = 0.6) and CK and UA (r = 0.66 and r = 0.82) during the morning and evening training sessions; (2) CK and CRP only during the morning session (r = 0.5); and (3) CRP and WBC during the three training sessions (r = 0.8). In conclusion, the present findings: (1) confirm that the muscle damage responses could be induced by a high level of oxidative stress and (2) suggest to avoid scheduling training sessions in the morning given the higher muscle damage, inflammatory, and oxidative responses at this TOD.

  18. Being a Native and Becoming a Teacher in the Alaska Rural Teacher Training Corps.

    ERIC Educational Resources Information Center

    Barnhardt, Ray

    The program known as the Alaska Rural Teacher Training Corps (ARTTC) was established in 1970 as a 4-year experimental program to train Native elementary school teachers for rural Alaskan native communities or for any school in the country where an Alaskan teaching certificate is acceptable. The beginning group included an even distribution of…

  19. Elementary Teacher Training Models.

    ERIC Educational Resources Information Center

    Blewett, Evelyn J., Ed.

    This collection of articles contains descriptions of nine elementary teacher training program models conducted at universities throughout the United States. The articles include the following: (a) "The University of Toledo Model Program," by George E. Dickson; (b) "The Florida State University Model Program," by G. Wesley Sowards; (c) "The…

  20. Learning by observing: the effect of multiple sessions of action-observation training on the spontaneous movement tempo and motor resonance.

    PubMed

    Lagravinese, Giovanna; Bisio, Ambra; Ruggeri, Piero; Bove, Marco; Avanzino, Laura

    2017-02-01

    The present study was designed to explore the changes in motor performance and motor resonance after multiple sessions of action observation (AO) training. Subjects were exposed to the observation of a video showing finger tapping movements executed at 3Hz, a frequency higher than the spontaneous one (2Hz) for four consecutive days. Motor performance and motor resonance were tested before the AO training on the first day, and on the last day. Results showed that multiple sessions of AO training induced a shift of the speed of execution of finger tapping movements toward the observed one and a change in motor resonance. Before the 3Hz-AO training cortical excitability was highest during the observation of the 2Hz video. This motor resonance effect was lost after one single session of 3Hz-AO training whereas after multiple sessions of 3Hz-AO training cortical excitability was highest during the observation of the 3Hz video. Our study shows for the first time that multiple sessions of AO training are able not only to induce performance gains but also to change the way by which the observer's motor system recognizes a certain movement as belonging to the individual motor repertoire. These results may encourage the development of novel rehabilitative protocols based on multiple sessions of action observation aimed to regain a correct movement when its spontaneous speed is modified by pathologies or to modify the innate temporal properties of certain movements. Copyright © 2017. Published by Elsevier Ltd.

  1. German Trainees' Reflections on Two Approaches to Initial Teacher Training

    ERIC Educational Resources Information Center

    Chambers, Gary N.

    2007-01-01

    Two German native speakers come to England to undertake a course of initial teacher training. They complete the course successfully. Instead of seeking and finding jobs as teachers, however, they return to Germany to undertake a second course of initial teacher training. This is unusual. This article reviews their reasons for taking two routes in…

  2. The Impact of the 2012 TNCore Math Training on Teaching Practices and Effectiveness. Policy Brief

    ERIC Educational Resources Information Center

    Booker, Laura Neergaard

    2013-01-01

    During the spring and summer of 2012, the Tennessee Department of Education trained about 200 Common Core Coaches who then went on to facilitate summer trainings for thousands of the state's third through eighth grade math teachers. The following summer, the training sessions reached nearly 30,000 teachers across the state, covering math, English…

  3. Six Sessions of Sprint Interval Training Improves Running Performance in Trained Athletes.

    PubMed

    Koral, Jerome; Oranchuk, Dustin J; Herrera, Roberto; Millet, Guillaume Y

    2018-03-01

    Koral, J, Oranchuk, DJ, Herrera, R, and Millet, GY. Six sessions of sprint interval training improves running performance in trained athletes. J Strength Cond Res 32(3): 617-623, 2018-Sprint interval training (SIT) is gaining popularity with endurance athletes. Various studies have shown that SIT allows for similar or greater endurance, strength, and power performance improvements than traditional endurance training but demands less time and volume. One of the main limitations in SIT research is that most studies were performed in a laboratory using expensive treadmills or ergometers. The aim of this study was to assess the performance effects of a novel short-term and highly accessible training protocol based on maximal shuttle runs in the field (SIT-F). Sixteen (12 male, 4 female) trained trail runners completed a 2-week procedure consisting of 4-7 bouts of 30 seconds at maximal intensity interspersed by 4 minutes of recovery, 3 times a week. Maximal aerobic speed (MAS), time to exhaustion at 90% of MAS before test (Tmax at 90% MAS), and 3,000-m time trial (TT3000m) were evaluated before and after training. Data were analyzed using a paired samples t-test, and Cohen's (d) effect sizes were calculated. Maximal aerobic speed improved by 2.3% (p = 0.01, d = 0.22), whereas peak power (PP) and mean power (MP) increased by 2.4% (p = 0.009, d = 0.33) and 2.8% (p = 0.002, d = 0.41), respectively. TT3000m was 6% shorter (p < 0.001, d = 0.35), whereas Tmax at 90% MAS was 42% longer (p < 0.001, d = 0.74). Sprint interval training in the field significantly improved the 3,000-m run, time to exhaustion, PP, and MP in trained trail runners. Sprint interval training in the field is a time-efficient and cost-free means of improving both endurance and power performance in trained athletes.

  4. Six Sessions of Sprint Interval Training Improves Running Performance in Trained Athletes

    PubMed Central

    Oranchuk, Dustin J.; Herrera, Roberto; Millet, Guillaume Y.

    2018-01-01

    Abstract Koral, J, Oranchuk, DJ, Herrera, R, and Millet, GY. Six sessions of sprint interval training improves running performance in trained athletes. J Strength Cond Res 32(3): 617–623, 2018—Sprint interval training (SIT) is gaining popularity with endurance athletes. Various studies have shown that SIT allows for similar or greater endurance, strength, and power performance improvements than traditional endurance training but demands less time and volume. One of the main limitations in SIT research is that most studies were performed in a laboratory using expensive treadmills or ergometers. The aim of this study was to assess the performance effects of a novel short-term and highly accessible training protocol based on maximal shuttle runs in the field (SIT-F). Sixteen (12 male, 4 female) trained trail runners completed a 2-week procedure consisting of 4–7 bouts of 30 seconds at maximal intensity interspersed by 4 minutes of recovery, 3 times a week. Maximal aerobic speed (MAS), time to exhaustion at 90% of MAS before test (Tmax at 90% MAS), and 3,000-m time trial (TT3000m) were evaluated before and after training. Data were analyzed using a paired samples t-test, and Cohen's (d) effect sizes were calculated. Maximal aerobic speed improved by 2.3% (p = 0.01, d = 0.22), whereas peak power (PP) and mean power (MP) increased by 2.4% (p = 0.009, d = 0.33) and 2.8% (p = 0.002, d = 0.41), respectively. TT3000m was 6% shorter (p < 0.001, d = 0.35), whereas Tmax at 90% MAS was 42% longer (p < 0.001, d = 0.74). Sprint interval training in the field significantly improved the 3,000-m run, time to exhaustion, PP, and MP in trained trail runners. Sprint interval training in the field is a time-efficient and cost-free means of improving both endurance and power performance in trained athletes. PMID:29076961

  5. Praise Research Trends and Future Directions: Characteristics and Teacher Training

    ERIC Educational Resources Information Center

    Floress, Margaret T.; Beschta, Shelby L.; Meyer, Kari L.; Reinke, Wendy M.

    2017-01-01

    Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

  6. A Short History of Initial VET Teacher Training. Occasional Paper

    ERIC Educational Resources Information Center

    Guthrie, Hugh

    2010-01-01

    This paper examines the history of initial VET (vocational education and training) teacher training, both through the literature and the author's own experience. Finding of this survey include: (1) The minimalist regulatory approach of the Certificate IV in Training and Assessment as the mandated qualification for VET teachers and trainers needs…

  7. Organized Hypocrisy in EFL Teacher Training Programs

    ERIC Educational Resources Information Center

    Karim, Abdul; Mohamed, Abdul Rashid; Ismail, Shaik Abdul Malik Mohamed; Rahman, Mohammad Mosiur

    2018-01-01

    Embracing the reasons for the failure of donor-sponsored English-teacher training programs is very critical since it precedes the revisions, improvements and quality assurance for the futuristic training programs. Ideating such philosophy, the current study concerns the blatant penetration with regard to the donor-aided training programs in…

  8. Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.

    PubMed

    Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R

    2007-10-01

    The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme.

  9. Multicomponent Training of Teachers of Students with Severe Disabilities

    ERIC Educational Resources Information Center

    Brown, Phillip; Stephenson, Jennifer; Carter, Mark

    2014-01-01

    Over the last decade, the obligation of general and special educators to utilize evidence-based instructional practices has become more prominent. Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms. Multicomponent training (MCT)…

  10. An analysis of the delivery of anaesthetic training sessions in the United Kingdom.

    PubMed

    Green, A; Tatham, K C; Yentis, S M; Wilson, J; Cox, M

    2017-11-01

    We analysed data from the electronic rota system CLWRota, covering 2,689,962 anaesthetic sessions between 01/01/2014 and 31/12/2015, in 91 UK Trusts, in order to investigate trainees' supervision. There were 8209 trainee attachments analysed, during which 618,695 sessions were undertaken by trainees. The number of supervised sessions per week that trainees worked varied considerably (median (IQR [range]) 2.6 (1.6-3.6 [0-10]) for all grades combined), with senior trainees more likely than junior trainees to be supervised for fewer than the three sessions per week mandated by the Royal College of Anaesthetists. The number of supervised sessions was unrelated to Trusts' size, suggesting that trainees in smaller hospitals receive the same level of supervision as in larger teaching hospitals. Analysis of a dataset of this size should be a good reflection of the delivery of anaesthesia training in the UK. © 2017 The Association of Anaesthetists of Great Britain and Ireland.

  11. Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

    ERIC Educational Resources Information Center

    Ersanli, Ceylan Yangin

    2016-01-01

    Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The…

  12. Training Teachers to Use Pivotal Response Training with Children with Autism: Coaching as a Critical Component

    ERIC Educational Resources Information Center

    Suhrheinrich, Jessica

    2011-01-01

    Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the…

  13. Elementary School Teacher Training Based on Needs and Interests of Teachers and The Effectiveness of The Improvement of Students Competence

    NASA Astrophysics Data System (ADS)

    Suyitno, A.; Sugiharti, E.; Pujiastuti, E.

    2017-04-01

    Teachers need always to improve their competence because of the growth of science very rapidly as well as elementary school teachers. However, the provision of training will not produce an increase in the competence effectively if it is implemented without considering the needs and interests of teachers. The novelty factor which is highlighted through this research results, want to answer a problem, namely: how to conduct an effective training based on the needs and interests of teachers so that the effects of training can improve the competence of teachers? After going through research for two years with a qualitative approach which was preceded by a visit to the school and a series of interviews, treatment of training model, FGD, and triangulation then have been produced a way to implement of training based on the needs and interests of teachers. The training model includes face to face training which structured and scheduled according to the needs of elementary school teachers, followed by workshops, simulations, then the coach holds guidance in the classroom, and ends with reflections.

  14. Training and Qualifications (Teachers and Workers for the Deaf).

    ERIC Educational Resources Information Center

    World Federation of the Deaf, Rome (Italy).

    Three papers consider the training and qualifications of teachers and workers for the deaf. H. Okopinski describes "Training Teachers for Deaf Children's Schools in Poland" and A. F. Mackenzie defines "The Qualifications of Workers for the Adult Deaf" in the United Kingdom. E. S. Levine reports on New York University's…

  15. Astronaut Donald H. Peterson talks with others during training session STS-6

    NASA Technical Reports Server (NTRS)

    1982-01-01

    Astronaut Donald H. Peterson talks with Astronaut James P. Bagian (almost out of frame at right edge) during a training session for STS-6 crew members in the Shuttle mockup and integration laboratory. Petterson is wearing the shuttle flight suit and holding his helmet.

  16. Communication Skills Training in Trainee Primary School Teachers in Spain

    ERIC Educational Resources Information Center

    Ortega, José Luis Gallego; Fuentes, Antonio Rodríguez

    2015-01-01

    Research on teacher training often focuses on learners' perceptions of that training. The focus of this paper, which uses a research-to-practice approach, is instead on the views of the trainers. It evaluates the perceptions of university lecturers teaching classes as part of primary teachers' training degrees and assesses their views of the…

  17. Galileo Teacher Training Program - MoonDays

    NASA Astrophysics Data System (ADS)

    Heenatigala, T.; Doran, R.

    2012-09-01

    Moon is an excellent tool for classroom education. Many teachers fail to implement lunar science in classroom at several levels though - lack of guidance, finding the right materials, and implanting lessons in the school curriculum - just to name a few. To overcome this need, Galileo Teacher Training Program (GTTP) [1] present MoonDays, a resource guide for teachers globally which can be used both in and out of classroom. GTTP MoonDays includes scientific knowledge, hands-on activities, computing skills, creativity and disability based lesson plans.

  18. Beyond teacher training: the critical role of professional development in maintaining curriculum fidelity.

    PubMed

    LaChausse, Robert G; Clark, Kim R; Chapple, Sabrina

    2014-03-01

    To examine how teacher characteristics affected program fidelity in an impact evaluation study of the Positive Prevention PLUS program, and to propose a comprehensive teacher training and professional development structure to increase program fidelity. Curriculum fidelity logs, lesson observations, and teacher surveys were used to measure teacher characteristics and implementation fidelity including adherence, adaptation, and lesson quality. Compared with non-health credentialed teachers, credential health education teachers had greater comfort and self-efficacy regarding sex-related instruction. Teacher self-efficacy and comfort were significant predictors of adherence. Implementation fidelity may be linked to teacher characteristics that can be enhanced during curriculum training. A 2-day teacher training may not adequately address teacher facilitation skills or the maintenance of institutional supports for implementing a program with fidelity and quality. A new model of comprehensive teacher training and support is offered. This new training infrastructure is intended to contribute to the school district's institutionalization of higher-quality comprehensive sexual health education and increase program fidelity. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

  19. Inservice Teacher Training: Experiencing German Culture Down Under

    ERIC Educational Resources Information Center

    Jansen, Louise; Stracke, Elke

    2005-01-01

    In collaboration with the Australian Capital Territory (ACT) Department of Education and Training, the Australian National University has been offering a professional development program for language teachers (called LIFT, or Language Inservice for Teachers) for more than ten years. As the program is specially tailored to meet teachers' current…

  20. Designing ICT Training Material for Chinese Language Arts Teachers.

    ERIC Educational Resources Information Center

    Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Chen, Hsiu-Yen

    The purpose of this research is to tailor the design of information and communications technology (ICT) training material to the needs of Chinese language arts teachers such that the training they receive will be conducive to effective integration of ICT into instruction. Eighteen experienced teachers participated in a Delphi-like survey that…

  1. School-Based In-Service Teacher Training in Japan: Perspectives on Teachers' Professional Development.

    ERIC Educational Resources Information Center

    Arani, Mohammad Reza Sarkar

    This paper uses the case study method to describe the characteristics of Japanese school-based inservice teacher training programs, which are designed to help teachers improve their competence and the quality of their teaching activities. Data come from observations of and interviews with teachers in classrooms within 10 public elementary schools.…

  2. Qualification Journey in Teacher Training: Case in Northern Cyprus

    ERIC Educational Resources Information Center

    Erden, Hale

    2016-01-01

    Problem Statement: The identification of professional teaching standards has great value on initial teacher training, hiring teachers, assessing teacher performance, as well as planning and organizing teacher professional development. In Northern Cyprus there are not any identified professional teaching standards. This study aimed at filling this…

  3. 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)

  4. Distance Learning for Teacher Training in Brazil

    ERIC Educational Resources Information Center

    Bof, Alvana Maria

    2004-01-01

    Proformacao is a distance teacher certification course aimed at providing training to 27,000 uncertified teachers in 15 Brazilian states. This innovative program organizes human and technical resources for delivering distance education in a cost-effective manner. Different from other institutional systems--which typically employ their own…

  5. ASTP crewmen have a meal during training session at JSC

    NASA Technical Reports Server (NTRS)

    1975-01-01

    The American ASTP prime crewmen have a meal with the Soviet ASTP first (prime) crewmen during Apollo Soyuz Test Project (ASTP) joint crew training at JSC. The four are inside the Soyuz Orbital Module mock-up in bldg 35. They are, left to right, Astronaut Donald K. Slayton, docking module pilot of the American crew; Cosmonaut Aleksey A. Leonov, commander of the Soviet crew; Astronaut Thomas P. Stafford, commander of the American crew; and Cosmonaut Valeriy M. Kubasov, engineer on the Soviet crew. The training session simulated activities on the second day in Earth orbit. During the actual mission the other American crewman, Astronaut Vance D. Brand, command module pilot, would be in the Command Module.

  6. Initial Training for VET Teachers: A Portrait within a Larger Canvas

    ERIC Educational Resources Information Center

    Guthrie, Hugh; McNaughton, Alicen; Gamlin, Tracy

    2011-01-01

    This study focuses on a critical aspect of the vocational education and training (VET) workforce: initial VET teacher training. It has identified the generic teacher education courses offered both by the VET and higher education sectors, ranging from the Certificate IV in Training and Assessment (now the Certificate IV in Training and Education)…

  7. A Metacognitive Visuospatial Working Memory Training for Children

    ERIC Educational Resources Information Center

    Caviola, Sara; Mammarella, Irene C.; Cornoldi, Cesare; Lucangeli, Daniela

    2009-01-01

    The paper studies whether visuospatial working memory (VSWM) and, specifically, recall of sequential-spatial information, can be improved by metacognitive training. Twenty-two fourth-grade children were involved in seven sessions of sequential-spatial memory training, while twenty-four children attended lessons given by their teacher. The…

  8. Beyond the Three R's. Training Teachers for Affective Education.

    ERIC Educational Resources Information Center

    Southern Regional Education Board, Atlanta, GA.

    The report takes a look at teacher training in affective education. It defines vague concepts such as affective education and interpersonal skills, develops a rationale for needed changes in the school system, and outlines specific strategies in teacher training as one way to begin to bring about change. The manual was developed in response to…

  9. The Use of Session RPE to Monitor the Intensity of Weight Training in Older Women: Acute Responses to Eccentric, Concentric, and Dynamic Exercises

    PubMed Central

    Ferreira, Sandro S.; Krinski, Kleverton; Alves, Ragami C.; Benites, Mariana L.; Redkva, Paulo E.; Elsangedy, Hassan M.; Buzzachera, Cosme F.; Souza-Junior, Tácito P.; da Silva, Sergio G.

    2014-01-01

    The rating of perceived exertion (RPE) is ability to detect and interpret organic sensations while performing exercises. This method has been used to measure the level of effort that is felt during weight-training at a given intensity. The purpose of this investigation was to compare session RPE values with those of traditional RPE measurements for different weight-training muscle actions, performed together or separately. Fourteen women with no former weight-training experience were recruited for the investigation. All participants completed five sessions of exercise: familiarization, maximum force, concentric-only (CONC-only), eccentric-only (ECC-only), and dynamic (DYN = CONC + ECC). The traditional RPE method was measured after each series of exercises, and the session RPE was measured 30 min after the end of the training session. The statistical analyses used were the paired t-test, one-way analysis of variance, and repeated measures analysis of variance. Significant differences between traditional RPE and session RPE for DYN, CONC, and ECC exercises were not found. This investigation demonstrated that session RPE is similar to traditional RPE in terms of weight-training involving concentric, eccentric, or dynamic muscle exercises, and that it can be used to prescribe and monitor weight-training sessions in older subjects. PMID:24834354

  10. Neuromuscular Adaptations to Same-Session Combined Endurance and Strength Training in Recreational Endurance Runners.

    PubMed

    Schumann, M; Pelttari, P; Doma, K; Karavirta, L; Häkkinen, K

    2016-12-01

    This study examined neuromuscular adaptations in recreational endurance runners during 24 weeks of same-session combined endurance and strength training (E+S, n=13) vs. endurance training only (E, n=14). Endurance training was similar in the 2 groups (4-6x/week). Additional maximal and explosive strength training was performed in E+S always after incremental endurance running sessions (35-45 min, 65-85% HR max ). Maximal dynamic leg press strength remained statistically unaltered in E+S but decreased in E at week 24 (-5±5%, p=0.014, btw-groups at week 12 and 24, p=0.014 and 0.011). Isometric leg press and unilateral knee extension force, EMG of knee extensors and voluntary activation remained statistically unaltered in E+S and E. The changes in muscle cross-sectional (CSA) differed between the 2 groups after 12 (E+S+6±8%, E -5±6%, p<0.001) and 24 (E+S+7±7%, E -6±5%, p<0.001) weeks. 1 000 m running time determined during an incremental field test decreased in E+S and E after 12 (-7±3%, p<0.001 and -8±5%, p=0.001) and 24 (-9±5%, p=0.001 and -13±5%, p<0.001) weeks. Strength training performed always after an endurance running session did not lead to increased maximal strength, CSA, EMG or voluntary activation. This possibly contributed to the finding of no endurance performance benefits in E+S compared to E. © Georg Thieme Verlag KG Stuttgart · New York.

  11. Astronaut Richard H. Truly in training session RMS for STS-2 bldg 9A

    NASA Technical Reports Server (NTRS)

    1981-01-01

    Astronaut Richard H. Truly in training session with the Remote Manipulator System (RMS) for STS-2 bldg 9A. Views show Truly working at the command console while watching out the windows. Karen Ehlers, an RMS procedures specialist, can be seen at left side of frame (34314); view from behind Truly as he trains at the RMS console (34315).

  12. Comparing Performance During Morning vs. Afternoon Training Sessions in Intercollegiate Basketball Players.

    PubMed

    Heishman, Aaron D; Curtis, Michael A; Saliba, Ethan N; Hornett, Robert J; Malin, Steven K; Weltman, Arthur L

    2017-06-01

    Time of day is a key factor that influences the optimization of athletic performance. Intercollegiate coaches oftentimes hold early morning strength training sessions for a variety of factors including convenience. However, few studies have specifically investigated the effect of early morning vs. late afternoon strength training on performance indices of fatigue. This is athletically important because circadian and/or ultradian rhythms and alterations in sleep patterns can affect training ability. Therefore, the purpose of the present study was to examine the effects of morning vs. afternoon strength training on an acute performance index of fatigue (countermovement jump height, CMJ), player readiness (Omegawave), and self-reported sleep quantity. We hypothesized that afternoon training sessions would be associated with increased levels of performance, readiness, and self-reported sleep. A retrospective analysis was performed on data collected over the course of the preseason on 10 elite National Collegiate Athletic Association Division 1 male basketball players. All basketball-related activities were performed in the afternoon with strength and conditioning activities performed either in the morning or in the afternoon. The average values for CMJ, power output (Power), self-reported sleep quantity (sleep), and player readiness were examined. When player load and duration were matched, CMJ (58.8 ± 1.3 vs. 61.9 ± 1.6 cm, p = 0.009), Power (6,378.0 ± 131.2 vs. 6,622.1 ± 172.0 W, p = 0.009), and self-reported sleep duration (6.6 ± 0.4 vs. 7.4 ± 0.25 p = 0.016) were significantly higher with afternoon strength and conditioning training, with no differences observed in player readiness values. We conclude that performance is suppressed with morning training and is associated with a decrease in self-reported quantity of sleep.

  13. Vitamin C and E supplementation alters protein signalling after a strength training session, but not muscle growth during 10 weeks of training

    PubMed Central

    Paulsen, G; Hamarsland, H; Cumming, K T; Johansen, R E; Hulmi, J J; Børsheim, E; Wiig, H; Garthe, I; Raastad, T

    2014-01-01

    This study investigated the effects of vitamin C and E supplementation on acute responses and adaptations to strength training. Thirty-two recreationally strength-trained men and women were randomly allocated to receive a vitamin C and E supplement (1000 mg day−1 and 235 mg day−1, respectively), or a placebo, for 10 weeks. During this period the participants’ training involved heavy-load resistance exercise four times per week. Muscle biopsies from m. vastus lateralis were collected, and 1 repetition maximum (1RM) and maximal isometric voluntary contraction force, body composition (dual-energy X-ray absorptiometry), and muscle cross-sectional area (magnetic resonance imaging) were measured before and after the intervention. Furthermore, the cellular responses to a single exercise session were assessed midway in the training period by measurements of muscle protein fractional synthetic rate and phosphorylation of several hypertrophic signalling proteins. Muscle biopsies were obtained from m. vastus lateralis twice before, and 100 and 150 min after, the exercise session (4 × 8RM, leg press and knee-extension). The supplementation did not affect the increase in muscle mass or the acute change in protein synthesis, but it hampered certain strength increases (biceps curl). Moreover, increased phosphorylation of p38 mitogen-activated protein kinase, Extracellular signal-regulated protein kinases 1 and 2 and p70S6 kinase after the exercise session was blunted by vitamin C and E supplementation. The total ubiquitination levels after the exercise session, however, were lower with vitamin C and E than placebo. We concluded that vitamin C and E supplementation interfered with the acute cellular response to heavy-load resistance exercise and demonstrated tentative long-term negative effects on adaptation to strength training. PMID:25384788

  14. Vitamin C and E supplementation alters protein signalling after a strength training session, but not muscle growth during 10 weeks of training.

    PubMed

    Paulsen, G; Hamarsland, H; Cumming, K T; Johansen, R E; Hulmi, J J; Børsheim, E; Wiig, H; Garthe, I; Raastad, T

    2014-12-15

    This study investigated the effects of vitamin C and E supplementation on acute responses and adaptations to strength training. Thirty-two recreationally strength-trained men and women were randomly allocated to receive a vitamin C and E supplement (1000 mg day(-1) and 235 mg day(-1), respectively), or a placebo, for 10 weeks. During this period the participants' training involved heavy-load resistance exercise four times per week. Muscle biopsies from m. vastus lateralis were collected, and 1 repetition maximum (1RM) and maximal isometric voluntary contraction force, body composition (dual-energy X-ray absorptiometry), and muscle cross-sectional area (magnetic resonance imaging) were measured before and after the intervention. Furthermore, the cellular responses to a single exercise session were assessed midway in the training period by measurements of muscle protein fractional synthetic rate and phosphorylation of several hypertrophic signalling proteins. Muscle biopsies were obtained from m. vastus lateralis twice before, and 100 and 150 min after, the exercise session (4 × 8RM, leg press and knee-extension). The supplementation did not affect the increase in muscle mass or the acute change in protein synthesis, but it hampered certain strength increases (biceps curl). Moreover, increased phosphorylation of p38 mitogen-activated protein kinase, Extracellular signal-regulated protein kinases 1 and 2 and p70S6 kinase after the exercise session was blunted by vitamin C and E supplementation. The total ubiquitination levels after the exercise session, however, were lower with vitamin C and E than placebo. We concluded that vitamin C and E supplementation interfered with the acute cellular response to heavy-load resistance exercise and demonstrated tentative long-term negative effects on adaptation to strength training. © 2014 The Authors. The Journal of Physiology © 2014 The Physiological Society.

  15. Computers in mathematics: teacher-inservice training at a distance

    NASA Astrophysics Data System (ADS)

    Friedman, Edward A.; Jurkat, M. P.

    1993-01-01

    While research and experience show many advantages for incorporation of computer technology into secondary school mathematics instruction, less than 5 percent of the nation's teachers are actively using computers in their classrooms. This is the case even though mathematics teachers in grades 7 - 12 are often familiar with computer technology and have computers available to them in their schools. The implementation bottleneck is in-service teacher training and there are few models of effective implementation available for teachers to emulate. Stevens Institute of Technology has been active since 1988 in research and development efforts to incorporate computers into classroom use. We have found that teachers need to see examples of classroom experience with hardware and software and they need to have assistance as they experiment with applications of software and the development of lesson plans. High-band width technology can greatly facilitate teacher training in this area through transmission of video documentaries, software discussions, teleconferencing, peer interactions, classroom observations, etc. We discuss the experience that Stevens has had with face-to-face teacher training as well as with satellite-based teleconferencing using one-way video and two- way audio. Included are reviews of analyses of this project by researchers from Educational Testing Service, Princeton University, and Bank Street School of Education.

  16. The Impact of In-Service Technology Training Programmes on Technology Teachers

    ERIC Educational Resources Information Center

    Gumbo, Mishack; Makgato, Moses; Muller, Helene

    2012-01-01

    The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…

  17. Effects of Community-Based Training on Teachers' Attitudes in Andean Peru.

    ERIC Educational Resources Information Center

    Hoover, Michael L.; Wolforth, John

    1997-01-01

    Examines a teacher training program designed to reaffirm the cultural and linguistic identity of Quechua-speaking Peruvians and present preservice teachers with curricula rooted in realities of the region. Surveys indicated that the program successfully trained teachers to see themselves as role models for students and the community. (SM)

  18. ASTP crewmen in Soyuz orbital module mock-up during training session at JSC

    NASA Technical Reports Server (NTRS)

    1975-01-01

    An interior view of the Soyuz orbital module mock-up in bldg 35 during Apollo Soyuz Test Project (ASTP) joint crew training at JSC. The ASTP crewmen are Astronaut Vance D. Brand (on left), command module pilot of the American ASTP prime crew; and Cosmonaut Valeriy N. Kubasov, engineer on the Soviet ASTP first (prime) crew. The training session simulated activities on the second day in Earth orbit.

  19. Effects of intra-session exercise sequence during water-based concurrent training.

    PubMed

    Pinto, S S; Cadore, E L; Alberton, C L; Zaffari, P; Bagatini, N C; Baroni, B M; Radaelli, R; Lanferdini, F J; Colado, J C; Pinto, R S; Vaz, M A; Bottaro, M; Kruel, L F M

    2014-01-01

    The aim was to investigate the effects of the intra-session exercise order during water-based concurrent training on the neuromuscular adaptations in young women. 26 women (25.1±2.9 years) were placed into 2 groups: resistance prior to (RA) or after (AR) aerobic training. Subjects performed resistance (sets at maximal effort) and aerobic training (exercises at heart rate corresponding to the second ventilatory threshold) twice a week over 12 weeks, performing both exercise types in the same training session. Upper (elbow flexion) and lower-body (knee extension) one-repetition maximum test (1RM) and peak torque (PT) were evaluated. The muscle thickness (MT) of upper (sum of MT of biceps brachii and brachialis) and lower-body (sum of MT of vastus lateralis, vastus medialis, vastus intermedius, and rectus femoris) was determined by ultrasonography. Moreover, the maximal electromyographic activity (EMG) of upper (biceps brachii) and lower-body (sum of EMG of vastus lateralis and rectus femoris) was measured. Both RA and AR groups increased the upper and lower-body 1RM and PT, while the lower-body 1RM increases observed in the RA was greater than AR (43.58±14.00 vs. 27.01±18.05%). RA and AR showed MT increases in all muscles evaluated, while the lower-body MT increases observed in the RA were also greater than AR (10.24±3.11 vs. 5.76±1.88%). There were increases in the maximal EMG of upper and lower-body in both RA and AR, with no differences between groups. Performing resistance prior to aerobic exercise during water-based concurrent training seems to optimize the lower-body strength and hypertrophy. © Georg Thieme Verlag KG Stuttgart · New York.

  20. Teacher Training for High Technology. Final Report.

    ERIC Educational Resources Information Center

    Goettmann, Thomas L.

    The objective of this project was to develop computer literacy and a working knowledge of microprocessor applications and digital circuits for teachers in selected vocational subject areas. Twenty-four vocational trade and industry teachers completed 16 hours of training in microprocessor skills for computerized instruction and curriculum update.…

  1. A Multi-Component Social Skills Intervention for Children with Asperger Syndrome: The Junior Detective Training Program

    ERIC Educational Resources Information Center

    Beaumont, Renae; Sofronoff, Kate

    2008-01-01

    Background: The study aimed to investigate the effectiveness of a new multi-component social skills intervention for children with Asperger syndrome (AS): The Junior Detective Training Program. This 7-week program included a computer game, small group sessions, parent training sessions and teacher handouts. Method: Forty-nine children with AS were…

  2. The Initial Training of Geography Teachers at the University of Porto: Model and Training, Practices and Representations

    ERIC Educational Resources Information Center

    Martins, Felisbela

    2015-01-01

    Since 2008, the initial training of Geography teachers in Portugal was combined with the initial training of History teachers. This forced union has led to implications in the practices and teaching of geography. This paper intends to explore the thoughts and actions of the student teachers at the Faculty of Arts and Humanities, University of…

  3. Peculiarities of Future Technology Teachers' Training in Poland and Great Britain

    ERIC Educational Resources Information Center

    Androshchuk, Iryna; Androshchuk, Ihor

    2017-01-01

    The importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers' training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers'…

  4. University Teachers' Opinions about Higher Education Pedagogical Training Courses in Slovenia

    ERIC Educational Resources Information Center

    Aškerc-Veniger, Katarina

    2016-01-01

    Pedagogical training courses (PTCs) for university teachers have often been discussed and have become a widespread trend in recent years in many countries. Many university teachers consider pedagogical training (PT) as a valuable tool in their teaching practice. In Slovenia, however, there is little evidence of teachers' opinions and beliefs…

  5. A Context-Adaptive Teacher Training Model in a Ubiquitous Learning Environment

    ERIC Educational Resources Information Center

    Chen, Min; Chiang, Feng Kuang; Jiang, Ya Na; Yu, Sheng Quan

    2017-01-01

    In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and…

  6. Preservice Teachers' Classroom Management Training: A Survey of Self-Reported Training Experiences, Content Coverage, and Preparedness

    ERIC Educational Resources Information Center

    Christofferson, Michael; Sullivan, Amanda L.

    2015-01-01

    Many teachers report that their preservice training in classroom management was inadequate or ineffective, but little is known about the types of training they receive. In this exploratory study, 157 preservice teachers from throughout the United States were surveyed about the training sources through which they obtained knowledge and skills in…

  7. Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process

    ERIC Educational Resources Information Center

    Wang, Yuping; Chen, Nian-Shing; Levy, Mike

    2010-01-01

    This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber…

  8. Why Students Withdraw from Initial Teacher Training.

    ERIC Educational Resources Information Center

    Chambers, Gary M.; Roper, Tom

    2000-01-01

    Describes a research project that investigated: why preservice teachers in the United Kingdom withdrew from initial teacher training; how those reasons correlated with the views of schools where students completed student teaching; and measures administrators could take to reduce withdrawal rates (e.g., focus on how to change the interview process…

  9. Designs for the Evaluation of Teacher Training Materials. Report No. 2.

    ERIC Educational Resources Information Center

    Okey, James R.; Ciesla, Jerome L.

    This paper describes methods to assess the impact on students of a teacher using skills learned in a training program. Three designs for assessing the effects of teacher training materials are presented: time series design, equivalent time-samples design, and posttest-only control group design. Data obtained by classroom teachers while using the…

  10. Curriculum Orientation of Lecturers in Teacher Training College in Malaysia

    ERIC Educational Resources Information Center

    Salleh, Halimatussaadiah; Hamdan, Abdul Rahim; Yahya, Fauziah; Jantan, Hafsah

    2015-01-01

    Curriculum development in teacher training college can be facilitated by indentifying the lecturers curriculum orientation. This study focuses on curriculum orientation of lecturer in Teacher Training Colleges (TTC) in Malaysia. Data were collected through questionnaire survey using the Curriculum Orientation Inventory, an instrument developed by…

  11. Teacher Training and the Educational System in Poland. Some Notes.

    ERIC Educational Resources Information Center

    Hult, Hakan, Ed.

    This volume contains 12 papers on teacher training in Poland. Many reflect a special collaborative relationship between the Departments of Education at universities in Gdansk and Linkoping. The papers are: "Teacher Training-Between Atomism and Holism" (Joanna Rutkowiak); "Following-Applying-Seeking Inspiration as Possible Varieties…

  12. Establishing the minimal number of virtual reality simulator training sessions necessary to develop basic laparoscopic skills competence: evaluation of the learning curve.

    PubMed

    Duarte, Ricardo Jordão; Cury, José; Oliveira, Luis Carlos Neves; Srougi, Miguel

    2013-01-01

    Medical literature is scarce on information to define a basic skills training program for laparoscopic surgery (peg and transferring, cutting, clipping). The aim of this study was to determine the minimal number of simulator sessions of basic laparoscopic tasks necessary to elaborate an optimal virtual reality training curriculum. Eleven medical students with no previous laparoscopic experience were spontaneously enrolled. They were submitted to simulator training sessions starting at level 1 (Immersion Lap VR, San Jose, CA), including sequentially camera handling, peg and transfer, clipping and cutting. Each student trained twice a week until 10 sessions were completed. The score indexes were registered and analyzed. The total of errors of the evaluation sequences (camera, peg and transfer, clipping and cutting) were computed and thereafter, they were correlated to the total of items evaluated in each step, resulting in a success percent ratio for each student for each set of each completed session. Thereafter, we computed the cumulative success rate in 10 sessions, obtaining an analysis of the learning process. By non-linear regression the learning curve was analyzed. By the non-linear regression method the learning curve was analyzed and a r2 = 0.73 (p < 0.001) was obtained, being necessary 4.26 (∼five sessions) to reach the plateau of 80% of the estimated acquired knowledge, being that 100% of the students have reached this level of skills. From the fifth session till the 10th, the gain of knowledge was not significant, although some students reached 96% of the expected improvement. This study revealed that after five simulator training sequential sessions the students' learning curve reaches a plateau. The forward sessions in the same difficult level do not promote any improvement in laparoscopic basic surgical skills, and the students should be introduced to a more difficult training tasks level.

  13. Gestalt Workshops: Suggested In-Service Training for Teachers.

    ERIC Educational Resources Information Center

    Fiordo, Richard

    1981-01-01

    Fritz Perls' Gestalt Workshops are explained and recommended for inservice training for teachers. Since Gestalt Workshops increase their participants' growth, awareness, and integration personally and environmentally, their benefit to classroom teachers would be direct and dramatic. (Author)

  14. Using Radio To Deliver Teacher Training in West Africa.

    ERIC Educational Resources Information Center

    Norman, Douglas

    Three radio stations serving the interior of Liberia, West Africa, were used to broadcast inservice training programs to teachers in grades 1-6. Most of the teachers had not attended college and had received only 5 weeks of preservice training before going into the classroom. Poor roads, a 6-month wet season, and lack of vehicles made face-to-face…

  15. Revolutionizing Multicultural Education Staff Development: Factor Structure of a Teacher Survey.

    ERIC Educational Resources Information Center

    Scott, Kimberly A.; Pinto, Anthony

    2001-01-01

    Investigated African American and white elementary teachers' beliefs about and knowledge of multicultural education and their interest in staff development, noting differences by race. Survey data indicated that teachers considered multicultural education beneficial to students, but they were not very motivated to participate in training sessions.…

  16. [Psychological effects of preventive voice care training in student teachers].

    PubMed

    Nusseck, M; Richter, B; Echternach, M; Spahn, C

    2017-07-01

    Studies on the effectiveness of preventive voice care programs have focused mainly on voice parameters. Psychological parameters, however, have not been investigated in detail so far. The effect of a voice training program for German student teachers on psychological health parameters was investigated in a longitudinal study. The sample of 204 student teachers was divided into the intervention group (n = 123), who participated in the voice training program, and the control group (n = 81), who received no voice training. Voice training contained ten 90-min group courses and an individual visit by the voice trainer in a teaching situation with feedback afterwards. Participants were asked to fill out questionnaires (self-efficacy, Short-Form Health Survey, self-consciousness, voice self-concept, work-related behaviour and experience patterns) at the beginning and the end of their student teacher training period. The training program showed significant positive influences on psychological health, voice self-concept (i.e. more positive perception and increased awareness of one's own voice) and work-related coping behaviour in the intervention group. On average, the mental health status of all participants reduced over time, whereas the status in the trained group diminished significantly less than in the control group. Furthermore, the trained student teachers gained abilities to cope with work-related stress better than those without training. The training program clearly showed a positive impact on mental health. The results maintain the importance of such a training program not only for voice health, but also for wide-ranging aspects of constitutional health.

  17. Training Methods and Training Instructors' Qualification Are Related to Recruits' Fitness Development During Basic Military Training.

    PubMed

    Roos, Lilian; Hofstetter, Marie-Claire; Mäder, Urs; Wyss, Thomas

    2015-11-01

    Adequate physical fitness is essential for successful military service. Military organizations worldwide therefore make continuous efforts to improve their army's physical training (PT) programs. To investigate the effect of the training methods and the qualification of PT instructors on the development of recruits' physical fitness, the present study compared the outcomes of 2 training groups. Both study groups participated in approximately 145 minutes per week of PT. The control group executed the standard army PT prepared and supervised by army PT instructors. Content of the PT in the intervention group was similar to that of the control group, but their training sessions' methods were different. Their training sessions were organized, prepared, and delivered by more and better-qualified supervisors (tertiary-educated physical education teachers). After 10 weeks of training, the participants of the intervention group experienced a significantly greater physical fitness improvement than those of the control group (positive change in endurance 32 and 17%, balance 30 and 21%, and core strength 74 and 45%, respectively). In both groups, the recruits with the lowest initial fitness levels significantly increased their performance. In the intervention group, but not the control, one-third of the recruits with the highest initial fitness levels were able to further improve their general fitness performance. This study demonstrates that the training methods and quality of instruction during PT sessions are relevant for recruits' fitness development in basic military training.

  18. Certification for Teachers of the Visually Impaired: A Rural Teacher Training Project.

    ERIC Educational Resources Information Center

    Tweto-Johnson, Linda

    The goal of a 2-year vision teacher training project is to provide the coursework instruction and student teaching opportunities necessary for Oregon certification as teacher of the visually impaired. The program was designed in response to several conditions affecting services for visually impaired students living in seven eastern Oregon…

  19. Practicum Training for Teachers of Struggling Readers

    ERIC Educational Resources Information Center

    Morris, Darrell

    2011-01-01

    Teachers who work with struggling beginning readers need a supervised training experience that leads them to understand both how reading ability develops and how to adapt instruction to meet the needs of individual children. The practicum, in which a teacher works with one struggling reader under the supervision of an experienced and expert…

  20. Lifelong Learning: A Rationale for Teacher Training.

    ERIC Educational Resources Information Center

    Cropley, A.J.

    1981-01-01

    If lifelong learning were to become the norm, it would require a supporting system of lifelong education, and special skills and attitudes on the part of teachers. This paper examines changes made in the teacher training programs of five institutions in four countries in response to the idea of lifelong learning. (Author/FG)

  1. One night of partial sleep deprivation impairs recovery from a single exercise training session.

    PubMed

    Rae, Dale E; Chin, Tayla; Dikgomo, Kagiso; Hill, Lee; McKune, Andrew J; Kohn, Tertius A; Roden, Laura C

    2017-04-01

    The effects of sleep deprivation on physical performance are well documented, but data on the consequence of sleep deprivation on recovery from exercise are limited. The aim was to compare cyclists' recovery from a single bout of high-intensity interval training (HIIT) after which they were given either a normal night of sleep (CON, 7.56 ± 0.63 h) or half of their usual time in bed (DEP, 3.83 ± 0.33 h). In this randomized cross-over intervention study, 16 trained male cyclists (age 32 ± 7 years), relative peak power output (PPO 4.6 ± 0.7 W kg -1 ) performed a HIIT session at ±18:00 followed by either the CON or DEP sleep condition. Recovery from the HIIT session was assessed the following day by comparing pre-HIIT variables to those measured 12 and 24 h after the session. Following a 2-week washout, cyclists repeated the trial, but under the alternate sleep condition. PPO was reduced more 24 h after the HIIT session in the DEP (ΔPPO -0.22 ± 0.22 W kg -1 ; range -0.75 to 0.1 W kg -1 ) compared to the CON condition (ΔPPO -0.05 ± 0.09 W kg -1 , range -0.19 to 0.17 W kg -1 , p = 0.008, d = -2.16). Cyclists were sleepier (12 h: p = 0.002, d = 1.90; 24 h: p = 0.001, d = 1.41) and felt less motivated to train (12 h, p = 0.012, d = -0.89) during the 24 h recovery phase when the HIIT session was followed by the DEP condition. The exercise-induced 24 h reduction in systolic blood pressure observed in the CON condition was absent in the DEP condition (p = 0.039, d = 0.75). One night of partial sleep deprivation impairs recovery from a single HIIT session in cyclists. Further research is needed to understand the mechanisms behind this observation.

  2. Learning Physical Examination Skills outside Timetabled Training Sessions: What Happens and Why?

    ERIC Educational Resources Information Center

    Duvivier, Robbert J.; van Geel, Koos; van Dalen, Jan; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M.

    2012-01-01

    Lack of published studies on students' practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1-3 using a pre-established interview guide.…

  3. Models of Inservice Teacher Training.

    ERIC Educational Resources Information Center

    Mercado, Carmen I.

    The federally-funded New York Bilingual Education Multifunctional Support Center provides support services for Title VII and other bilingual education programs, and actively promotes the analysis and application of research findings relating to bilingual instruction and teacher training. It promotes professional development activities that are…

  4. Impact of Mindfulness-Based Teacher Training on MBSR Participant Well-Being Outcomes and Course Satisfaction.

    PubMed

    Ruijgrok-Lupton, Pauline Eva; Crane, Rebecca S; Dorjee, Dusana

    2018-01-01

    Growing interest in mindfulness-based programs (MBPs) has resulted in increased demand for MBP teachers, raising questions around safeguarding teaching standards. Training literature emphasises the need for appropriate training and meditation experience, yet studies into impact of such variables on participant outcomes are scarce, requiring further investigation. This feasibility pilot study hypothesised that participant outcomes would relate to teachers' mindfulness-based teacher training levels and mindfulness-based teaching and meditation experience. Teachers ( n  = 9) with different MBP training levels delivering mindfulness-based stress reduction (MBSR) courses to the general public were recruited together with their course participants ( n  = 31). A teacher survey collected data on their mindfulness-based teacher training, other professional training and relevant experience. Longitudinal evaluations using online questionnaires measured participant mindfulness and well-being before and after MBSR and participant course satisfaction. Course attendees' gains after the MBSR courses were correlated with teacher training and experience. Gains in well-being and reductions in perceived stress were significantly larger for the participant cohort taught by teachers who had completed an additional year of mindfulness-based teacher training and assessment. No correlation was found between course participants' outcomes and their teacher's mindfulness-based teaching and meditation experience. Our results support the hypothesis that higher mindfulness-based teacher training levels are possibly linked to more positive participant outcomes, with implications for training in MBPs. These initial findings highlight the need for further research on mindfulness-based teacher training and course participant outcomes with larger participant samples.

  5. Process evaluation of the teacher training for an AIDS prevention programme.

    PubMed

    Ahmed, Nazeema; Flisher, Alan J; Mathews, Catherine; Jansen, Shahieda; Mukoma, Wanjiru; Schaalma, Herman

    2006-10-01

    This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual reproductive health, human immunodeficiency virus (HIV), sexual decision-making, abstinence, consequences of sexual activity, safe sex practices, substance abuse and sexual violence. Questionnaires administered prior to the training, on completion of the training and at two follow-up time periods were analysed as well as participant observation notes. Findings indicate that teachers reported increased confidence and comfort in teaching the sexuality curriculum. However, many struggled with the transfer of sexual reproductive knowledge and facilitative teaching methods into the classroom context. This highlights the need for HIV education to form part of teacher trainee programmes. Ongoing support and engagement with teachers is needed to encourage alternative teaching practices.

  6. An Analysis of the Selection and Training of Guiding Teachers in an Urban Teacher Education Program

    ERIC Educational Resources Information Center

    Lopez, Carmen Lizette

    2012-01-01

    In response to a growing trend towards alternative teacher education programs, this study aims to direct the focus on traditional teacher preparation programs. The purpose of this study is to analyze the processes of how classroom teachers are selected, trained, and supported as guiding teachers in one urban teacher education program. The…

  7. John Tracy Clinic 1973 Summer Session for Teachers of the Deaf/Blind: Selected Papers. Final Report.

    ERIC Educational Resources Information Center

    Blea, William A.,

    The document contains 10 papers from the 1973 John Tracy Clinic (Los Angeles, California) Summer Session for teachers on communication skills for deaf/blind children. J. Efron, the author of "Teaching Communication Skills to Deaf/Blind Children--Which Method?" examines advantages and disadvantages of several methods of teaching communication…

  8. Performance Management in the French System of Secondary-Teacher Training

    ERIC Educational Resources Information Center

    Tchibozo, Guy

    2005-01-01

    The present study focuses on performance analysis and performance management in teacher training in France. After a brief summary of the French system of secondary-teacher training, determinants affecting performance are analyzed. The analysis shows that three determinants--the number of external competitors, the size of a department and the…

  9. World Health Organization "School Mental Health Manual"-based training for school teachers in Urban Lahore, Pakistan: study protocol for a randomized controlled trial.

    PubMed

    Imran, Nazish; Rahman, Atif; Chaudhry, Nakhshab; Asif, Aftab

    2018-05-24

    The teacher's role in school mental health initiatives cannot be overemphasized. Despite global evidence of educational interventions in improving teachers' knowledge and attitudes regarding mental health, this area remains under researched in Pakistan. This paper presents a study protocol of a pilot randomized controlled trial to examine the effectiveness of a teacher training intervention for improving mental health literacy and self-efficacy among school teachers in urban Lahore, Pakistan. The randomized controlled trial will follow the CONSORT guidelines. Participants will be allocated to the Intervention group (receiving the World Health Organization, Eastern Mediterranean Region (WHO-EMRO) School Mental Health Manual-based intervention in three 6-h, face-to-face sessions) or a waitlist control group (not receiving training during the study period). Participants will be teachers of private schools with similar broad demographic characteristics in an inner city area of Lahore. The primary outcome measures for the trial is teachers' mental health literacy. It will be assessed by using the previously applied (during WHO training of Master Trainers) self-administered questionnaire in both groups pre and post training and at 3 months' follow-up. Secondary outcomes include: for teachers: Teachers' self-efficacy (assessed by the Teachers' Sense of Self Efficacy Scale (TSES) short form.); for students (11-16 years): socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire (assessed at baseline and 3 months post intervention); for schools: the WHO School Psychosocial Profile Questionnaire (baseline and 3 months post intervention). Given the high prevalence of child mental health problems, stigma and lack of services, it is important to consider alternate avenues for promoting positive mental health among youth. This pilot study should establish the effectiveness of the WHO-EMRO School Mental Health Manual

  10. STS-41 crew is briefed on camera equipment during training session at JSC

    NASA Technical Reports Server (NTRS)

    1990-01-01

    STS-41 crewmembers are briefed on camera equipment during training session at JSC. Trainer Judy M. Alexander explains the use 16mm motion picture equipment to (left to right) Pilot Robert D. Cabana, Mission Specialist (MS) Bruce E. Melnick, and MS Thomas D. Akers.

  11. Augmenting one-session treatment of children's specific phobias with attention training to positive stimuli.

    PubMed

    Waters, Allison M; Farrell, Lara J; Zimmer-Gembeck, Melanie J; Milliner, Ella; Tiralongo, Evelin; Donovan, Caroline L; McConnell, Harry; Bradley, Brendan P; Mogg, Karin; Ollendick, Thomas H

    2014-11-01

    This study examined the efficacy of combining two promising approaches to treating children's specific phobias, namely attention training and one 3-h session of exposure therapy ('one-session treatment', OST). Attention training towards positive stimuli (ATP) and OST (ATP+OST) was expected to have more positive effects on implicit and explicit cognitive mechanisms and clinical outcome measures than an attention training control (ATC) condition plus OST (ATC+OST). Thirty-seven children (6-17 years) with a specific phobia were randomly assigned to ATP+OST or ATC+OST. In ATP+OST, children completed 160 trials of attention training responding to a probe that always followed the happy face in happy-angry face pairs. In ATC+OST, the probe appeared equally often after angry and happy faces. In the same session, children completed OST targeting their phobic situation/object. Clinical outcomes included clinician, parent and child report measures. Cognitive outcomes were assessed in terms of change in attention bias to happy and angry faces and in danger and coping expectancies. Assessments were completed before and after treatment and three-months later. Compared to ATC+OST, the ATP+OST condition produced (a) significantly greater reductions in children's danger expectancies about their feared situations/object during the OST and at three-month follow-up, and (b) significantly improved attention bias towards positive stimuli at post-treatment, which in turn, predicted a lower level of clinician-rated phobia diagnostic severity three-months after treatment. There were no significant differences between ATP+OST and ATC+OST conditions in clinician, parent, or child-rated clinical outcomes. Training children with phobias to focus on positive stimuli is effective in increasing attention towards positive stimuli and reducing danger expectancy biases. Studies with larger sample sizes and a stronger 'dose' of ATP prior to the OST may reveal promising outcomes on clinical measures

  12. Examining High-Performing Education Systems in Terms of Teacher Training: Lessons Learnt for Low-Performers

    ERIC Educational Resources Information Center

    Çer, Erkan; Solak, Ekrem

    2018-01-01

    The quality of a teacher plays one of the most important roles in the achievement of an education system. Teacher training is a multi-dimensional process which comprises the selection of teacher candidates, pre-service training, appointment, in-service training and teaching practices. Therefore, this study focuses on teacher training processes in…

  13. Interactive Whiteboard Integration in Classrooms: Active Teachers Understanding about Their Training Process

    NASA Astrophysics Data System (ADS)

    Pujol, Meritxell Cortada; Quintana, Maria Graciela Badilla; Romaní, Jordi Riera

    With the incorporation in education of Information and Communication Technologies (ICT), especially the Interactive Whiteboard (IWB), emerges the need for a proper teacher training process due to adequate the integration and the didactic use of this tool in the classroom. This article discusses the teachers' perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was putted into practice in 4 schools in Catalonia, Spain. Findings indicated different teachers' needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB uses in the classroom.

  14. Preservice Teachers' Beliefs Regarding School Violence Prevention Training.

    ERIC Educational Resources Information Center

    Kandakai, Tina L.; King, Keith A.

    2002-01-01

    Investigated preservice teachers' beliefs about school violence prevention and intervention approaches, the effect of violence prevention training on the school environment, and differences in preservice teachers' beliefs by background and demographics. Overall, there were significant differences in beliefs about violence prevention interventions…

  15. Astronomy Education and Teacher Training in Turkey

    NASA Astrophysics Data System (ADS)

    Kirbiyik, Halil

    In this talk, education in astronomy and space sciences in schools in Turkey as well as activities to create awareness in these subjects will be discussed. A search done among youngsters(ages from 15 to 24) for measuring the scientific literacy showed that most attractive subjects to the Turkish younsters are “internet” and “astronomy”. This result led authorities to take necessary measures to fill the gap especially in teaching material such as books. Another attempt along this is to increase astronomy subjects in the school curricula. Besides TUBITAK National Observatory, universities and Turkish Astronomical Society are giving every efort to create public awareness of space activities and space sciences. As for the teacher training in astronomy and space sciences, much has been done but no success has come yet. Astronomy subjects, in schools, are generally taught not by astronomers but some other substitutes from other branches, such as physics and mathematics. Thus the Ministry of Education prefers training teachers in service. Nevertheless it must be stated that astronomers are pushing forward to formally have the right to train astronomers to become teachers to be hired by the Ministry of Education in schools.

  16. Introduction of ICT and Multimedia into Cambodia's Teacher Training Centres

    ERIC Educational Resources Information Center

    Dionys, David

    2012-01-01

    This article describes the integration of ICT in the teacher training centres of Cambodia. It focuses on the collaboration between the Teacher Training Department of the Ministry of Education, Youth and Sports (MoEYS) of Cambodia and VVOB (Flemish Association for Development Cooperation and Technical Assistance), which is aimed at improving ICT…

  17. Spirituality in Teacher Training at an Islamic College in Israel

    ERIC Educational Resources Information Center

    Erdreich, Lauren

    2016-01-01

    This article looks at an Islamic teacher training college in Israel in an attempt to understand how religious revival shapes women's understandings of being Muslim women professionals in Israel. The college grew out of Islamic revival in Israel; its teacher training program reflects the sensibilities that Islamic revival hopes to foster in women…

  18. Supporting the Work Arrangements of Cooperating Teachers and University Supervisors to Better Train Preservice Teachers: A New Theoretical Contribution

    ERIC Educational Resources Information Center

    Escalié, Guillaume; Chaliès, Sébastien

    2016-01-01

    This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a…

  19. A Model to Improve Teacher Performance in Implementing Individual Instructional Programs for Exceptional Children in a Mainstream Education. Midi Report.

    ERIC Educational Resources Information Center

    Vidaurri, Otilia V.

    Described is a teacher development center, an inservice program designed to develop competencies for individualizing instruction in 73 regular and special educators attending 2-week training sessions. It is explained that training focused on 12 content modules (including teacher communication and guidance, classroom management, and organization of…

  20. Teacher Training in Curative Education.

    ERIC Educational Resources Information Center

    Juul, Kristen D.; Maier, Manfred

    1992-01-01

    This article considers the application of the philosophical and educational principles of Rudolf Steiner, called "anthroposophy," to the training of teachers and curative educators in the Waldorf schools. Special emphasis is on the Camphill movement which focuses on therapeutic schools and communities for children with special needs. (DB)

  1. Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: effects on teacher praise and academic productivity.

    PubMed Central

    Craft, M A; Alber, S R; Heward, W L

    1998-01-01

    Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, "How am I doing?" or "Look, I'm all finished!" Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments. PMID:9757582

  2. Teacher training as a behavior change process: principles and results from a longitudinal study.

    PubMed

    Kealey, K A; Peterson, A V; Gaul, M A; Dinh, K T

    2000-02-01

    For students to realize the benefits of behavior change curricula for disease prevention, programs must be implemented effectively. However, implementation failure is a common problem documented in the literature. In this article, teacher training is conceptualized as a behavior change process with explicit teacher motivation components included to help effect the intended behavior (i.e., implementation). Using this method, the Hutchinson Smoking Prevention Project, a randomized controlled trial in school-based smoking prevention, conducted 65 in-service programs, training nearly 500 teachers (Grades 3-10) from 72 schools. Implementation was monitored by teacher self-report and classroom observations by project staff. The results were favorable. All eligible teachers received training, virtually all trained teachers implemented the research curriculum, and 89% of observed lessons worked as intended. It is concluded that teacher training conceptualized as a behavior change process and including explicit teacher motivation components can promote effective implementation of behavior change curricula in public school classrooms.

  3. Teacher Training in Family Involvement: An Interpersonal Approach.

    ERIC Educational Resources Information Center

    Coleman, Mick; Wallinga, Charlotte

    2000-01-01

    Discusses ways to develop family-school-community involvement, based on an early childhood teacher training course in family involvement. Discusses strategies for using Maslow's Hierarchy of Needs to facilitate family involvement interactions, and using student teachers' experiences for structuring reflective thought about family involvement…

  4. Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

    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…

  5. Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

    ERIC Educational Resources Information Center

    Ulmer, Jonathan D.; Velez, Jonathan J.; Lambert, Misty D.; Thompson, Greg W.; Burris, Scott; Witt, Phillip A.

    2013-01-01

    This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments…

  6. Transportable Teacher Training Program in Nutrition. Pre-School-Grade 12.

    ERIC Educational Resources Information Center

    Bell State Univ., Muncie, IN. Dept. of Home Economics.

    This guidebook consists of two main parts: a user's guide for training teachers in nutrition; and the educational materials to be used in the training program. The object of this guidebook is to increase the knowledge and competence of inservice elementary and secondary teachers in nutrition education. Sections in the user's guide describe three…

  7. Students as facilitators in a teacher training program: motivation for leadership roles.

    PubMed

    Burgess, Annette; van Diggele, Christie; Mellis, Craig

    2015-01-01

    Although students often partake in peer-teaching activities during medical school, they are rarely provided with formal training in teaching. We have previously described our teacher training (TT) program for medical students. The TT program is delivered face-to-face across two sessions. In order to alleviate academic teaching load required to run the course, and at the same time provide our final-year students with practical opportunities to develop their leadership skills, we engaged five senior students as co-facilitators alongside academic staff. By developing an understanding of our students' motivation to participate as facilitators, we may be able to promote an interest within leadership in teaching among other students. Our study sought to examine students' motivation to take part as facilitators in the TT program. Data were collected through a focus group session with the five student facilitators. Self-determination theory, which poses that there are three elements key to intrinsic motivation, including autonomy, competence, and relatedness, was used as a conceptual lens to identify and code recurrent themes in the data. Elements that motivated students to assist in facilitation included an opportunity to review and build on their knowledge and skills in teaching practices; the recognition and acknowledgement received from school staff and fellow students; the opportunity to develop these relationships; and a desire to increase their peer-teaching responsibilities. By actively involving our students in leadership practices, we were able to not only engage the students, but also develop our student community and contribute to the promotion of a culture of excellence in teaching within the hospital.

  8. GIS In-Service Teacher Training Based on TPACK

    ERIC Educational Resources Information Center

    Hong, Jung Eun; Stonier, Francis

    2015-01-01

    This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies…

  9. Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training

    ERIC Educational Resources Information Center

    Webster-Stratton, Carolyn; Reid, M. Jamila; Hammond, Mary

    2004-01-01

    Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations…

  10. The Industrial Vocational High School Teacher Training Program Cooperating with the Enterprises.

    ERIC Educational Resources Information Center

    Chi, Cheng-Feng

    Training of vocational education teachers should be closely linked to the industries in which the teachers are preparing to instruct students. A teacher training program in Taiwan has been designed with the cooperation of the metals manufacturing industry. In this four-year program, students are assigned to the industry to learn the product…

  11. Teacher Training inside or outside the University: The Belgian Compromise (1815-1890)

    ERIC Educational Resources Information Center

    Dhondt, Pieter

    2008-01-01

    During the nineteenth century, educationists, professors and politicians in many European countries struggled with the question of whether secondary school teachers should be trained at the university, or in separate teachers' colleges, where they would receive a proper vocational training. This article explores the development of the training of…

  12. [Training of residents in obstetrics and gynecology: Assessment of an educational program including formal lectures and practical sessions using simulators].

    PubMed

    Jordan, A; El Haloui, O; Breaud, J; Chevalier, D; Antomarchi, J; Bongain, A; Boucoiran, I; Delotte, J

    2015-01-01

    Evaluate an educational program in the training of residents in gynecology-obstetrics (GO) with a theory session and a practical session on simulators and analyze their learning curve. Single-center prospective study, at the university hospital (CHU). Two-day sessions were leaded in April and July 2013. An evaluation on obstetric and gynecological surgery simulator was available to all residents. Theoretical knowledge principles of obstetrics were evaluated early in the session and after formal lectures was taught to them. At the end of the first session, a satisfaction questionnaire was distributed to all participants. Twenty residents agreed to participate to the training sessions. Evaluation of theoretical knowledge: at the end of the session, the residents obtained a significant improvement in their score on 20 testing knowledge. Obstetrical simulator: a statistically significant improvement in scores on assessments simulator vaginal delivery between the first and second session. Subjectively, a larger increase feeling was seen after breech delivery simulation than for the cephalic vaginal delivery. However, the confidence level of the resident after breech delivery simulation has not been improved at the end of the second session. Simulation in gynecological surgery: a trend towards improvement in the time realized on the peg-transfer between the two sessions was noted. In the virtual simulation, no statistically significant differences showed, no improvement for in salpingectomy's time. Subjectively, the residents felt an increase in the precision of their gesture. Satisfaction: All residents have tried the whole program. They considered the pursuit of these sessions on simulators was necessary and even mandatory. The approach chosen by this structured educational program allowed a progression for the residents, both objectively and subjectively. This simulation program type for the resident's training would use this tool in assessing their skills and develop

  13. A longitudinal investigation of the preservice science teachers' beliefs about science teaching during a science teacher training programme

    NASA Astrophysics Data System (ADS)

    Buldur, Serkan

    2017-01-01

    The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants were composed of 76 preservice teachers, and the DASTT-C was used as the data collection tool. As a result of the study, it was determined that the students had conventional teaching beliefs after the first years of the teacher training programme. Moreover, the mental teaching styles of preservice teachers about the science teaching were found to undergo changes throughout their undergraduate education. Participants' beliefs about conventional teaching started to change, especially after they first took a science method course in their third year and their beliefs shifted towards student-centred teaching. Implications for science teacher training programmes were also addressed.

  14. Effective Practices for Training and Inspiring High School Physics Teachers

    NASA Astrophysics Data System (ADS)

    Magee-Sauer, Karen

    It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

  15. In-Service Teachers' Training: The Case of University Teachers in Yangon, Myanmar

    ERIC Educational Resources Information Center

    Ulla, Mark B.

    2018-01-01

    Research studies show a number of significant contributions of professional development programs towards teachers' teaching skills. This paper explores the views of eight (8) university lecturers in a university in Yangon, Myanmar with regards to the teacher capacity building and language enhancement training program they attended from 2014-2016.…

  16. Organizational and Content Peculiarities of English Teachers' Professional Training in Canada

    ERIC Educational Resources Information Center

    Ikonnikova, Maryna

    2016-01-01

    The article deals with studying organizational and content peculiarities of English teachers' professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided in many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP…

  17. Manipulating Carbohydrate Availability Between Twice-Daily Sessions of High-Intensity Interval Training Over 2 Weeks Improves Time-Trial Performance.

    PubMed

    Cochran, Andrew J; Myslik, Frank; MacInnis, Martin J; Percival, Michael E; Bishop, David; Tarnopolsky, Mark A; Gibala, Martin J

    2015-10-01

    Commencing some training sessions with reduced carbohydrate (CHO) availability has been shown to enhance skeletal muscle adaptations, but the effect on exercise performance is less clear. We examined whether restricting CHO intake between twice daily sessions of high-intensity interval training (HIIT) augments improvements in exercise performance and mitochondrial content. Eighteen active but not highly trained subjects (peak oxygen uptake [VO2peak] = 44 ± 9 ml/kg/min), matched for age, sex, and fitness, were randomly allocated to two groups. On each of 6 days over 2 weeks, subjects completed two training sessions, each consisting of 5 × 4-min cycling intervals (60% of peak power), interspersed by 2 min of recovery. Subjects ingested either 195 g of CHO (HI-HI group: ~2.3 g/kg) or 17 g of CHO (HI-LO group: ~0.3 g/kg) during the 3-hr period between sessions. The training-induced improvement in 250-kJ time trial performance was greater (p = .02) in the HI-LO group (211 ± 66 W to 244 ± 75 W) compared with the HI-HI group (203 ± 53 W to 219 ± 60 W); however, the increases in mitochondrial content was similar between groups, as reflected by similar increases in citrate synthase maximal activity, citrate synthase protein content and cytochrome c oxidase subunit IV protein content (p > .05 for interaction terms). This is the first study to show that a short-term "train low, compete high" intervention can improve whole-body exercise capacity. Further research is needed to determine whether this type of manipulation can also enhance performance in highly-trained subjects.

  18. A randomised controlled trial of three or one breathing technique training sessions for breathlessness in people with malignant lung disease.

    PubMed

    Johnson, Miriam J; Kanaan, Mona; Richardson, Gerry; Nabb, Samantha; Torgerson, David; English, Anne; Barton, Rachael; Booth, Sara

    2015-09-07

    About 90 % of patients with intra-thoracic malignancy experience breathlessness. Breathing training is helpful, but it is unknown whether repeated sessions are needed. The present study aims to test whether three sessions are better than one for breathlessness in this population. This is a multi-centre randomised controlled non-blinded parallel arm trial. Participants were allocated to three sessions or single (1:2 ratio) using central computer-generated block randomisation by an independent Trials Unit and stratified for centre. The setting was respiratory, oncology or palliative care clinics at eight UK centres. Inclusion criteria were people with intrathoracic cancer and refractory breathlessness, expected prognosis ≥3 months, and no prior experience of breathing training. The trial intervention was a complex breathlessness intervention (breathing training, anxiety management, relaxation, pacing, and prioritisation) delivered over three hour-long sessions at weekly intervals, or during a single hour-long session. The main primary outcome was worst breathlessness over the previous 24 hours ('worst'), by numerical rating scale (0 = none; 10 = worst imaginable). Our primary analysis was area under the curve (AUC) 'worst' from baseline to 4 weeks. All analyses were by intention to treat. Between April 2011 and October 2013, 156 consenting participants were randomised (52 three; 104 single). Overall, the 'worst' score reduced from 6.81 (SD, 1.89) to 5.84 (2.39). Primary analysis [n = 124 (79 %)], showed no between-arm difference in the AUC: three sessions 22.86 (7.12) vs single session 22.58 (7.10); P value = 0.83); mean difference 0.2, 95 % CIs (-2.31 to 2.97). Complete case analysis showed a non-significant reduction in QALYs with three sessions (mean difference -0.006, 95 % CIs -0.018 to 0.006). Sensitivity analyses found similar results. The probability of the single session being cost-effective (threshold value of £20,000 per QALY) was over 80 %. There was no

  19. Stuttering at school: the effect of a teacher training program on stuttering.

    PubMed

    Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves

    2016-07-04

    Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

  20. Teacher & Administrator Training in Technology.

    ERIC Educational Resources Information Center

    Ambron, Sueann, Ed.

    1986-01-01

    This report summarizes a November 1985 meeting at which members of the Apple Education Advisory Council addressed the issues involved in training teachers and administrators on the best ways to use computers in education. In their discussions, Advisory Council members first summarized the roles that are played by each type of organization involved…

  1. Teachers' Training and Involvement in School Health Programme in Oyo State, Southwest Nigeria.

    PubMed

    Adebayo, A M; Makinde, G I; Omode, P K

    2018-02-01

    School Health Programme (SHP) currently lacks effective implementation in Nigeria. Lack of training/orientation of teachers in the programme may have contributed to this. Developing an appropriate training intervention may require prior situation analysis to know teachers' current level of training and involvement in the programme, as there is paucity of information on such study in Oyo State. Thus, this study was carried out to assess primary school teachers' training and involvement in the SHP in Oyo state, Nigeria. A descriptive cross-sectional study was conducted using a 2-stage cluster sampling method to select 2 out of the 33 Local Government Areas (LGAs) in Oyo State. A semi-structured self-administered questionnaire was used to obtain information on respondents' characteristics and previous training and involvement in the SHP. The major variable for assessing teachers' involvement in the SHP was "ever been involved in health inspection of pupils". Level of involvement was categorized into "never, "once", "occasionally", "frequently", and "very regularly". These options were further re-categorized into "never", "infrequently" (once and occasionally) and "frequently" (frequently and very regularly) for the purpose of inferential statistics. Data were analyzed using descriptive statistics and Chi-square test at p=0.05. A total of 811 respondents participated in the study. Twenty-eight percent of the respondents reported previous training in the SHP out of whom 44.7% received the training on-the-job. Forty-seven percent were regularly involved in health inspection of pupils. Teachers who taught health education (92.3%) were involved in health inspection of pupils compared with counterparts who did not (74.4%) (p<0.001). Similarly, 85.3% of teachers trained on-the-job were frequently involved in the SHP compared with 73.6% of those trained during undergraduate years (p=0.026). Training and involvement of public primary school teachers in the SHP in Oyo State

  2. Effectiveness of a Voice Training Program for Student Teachers on Vocal Health.

    PubMed

    Richter, Bernhard; Nusseck, Manfred; Spahn, Claudia; Echternach, Matthias

    2016-07-01

    The effectiveness of a preventive training program on vocal health for German student teachers was investigated on specific vocal parameters. The voice quality as described by the Dysphonia Severity Index of 204 student teachers (training group: n = 123; control group: n = 81) was measured at the beginning and at the end of the student teachers training period (duration 1.5 years). Additionally, for investigating the voice-carrying capacity, a vocal loading test (VLT) was performed. Finally, participants had to provide a subjective judgment of a possible Voice Handicap Index. The training program improved the voice quality of the trained group compared with that of the control group, whose voice quality declined. The trained group was also able to better sustain their voice quality across the VLT than the control group. Both groups, however, reported a similar increase in subjective vocal strain. The presented training program clearly showed a positive impact on the voice quality and the vocal capacity. The results maintain the importance of such a training program to be integrated in the education and occupational routine of teachers. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  3. What Millennial Preservice Teachers Want to Learn in Their Training

    ERIC Educational Resources Information Center

    Clark, Sarah K.; Byrnes, Deborah

    2015-01-01

    As teacher educators, we implore teacher candidates to understand the cultures and experiences of their students to engage them in learning. Yet, preservice teachers are seldom asked what they hope to learn in their training to become teachers of young children. In this study, we examined the interests, resources, and expectations of millennial…

  4. Within-session responses to high-intensity interval training in spinal cord injury.

    PubMed

    Astorino, Todd Anthony; Thum, Jacob S

    2018-02-01

    Completion of high-intensity interval training (HIIT) increases maximal oxygen uptake and health status, yet its feasibility in persons with spinal cord injury is unknown. To compare changes in cardiorespiratory and metabolic variables between two interval training regimes and moderate intensity exercise. Nine adults with spinal cord injury (duration = 6.8 ± 6.2 year) initially underwent determination of peak oxygen uptake. During subsequent sessions, they completed moderate intensity exercise, HIIT, or sprint interval training. Oxygen uptake, heart rate, and blood lactate concentration were measured. Oxygen uptake and heart rate increased (p < 0.05) during both interval training sessions and were similar (p > 0.05) to moderate intensity exercise. Peak oxygen uptake and heart rate were higher (p < 0.05) with HIIT (90% peak oxygen uptake and 99% peak heart rate) and sprint interval training (80% peak oxygen uptake and 96% peak heart rate) versus moderate intensity exercise. Despite a higher intensity and peak cardiorespiratory strain, all participants preferred interval training versus moderate exercise. Examining long-term efficacy and feasibility of interval training in this population is merited, considering that exercise intensity is recognized as the most important variable factor of exercise programming to optimize maximal oxygen uptake. Implications for Rehabilitation Spinal cord injury (SCI) reduces locomotion which impairs voluntary physical activity, typically resulting in a reduction in peak oxygen uptake and enhanced chronic disease risk. In various able-bodied populations, completion of high-intensity interval training (HIIT) has been consistently reported to improve cardiorespiratory fitness and other health-related outcomes, although its efficacy in persons with SCI is poorly understood. Data from this study in 9 men and women with SCI show similar changes in oxygen uptake and heart in response to HIIT compared to a prolonged

  5. Organisational and Training Factors Affecting Academic Teacher Training Outcomes

    ERIC Educational Resources Information Center

    Renta-Davids, Ana-Inés; Jiménez-González, José-Miguel; Fandos-Garrido, Manel; González-Soto, Ángel-Pío

    2016-01-01

    University teacher training has become an important topic in recent years due to the curricular and methodological reforms introduced by the Bologna process. Despite its acknowledged importance, evaluations have been limited to measures of participants' satisfaction, and little is known about its impact on teaching practices. This study seeks to…

  6. The Development of Teachers' Responses to Challenging Situations during Interaction Training

    ERIC Educational Resources Information Center

    Talvio, Markus; Lonka, Kirsti; Komulainen, Erkki; Kuusela, Marjo; Lintunen, Taru

    2015-01-01

    The qualitative changes in teachers' responses in challenging situations were analysed during a four-day Teacher Effectiveness Training (TET) course, which aimed at improving teachers' interpersonal dynamics with pupils, parents and colleagues. The participants were 21 teachers from one elementary and 23 teachers from one secondary school…

  7. Contextualized Teacher-Training and Racial/Ethnic Tensions in U.S. Schools

    ERIC Educational Resources Information Center

    Guinn, Cameron S.

    2017-01-01

    Public school teachers are required to have specialized training to appropriately address discipline problems and foster positive school culture. Despite good intentions, many teacher-training initiatives fall short of creating an unbiased school atmosphere. This study used data collected by the National Center for Educational Statistics through…

  8. Classroom Management: A Study on the Training Needs of Primary School Teachers

    ERIC Educational Resources Information Center

    El Warfali, Faida Imhemid Salem; Yusoff, Nik Mohd Rahimi Nik

    2014-01-01

    This study aimed to identify the training needs of the in-service primary school teachers in the city of Benghazi, Libya. Data collection involved the administration of a set of questionnaire to 420 teachers and interviews with ten of them. The study found that the most important training needs of the primary school teachers in terms of classroom…

  9. Music Activity Reports by Music Teachers with Varying Training in Orff Schulwerk

    ERIC Educational Resources Information Center

    Sogin, David W.; Wang, Cecilia Chu

    2008-01-01

    The purpose of this study was to examine music activities occurring in the music classroom of teachers who received different levels of training in Orff Schulwerk. The subjects (N = 49) were teachers participating in three training levels at a summer Orff Schulwerk certification program in a university in the USA. Teachers were asked to report the…

  10. To What Extent Do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers Use with English Language Learners?

    ERIC Educational Resources Information Center

    Rader-Brown, Lucy M.

    2010-01-01

    Using responses from a survey of elementary teachers from the state of Ohio, this study analyzed the influences of teachers' professional training (both pre-service training and in-service professional development), teachers' attitude towards ELLs, teachers' bilingualism, schools' percent of ELLs, and schools' resources (both socioeconomic status…

  11. Development of an Advanced Training Course for Teachers and Researchers in Chemistry

    ERIC Educational Resources Information Center

    Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan

    2016-01-01

    Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…

  12. Professional Training of Foreign Languages Teachers in Austria

    ERIC Educational Resources Information Center

    Byndas, Olena

    2014-01-01

    The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers' professional training and their practical availability for service in school, have been observed. The problem of…

  13. Identifying Collaborative Behaviours Online: Training Teachers in Wikis

    ERIC Educational Resources Information Center

    Vinagre Laranjeira, Margarita

    2016-01-01

    In this paper we explore the data gathered from a group of nine in-service teachers who were trained online to become future telecollaborative teachers. Participants from different countries worked in two small groups in a wiki designed specially to facilitate discussion and collaboration. Tasks included reading and reviewing articles on…

  14. Maximising the potential of part-time clinical teachers.

    PubMed

    Patston, Philip; Holmes, David; Maalhagh-Fard, Ahmad; Ting, Kang; Ziccardi, Vincent B

    2010-12-01

    A problem faced by health professions education throughout the world is a lack of full-time clinical teachers. This is particularly serious in dentistry and nursing, but is increasingly also true in medicine. To make up for this shortfall there is a growing reliance on part-time clinical teachers. Part-time clinical teachers are essential for the education of students. However, compared with their full-time counterparts, the part-time teachers are often not adequately prepared for their roles as educators within the context of the clinical curriculum. They might not be trained in the latest educational practices, and may be unprepared for the time needed to excel as teachers and mentors. As part-time teachers take on more responsibility, it is important that they take part in orientation and training sessions to assist them in developing the skills they need to succeed. This will require a significant commitment from the institution as well as the part-time teacher, but is critical for maintaining the academic quality of the clinical training programmes. This also represents an untapped area for research into how to ensure the success of part-time clinical teachers. © Blackwell Publishing Ltd 2010.

  15. Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Akalin, Selma; Sucuoglu, Bulbin

    2015-01-01

    Teacher training and teacher quality are an important part of the education system, therefore there is a need for new training programs for teachers to gain new knowledge and skills and to support their professional development. In recent years, new programs have been developed to offer knowledge and experience to teachers, and different methods…

  16. Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names

    ERIC Educational Resources Information Center

    Briquet-Duhazé, Sophie

    2014-01-01

    The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for…

  17. Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students.

    PubMed

    Baral, N; Nepal, A K; Paudel, B H; Lamsal, M

    2015-01-01

    Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

  18. Effect of 24 sessions of high-intensity aerobic interval training carried out at either high or moderate frequency, a randomized trial.

    PubMed

    Hatle, Håvard; Støbakk, Per Kristian; Mølmen, Harald Edvard; Brønstad, Eivind; Tjønna, Arnt Erik; Steinshamn, Sigurd; Skogvoll, Eirik; Wisløff, Ulrik; Ingul, Charlotte Björk; Rognmo, Øivind

    2014-01-01

    The training response of an intensified period of high-intensity exercise is not clear. Therefore, we compared the cardiovascular adaptations of completing 24 high-intensity aerobic interval training sessions carried out for either three or eight weeks, respectively. Twenty-one healthy subjects (23.0±2.1 years, 10 females) completed 24 high-intensity training sessions throughout a time-period of either eight weeks (moderate frequency, MF) or three weeks (high frequency, HF) followed by a detraining period of nine weeks without any training. In both groups, maximal oxygen uptake (VO2max) was evaluated before training, at the 9(th) and 17(th) session and four days after the final 24(th) training session. In the detraining phase VO2max was evaluated after 12 days and thereafter every second week for eight weeks. Left ventricular echocardiography, carbon monoxide lung diffusion transfer factor, brachial artery flow mediated dilatation and vastus lateralis citrate maximal synthase activity was tested before and after training. The cardiovascular adaptation after HF training was delayed compared to training with MF. Four days after ending training the HF group showed no improvement (+3.0%, p = 0.126), whereas the MF group reached their highest VO2max with a 10.7% improvement (p<0.001: group difference p = 0.035). The HF group reached their highest VO2max (6.1% increase, p = 0.026) twelve days into the detraining period, compared to a concomitant reduction to 7.9% of VO2max (p<0.001) above baseline in the MF group (group difference p = 0.609). Both HF and MF training of high-intensity aerobic exercise improves VO2max. The cardiovascular adaptation following a HF programme of high-intensity exercise is however delayed compared to MF training. ClinicalTrials.gov NCT00733941.

  19. Pre-Service Teacher Training at the Museum School

    ERIC Educational Resources Information Center

    Stetson, Ranae; Stroud, Nicole Devlin

    2014-01-01

    This article describes the powerful and long-term partnership between a museum preschool and a local university teacher preparation program. The authors describe the unique and rich learning environment of the Museum School and its dramatic and positive impact on pre-service teacher training. The hands-on learning experiences taught at the Museum…

  20. The effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial.

    PubMed

    Howlin, Patricia; Gordon, R Kate; Pasco, Greg; Wade, Angie; Charman, Tony

    2007-05-01

    To assess the effectiveness of expert training and consultancy for teachers of children with autism spectrum disorder in the use of the Picture Exchange Communication System (PECS). Group randomised, controlled trial (3 groups: immediate treatment, delayed treatment, no treatment). 84 elementary school children, mean age 6.8 years. A 2-day PECS workshop for teachers plus 6 half-day, school-based training sessions with expert consultants over 5 months. Rates of: communicative initiations, use of PECS, and speech in the classroom; Autism Diagnostic Observation Schedule-Generic (ADOS-G) domain scores for Communication and Reciprocal Social Interaction; scores on formal language tests. Controlling for baseline age, developmental quotient (DQ) and language; rates of initiations and PECS usage increased significantly immediately post-treatment (Odds Ratio (OR) of being in a higher ordinal rate category 2.72, 95% confidence interval 1.22-6.09, p < .05 and OR 3.90 (95%CI 1.75-8.68), p < .001, respectively). There were no increases in frequency of speech, or improvements in ADOS-G ratings or language test scores. The results indicate modest effectiveness of PECS teacher training/consultancy. Rates of pupils' initiations and use of symbols in the classroom increased, although there was no evidence of improvement in other areas of communication. TREATMENT effects were not maintained once active intervention ceased.

  1. Teachers of the Behaviorally Disordered: Discrepancies between Training and Perceived Needs.

    ERIC Educational Resources Information Center

    Russell, Steven C.; Williams, Ellen U.

    To determine discrepancies between teacher training for behavioral disorders and the actual competencies needed by practicing teachers of severely behaviorally handicapped (SBH) students, 167 public school administrators, regular educators, special education teachers and supervisors, and university teacher educators responded to a three-part…

  2. Inservice Training of Primary Teachers Through Interactive Video Technology: An Indian Experience

    NASA Astrophysics Data System (ADS)

    Maheshwari, A. N.; Raina, V. K.

    1998-01-01

    India has yet to achieve elementary education for all children. Among the centrally sponsored initiatives to improve education are Operation Blackboard, to provide sufficient teachers and buildings, Minimum Levels of Learning, which set achievement targets, and the Special Orientation Programme for Primary School Teachers (SOPT). This article focuses on the last of these and describes the new technology used to train teachers so that the losses in transmission inherent in the cascade model are avoided. Interactive Video Technology involving the Indira Gandhi Open University and the Indian Space Research Organisation was used experimentally in seven-day training courses for primary school teachers in 20 centres in Karnataka State, providing one-way video transmissions and telephone feedback to experts from the centres. The responses from teachers and their trainers indicate considerable potential for the exploitation of new technology where large numbers of teachers require training.

  3. Session-RPE Method for Training Load Monitoring: Validity, Ecological Usefulness, and Influencing Factors

    PubMed Central

    Haddad, Monoem; Stylianides, Georgios; Djaoui, Leo; Dellal, Alexandre; Chamari, Karim

    2017-01-01

    Purpose: The aim of this review is to (1) retrieve all data validating the Session-rating of perceived exertion (RPE)-method using various criteria, (2) highlight the rationale of this method and its ecological usefulness, and (3) describe factors that can alter RPE and users of this method should take into consideration. Method: Search engines such as SPORTDiscus, PubMed, and Google Scholar databases in the English language between 2001 and 2016 were consulted for the validity and usefulness of the session-RPE method. Studies were considered for further analysis when they used the session-RPE method proposed by Foster et al. in 2001. Participants were athletes of any gender, age, or level of competition. Studies using languages other than English were excluded in the analysis of the validity and reliability of the session-RPE method. Other studies were examined to explain the rationale of the session-RPE method and the origin of RPE. Results: A total of 950 studies cited the Foster et al. study that proposed the session RPE-method. 36 studies have examined the validity and reliability of this proposed method using the modified CR-10. Conclusion: These studies confirmed the validity and good reliability and internal consistency of session-RPE method in several sports and physical activities with men and women of different age categories (children, adolescents, and adults) among various expertise levels. This method could be used as “standing alone” method for training load (TL) monitoring purposes though some recommend to combine it with other physiological parameters as heart rate. PMID:29163016

  4. A Comparison of Written, Vocal, and Video Feedback When Training Teachers

    ERIC Educational Resources Information Center

    Luck, Kally M.; Lerman, Dorothea C.; Wu, Wai-Ling; Dupuis, Danielle L.; Hussein, Louisa A.

    2018-01-01

    We compared the effectiveness of and preference for different feedback strategies when training six special education teachers during a 5-day summer training program. In Experiment 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments. In Experiment 2, we compared either written or…

  5. Reflective Practice as Professional Development: Experiences of Teachers of English in Japan

    ERIC Educational Resources Information Center

    Watanabe, Atsuko

    2016-01-01

    This book presents a researcher's work on reflective practice with a group of high school teachers of English in Japan. Beginning with a series of uncomfortable teacher training sessions delivered to unwilling participants, the book charts the author's development of new methods of engaging her participants and making use of their own experiences…

  6. Engaging or Training Sessional Staff: Evidence from an Australian Case of Enhanced Engagement and Motivation in Teaching Delivery

    ERIC Educational Resources Information Center

    Byers, Philippa; Tni, Massimiliano

    2014-01-01

    This paper examines the effectiveness of a programme of weekly meetings between sessional staff and the unit coordinator of a large first-year class at an Australian university. Interviews with sessional staff indicate that, in addition to training and targeted professional development initiatives, management initiatives that promote engagement…

  7. Sustained change in didactic skills--does teacher training last?

    PubMed

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants' teaching skills. Our aim was to study participants' didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants' personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants' teaching activities.

  8. Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students with Profound Multiple Disabilities

    ERIC Educational Resources Information Center

    Horrocks, Erin L.; Morgan, Robert L.

    2011-01-01

    A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of…

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

    PubMed

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

    2017-04-01

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

  10. Kotov and Williams with SSRMS arm training session in Node 1 / Unity module

    NASA Image and Video Library

    2007-04-18

    ISS014-E-19587 (17 April 2007) --- Cosmonaut Oleg V. Kotov (foreground), Expedition 15 flight engineer representing Russia's Federal Space Agency, and astronaut Sunita L. Williams, flight engineer, participate in a Space Station Remote Manipulator System (SSRMS) training session using the Robotic Onboard Trainer (ROBOT) simulator in the Unity node of the International Space Station.

  11. Training Teachers to Conduct Trial-Based Functional Analyses

    ERIC Educational Resources Information Center

    Kunnavatana, S. Shanun; Bloom, Sarah E.; Samaha, Andrew L.; Dayton, Elizabeth

    2013-01-01

    The trial-based functional analysis (FA) is a promising approach to identification of behavioral function and is especially suited for use in educational settings. Not all studies on trial-based FA have included teachers as therapists, and those studies that have, included minimal information on teacher training. The purpose of this study was to…

  12. An Information and Technical Manual for the Computer-Assisted Teacher Training System (CATTS).

    ERIC Educational Resources Information Center

    Semmel, Melvyn I.; And Others

    The manual presents technical information on the computer assisted teacher training system (CATTS) which aims at developing a versatile and economical computer based teacher training system with the capability of providing immediate analysis and feedback of data relevant to teacher pupil transactions in a classroom setting. The physical…

  13. Process Evaluation of the Teacher Training for an AIDS Prevention Programme

    ERIC Educational Resources Information Center

    Ahmed, Nazeema; Flisher, Alan J.; Mathews, Catherine; Jansen, Shahieda; Mukoma, Wanjiru; Schaalma, Herman

    2006-01-01

    This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual…

  14. Methodology in Training Future Technology and Engineering Teachers in the USA

    ERIC Educational Resources Information Center

    Androshchuk, Iryna; Androshchuk, Ihor

    2017-01-01

    In the article, the defined problem has been justified and the significance of studying foreign experience in training future technology and engineering teachers in the USA has been determined. Particular attention has been paid to explanation of methods and forms of organization of future technology and engineering teachers' training in the USA.…

  15. Acute and delayed responses of C-reactive protein, malondialdehyde and antioxidant markers after resistance training session in elite weightlifters: Effect of time of day.

    PubMed

    Ammar, Achraf; Chtourou, Hamdi; Hammouda, Omar; Trabelsi, Khaled; Chiboub, Jihen; Turki, Mouna; AbdelKarim, Osama; El Abed, Kais; Ben Ali, Mamdouh; Hoekelmann, Anita; Souissi, Nizar

    2015-01-01

    The aim of this study was to investigate the effect of an Olympic-Weightlifting-session followed by 48-h recovery period on the oxidative and antioxidant parameters' diurnal variation. Nine weightlifters (21 ± 0.5 years) performed, in randomized order, three Olympic-Weightlifting-sessions at 08 h:00, 14 h:00 and 18 h:00. Blood samples were collected: at rest and 3 min and 48 h after each session. C-reactive protein (CRP), rate of lipid peroxidation and antioxidant activities were assessed. At rest, analysis of variance showed a significant time of day (TOD) effect (p < 0.05) for uric acid, catalase and glutathione peroxidase with higher values at 14 h:00 and 18 h:00 compared with 08 h:00. However, no significant TOD effect for malondialdehyde, total bilirubin and CRP was observed. Given the profound changes (p < 0.001) in the post-training session values, these diurnal variations have been altered immediately and even 48 h after the training sessions. Despite the significant decreases in the post-training values after the 48-h recovery period (p < 0.05), levels of lipid peroxidation and enzymatic defense remained elevated (p < 0.05) 48 h after the morning training session. However, after the afternoon and evening sessions, the same period was sufficient to return values to the baseline levels. In conclusion, the morning session seems to generate the most important acute and delayed lipid peroxidation responses. Therefore, weightlifting coaches should avoid scheduling their training sessions in the morning-hours.

  16. Teachers' Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training

    ERIC Educational Resources Information Center

    Mouzakis, Charalambos

    2008-01-01

    The survey presented in this article examines teachers' perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece. A total of 51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative…

  17. ACTT Now: A Collaboration Reshaping Teacher Technology Training.

    ERIC Educational Resources Information Center

    Curry-Corcoran, Daniel E.; O'Shea, Patrick M.

    2003-01-01

    Describes the ACTT Now (Aligning Certification with Technology Training) project in Brunswick County Public Schools (Virginia) that, in partnership with Old Dominion University (Norfolk, VA), has created a Field-Based Master's Program to help overcome the disadvantages of a small, rural district in providing teacher training for technology…

  18. The First Line of Defense: Training Teachers to Address Bullying in Rural Schools

    ERIC Educational Resources Information Center

    Townsend, LaSonya C.

    2013-01-01

    This action research study investigated teachers' perception of bullying and bullying training. It also examined the effects the Bully Busters training had on the bullying knowledge, skills, and self-efficacy of teachers and teacher assistants. A mixed method approach, which included a pre-experimental design and interviews were used to collect…

  19. Increasing Multiculturalism in Education through Teacher Self-Assessment and Training

    ERIC Educational Resources Information Center

    Smith, Lisa A.

    2010-01-01

    A superintendent's mandate required that teachers in a Midwestern U.S. city public school system tailor their lessons to be culturally sensitive. Teachers at one high school lacked training to support their implementation of this initiative. This project study evaluated participating teachers' racial awareness, determined how this awareness…

  20. ESL Teacher Training in 3D Virtual Worlds

    ERIC Educational Resources Information Center

    Kozlova, Iryna; Priven, Dmitri

    2015-01-01

    Although language learning in 3D Virtual Worlds (VWs) has become a focus of recent research, little is known about the knowledge and skills teachers need to acquire to provide effective task-based instruction in 3D VWs and the type of teacher training that best prepares instructors for such an endeavor. This study employs a situated learning…

  1. Astronaut Terry J. Hart in training session RMS for STS-2 bldg 29

    NASA Technical Reports Server (NTRS)

    1981-01-01

    Astronaut Terry J. Hart in training session with the Remote Manipulator System (RMS) for STS-2 bldg 29. Views show Truly working at the command console while watching out the windows. Karen Ehlers, an RMS procedures specialist, can be seen at left side of frame while Astronaut Sally Ride waits on right for her time at the RMS.

  2. In Situ Training for Increasing Head Start After-Care Teachers' Use of Praise

    ERIC Educational Resources Information Center

    LaBrot, Zachary C.; Pasqua, Jamie L.; Dufrene, Brad A.; Brewer, Elizabeth Ann; Goff, Brian

    2016-01-01

    This study tested the effects of the direct behavioral consultation in situ training procedure for increasing Head Start teachers' praise during an after-school program. Participants included four Head Start teachers in one Head Start center. A multiple baseline design across teachers was employed to test the effects of in situ training on…

  3. Conducting Science Inquiry in Primary Classrooms: Case Studies of Two Preservice Teachers' Inquiry-Based Practices

    ERIC Educational Resources Information Center

    Leonard, Jacqueline; Boakes, Norma; Moore, Cara M.

    2009-01-01

    This study examined the impact of an intervention designed to promote inquiry-based instruction among early childhood/elementary preservice teachers in Earth science. Preservice teachers participated in training sessions and community-based internships to deepen Earth science content knowledge and develop inquiry-based practices. Analyses of Earth…

  4. Kinetics of Hypotension during 50 Sessions of Resistance and Aerobic Training in Hypertensive Patients: a Randomized Clinical Trial.

    PubMed

    Damorim, Igor Rodrigues; Santos, Tony Meireles; Barros, Gustavo Willames Pimentel; Carvalho, Paulo Roberto Cavalcanti

    2017-04-01

    Resistance and aerobic training are recommended as an adjunctive treatment for hypertension. However, the number of sessions required until the hypotensive effect of the exercise has stabilized has not been clearly established. To establish the adaptive kinetics of the blood pressure (BP) responses as a function of time and type of training in hypertensive patients. We recruited 69 patients with a mean age of 63.4 ± 2.1 years, randomized into one group of resistance training (n = 32) and another of aerobic training (n = 32). Anthropometric measurements were obtained, and one repetition maximum (1RM) testing was performed. BP was measured before each training session with a digital BP arm monitor. The 50 training sessions were categorized into quintiles. To compare the effect of BP reduction with both training methods, we used two-way analysis of covariance (ANCOVA) adjusted for the BP values obtained before the interventions. The differences between the moments were established by one-way analysis of variance (ANOVA). The reductions in systolic (SBP) and diastolic BP (DBP) were 6.9 mmHg and 5.3 mmHg, respectively, with resistance training and 16.5 mmHg and 11.6 mmHg, respectively, with aerobic training. The kinetics of the hypotensive response of the SBP showed significant reductions until the 20th session in both groups. Stabilization of the DBP occurred in the 20th session of resistance training and in the 10th session of aerobic training. A total of 20 sessions of resistance or aerobic training are required to achieve the maximum benefits of BP reduction. The methods investigated yielded distinct adaptive kinetic patterns along the 50 sessions. Os treinamentos de força e aeróbio são indicados para o tratamento adjuvante da hipertensão. Entretanto, o número de sessões necessárias até estabilização do efeito hipotensor com o exercício ainda não está claramente estabelecido. Estabelecer a cinética adaptativa das respostas tensionais em função do

  5. Teacher training of secondary - Orient from the point of view practice

    NASA Astrophysics Data System (ADS)

    Hai, Tuong Duy; Huong, Nguyen Thanh

    2018-01-01

    The article presents the point of view about teacher training based on analysis of practices of teaching/learning in disciplinary in high school. Basing on analysis results of teaching faculty and the learning process of students in the disciplinary in high school to offer tags referred to the ongoing training of secondary teachers to adapt to educational.

  6. Training Methods to Build Human Terrain Mapping Skills

    DTIC Science & Technology

    2010-10-01

    confidence in making friends, and talking to strangers. • Language – a few key phrases. • Language training with Arabic teacher (not computer -based...session to evaluate the lesson content and delivery method. Based on your feedback we will make changes and corrections to the content and the computer ...requirement, exemplar training materials were developed. The training materials took the form of a modular computer /web-based and web-deliverable course of

  7. The Project of Critical Reflexive Education: American-Trained Taiwanese English Teachers' Identity-in-the-Making

    ERIC Educational Resources Information Center

    Yeh, Fang Ping

    2012-01-01

    This dissertation explores what happens to American-trained Taiwanese English teachers when they return to teaching in Taiwan. Using a method of "collective biography", it inquires into three American-trained Taiwanese English teachers' life stories and the researcher's own as an American-trained Taiwanese English teacher and researcher.…

  8. Training Lay Interventionists to Support Tobacco Cessation among Teachers in India.

    PubMed

    Aghi, Mira; Nagler, Eve; Lando, Harry; Pednekar, Mangesh; Gupta, Prakash; Sorensen, Glorian

    2016-01-01

    Despite the rapidly increasing burden of tobacco-related morbidity and mortality in low- and middle-income countries, tobacco control initiatives - especially cessation - receive little emphasis. This is true despite low-cost methods that have potential for widespread dissemination. The purpose of this paper is to provide a case study example of how lay interventionists may be trained and supported to facilitate tobacco use cessation, based on the successful Tobacco Free Teachers-Tobacco Free Society program (TFT-TFS) implemented in Bihar, India. This school-based program included multiple components, with lay interventionists having a crucial role. The lay interventionists included health educators and lead teachers, both of whom were selected based on formative research, underwent extensive training and received continuing support. We emphasized encouraging and supporting teachers to quit tobacco use and engaging both tobacco users and nonusers to create a supportive environment for cessation. We also stressed that neither the health educators nor lead teachers were being trained as counselors or as cessation experts. We focused on the importance of respecting teachers as individuals and identifying locally relevant methods of cessation. Although we cannot isolate the precise contribution of the lay interventionists to the successful TFT-TFS intervention, the abstinence findings in favor of the intervention at follow up are highly encouraging. Teachers have been neglected as lay interventionists for tobacco cessation despite the fact that they tend to be highly respected and credible. The approach used for TFT-TFS could be disseminable in multiple low- and middle-income country contexts through train-the-trainer programs targeted to teachers.

  9. "We Were Told We're Not Teachers... It Gets Difficult to Draw the Line": Negotiating Roles in Peer-Assisted Study Sessions (PASS)

    ERIC Educational Resources Information Center

    Brown, Kim; Nairn, Karen; van der Meer, Jacques; Scott, Carole

    2014-01-01

    Peer learning models in pre-service teacher education are in the early stages of implementation. In this article, we evaluated a pilot Peer-Assisted Study Sessions (PASS) program that supplemented a course for pre-service teachers at one New Zealand university. PASS participants discussed experiences of the program, revealing tensions between what…

  10. Mobility Outcomes Following Five Training Sessions with a Powered Exoskeleton

    PubMed Central

    Hartigan, Clare; Kandilakis, Casey; Dalley, Skyler; Clausen, Mike; Wilson, Edgar; Morrison, Scott; Etheridge, Steven

    2015-01-01

    Background: Loss of legged mobility due to spinal cord injury (SCI) is associated with multiple physiological and psychological impacts. Powered exoskeletons offer the possibility of regained mobility and reversal or prevention of the secondary effects associated with immobility. Objective: This study was conducted to evaluate mobility outcomes for individuals with SCI after 5 gait-training sessions with a powered exoskeleton, with a primary goal of characterizing the ease of learning and usability of the system. Methods: Sixteen subjects with SCI were enrolled in a pilot clinical trial at Shepherd Center, Atlanta, Georgia, with injury levels ranging from C5 complete to L1 incomplete. An investigational Indego exoskeleton research kit was evaluated for ease of use and efficacy in providing legged mobility. Outcome measures of the study included the 10-meter walk test (10MWT) and the 6-minute walk test (6MWT) as well as measures of independence including donning and doffing times and the ability to walk on various surfaces. Results: At the end of 5 sessions (1.5 hours per session), average walking speed was 0.22 m/s for persons with C5-6 motor complete tetraplegia, 0.26 m/s for T1-8 motor complete paraplegia, and 0.45 m/s for T9-L1 paraplegia. Distances covered in 6 minutes averaged 64 meters for those with C5-6, 74 meters for T1-8, and 121 meters for T9-L1. Additionally, all participants were able to walk on both indoor and outdoor surfaces. Conclusions: Results after only 5 sessions suggest that persons with tetraplegia and paraplegia learn to use the Indego exoskeleton quickly and can manage a variety of surfaces. Walking speeds and distances achieved also indicate that some individuals with paraplegia can quickly become limited community ambulators using this system. PMID:26364278

  11. An Investigation of the Teaching Approach Used by Tutors to Prepare Science and Mathematics Teachers during Training at Morogoro Teachers' College

    ERIC Educational Resources Information Center

    Mungure, Daudi Mika

    2017-01-01

    This paper investigated the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro teachers' college. For six years consecutive the performance of science and mathematics in secondary school has become very poor even though the training colleges produce science and mathematics teachers every year…

  12. The Delivery and Content of Training for Adult Education Teachers and Volunteer Instructors. Study of ABE/ESL Instructor Training Approaches.

    ERIC Educational Resources Information Center

    Tibbetts, John; And Others

    The delivery and content of training for teachers and volunteer instructors in adult basic education (ABE) and English as a Second Language (ESL) were documented in a study. Two sources of information were the research literature and extant data from states on training activities. Findings indicated that training for adult education teachers and…

  13. Provision of In-Service Training of Mathematics and Science Teachers in Botswana: Teachers' Perspectives

    ERIC Educational Resources Information Center

    Ramatlapana, Kim Agatha

    2009-01-01

    Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge banks are the result of the impact of in-service training. This study investigated the perceptions…

  14. [Survey among academic teachers about psychiatric training in France].

    PubMed

    van Effenterre, A; Hanon, C; Llorca, P-M

    2014-06-01

    Given the results of resident psychiatrists' surveys conducted in France over the past 3 years, it has become essential to also examine the opinion of the academic psychiatrists in charge of psychiatry education. To study the teachers point of view on psychiatric training in France, the weaknesses and strengths of the training, recent improvements and problems, and to compare their opinion with that of the residents. A survey was conducted in April 2012 among 125 academic teachers professors hospital practitioners (PU-PH), in child & adolescent psychiatry and adult psychiatry. An anonymous online questionnaire including seven parts and three open questions was sent to the PU-PH. The questionnaire was answered by 79/125 psychiatric PU-PH (63%). Results show that a majority of PU-PH (78%) were willing to maintain a single training pathway including adult psychiatry and child psychiatry with a single diploma, with the addition of a DESC (specific and additional Diploma) in forensic psychiatry (72%) and old age psychiatry (62%). Almost all respondents suggested the implementation of an assessment of teaching and a formal mentorship program. Some aspects of training included more controversial issues: such as the length of the training, the opening of training to private practice physicians, or the European harmonization. The survey stressed some areas of improvement: such training in psychotherapy and research, access to supervision as well as barriers to improved training including an insufficient number of academic practitioners. Compared with other surveys, it emphasized that in addition to the need of diversifying the theoretical (thematic, interactive media and teaching, teachers, etc.) and the practical aspect (training sites), it is essential according to trainees and PU-PH, to implement an efficient supervision during residency. Copyright © 2013 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

  15. Sustained change in didactic skills - does teacher training last?

    PubMed Central

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants’ teaching skills. Our aim was to study participants’ didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants’ personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants’ teaching activities. PMID:24062817

  16. A depression training session with consumer educators to reduce stigmatizing views and improve pharmacists' depression care attitudes and practices.

    PubMed

    Liekens, Sophie; Smits, Tim; Laekeman, Gert; Foulon, Veerle

    2013-08-12

    To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression.

  17. A Depression Training Session With Consumer Educators to Reduce Stigmatizing Views and Improve Pharmacists’ Depression Care Attitudes and Practices

    PubMed Central

    Smits, Tim; Laekeman, Gert; Foulon, Veerle

    2013-01-01

    Objective. To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. Design. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. Assessment. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. Conclusion. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression. PMID:23966723

  18. Identifying Technical Content Training Needs of Georgia Agriculture Teachers

    ERIC Educational Resources Information Center

    Peake, Jason B.; Duncan, Dennis W.; Ricketts, John C.

    2007-01-01

    The continuing trend toward increasing diversity of curriculum offered within secondary agricultural education programs is driving a change in pre-service and in-service technical training for agriculture teachers. This study looks at agriculture teachers' perceived importance of, and competence in, traditional technical competencies such as…

  19. Teaching Astronomy through e-learning in Poland: Astronomical Education in teacher training conducted by the Regional Teacher Training Center in Skierniewice

    NASA Astrophysics Data System (ADS)

    Dabrowska, A. E.

    2014-12-01

    Regional Teacher Training Centre (RTTC) in Skierniewice is one of 49 public, accredited institutions in Poland carrying out it statutory goals at the regional level. It has been operating since 1989 and is responsible for organizing of support of schools, institutions, networks of teachers for cooperation and self-education, organizing various forms of in-service training and disseminating examples of good practice. It also has rich experience in teaching by using modern Interactive Computer Technology (ICT) tools and e-learning platform. I present examples about teaching of Astronomical issues through teacher training both as hands on workshops as well as through e-learning. E-learning is playing an important role in organizing educational activities not only in the field of modern didactic but also in learning Science subjects. Teachers find e-learning as a very economical, easy and convenient way of learning and developing their knowledge and skills. Moreover, they are no longer afraid of using new ICT tools and programs which help them to cooperate with students effectively. Since 2011 RTTC in Skierniewice has been an organizer of many on-line in-service programs for teachers, in learning Science. Some of them are organized as blended-learning programs which allow teachers to participate first in hands on activities then continue learning on the Moodle platform. These courses include two 15 and 30-hours of Astronomical topics. Teachers have the opportunity to gain knowledge and receive materials not only about the Universe and the Solar System but also can learn to use tools like Stellarium, Celestia, WorldWide Telescope, Your Sky and other tools. E-learning modules consist of both publishing learning materials in various forms, eg. PowerPoint Presentations, Word & PDF materials, web sites, publications, working sheets as well as practical duties like participation in chats, forums, tasks, Wiki, group workshop. Teachers use these materials for extending their

  20. Selecting, training and assessing new general practice community teachers in UK medical schools.

    PubMed

    Hydes, Ciaran; Ajjawi, Rola

    2015-09-01

    Standards for undergraduate medical education in the UK, published in Tomorrow's Doctors, include the criterion 'everyone involved in educating medical students will be appropriately selected, trained, supported and appraised'. To establish how new general practice (GP) community teachers of medical students are selected, initially trained and assessed by UK medical schools and establish the extent to which Tomorrow's Doctors standards are being met. A mixed-methods study with questionnaire data collected from 24 lead GPs at UK medical schools, 23 new GP teachers from two medical schools plus a semi-structured telephone interview with two GP leads. Quantitative data were analysed descriptively and qualitative data were analysed informed by framework analysis. GP teachers' selection is non-standardised. One hundred per cent of GP leads provide initial training courses for new GP teachers; 50% are mandatory. The content and length of courses varies. All GP leads use student feedback to assess teaching, but other required methods (peer review and patient feedback) are not universally used. To meet General Medical Council standards, medical schools need to include equality and diversity in initial training and use more than one method to assess new GP teachers. Wider debate about the selection, training and assessment of new GP teachers is needed to agree minimum standards.

  1. Longitudinal Recovery and Reduced Costs After 120 Sessions of Locomotor Training for Motor Incomplete Spinal Cord Injury.

    PubMed

    Morrison, Sarah A; Lorenz, Douglas; Eskay, Carol P; Forrest, Gail F; Basso, D Michele

    2018-03-01

    To determine the impact of long-term, body weight-supported locomotor training after chronic, incomplete spinal cord injury (SCI), and to estimate the health care costs related to lost recovery potential and preventable secondary complications that may have occurred because of visit limits imposed by insurers. Prospective observational cohort with longitudinal follow-up. Eight outpatient rehabilitation centers that participate in the Christopher & Dana Reeve Foundation NeuroRecovery Network (NRN). Individuals with motor incomplete chronic SCI (American Spinal Injury Association Impairment Scale C or D; N=69; 0.1-45y after SCI) who completed at least 120 NRN physical therapy sessions. Manually assisted locomotor training (LT) in a body weight-supported treadmill environment, overground standing and stepping activities, and community integration tasks. International Standards for Neurological Classification of Spinal Cord Injury motor and sensory scores, orthostatic hypotension, bowel/bladder/sexual function, Spinal Cord Injury Functional Ambulation Inventory (SCI-FAI), Berg Balance Scale, Modified Functional Reach, 10-m walk test, and 6-minute walk test. Longitudinal outcome measure collection occurred every 20 treatments and at 6- to 12-month follow-up after discharge from therapy. Significant improvement occurred for upper and lower motor strength, functional activities, psychological arousal, sensation of bowel movement, and SCI-FAI community ambulation. Extended training enabled minimal detectable changes at 60, 80, 100, and 120 sessions. After detectable change occurred, it was sustained through 120 sessions and continued 6 to 12 months after treatment. Delivering at least 120 sessions of LT improves recovery from incomplete chronic SCI. Because walking reduces rehospitalization, LT delivered beyond the average 20-session insurance limit can reduce rehospitalizations and long-term health costs. Copyright © 2018 American Congress of Rehabilitation Medicine

  2. Evaluation of a Teacher Technology Training Program for Elementary Teachers in a Private School Setting: An Action-Oriented Dissertation

    ERIC Educational Resources Information Center

    Bankirer, Nathaniel

    2018-01-01

    While teachers recognize the importance of technology integration into the classroom, they require training, support, and resources to do so effectively. This action research dissertation focuses on the resources necessary to provide teacher technology training at a private elementary school. It reports on the final evaluation stage of the…

  3. The Evaluation of Micro Teaching Method Used in the Training of Primary School Teachers in Turkey

    ERIC Educational Resources Information Center

    Musa, Taskaya Serdarhan

    2014-01-01

    Micro teaching, one of the most frequently used methods in the pre-service education of teachers, is used in many lectures for the training of teachers in the faculties of education in Turkey. Micro teaching is a teaching method which is especially used in the pre-service training of teachers and it aims to train prospective teachers by making…

  4. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers

    PubMed Central

    Scull, Tracy Marie; Kupersmidt, Janis Beth

    2012-01-01

    The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who participated in the workshop reported stronger beliefs in the importance of and familiarity with media literacy education and scored higher on a direct assessment of media deconstruction skills than teachers in the control group. Teachers reported positive program assessment ratings. This randomized controlled trial provides evidence that a one-day teacher training workshop on media literacy education is effective at improving teachers’ beliefs and knowledge about media literacy that are relevant for successful student outcomes. PMID:23275894

  5. Professional Training for Teachers of the Gifted and Talented. 1984 Digest.

    ERIC Educational Resources Information Center

    Jenkins-Friedman, Reva; And Others

    The digest addresses topics related to professional training for teachers of gifted and talented students. General responsibilities of such teachers include organizing enrichment activities for students and teachers, disseminating information about innovative teaching practices and materials, and promoting integration between regular and special…

  6. Modeling-Mainstreaming: A Teacher Training Proposal.

    ERIC Educational Resources Information Center

    Bireley, Marlene; Mahan, Virginia

    This document presents a learning model for training teachers to effectively deal with physically handicapped and mildly retarded children in their regular classroom. The modules are organized in the following fashion: Phase One; Development of an awareness of the concept of mainstreaming, of labels and their consequences, and of the psychological…

  7. A Cost-Benefit Analysis for Seafood Processing Training Sessions in the Galveston Bay Area.

    ERIC Educational Resources Information Center

    Hodgin, Robert F.

    A cost-benefit study was conducted to determine the economic viability of continuing to offer training sessions for seafood processors through the College of the Mainland in Texas. Data for the study were collected from both primary and secondary sources, including the college and local company participating in the program, federal and state…

  8. Evaluating of In-Service Training Activities for Teachers in Turkey: A Critical Analysis

    ERIC Educational Resources Information Center

    Yolcu, Hüseyin; Kartal, Sadik

    2017-01-01

    The aim of this study is to examine the in-service training activities organized by the Ministry of Education of Turkey for the last 15 years (between 2001 and 2015). Two main starting points were identified in commentaries on in-service training; (1) Teacher needs which are part of the field of teacher training (2) Technological developments…

  9. Simulation Models for Teacher Training: Perspectives and Prospects

    ERIC Educational Resources Information Center

    Sharma, Manisha

    2015-01-01

    It has always been a mind dwelling exercise for the trainers to meet the training needs of the future role players of any organization. May it be corporate offices, Government offices and charitable organizations; training is needed at various stages of job from executives to administrators, from teachers to principals, from line officer to JE and…

  10. Training Students with Behavioral Problems to Recruit Teacher Praise

    ERIC Educational Resources Information Center

    Markelz, Andrew; Riden, Benjamin; Rizzo, Karen

    2018-01-01

    Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. Although many teachers are aware of the benefits of teacher praise, its use in classrooms remains low. Training students to recruit praise is a method to counter suppressing contingencies and increase praise rates for desired classroom behaviors. With…

  11. Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback

    ERIC Educational Resources Information Center

    Menzes, Ana; Maier, Adam

    2014-01-01

    The field of teacher preparation is falling short of its most important responsibility: ensuring that the teachers we train are ready to do the job. For more than a decade,TNTP preparation programs produced teachers who were no more or less effective than teachers from any other program-- some were great, some were poor, most were about average.…

  12. The Conceptual Model of Future Teachers Training to Dual Education in VET (Vocational Education & Training)

    ERIC Educational Resources Information Center

    Zholdasbekova, Saule; Nurzhanbayeva, Zhanat; Karatayev, Galymzhan; Akhmet, Laura Smatullaevna; Anarmetov, Bahitzhan

    2016-01-01

    In the article the author presents the theoretical understanding of research problems of training of the future teachers-organizers of the dual training system in vocational education & training (VET) in the conditions of the credit technology of education. The author's vision of way to solve the problem is discussed in the description of the…

  13. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers

    ERIC Educational Resources Information Center

    Scull, Tracy Marie; Kupersmidt, Janis Beth

    2011-01-01

    The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who…

  14. The Training of Physics Teachers in Cuba: A Historical Approach

    NASA Astrophysics Data System (ADS)

    de Jesús Alamino Ortega, Diego

    The regular, systematic training of physics teachers in Cuba is quite recent when compared to the long history of physics itself. However, its development may serve to illustrate some interesting solutions to a long-standing question: How should a physics teacher be trained in agreement with a certain society at a given moment? In the Cuban context the answer to this question involves quite an original sequence of continuities and breaks, following perhaps the thoughts of Bolívar's teacher, Simón Rodríguez, who wrote in the nineteenth century: "Beware! The mania of slavishly imitating the enlightened nations may well make America in its infancy play the role of an old lady."

  15. Workplace Literacy Teacher Training: The Context.

    ERIC Educational Resources Information Center

    Harrington, Lois G.; And Others

    These three learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package look at the unique environment and culture involved in providing education…

  16. Are teachers of children and young adolescents responsive to suicide prevention training modules? Yes.

    PubMed

    Davidson, M W; Range, L M

    1999-01-01

    Both before and after a 1-hour suicide prevention training module, 75 elementary teachers-in-training read a 4-sentence vignette about a suicidal student ("Pat"), then completed 8 questions about their responses. Compared with pretraining, at post-training these teachers were more likely to say that they would send or escort Pat to the counselor's office, use written or verbal no-suicide agreements, call Pat's parents, believe Pat to be serious rather than simply seeking attention, and feel comfortable handling a similar situation. Increased proactive attitudes after one hour of training imply that teachers would benefit from periodic suicide awareness and prevention training modules.

  17. Basic Training and Resource Connections for Novice ESL Teachers

    ERIC Educational Resources Information Center

    Henrichsen, Lynn

    2010-01-01

    A large number of teachers and tutors of English as a Second Language (ESL) lack professional-level preparation. The Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) program is being developed to prepare untrained, novice, volunteer ESL teachers to be more successful. In contrast with previous programs…

  18. A Structural Equation Modelling Approach for Massive Blended Synchronous Teacher Training

    ERIC Educational Resources Information Center

    Kannan, Kalpana; Narayanan, Krishnan

    2015-01-01

    This paper presents a structural equation modelling (SEM) approach for blended synchronous teacher training workshop. It examines the relationship among various factors that influence the Satisfaction (SAT) of participating teachers. Data were collected with the help of a questionnaire from about 500 engineering college teachers. These teachers…

  19. A Model of Teacher Training for the Individualization of Instruction; Educational Specifications for a Comprehensive Undergraduate and Inservice Teacher Education Program for Elementary Teachers. Final Report.

    ERIC Educational Resources Information Center

    Southworth, Horton C.

    The Model of Teacher Training for the Individualization of Instruction, developed at the University of Pittsburgh, is predicated upon five requirements for training teachers: (1) academic education, (2) professional education, (3) competencies, (4) guidance, and (5) clinical setting. Instruction is individualized (tailored to suit the…

  20. Evaluating the statewide dissemination of smoking prevention curricula: factors in teacher compliance.

    PubMed

    Perry, C L; Murray, D M; Griffin, G

    1990-12-01

    As part of a larger study to evaluate the impact of a state-levied tax increase on tobacco products and the allocation of funds for smoking education, 81 schools were assigned randomly to one of four recommended smoking prevention programs for adolescents. The four programs differed in amount of program structure and extent of teacher training required. A one-session observation was made of 106 teachers in the 81 schools to assess the percentage of time allocated to recommended activities--those based on the social influences model. Data suggest an explicit curriculum with designed activities and face-to-face teacher training results in greater compliance to prescribed program components.

  1. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume I: Evaluation Report. Final Report.

    ERIC Educational Resources Information Center

    PSI Associates, Inc., Washington, DC.

    This report contains an evaluation of the Peace Corps stateside teacher training model for volunteers in Liberia. The first section lists recommendations stemming from the evaluation, concerning the pre-training questionnaire, deselection during training, emergency procedures, and the teacher training program. Section 2 describes the training…

  2. A Rural Special Education Teacher Training Program: Successful Adaptations.

    ERIC Educational Resources Information Center

    Prater, Greg; And Others

    The Rural Special Education Program (RSEP), a partnership between Northern Arizona University (NAU) and Kayenta Unified School District (KUSD), provides training for preservice special education teachers to work with Native American students and their families. To date, the program has provided training for 63 preservice special education…

  3. Variations of In-Service Training for Primary Mathematics Teachers: An Empirical Study

    ERIC Educational Resources Information Center

    Selter, Christoph; Gräsel, Cornelia; Reinold, Martin; Trempler, Kati

    2015-01-01

    Previous findings indicate that the effectiveness of in-service teacher training can be increased by a (pedagogical) content knowledge orientation on the one hand and the stimulation of cooperation among teachers on the other. In this paper, three versions of a multi-phase training program were compared in a quasi-experimental field study with a…

  4. Developments in the Training of Teachers of English. ELT Documents, No. 104.

    ERIC Educational Resources Information Center

    British Council, London (England). English-Teaching Information Centre.

    The teaching of English as a second language (ESL) to adults and students in the United Kingdom is examined with respect to teacher training program design. Articles are devoted to ESL teacher training programs at the University of Edinburgh, the University College of North Wales at Bangor, the University of Lancaster, and the University of…

  5. Embers to Bonfires: An Analysis of Early Childhood Teacher Training in Zambia

    ERIC Educational Resources Information Center

    Evans-Palmer, Teri E.; Shen, Mei-Yi

    2017-01-01

    This study examined a five-year project initiated by the Women's Global Connection (WGC) to train pre-primary teachers in schools serving HIV/AIDS orphans in Zambia. The researchers evaluated the contextual factors of the training initiative to clarify why some teachers possess high self-efficacy, while others do not. The article analyses the…

  6. Report Card on the Effectiveness of Teacher Training Programs

    ERIC Educational Resources Information Center

    Tennessee State Board of Education, 2010

    2010-01-01

    Tennessee Code Annotated 49-5-108 requires the state to develop a report card or assessment on the effectiveness of teacher training programs. This report includes data on the performance of each institution's graduates in the following areas required by state statute: placement and retention rates, Praxis results, and teacher effect data based on…

  7. Simple webs of natural environment theme as a result of sharing in science teacher training

    NASA Astrophysics Data System (ADS)

    Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

    2018-03-01

    Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.

  8. 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.…

  9. Learning physical examination skills outside timetabled training sessions: what happens and why?

    PubMed

    Duvivier, Robbert J; van Geel, Koos; van Dalen, Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M

    2012-08-01

    Lack of published studies on students' practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1-3 using a pre-established interview guide. Interviews were recorded, transcribed and analyzed using qualitative methods. The interview guide was based on questionnaire results; overall response rate for Years 1-3 was 90% (n = 875). Students report a variety of activities to improve their physical examination skills. On average, students devote 20% of self-study time to skill training with Year 1 students practising significantly more than Year 3 students. Practice patterns shift from just-in-time learning to a longitudinal selfdirected approach. Factors influencing this change are assessment methods and simulated/real patients. Learning resources used include textbooks, examination guidelines, scientific articles, the Internet, videos/DVDs and scoring forms from previous OSCEs. Practising skills on fellow students happens at university rooms or at home. Also family and friends were mentioned to help. Simulated/real patients stimulated students to practise of physical examination skills, initially causing confusion and anxiety about skill performance but leading to increased feelings of competence. Difficult or enjoyable skills stimulate students to practise. The strategies students adopt to master physical examination skills outside timetabled training sessions are self-directed. OSCE assessment does have influence, but learning takes place also when there is no upcoming assessment. Simulated and real patients provide strong incentives to work on skills. Early patient contacts make students feel more prepared for clinical practice.

  10. University Teacher Competencies in a Virtual Teaching/Learning Environment: Analysis of a Teacher Training Experience

    ERIC Educational Resources Information Center

    Guasch, Teresa; Alvarez, Ibis; Espasa, Anna

    2010-01-01

    This paper attempts to shed light on the competencies a university teacher must have in order to teach in virtual learning environments. A teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis was to identify the…

  11. "Teacher in Space" Trainees - Arriflex Motion Picture Camera

    NASA Image and Video Library

    1985-09-20

    S85-40670 (18 Sept. 1985) --- The two teachers, Sharon Christa McAuliffe and Barbara R. Morgan (out of frame) have hands-on experience with an Arriflex motion picture camera following a briefing on space photography. The two began training Sept. 10, 1985 with the STS-51L crew and learning basic procedures for space travelers. The second week of training included camera training, aircraft familiarization and other activities. McAuliffe zeroes in on a test subject during a practice session with the Arriflex. Photo credit: NASA

  12. "Teacher in Space" Trainees - Arriflex Motion Picture Camera

    NASA Image and Video Library

    1985-09-20

    S85-40671 (18 Sept. 1985) --- The two teachers, Barbara R. Morgan and Sharon Christa McAuliffe (out of frame) have hands-on experience with an Arriflex motion picture camera following a briefing on space photography. The two began training Sept. 10, 1985 with the STS-51L crew and learning basic procedures for space travelers. The second week of training included camera training, aircraft familiarization and other activities. Morgan zeroes in on a test subject during a practice session with the Arriflex. Photo credit: NASA

  13. Implementing HIV/AIDS education: impact of teachers' training on HIV/AIDS education in Bangladesh.

    PubMed

    Sarma, Haribondhu; Oliveras, Elizabeth

    2013-03-01

    School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers' training, the districts were divided into control and intervention areas and the teachers' ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/ AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.

  14. Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence

    ERIC Educational Resources Information Center

    Álvarez-García, Olaya; Sureda-Negre, Jaume; Comas-Forgas, Rubén

    2015-01-01

    The importance of pre-service teacher training regarding environmental education (EE) has been vastly demonstrated. This systematic review examined the existing evidence from studies evaluating and analysing the relationship between EE, including environmental competences and pre-service primary school teacher training. The literature review…

  15. Adult Basic Skills Instructor Training and Experiential Learning Theory.

    ERIC Educational Resources Information Center

    Marlowe, Mike; And Others

    1991-01-01

    Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)

  16. Group aquatic training improves gait efficiency in adolescents with cerebral palsy.

    PubMed

    Ballaz, Laurent; Plamondon, Suzanne; Lemay, Martin

    2011-01-01

    To evaluate the effect and feasibility of a 10-week group aquatic training programme on gait efficiency in adolescents with cerebral palsy (CP). The secondary purpose was to determine the exercise intensity during aquatic training in a heterogeneous group of adolescents with CP and to investigate the impact of the training programme on the musculoskeletal system. Twelve ambulatory adolescents with spastic CP were recruited. They participated in 20 aquatic training sessions (45 min twice a week). Three physical therapists and a sports teacher supervised the training sessions. Participants wore a heart rate monitor to assess sessions' intensity and a floatation device as appropriate. The primary outcome measure was gait efficiency as measured by the gait energy expenditure index (EEI). The secondary measures were (1) gait spatiotemporal parameters, (2) maximal isometric knee strength and (3) gross motor function. Ten adolescents completed the training programme. No adverse effect was reported. Average exercise intensity was mild to moderate for more than half of the training session. A significant reduction of the EEI and the heart rate during walking was observed following the training programme. No significant change was observed on secondary outcome measures. Group aquatic training increases gait efficiency in adolescents with CP. This improvement is related to systemic cardiorespiratory adaptations. Group aquatic training programme is feasible in adolescents presenting CP at different levels of severity.

  17. "Does Knowing Stuff like PSHE and Citizenship Make Me a Better Teacher?": Student Teachers in the Teacher Training Figuration

    ERIC Educational Resources Information Center

    Velija, Philippa; Capel, Susan; Katene, Will; Hayes, Sid

    2008-01-01

    One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what…

  18. The Training of Science Teachers in Papua New Guinea

    ERIC Educational Resources Information Center

    Palmer, W. P.

    1987-01-01

    The Currie Report (1964) pointed out that "So far as any one strand in the "seamless web" of education can be picked out as of more fundamental importance than another it is the training of teachers/probably no other activity of the Administration is quite so important as this." Klassen (1982) has also rated teacher education…

  19. IT Tools in Initial Teacher Training

    ERIC Educational Resources Information Center

    Herlo, Dorin

    2016-01-01

    In initial teacher training, the call to use IT tools, and to integrate them into the virtual learning space, is not conjectural but is an example of introducing new technologies in the complexity of educational sciences. For this reason we approached the use of new technologies in the courses and seminars of subjects from the curriculum of…

  20. Effects of Training in Universal Design for Learning on Lesson Plan Development

    ERIC Educational Resources Information Center

    Spooner, Fred; Baker, Joshua N.; Harris, Amber A.; Ahlgrim-Delzell, Lynn; Browder, Diane M.

    2007-01-01

    The effects of training in Universal Design for Learning (UDL) on lesson plan development of special and general educators in a college classroom environment were investigated. A true experimental group design with a control group was used for this study. A one-hour teacher training session introduced UDL to the experimental group; the control…

  1. Web-Based Teacher Training and Coaching/Feedback: A Case Study

    ERIC Educational Resources Information Center

    Wilczynski, Susan M.; Labrie, Allison; Baloski, Ann; Kaake, Amanda; Marchi, Nick; Zoder-Martell, Kimberly

    2017-01-01

    The present case study evaluated web-based training with coaching and feedback delivered through videoconferencing software to increase teacher use of behavioral methods associated with increased compliance. The participant, a preschool special education teacher, increased both her knowledge of efficacious interventions for autism spectrum…

  2. Prevalence of Dehydration Before Training Sessions, Friendly and Official Matches in Elite Female Soccer Players

    PubMed Central

    Castro-Sepulveda, Mauricio; Astudillo, Javier; Letelier, Pablo

    2016-01-01

    Abstract This study aimed to evaluate and compare the hydration states prior to different sporting events (training sessions, friendly and official matches) in elite female soccer players and relate that to the importance that the player attached to the hydration state as a determinant of sports performance. The hydration state of 17 female elite soccer players (age: 21.5 ± 3 years; body mass: 62 ± 6 kg; body height: 165 ± 9 cm) was determined by measuring their urine specific gravity (USG) prior to three different sports events: training sessions (PT), friendly (PF) and official (PO) matches. The importance that each player attached to the hydration state as a determinant of sports performance was evaluated through a simple questionnaire. An average of 47.05% of the soccer players were severely dehydrated (USG > 1.030), 33.33% were significantly dehydrated (USG > 1.020), 17.64% were mildly dehydrated (USG > 1.010) and 1.96% were euhydrated (USG < 1.010). The average USG was 1.027 ± 0.007 (PT = 1.029 ± 0.009; PF = 1.023 ± 0.010 and PO = 1.030 ± 0.006). Differences were found between urine specific gravity prior to a friendly and an official match (p = 0.03). No relationship was found between urine specific gravity and the importance each player attached to the hydration state as a determinant of sports performance. The results show that dehydration is the most prevalent hydration state of elite soccer players before training sessions, friendly and official matches. Players were most dehydrated prior to official matches, which was unlinked to the players’ perceived importance of hydration for sports performance. PMID:28149344

  3. Teacher Training in Afghanistan: Intersections of Need and Reality

    ERIC Educational Resources Information Center

    Husting, Sheila; Intili, Jo Ann; Kissam, Edward

    2008-01-01

    As post-Taliban Afghanistan moves toward the establishment of a viable educational system, key stakeholders and donors are faced with the formidable challenge of how to most rapidly implement teacher training within an environment of diverse, changing, and largely unassessed training needs. The current article explores the dilemmas inherent in…

  4. [Students in Training to Become Biology Teachers - a controlled phase II trial (NCT01567267)].

    PubMed

    Matic-Strametz, Mirjana; Strametz, Reinhard; Bohrt, Kevin; Ochsendorf, Falk; Weberschock, Tobias

    2013-01-01

    Consumers increasingly demand to take part in healthcare decisions as described by the concept of shared decision making. In order to ensure this happens the patient must be able to critically appraise the healthcare information provided, which is called critical health literacy. Critical health literacy can be taught to patients at the onset of their disease to enable them to obtain information about interventions and alternatives. For the primary prevention of common diseases like hypertension or diabetes mellitus, though, it is necessary to empower consumers to critically appraise medical information since this information is routinely presented in the mass media. This might be achieved through educational intervention programmes at school. The study was designed as a prospective controlled trial with students in training to become biology teachers at Siegen University (Germany). The intervention group received a short-term educational intervention (24 units) in human biology based on the principles of Evidence-based Medicine (EbM) and Good Scientific Practice (GSP) combined with elements of problem-based learning. The control group received a short-term intervention in human biology of equal duration, but without the elements of EbM and GSP. Knowledge and skills were evaluated by validated questionnaires and case studies in a pre-, interim, and post-interventional test in both groups. In addition, biology trainee teachers in the intervention group also planned and conducted a one-hour problem-based learning session with high school students, which was evaluated by video. The increase in knowledge (7.9±3.8 points vs. 2.7±2.5 points, p≤0.001) and appraisal skills (24.1±6.7 points vs. 14.6±6.3, p≤0.001) after the intervention was relevant and significant compared to baseline results and also compared to the control group that did not show any significant progress in knowledge (3.9±2.4 points vs. 2.7±1.7) and appraisal skills (16.2±5.9 points vs. 14.4±5

  5. Education Reform at the Science University and the New Strategy for Training Science Teachers

    ERIC Educational Resources Information Center

    Gabdulchakov, Valerian F.; Kusainov, Askarbek K.; Kalimullin, Aydar M.

    2016-01-01

    The urgency of the problem of designing a new strategy of teacher training due to the reform of education in universities: decrease of pedagogical disciplines, strengthening fundamental (subject) training, etc. The goal of the article lies in identification of the main components of the new strategy of teacher training. A leading approach to the…

  6. No Effects of Non-invasive Brain Stimulation on Multiple Sessions of Object-Location-Memory Training in Healthy Older Adults

    PubMed Central

    Külzow, Nadine; Cavalcanti de Sousa, Angelica Vieira; Cesarz, Magda; Hanke, Julie-Marie; Günsberg, Alida; Harder, Solvejg; Koblitz, Swantje; Grittner, Ulrike; Flöel, Agnes

    2018-01-01

    Object-location memory (OLM) is known to decline with normal aging, a process accelerated in pathological conditions like mild cognitive impairment (MCI). In order to maintain cognitive health and to delay the transition from healthy to pathological conditions, novel strategies are being explored. Tentative evidence suggests that combining cognitive training and anodal transcranial direct current stimulation (atDCS), both reported to induce small and often inconsistent behavioral improvements, could generate larger or more consistent improvements or both, compared to each intervention alone. Here, we explored the combined efficacy of these techniques on OLM. In a subject-blind sham-controlled cross-over design 32 healthy older adults underwent a 3-day visuospatial training paired with either anodal (20 min) or sham (30 s) atDCS (1 mA, temporoparietal). Subjects were asked to learn the correct object-location pairings on a street map, shown over five learning blocks on each training day. Acquisition performance was assessed by accuracy on a given learning block in terms of percentage of correct responses. Training success (performance on last training day) and delayed memory after 1-month were analyzed by mixed model analysis and were controlled for gender, age, education, sequence of stimulation and baseline performance. Exploratory analysis of atDCS effects on within-session (online) and between-session (offline) memory performance were conducted. Moreover, transfer effects on similar trained (visuospatial) and less similar (visuo-constructive, verbal) untrained memory tasks were explored, both immediately after training, and on follow-up. We found that atDCS paired with OLM-training did not enhance success in training or performance in 1-month delayed memory or transfer tasks. In sum, this study did not support the notion that the combined atDCS-training approach improves immediate or delayed OLM in older adults. However, specifics of the experimental design, and

  7. No Effects of Non-invasive Brain Stimulation on Multiple Sessions of Object-Location-Memory Training in Healthy Older Adults.

    PubMed

    Külzow, Nadine; Cavalcanti de Sousa, Angelica Vieira; Cesarz, Magda; Hanke, Julie-Marie; Günsberg, Alida; Harder, Solvejg; Koblitz, Swantje; Grittner, Ulrike; Flöel, Agnes

    2017-01-01

    Object-location memory (OLM) is known to decline with normal aging, a process accelerated in pathological conditions like mild cognitive impairment (MCI). In order to maintain cognitive health and to delay the transition from healthy to pathological conditions, novel strategies are being explored. Tentative evidence suggests that combining cognitive training and anodal transcranial direct current stimulation (atDCS), both reported to induce small and often inconsistent behavioral improvements, could generate larger or more consistent improvements or both, compared to each intervention alone. Here, we explored the combined efficacy of these techniques on OLM. In a subject-blind sham-controlled cross-over design 32 healthy older adults underwent a 3-day visuospatial training paired with either anodal (20 min) or sham (30 s) atDCS (1 mA, temporoparietal). Subjects were asked to learn the correct object-location pairings on a street map, shown over five learning blocks on each training day. Acquisition performance was assessed by accuracy on a given learning block in terms of percentage of correct responses. Training success (performance on last training day) and delayed memory after 1-month were analyzed by mixed model analysis and were controlled for gender, age, education, sequence of stimulation and baseline performance. Exploratory analysis of atDCS effects on within-session (online) and between-session (offline) memory performance were conducted. Moreover, transfer effects on similar trained (visuospatial) and less similar (visuo-constructive, verbal) untrained memory tasks were explored, both immediately after training, and on follow-up. We found that atDCS paired with OLM-training did not enhance success in training or performance in 1-month delayed memory or transfer tasks. In sum, this study did not support the notion that the combined atDCS-training approach improves immediate or delayed OLM in older adults. However, specifics of the experimental design, and

  8. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education?

    NASA Astrophysics Data System (ADS)

    Meacham, Colleen

    As technology and our world understanding develop, we will need citizens who are able to ask and answer questions that have not been thought of yet. Currently, high school and college graduates entering the workforce demonstrate a gap in their ability to develop unique solutions and fill the current technology-driven jobs. To address this gap, science needs to be prioritized early in children's lives. The focus of this research was to analyze a science training program that would help pre-school teachers better understand Mind in the Making life skills, the nature of science, science practices, and improve their self-efficacy integrating science education into their classrooms and curriculum. Seventy-one teachers enrolled in two three-day, professional development trainings that were conducted over three, five-hour sessions approximately one month apart... During that training the teachers learned hands-on activities for young children that introduced life and physical science content. They were also given the task of developing and implementing a science-based lesson for their students and then analyzing it with other participants. The information from the lesson plans was collected for analysis. After the last training the teachers were given a pre/post retrospective survey to measure effective outcomes. The results from the lesson plans and surveys indicate that the trainings helped improve the teachers' understanding of Mind in the Making, the nature of science, and science practices. The results also show that the teachers felt more comfortable integrating science education into their classrooms and curriculum.

  9. Bourgeois Ideas in Communist Construction: The Development of Stanislav Shatskii's Teacher Training Methods

    ERIC Educational Resources Information Center

    Partlett, William

    2006-01-01

    This article traces the role of the non-communist, late Tsarist, "new education" movement in shaping early Soviet views of teacher-training. Comparing the teacher-training approach of one of the leaders of this Tsarist educational movement--Stanislav Shatskii--with that of the Soviet Commissariat of Enlightenment (Narkompros), the…

  10. Balance maintenance as an acquired motor skill: Delayed gains and robust retention after a single session of training in a virtual environment.

    PubMed

    Elion, Orit; Sela, Itamar; Bahat, Yotam; Siev-Ner, Itzhak; Weiss, Patrice L Tamar; Karni, Avi

    2015-06-03

    Does the learning of a balance and stability skill exhibit time-course phases and transfer limitations characteristic of the acquisition and consolidation of voluntary movement sequences? Here we followed the performance of young adults trained in maintaining balance while standing on a moving platform synchronized with a virtual reality road travel scene. The training protocol included eight 3 min long iterations of the road scene. Center of Pressure (CoP) displacements were analyzed for each task iteration within the training session, as well as during tests at 24h, 4 weeks and 12 weeks post-training to test for consolidation phase ("offline") gains and assess retention. In addition, CoP displacements in reaction to external perturbations were assessed before and after the training session and in the 3 subsequent post-training assessments (stability tests). There were significant reductions in CoP displacements as experience accumulated within session, with performance stabilizing by the end of the session. However, CoP displacements were further reduced at 24h post-training (delayed "offline" gains) and these gains were robustly retained. There was no transfer of the practice-related gains to performance in the stability tests. The time-course of learning the balance maintenance task, as well as the limitation on generalizing the gains to untrained conditions, are in line with the results of studies of manual movement skill learning. The current results support the conjecture that a similar repertoire of basic neuronal mechanisms of plasticity may underlay skill (procedural, "how to" knowledge) acquisition and skill memory consolidation in voluntary and balance maintenance tasks. Copyright © 2015 Elsevier B.V. All rights reserved.

  11. Effects of manipulating the duration and intensity of aerobic training sessions on the physical performance of rats.

    PubMed

    Teixeira-Coelho, Francisco; Fonseca, Cletiana Gonçalves; Barbosa, Nicolas Henrique Santos; Vaz, Filipe Ferreira; Cordeiro, Letícia Maria de Souza; Coimbra, Cândido Celso; Pires, Washington; Soares, Danusa Dias; Wanner, Samuel Penna

    2017-01-01

    This study investigated the effects of manipulating the load components of aerobic training sessions on the physical performance of rats. To achieve this purpose, adult male Wistar rats were divided into four groups: an untrained control (CON) group and training groups with a predominant overload in intensity (INT) or duration (DUR) or alternating and similar overloads in intensity and duration (ID). Prior to, during, and after 8 weeks of the control or training protocols, the performance of the rats (evaluated by their workload) was determined during fatiguing, incremental-speed treadmill running. Two additional incremental running tests were performed prior to and at the end of the protocols to measure the peak rate of oxygen consumption (VO2peak). As expected, the rats in the trained groups exhibited increased performance, whereas the untrained rats showed stable performance throughout the 8 weeks. Notably, the performance gain exhibited by the DUR rats reached a plateau after the 4th week. This plateau was not present in the INT or ID rats, which exhibited increased performance at the end of training protocol compared with the DUR rats. None of the training protocols changed the VO2peak values; however, these values were attained at faster speeds, which indicated increased running economy. In conclusion, our findings demonstrate that the training protocols improved the physical performance of rats, likely resulting from enhanced running economy. Furthermore, compared with overload in duration, overload in the intensity of training sessions was more effective at inducing performance improvements across the 8 weeks of the study.

  12. Effects of manipulating the duration and intensity of aerobic training sessions on the physical performance of rats

    PubMed Central

    Teixeira-Coelho, Francisco; Fonseca, Cletiana Gonçalves; Barbosa, Nicolas Henrique Santos; Vaz, Filipe Ferreira; Cordeiro, Letícia Maria de Souza; Coimbra, Cândido Celso; Pires, Washington; Soares, Danusa Dias

    2017-01-01

    This study investigated the effects of manipulating the load components of aerobic training sessions on the physical performance of rats. To achieve this purpose, adult male Wistar rats were divided into four groups: an untrained control (CON) group and training groups with a predominant overload in intensity (INT) or duration (DUR) or alternating and similar overloads in intensity and duration (ID). Prior to, during, and after 8 weeks of the control or training protocols, the performance of the rats (evaluated by their workload) was determined during fatiguing, incremental-speed treadmill running. Two additional incremental running tests were performed prior to and at the end of the protocols to measure the peak rate of oxygen consumption (VO2peak). As expected, the rats in the trained groups exhibited increased performance, whereas the untrained rats showed stable performance throughout the 8 weeks. Notably, the performance gain exhibited by the DUR rats reached a plateau after the 4th week. This plateau was not present in the INT or ID rats, which exhibited increased performance at the end of training protocol compared with the DUR rats. None of the training protocols changed the VO2peak values; however, these values were attained at faster speeds, which indicated increased running economy. In conclusion, our findings demonstrate that the training protocols improved the physical performance of rats, likely resulting from enhanced running economy. Furthermore, compared with overload in duration, overload in the intensity of training sessions was more effective at inducing performance improvements across the 8 weeks of the study. PMID:28841706

  13. 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…

  14. A Critical Discourse Analysis of Teacher-Student Relationships in a Third-Grade Literacy Lesson: Dynamics of Microaggression

    ERIC Educational Resources Information Center

    Beaulieu, Rodney

    2016-01-01

    This study focuses on a recording from a week of third-grade classroom sessions. The recording was used to train new teachers in a certification program and provided data for a learning community that was studying classroom discourse. The third-grade teacher was described as being "outstanding" and "culturally responsive" by…

  15. The Training of Career Education Resource Teachers.

    ERIC Educational Resources Information Center

    Baltimore, Jim

    Sprague High School's program to train career education resource teachers was designed to recruit and prepare approximately 15 individuals from business, industry, and the professions who would provide exploratory career experiences and information to students. A four-page outline covers the program's objectives, procedures, a third party…

  16. Subject-specific pedagogical content knowledge: Implications for alternatively and traditionally trained biology teachers

    NASA Astrophysics Data System (ADS)

    Ravgiala, Rebekah Rae

    Theories regarding the development of expertise hold implications for alternative and traditional certification programs and the teachers they train. The literature suggests that when compared to experts in the field of teaching, the behaviors of novices differ in ways that are directly attributed to their pedagogical content knowledge. However, few studies have examined how first and second year biology teachers entering the profession from traditional and alternative training differ in their demonstration of subject-specific pedagogical content knowledge. The research problem in this multicase, naturalistic inquiry investigated how subject-specific pedagogical content knowledge was manifested among first and second year biology teachers in the task of transforming subject matter into forms that are potentially meaningful to students when explicit formal training has been and has not been imparted to them as preservice teachers. Two first year and two second year biology teachers were the subjects of this investigation. Allen and Amber obtained their certification through an alternative summer training institute in consecutive years. Tiffany and Tricia obtained their certification through a traditional, graduate level training program in consecutive years. Both programs were offered at the same northeastern state university. Participants contributed to six data gathering techniques including an initial semi-structured interview, responses to the Conceptions of Teaching Science questionnaire (Hewson & Hewson, 1989), three videotaped biology lessons, evaluation of three corresponding lesson plans, and a final semi-structured interview conducted at the end of the investigation. An informal, end-of-study survey intended to offer participants an opportunity to disclose their thoughts and needs as first year teachers was also employed. Results indicate that while conceptions of teaching science may vary slightly among participants, there is no evidence to suggest that

  17. Teacher-Child Interaction Training with an Urban Clinical Preschool Population

    ERIC Educational Resources Information Center

    Schaffner, Kristen F.; McGoey, Kara E.; Venesky, Lindsey

    2016-01-01

    The current study examined the impact of the relationship-enhancement phase of the Teacher-Child Interaction Training (TCIT) intervention on child behavior and teacher skill use within an urban therapeutic classroom milieu. Participants included four preschool children (mean age 4 years, 8 months) with clinical diagnoses attending a therapeutic…

  18. Solar Ultraviolet Radiation Exposure of South African Marathon Runners During Competition Marathon Runs and Training Sessions: A Feasibility Study.

    PubMed

    Nurse, Victoria; Wright, Caradee Y; Allen, Martin; McKenzie, Richard L

    2015-01-01

    Marathon runners spend considerable time in outdoor training for and participating in marathons. Outdoor runners may experience high solar ultraviolet radiation (UVR) exposure. South Africa, where running is popular, experiences high ambient solar UVR levels that may be associated with adverse health effects. This feasibility study explores the use of personal dosimeters to determine solar UVR exposure patterns and possible related acute health risks of four marathon runners during marathons and training sessions in Cape Town and Pretoria. Runners running marathons that started early in the day, and that did not exceed 4 hours, yielded low total solar UVR exposure doses (mean 0.093 SED per exposure period run, median 0.088 SED, range 0.062-0.136 SED; average of 16.54% of ambient solar UVR). Training sessions run during early morning and late afternoon presented similar results. Several challenges hindered analysis including accounting for anatomical position of personal dosimeter and natural shade. To assess health risks, hazard quotients (HQs) were calculated using a hypothetical runner's schedule. Cumulative, annual solar UVR exposure-calculated acute health risks were low (HQ = 0.024) for training sessions and moderate (HQ = 4.922) for marathon runs. While these data and calculations are based on 18 person-days, one can measure marathon runners' personal solar UVR exposure although several challenges must be overcome. © 2015 The American Society of Photobiology.

  19. Implementing the Early Childhood Development Teacher Training Framework in Uganda: Gains and Challenges

    ERIC Educational Resources Information Center

    Ejuu, Godfrey

    2012-01-01

    Training of quality early childhood development (ECD) teachers is paramount in ensuring quality ECD service provision. This exploratory study focuses on the gains and challenges met in the implementation of the Uganda ECD teacher training framework. Data were obtained using questionnaires and interviews from principals and tutors of ECD teacher…

  20. EFL Teachers' Perceptions about an Online CALL Training. A Case from Turkey

    ERIC Educational Resources Information Center

    Cengiz, Behice Ceyda; Seferoglu, Gölge; Kaçar, Isil Günseli

    2017-01-01

    This paper examined a group of Turkish EFL in-service teachers' perceptions about a four-week online CALL training they received on a voluntary basis. The data were collected via a background questionnaire, interviews and reflection reports written by the participating teachers. Findings demonstrated that online CALL training was beneficial for…

  1. Increase in teachers' knowledge about ADHD after a week-long training program: a pilot study.

    PubMed

    Syed, Ehsan Ullah; Hussein, Sajida Abdul

    2010-01-01

    ADHD affects 3% to 5% of school-age children. Clinical and community based epidemiological studies in Pakistan have shown a high prevalence of ADHD among school going children. A thorough review of literature shows that no studies of teachers' training programs regarding ADHD have been published in Pakistani research literature. The aim of the present study is the development and evaluation of an ADHD training program for teachers. A teachers' training program for ADHD was designed and a pilot run in 3 schools of Karachi, Pakistan. Teachers knowledge regarding signs and symptoms of ADHD was tested before and after the workshop and then again after 6 months using an ADHD knowledge questionnaire. Forty-nine teachers, all of them women, completed the questionnaires before and after the training program, and 35 of them filled it out at the 6-month interval. Mean scores of these tests were compared using a paired t test. The authors found the difference of mean score of 1.48 +/- 2.95, and this was statistically significant (p < .005). The authors conclude that the workshop improved the knowledge of the school teachers regarding ADHD symptomatology, and it remained significant even after 6 months of training.

  2. Integrating quantitative and qualitative evaluation methods to compare two teacher inservice training programs

    NASA Astrophysics Data System (ADS)

    Lawrenz, Frances; McCreath, Heather

    Qualitative and quantitative evaluation procedures were used to compare two physical-science teacher inservice training programs. The two programs followed the master teacher training model espoused by NSF but used different types of master teachers and types of activities. The two evaluation procedures produced different results and together they provided a much clearer picture of the strengths and weaknesses of the two programs. Using only one approach or the other would have substantially altered the conclusions.

  3. The Efficacy of a Research-based Training Regimen on the Instructional Clarity of Preservice Teachers.

    ERIC Educational Resources Information Center

    Metcalf, Kim K.

    The purpose of this study was to determine whether preservice teachers can be trained to be more clear during instruction and whether a causal relationship exists between teacher clarity and student achievement. A review of literature in teacher education, business, and industrial training revealed that no intact, empirically verified training…

  4. Motivation of Civic Education Teachers-in-Training in the Field of Education for Sustainable Development

    ERIC Educational Resources Information Center

    Hiller, Katharina; Reichhart, Barbara

    2017-01-01

    The objective of teacher-training at university for political science is the development of professional competencies that enable teachers-in-training to act proficiently in all aspects of civic education. Although there are some studies that focus on civic education for teachers' professional competencies, most of them relate to general…

  5. The Effects of Music Teacher Beliefs, Training, and Resources on Use of Technology

    ERIC Educational Resources Information Center

    Sorah, Donald Wayne, Jr.

    2012-01-01

    The purpose of this study was to compare teacher beliefs about music technology, types of teacher training in music technology, music technology resource availability, and levels of teacher use of music technology based on school socioeconomic status, teacher age, number of years teaching, and teacher gender. High-school band directors from the…

  6. European Perspectives of Teacher Education and Training

    ERIC Educational Resources Information Center

    Sayer, John

    2006-01-01

    Despite broad agreements on professional mobility, there has been little movement towards consensus across the European Union on what constitutes the good teacher and therefore on common features in training and qualification. Political declarations have not led to significant action by national politicians. Impetus towards a European dimension in…

  7. Is Participatory Action Research an innovative pedagogical alternative for training teachers as researchers? The training plan and evaluation for normal schools.

    PubMed

    Paredes-Chi, Arely Anahy; Castillo-Burguete, María Teresa

    2018-06-01

    Normal schools in Mexico train teachers for basic level education. Classified as Higher Education Institutions, part of their mandate is to conduct scientific research to improve educational quality. Currently, normal school students can meet graduation requirements by either writing a thesis or reporting on professional practice using Participatory Action Research (PAR). Teachers at normal schools have only limited experience in conducting and supervising PAR projects. With the aim of analyzing the situation and addressing this paradox, we used PAR to develop a plan to train normal school teachers in application of PAR methodology. We present the training proposal and evaluate its results in a pilot phase. These suggest that PAR represents an innovative option for training teachers to conduct research and therefore fulfill part of their responsibilities at normal schools in Mexico. Changes in institutional culture and structure would be required for successful implementation of PAR in this context. Copyright © 2018 Elsevier Ltd. All rights reserved.

  8. Multicultural Curriculum Training with Pre-Student Teachers in Language Arts.

    ERIC Educational Resources Information Center

    Hubble, Martha Weidman

    This study relates to two problems in multicultural education: the inability of teachers to relate to and understand the culturally diverse learner; and the dearth of teaching materials based on the minority group members' cultural heritages. A Multicultural Curriculum Training (MCT) program was developed to promote in prospective teachers an…

  9. A Systematic, Inquiry-Based 7-Step Virtual Worlds Teacher Training

    ERIC Educational Resources Information Center

    Nussli, Natalie Christina; Oh, Kevin

    2015-01-01

    Eighteen special education teachers explored one prominent example of three-dimensional virtual worlds, namely Second Life. This study aimed to (a) determine their perception of the effectiveness of a systematic 7-Step Virtual Worlds Teacher Training workshop in terms of enabling them to make informed decisions about the usability of virtual…

  10. Quantifying Neuromuscular Fatigue Induced by an Intense Training Session in Rugby Sevens.

    PubMed

    Marrier, Bruno; Le Meur, Yann; Robineau, Julien; Lacome, Mathieu; Couderc, Anthony; Hausswirth, Christophe; Piscione, Julien; Morin, Jean-Benoît

    2017-02-01

    To compare the sensitivity of a sprint vs a countermovement-jump (CMJ) test after an intense training session in international rugby sevens players, as well as analyze the effects of fatigue on sprint acceleration. Thirteen international rugby sevens players completed two 30-m sprints and a set of 4 repetitions of CMJ before and after a highly demanding rugby sevens training session. Change in CMJ height was unclear (-3.6%; ±90% confidence limits 11.9%. Chances of a true positive/trivial/negative change: 24/10/66%), while a very likely small increase in 30-m sprint time was observed (1.0%; ±0.7%, 96/3/1%). A very likely small decrease in the maximum horizontal theoretical velocity (V 0 ) (-2.4; ±1.8%, 1/4/95%) was observed. A very large correlation (r = -.79 ± .23) between the variations of V 0 and 30-m-sprint performance was also observed. Changes in 30-m sprint time were negatively and very largely correlated with the distance covered above the maximal aerobic speed (r = -.71 ± .32). The CMJ test appears to be less sensitive than the sprint test, which casts doubts on the usefulness of a vertical-jump test in sports such as rugby that mainly involve horizontal motions. The decline in sprint performance relates more to a decrease in velocity than in force capability and is correlated with the distance covered at high intensity.

  11. Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development

    ERIC Educational Resources Information Center

    Childre, Amy L.; Van Rie, Ginny L.

    2015-01-01

    In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the…

  12. Design and implementation of two two-week Teacher Enhancement Institutes

    NASA Technical Reports Server (NTRS)

    Lambert, Lynn

    1994-01-01

    During this summer, I have been part of a four team effort that planned and executed two two-week Teacher Enhancement Institutes (TEI) for 40 K-8 teachers from this area. The TEI was designed to enhance teachers' background in aeronautics and technology so that they would be better equipped to encourage and to train students in the mathematics, science, and technology fields. The teachers were given a stipend and three graduate credits from Christopher Newport University for their participation in this program. The four ASEE fellows worked together to develop objectives and a schedule of activities for each two-week session based on the program outline given in the grants that were funding this effort. We divided the responsibilities in coordinating and implementing each part of the TEI based on the specific strengths and background of each ASEE fellow. My specific responsibilities were: (1) to develop the course syllabus and generally handle all matters involved with the graduate course; (2) coordinate the follow-up sessions; and (3) design and manage half of the technology sessions that we had scheduled (approximately 30% of the TEI was devoted to technology). Because the first two responsibilities were primarily administrative in nature, I will address only the last. The technology sessions were divided into computer-only and other technologies (e.g., television and digital technology including scanning, digital photography and CD-ROM). I had responsibility for the computer-only technology sessions. The emphasis of these sessions was on use of the Internet specifically to locate and use educational resources. To maximize learning, these sessions were hands-on with two teachers at each computer. Each teacher received instruction in, and actually used, the most popular tools available on the Internet: email (they were given temporary accounts at NASA LaRC), anonymous ftp and archie, gopher and veronica, mosaic, and telnet. Teachers participated in hands

  13. One Session of Autogenic Training Increases Acute Subjective Sexual Arousal in Premenopausal Women Reporting Sexual Arousal Problems.

    PubMed

    Stanton, Amelia M; Hixon, J Gregory; Nichols, Lindsey M; Meston, Cindy M

    2018-01-01

    Below average heart rate variability (HRV) has been associated with sexual arousal dysfunction and overall sexual dysfunction in women. Autogenic training, a psychophysiologic relaxation technique, has been shown to increase HRV. In a recent study, sexually healthy women experienced acute increases in physiologic (ie, genital) and subjective sexual arousal after 1 brief session of autogenic training. To build on these findings by testing the effects of a single session of autogenic training on sexual arousal in a sample of women who reported decreased or absent sexual arousal for at least 6 months. Genital sexual arousal, subjective sexual arousal, and perceived genital sensations were assessed in 25 women 20 to 44 years old before and after listening to a 22-minute autogenic training recording. HRV was assessed with electrocardiography. Change in genital sexual arousal, subjective sexual arousal, and perceived genital sensations from the pre-manipulation erotic film to the post-manipulation erotic film. Marginally significant increases in discrete subjective sexual arousal (P = .051) and significant increases in perceived genital sensations (P = .018) were observed. In addition, degree of change in HRV significantly moderated increases in subjective arousal measured continuously over time (P < .0001). There were no significant increases in genital arousal after the manipulation. The results of this study suggest that autogenic training, and other interventions that aim to increase HRV, could be a useful addition to treatment protocols for women who are reporting a lack of subjective arousal or decreased genital sensations. There are few treatment options for women with arousal problems. We report on a new psychosocial intervention that could improve arousal. Limitations include a relatively small sample and the lack of a control group. Our findings indicate that autogenic training significantly improves acute subjective arousal and increases perceived genital

  14. Leadership for Effective Teacher Training Transfer in Kuwaiti Secondary Schools

    ERIC Educational Resources Information Center

    Winokur, Ilene K.; Sperandio, Jill

    2017-01-01

    This article reports on the findings of a study undertaken to examine the links between leadership practices of a transformational nature and the transfer of teacher training in the public high schools in Kuwait. The participants in the study were teachers who had undergone mandated professional development (PD) aimed at improving teaching…

  15. The Use of an Eight-Step Instructional Model to Train School Staff in Partner-Augmented Input

    ERIC Educational Resources Information Center

    Senner, Jill E.; Baud, Matthew R.

    2017-01-01

    An eight-step instruction model was used to train a self-contained classroom teacher, speech-language pathologist, and two instructional assistants in partner-augmented input, a modeling strategy for teaching augmentative and alternative communication use. With the exception of a 2-hr training session, instruction primarily was conducted during…

  16. Job Embedded Teacher Leadership Training: A Study of Teacher Empowerment in an Elementary Public School District

    ERIC Educational Resources Information Center

    Banker, Lauren Langer

    2017-01-01

    This mixed-methodology case study explored one district's attempt to provide teacher leadership training in an effort to increase feelings of empowerment. Empowerment is defined as the degree to which an individual feels capable of influencing his or her work role and context (Spreitzer, 1995) and in the field of education, empowering teachers is…

  17. Teacher Preparation for Vocational Education and Training in Germany: A Potential Model for Canada?

    ERIC Educational Resources Information Center

    Barabasch, Antje; Watt-Malcolm, Bonnie

    2013-01-01

    Germany's vocational education and training (VET) and corresponding teacher-education programmes are known worldwide for their integrated framework. Government legislation unifies companies, unions and vocational schools, and specifies the education and training required for students as well as vocational teachers. Changing from the Diplom…

  18. STS-48 MS Gemar uses laptop during training session in JSC's MB SMS

    NASA Technical Reports Server (NTRS)

    1991-01-01

    STS-48 Discovery, Orbiter Vehicle (OV) 103, Mission Specialist (MS) Charles D. Gemar, wearing lightweight headset, enters data into a portable laptop computer on the middeck of JSC's Motion Based (MB) Shuttle Mission Simulator (SMS). Gemar is participating in a preflight familiarization session in the MB-SMS located in the Mission Simulation and Training Facility Bldg 5. Visible to Gemar's right is a stowed extravehicular mobility unit (EMU) and on his left are forward locker mockups.

  19. Teaching Evaluation: Antecedents of Teachers' Perceived Usefulness of Follow-Up Sessions and Perceived Stress Related to the Evaluation Process

    ERIC Educational Resources Information Center

    Lejonberg, Eli; Elstad, Eyvind; Christophersen, Knut Andreas

    2018-01-01

    This study examines teaching evaluation based on student feedback which is intended to contribute to teachers' professional development. Although studies have highlighted that teaching evaluation is a potential source of professional development and that follow-up sessions are crucial to this benefit, little attention has been paid to the…

  20. Motivational interviewing-based training vs traditional training on the uptake of cervical screening: a quasi-experimental study.

    PubMed

    Zolfaghari, Z; Rezaee, N; Shakiba, M; Navidian, A

    2018-07-01

    Cervical cancer, a major health issue affecting women, is preventable and can be successfully treated. It is essential that measures are taken to improve the uptake of screening for this cancer. The aim of this study was to compare the effects of motivational interviewing (MI)-based training and traditional training on the frequency of cervical cancer screening tests in a group of working female teachers. This is a quasi-experimental study. This research was conducted in 2017 among 134 teachers (aged 30-60 years) working in southeastern Iran. The participants were selected from among the eligible individuals and subsequently divided into MI-based training and traditional training groups (n = 67 for each group). Each group received a three-session training program, and 20 weeks after the end of the last training session, the information obtained from cervical cancer screening tests was documented. To analyze the data, independent t-test and Chi-squared test were run in SPSS, version 21. There was no significant difference between the two groups in terms of demographic characteristics such as age, age at the first pregnancy, age of marriage, the number of parities, and educational level. Twenty weeks after intervention, 20.9% of the MI-based training group underwent Pap smear screening test, while 9% of the women in the traditional training group took the test, indicating a statistically significant difference between the two groups (P < 0.0.5). MI-based training has a significant positive effect on women's compliance with cervical cancer screening tests. Therefore, it is recommended that this technique be adopted in women's health centers. IRCT2017100729954N4. Copyright © 2018 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  1. STS-48 MS Buchli and MS Gemar on MB SMS middeck during JSC training session

    NASA Technical Reports Server (NTRS)

    1991-01-01

    STS-48 Discovery, Orbiter Vehicle (OV) 103, Mission Specialist (MS) James F. Buchli (left) and MS Charles D. Gemar listen to instructions while on the middeck of JSC's Motion Based (MB) Shuttle Mission Simulator (SMS). Buchli and Gemar are reviewing inflight procedures during this preflight familiarization session held in the Mission Simulation and Training Facility Bldg 5.

  2. Decentralising Curriculum Reform: The Link Teacher Model of In-Service Training.

    ERIC Educational Resources Information Center

    Wildy, Helen; And Others

    1996-01-01

    Presents a (Western Australian) case study of the link teacher model, a decentralized, "train the trainer" approach to inservice education. Discusses the model's perceived effectiveness, the link teachers' role, central authority support, and new experimentation opportunities. Combining centralized syllabus change with decentralized…

  3. Training Design Conception and Reflexive Practice: How to Answer Teachers' Questions?

    ERIC Educational Resources Information Center

    Clottu, Régine

    2017-01-01

    This research studies the practices related to the conception of training "on demand" in the field of continuous training of teachers. Training "on demand" adapts itself to the problems of professionals. The analysis of the demand faces the complexity of the different contexts as well as the diversity of professionals'…

  4. Tourette Syndrome: A Training Day for Teachers.

    ERIC Educational Resources Information Center

    Chowdhury, Uttom; Christie, Deborah

    2002-01-01

    This article describes a Tourette syndrome training day for teachers facilitated by members of the Tic Disorders Clinic at Great Ormond Street Hospital in England. The day provided a mix of information giving and discussion of current practice. Outcomes of the day are related to professional knowledge and experience. (Contains references.) (CR)

  5. Understanding Expertise-Based Training Effects on the Software Evaluation Process of Mathematics Education Teachers

    ERIC Educational Resources Information Center

    Incikabi, Lutfi; Sancar Tokmak, Hatice

    2012-01-01

    This case study examined the educational software evaluation processes of pre-service teachers who attended either expertise-based training (XBT) or traditional training in conjunction with a Software-Evaluation checklist. Forty-three mathematics teacher candidates and three experts participated in the study. All participants evaluated educational…

  6. 75 FR 61485 - Regulatory Training Session With Air Carriers, EPA Regional Partners and Other Interested Parties...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-10-05

    ... Regional Partners and Other Interested Parties for Implementation of the Aircraft Drinking Water Rule... Agency (EPA) will hold a two-day training session on the regulatory requirements of the Aircraft Drinking... water systems'' under the Safe Drinking Water Act (SDWA) must meet the first set of requirements of the...

  7. Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

    PubMed

    Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

    2013-11-01

    Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

  8. Teacher Learning in a Mathematics and Science Inquiry Professional Development Program: First Steps in Emergent Teacher Leadership

    ERIC Educational Resources Information Center

    Yow, Jan A.; Lotter, Christine

    2016-01-01

    This study investigates the role of an inquiry professional development institute in empowering middle school mathematics and science teachers to develop as teacher leaders. Teachers and coaches jointly attended content sessions and participated in practice teaching sessions with students. The coaches led reflection sessions following the practice…

  9. The Impact of Teachers' Participation in eTwinning on Their Teaching and Training

    ERIC Educational Resources Information Center

    Crisan, Gabriela Ileana

    2013-01-01

    eTwinning programme enjoys great popularity and large participation of the Romanian teachers. The present study aims at investigating the teachers' opinions about the impact of eTwinning on teaching practices, as well as on teachers' training needs. Data for this study were collected through an online questionnaire distributed to 108 teachers that…

  10. Effects in Post-Conflict West Africa of Teacher Training for Refugee Women

    ERIC Educational Resources Information Center

    Shepler, Susan; Routh, Sharyn

    2012-01-01

    This article draws data from an innovative research project tracing former refugee teachers who received teacher training from the International Rescue Committee (IRC) over a 17-year-long education programme in refugee camps in Guinea (1991-2008). The research traced repatriated refugee teachers who had returned to their homes in Sierra Leone and…

  11. Will a Short Training Session Improve Multiple-Choice Item-Writing Quality by Dental School Faculty? A Pilot Study.

    PubMed

    Dellinges, Mark A; Curtis, Donald A

    2017-08-01

    Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members and given an item quality score. The intervention group participated in a training session of one-hour duration that focused on reviewing standard item-writing guidelines to improve in-house MCQs. The no-intervention group did not receive any training but did receive encouragement and an explanation of why good MCQ writing was important. The faculty members were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores was evaluated. The results showed a significant difference between pre-training and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.

  12. 34 CFR 461.33 - What are special experimental demonstration projects and teacher training projects?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What are special experimental demonstration projects...? § 461.33 What are special experimental demonstration projects and teacher training projects? (a) In... personnel in programs designed to carry out the purposes of the Act; and (ii) Training professional teachers...

  13. 34 CFR 461.33 - What are special experimental demonstration projects and teacher training projects?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 3 2011-07-01 2011-07-01 false What are special experimental demonstration projects...? § 461.33 What are special experimental demonstration projects and teacher training projects? (a) In... personnel in programs designed to carry out the purposes of the Act; and (ii) Training professional teachers...

  14. 34 CFR 461.33 - What are special experimental demonstration projects and teacher training projects?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What are special experimental demonstration projects...? § 461.33 What are special experimental demonstration projects and teacher training projects? (a) In... personnel in programs designed to carry out the purposes of the Act; and (ii) Training professional teachers...

  15. 34 CFR 461.33 - What are special experimental demonstration projects and teacher training projects?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What are special experimental demonstration projects...? § 461.33 What are special experimental demonstration projects and teacher training projects? (a) In... personnel in programs designed to carry out the purposes of the Act; and (ii) Training professional teachers...

  16. 34 CFR 461.33 - What are special experimental demonstration projects and teacher training projects?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What are special experimental demonstration projects...? § 461.33 What are special experimental demonstration projects and teacher training projects? (a) In... personnel in programs designed to carry out the purposes of the Act; and (ii) Training professional teachers...

  17. Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs

    ERIC Educational Resources Information Center

    Freeman, Jennifer; Simonsen, Brandi; Briere, Donald E.; MacSuga-Gage, Ashley S.

    2014-01-01

    Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy…

  18. Workplace Literacy Teacher Training: Strategies for Instruction.

    ERIC Educational Resources Information Center

    Harrington, Lois G.; And Others

    These four learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package focus on the skills at the heart of such programs--communication, reading,…

  19. Gender equity: A study of classroom interactions of sixth-grade science teachers before and after gender equity training

    NASA Astrophysics Data System (ADS)

    Giuliano, Joanne

    The researcher investigated teachers' perceptions of their interactions with students in their 6th grade science classrooms and the effects of gender equity training on teachers' interactions with students. Teacher perceptions were measured at pretest and posttest using the Gender Equity Teacher-Student Interaction Questionnaire (GETSIQ). The outcomes from one day of gender equity training, using the Gender Equity Video and Instructional Guide, were measured at pretest, posttest, and follow-up using the INTERSECT scale. A non-random sample of twenty 6th grade science teachers from five middle schools participated in the study. Ten teachers were assigned to each of the control or experimental groups. The first hypothesis posited that teacher perceptions of and actions toward male and female students in sixth grade science classrooms would be different as reflected by scores on the GETSIQ. The hypothesis was partially supported. Teachers reported significantly different amounts of acknowledgment, attention in general, and attention to questions, responses, and comments for boys and girls, and different evaluations based on their expectations for a student. Following training, teachers from the experimental group obtained somewhat higher scores, though the differences were not statistically significant. Hypothesis 2 stated that gender equity training would increase equitable teacher interactions with male and female students as demonstrated by scores on the INTERSECT Checklist. This hypothesis was partially supported. A comparison of the Intersect checklist (praise, acceptance, remediation, criticism) revealed that teachers were observed to more equally give praise to boys and girls following training, male teachers engaged in more acceptance responses with girls, and female teachers had more equitable distribution of acceptance. Male teachers increased the amount of remediation to girls, and female teachers continued to provide more remediation to boys. The

  20. Persistent Classroom Management Training Needs of Experienced Teachers

    ERIC Educational Resources Information Center

    Stough, Laura M.; Montague, Marcia L.; Landmark, Leena Jo; Williams-Diehm, Kendra

    2015-01-01

    Experienced special education teachers (n = 62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found…

  1. Translating child development research into practice: Can teachers foster children's theory of mind in primary school?

    PubMed

    Bianco, Federica; Lecce, Serena

    2016-12-01

    Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers. Seventy-two 8- to 9-year-old children took part in the study. A total of four classes were recruited and randomly assigned to the experimental (34 children, 18 boys) or to the control condition (38 children, 18 boys). The ToM group and the control group were matched at pre-test for age, ToM, socio-economic background, verbal ability, working memory, and planning. Teachers were trained in four teacher-training sessions; the classroom-training programme was delivered by teachers in four sessions (each 50 min long). Children were assessed before the intervention, after the end of the programme, and 2 months later. The ToM group improved ToM skills significantly more than the control group both in the short and in the long term. Teachers can successfully promote their pupils' ToM development during their regular teaching hours. Results are discussed in the light of the importance of ToM promotion for children's school adjustment. © 2016 The British Psychological Society.

  2. A pilot study evaluating a one-session attention modification training to decrease overeating in obese children.

    PubMed

    Boutelle, Kerri N; Kuckertz, Jennie M; Carlson, Jordan; Amir, Nader

    2014-05-01

    There are a number of neurocognitive and behavioral mechanisms that contribute to overeating and obesity, including an attentional bias to food cues. Attention modification programs, which implicitly train attention away from specific cues, have been used in anxiety and substance abuse, and could logically be applied to food cues. The purpose of this study was to evaluate the initial efficacy of a single session attention modification training for food cues (AMP) on overeating in overweight and obese children. Twenty-four obese children who eat in the absence of hunger participated in two visits and were assigned to an attention modification program (AMP) or attentional control program (ACC). The AMP program trained attention away 100% of the time from food words to neutral words. The ACC program trained attention 50% of the time to neutral and 50% of the time to food. Outcome measures included the eating in the absence of hunger free access session, and measures of craving, liking and salivation. Results revealed significant treatment effects for EAH percent and EAH kcal (group by time interactions p<.05). Children in the ACC condition showed a significant increase over time in the number of calories consumed in the free access session (within group t=3.09, p=.009) as well as the percent of daily caloric needs consumed in free access (within group t=3.37, p=.006), whereas children in the AMP group demonstrated slight decreases in these variables (within group t=-0.75 and -0.63, respectively). There was a trend suggesting a beneficial effect of AMP as compared to ACC for attentional bias (group by time interaction p=.073). Changes in craving, liking and saliva were not significantly different between groups (ps=.178-.527). This is the first study to demonstrate that an AMP program can influence eating in obese children. Larger studies are needed to replicate and extend these results. Copyright © 2014. Published by Elsevier Ltd.

  3. The American Indian Teacher Training Program: The Next to Last Piece of the Puzzle.

    ERIC Educational Resources Information Center

    Tonemah, Stuart A.

    The American Indian Teacher Training Program (AITTP), a Masters of Education program, aims to train American Indian and Alaska Native teachers to teach American Indian and Alaska Native gifted and talented students and to dispel stereotypes of these students among their colleagues. American Indian Research and Development, Inc. (AIRD, Inc.)…

  4. E-Learning Teacher Training Courses for Differentiated Instruction in Multicultural Classrooms: Reflections upon the Participants' Experiences

    ERIC Educational Resources Information Center

    Dimitriadou, Catherine; Nari, Eirini; Palaiologou, Nektaria

    2012-01-01

    The focus and purpose of this paper is to present an e-learning teacher training course, including its aims and main results from teachers' interviews. The case study presented here examines the effectiveness of an in-service training seminar which was targeted toward teachers at multicultural schools. It concerns qualitative research that…

  5. Experts' Meeting on Teacher Training and New Contents in Teacher Training Curricula. Final Report (Paris, France, September 16-18, 1991).

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France). Dept. of Higher Education and Training of Educational Personnel.

    The objectives of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) meeting described in this document were: to provide a forum for the exchange of information on the introduction of new contents into teacher training curricula and on innovative experiments undertaken in the European region; to make recommendations…

  6. Training the EFL Teacher--An Illustrated Commentary.

    ERIC Educational Resources Information Center

    Rees, Alun L. W.

    1970-01-01

    Despite current interest in the field of teaching English as a foreign language, there is still cause for dissatisfaction with the training of EFL teachers, both in Britain and abroad. The author presents, in the form of a "duologue," some pertinent views from a variety of sources, and stresses the need for a more realistic approach to…

  7. Does a single gait training session performed either overground or on a treadmill induce specific short-term effects on gait parameters in patients with hemiparesis? A randomized controlled study.

    PubMed

    Bonnyaud, Céline; Pradon, Didier; Zory, Raphael; Bensmail, Djamel; Vuillerme, Nicolas; Roche, Nicolas

    2013-01-01

    Gait training for patients with hemiparesis is carried out independently overground or on a treadmill. Several studies have shown differences in hemiparetic gait parameters during overground versus treadmill walking. However, few studies have compared the effects of these 2 gait training conditions on gait parameters, and no study has compared the short-term effects of these techniques on all biomechanical gait parameters. To determine whether a gait training session performed overground or on a treadmill induces specific short-term effects on biomechanical gait parameters in patients with hemiparesis. Twenty-six subjects with hemiparesis were randomly assigned to a single session of either overground or treadmill gait training. The short-term effects on spatiotemporal, kinematic, and kinetic gait parameters were assessed using gait analysis before and immediately after the training and after a 20-minute rest. Speed, cadence, percentage of single support phase, peak knee extension, peak propulsion, and braking on the paretic side were significantly increased after the gait training session. However, there were no specific changes dependent on the type of gait training performed (overground or on a treadmill). A gait training session performed by subjects with hemiparesis overground or on a treadmill did not induce specific short-term effects on biomechanical gait parameters. The increase in gait velocity that followed a gait training session seemed to reflect specific modifications of the paretic lower limb and adaptation of the nonparetic lower limb.

  8. Effects of adding a weekly eccentric-overload training session on strength and athletic performance in team-handball players.

    PubMed

    Sabido, Rafael; Hernández-Davó, Jose Luis; Botella, Javier; Navarro, Angel; Tous-Fajardo, Julio

    2017-06-01

    To investigate the influence of adding a weekly eccentric-overload training (EOT) session in several athletic performance's tests, 18 team-handball players were assigned either to an EOT (n = 11) or a Control (n = 7) group. Both groups continued to perform the same habitual strength training, but the EOT group added one session/week during a 7-week training programme consisting of four sets of eight repetitions for the bilateral half-squat and unilateral lunge exercises. The test battery included handball throwing velocity, maximum dynamic strength (1RM), countermovement jump (CMJ), 20 m sprint, triple hop for distance, and eccentric/concentric power in both the half-squat and lunge exercises. Data were analysed using magnitude-based inferences. Both groups improved their 1RM in the half squat, 20 m sprint time, and CMJ performance to a similar extent, but the EOT group showed a beneficial effect for both right [(42/58/0), possibly positive] and left [(99/1/0), very likely positive] triple hop for distance performance. In addition, the EOT group showed greater power output improvements in both eccentric and concentric phases of the half-squat (difference in percent of change ranging from 6.5% to 22.0%) and lunge exercises (difference in per cent of change ranging from 13.1% to 24.9%). Nevertheless, no group showed changes in handball throwing velocity. Selected variables related to team-handball performance (i.e. functional jumping performance, power output) can be improved by adding a single EOT session per week, highlighting the usefulness of this low-volume/high-intensity training when aiming at optimizing dynamic athletic performance.

  9. Middle East Studies Teacher Training Program. Final Report.

    ERIC Educational Resources Information Center

    Sefein, Naim A.

    This guide presents a teacher training program in Middle Eastern studies and procedures for program implementation. Details concerning program announcement, participant selection, and travel accommodations are included. Participants attended an orientation and registration workshop and an intensive academic workshop before flying to Egypt for the…

  10. A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills.

    PubMed

    Ricciotti, Hope A; Dodge, Laura E; Head, Julia; Atkins, K Meredith; Hacker, Michele R

    2012-01-01

    Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p < 0.001). However, resident self-evaluation of teaching skill was lower than faculty evaluation (mean difference: 0.4; 95% CI 0.3-0.6). When compared to the clinical setting, resident-as-teacher evaluations were significantly correlated with faculty and resident evaluations, but not medical student evaluations. Evaluations from both the resident-as-teacher program and the clinical setting improved with duration of residency. The resident-as-teacher program provides a method to train, give feedback, and evaluate resident teaching.

  11. Professional Development to Increase Teacher Behavior-Specific Praise: A Single-Case Design Replication

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Grasley-Boy, Nicolette M.; MacSuga-Gage, Ashley S.

    2018-01-01

    Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in-service professional development. In this study, we replicated a targeted professional development approach that included a brief one-on-one training session and emailed visual…

  12. A Cross-Sectional Study of Student Teachers' Behaviour Management Strategies throughout Their Training Years

    ERIC Educational Resources Information Center

    Woodcock, Stuart; Reupert, Andrea

    2012-01-01

    Despite the importance of behaviour management, many student teachers report being inadequately trained in this area. The aim of this study was to identify the strategies, confidence and reported levels of success in regard to various behaviour management strategies, across 509 first, second, third and fourth year student teachers training to be…

  13. Training a Retarded Client's Mother and Teacher through Sequenced Instructions to Establish Self-Feeding.

    ERIC Educational Resources Information Center

    Kissel, Robert C.; And Others

    1980-01-01

    A parent and teacher were trained in home and school settings to administer a self-feeding program to a profoundly retarded adult woman. During training, an increase in both the parent and teacher's appropriate use of instruction and attention occurred, and a high stable rate of self-feeding responses developed across settings. (Author)

  14. Exploring the Training of Buddhist Teachers: Implications for Mindfulness-Based Practitioners

    ERIC Educational Resources Information Center

    Lepore, Joshua David

    2010-01-01

    This dissertation explored how participants' meditation practice and participation in a teacher-training program affected their ability to embody and teach mindfulness. Six participants from the American Vipassana tradition were interviewed. All had at least 10 years of meditative practice, working with both Buddhist and nonBuddhist teachers. …

  15. Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress

    ERIC Educational Resources Information Center

    Pronchenko-Jain, Yulia

    2012-01-01

    This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly…

  16. Stress at School? A Qualitative Study on Illegitimate Tasks during Teacher Training.

    PubMed

    Faupel, Stefanie; Otto, Kathleen; Krug, Henning; Kottwitz, Maria U

    2016-01-01

    What do I expect when stating that "I am going to be a teacher"? Social roles, including professional roles, often become part of people's identity and thus, of the self. As people typically strive for maintaining a positive sense of self, threats to one's role identity are likely to induce stress. In line with these considerations, Semmer et al. recently (e.g., Semmer et al., 2007, 2015) introduced "illegitimate tasks" as a new concept of stressors. Illegitimate tasks, which are defined as unnecessary or unreasonable tasks, threaten the self because they signal a lack of appreciation regarding one's professional role. Teacher training is a phase of role transition in which the occurrence of illegitimate tasks becomes likely. A holistic understanding of these tasks, however, has been missing up to now. Is there already a professional role identity during teacher training that is vulnerable to threats like the illegitimacy of tasks? What are typical illegitimate tasks in the context of teacher training? In order to close this research gap, 39 situations taken from 16 interviews with teaching trainees were analyzed in the present study on the basis of qualitative content analysis. Seminars and standing in to hold lessons for other teachers were identified as most prevalent illegitimate tasks. More specifically, unnecessary tasks could be classified as sub challenging, inefficient and lacking in organization (e.g., writing reports about workshops no one will ever read). Unreasonable tasks appeared overextending, fell outside responsibility, and lacked supervisory support. Training interventions focusing upon task design and supervisory behavior are suggested for improvement.

  17. Theoretical Backgrounds: Internet for Training Teachers and the Development of the HyperCard Internet Primer.

    ERIC Educational Resources Information Center

    Anderson, Daniel K.

    1996-01-01

    Discusses theoretical backgrounds for training teachers to use the Internet, including: a history of the Internet, education reform, technology and education, teacher training, affective domains, learning styles, and evaluation. Instructional design considerations are described for developing the HyperCard Internet Primer, software introducing…

  18. Does the Timing of Measurement Alter Session-RPE in Boxers?

    PubMed

    Uchida, Marco C; Teixeira, Luis F M; Godoi, Vladmir J; Marchetti, Paulo H; Conte, Marcelo; Coutts, Aaron J; Bacurau, Reury F P

    2014-01-01

    The purpose of this study was to compare the influence of measuring the overall session rating of perceived exertion (session-RPE) at 10 vs. 30 minutes following exercise. Eight boxers completed three different standardized training sessions of different intensities (easy, moderate and hard) in a matchedpairs, randomized research design. Exercise intensity was assessed during each bout by measuring heart rate, blood lactate concentration and session-RPE. To assess the effect of measurement timing on session-RPE, RPE data were collected either 10 or 30 minutes post-exercise. There was no significant effect of measurement time on session-RPE values following easy (10 minutes: session-RPE = 1.3 ± 1.0 Arbitrary Unit (AU), %Heart Rate Reserve (HRR) = 49.5 ± 11.1, and ∆Blood lactate = -2.3 ± 16.3%; 30 minutes: session-RPE = 1.7 ± 1.0 AU, %HRR = 51.3 ± 10.8, and ∆Blood lactate = 0.7 ± 25.2%), moderate (10 minutes: session-RPE = 2.7 ± 1.6 AU, %HRR = 67.2 ± 10.8, and ∆Blood lactate = 2.2 ± 19%; 30 minutes: session-RPE = 2.5 ± 0.9 AU, %HRR = 67.2 ± 5.9, and ∆Blood lactate = 24.5 ± 17.1%) and hard (10 minutes: session-RPE = 5.7 ± 1.0 AU, %HRR = 88.1 ± 6.3, and ∆Blood lactate = 146.3 ± 87.9%; 30 minutes: session-RPE = 5.8 ± 1.9 AU, %HRR> = 83.3 ± 8.0, and ∆Blood lactate = 91.6 ± 39%) sessions. In conclusion, our findings suggest that session-RPE can be used in boxing training routines across a range of intensities and accurate measurements can be determined as early as 10 minutes after exercise. Key PointsIt is difficult to quantify and monitoring the external training load in martial arts (e.g. Aikido, Kung Fu, Judo) and physical combat sports (e.g. Boxing, Muay Thai), session RPE method appears to be a reliable method to quantifying training load in those sports.For many athletes it is impractical to wait 30 minutes after training session to provide a session-RPE. The present findings show that collecting ses-sion-RPE measures at 10 min

  19. Effects of endurance training only versus same-session combined endurance and strength training on physical performance and serum hormone concentrations in recreational endurance runners.

    PubMed

    Schumann, Moritz; Mykkänen, Olli-Pekka; Doma, Kenji; Mazzolari, Raffaele; Nyman, Kai; Häkkinen, Keijo

    2015-01-01

    This study investigated the effects of endurance training only (E, n = 14) and same-session combined training, when strength training is repeatedly preceded by endurance loading (endurance and strength training (E+S), n = 13) on endurance (1000-m running time during incremental field test) and strength performance (1-repetition maximum (1RM) in dynamic leg press), basal serum hormone concentrations, and endurance loading-induced force and hormone responses in recreationally endurance-trained men. E was identical in the 2 groups and consisted of steady-state and interval running, 4-6 times per week for 24 weeks. E+S performed additional mixed-maximal and explosive-strength training (2 times per week) immediately following an incremental running session (35-45 min, 65%-85% maximal heart rate). E and E+S decreased running time at week 12 (-8% ± 5%, p = 0.001 and -7% ± 3%, p < 0.001) and 24 (-13% ± 5%, p < 0.001 and -9% ± 5%, p = 0.001). Strength performance decreased in E at week 24 (-5% ± 5%, p = 0.014) but was maintained in E+S (between-groups at week 12 and 24, p = 0.014 and 0.011, respectively). Basal serum testosterone and cortisol concentrations remained unaltered in E and E+S but testosterone/sex hormone binding globulin ratio decreased in E+S at week 12 (-19% ± 26%, p = 0.006). At week 0 and 24, endurance loading-induced acute force (-5% to -9%, p = 0.032 to 0.001) and testosterone and cortisol responses (18%-47%, p = 0.013 to p < 0.001) were similar between E and E+S. This study showed no endurance performance benefits when strength training was performed repeatedly after endurance training compared with endurance training only. This was supported by similar acute responses in force and hormonal measures immediately post-endurance loading after the training with sustained 1RM strength in E+S.

  20. What Type of Teachers Do We Intend to Train? An Analysis of Teacher Profiles in MERCOSUR Curricula

    ERIC Educational Resources Information Center

    Alliaud, Andrea; Feeney, Silvina María

    2015-01-01

    Over the last decades, teachers have often been identified as 'key' players for the improvement of education systems. The successive waves of reform taking place in Latin America since the 1990s have aimed at initial and continuous teacher training. The main changes intended to improve the quality and lengthen the duration of initial teacher…

  1. Oxidative stress and antioxidant biomarker responses after a moderate-intensity soccer training session.

    PubMed

    Mello, Rodrigo; Mello, Ricardo; Gomes, Diego; Paz, Gabriel Andrade; Nasser, Igor; Miranda, Humberto; Salerno, Verônica P

    2017-01-01

    The present study investigated the effects of a moderate-intensity soccer training session on the production of reactive oxygen species (ROS) and the antioxidant capacity in athletes along with the biomarkers creatine kinase and transaminases for lesions in muscle and liver cells. Twenty-two male soccer players participated in this study. Blood samples were collected 5 min before and after a moderate-intensity game simulation. The results showed a decrease in the concentration of reduced glutathione (GSH) from an elevation in the production of ROS that maintained the redox homeostasis. Although the session promoted an elevated energy demand, observed by an increase in lactate and glucose levels, damage to muscle and/or liver cells was only suggested by a significant elevation in the levels of alanine transaminase (ALT). Of the two biomarkers analysed, the results suggest that measurements of the ALT levels could be adopted as a method to monitor recovery in athletes.

  2. A Study on Teacher Training to Incorporate Gamification in Class Design--Program Development and Implementation in a Teacher Training Course

    ERIC Educational Resources Information Center

    Shiota, Shingo; Abe, Manabu

    2015-01-01

    Having classes with "fun" incorporated into their design is crucial for learners. Students can learn from classes that combine learning with fun. In this study, we developed a program for university students in a teacher training course that aimed to teach ways of incorporating gamification into class design. [For the complete…

  3. Teaching and Learning for the Future. Committee on Multimedia in Teacher Training, Final Report.

    ERIC Educational Resources Information Center

    Plomp, Tjeerd, Ed.; And Others

    This is the final report of the Committee on MultiMedia in Teacher Training (COMMITT), which offers a strategic framework to support efforts of teacher training institutes in the Netherlands to develop their own plans for enhancing the teaching and learning process as well as its outcomes through the application of Information and Communication…

  4. Multiple Teacher Training Programs: Information on Budgets, Services, and Target Groups. Fact Sheet for the Chairman, Budget Committee, House of Representatives.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

    This study examined the total number of federally funded teacher training programs (excluding student loans and grants that could be used for teacher training), the budget obligations for teacher training programs, the number of teachers trained by these programs, and differences in services across the programs. The study found that in fiscal year…

  5. Physical Education Teacher Training Has Roots in Turners.

    ERIC Educational Resources Information Center

    Williams, Vera E.

    1983-01-01

    "A sound mind in a sound body," as advocated by the German Turner movement, has become a part of our American heritage in the field of physical education. The impact this German philosophy and training has had on the education of physical education teachers is discussed. (JMK)

  6. Jointly Constructing Semantic Waves: Implications for Teacher Training

    ERIC Educational Resources Information Center

    Macnaught, Lucy; Maton, Karl; Martin, J. R.; Matruglio, Erika

    2013-01-01

    This paper addresses how teachers can be trained to enable cumulative knowledge-building. It focuses on the final intervention stage of the "Disciplinarity, Knowledge and Schooling" ("DISKS") project at the University of Sydney. In this special issue, Maton identifies "semantic waves" as a crucial characteristic of…

  7. Assessment of In-Service Training Activities for Junior High Mathematics Teachers

    ERIC Educational Resources Information Center

    Izci, Eyup; Göktas, Özlem

    2017-01-01

    The current education system aimed to train active deliberative individuals who learn to learn with the adoption of the constructivist educational approach. Based on this objective, there have been significant changes in the roles of teachers. To assist the development of teachers, the Ministry of Education organizes several in-service training…

  8. Constructivist-Centered Professional Development in Vocabulary Instruction for Upper Grade Elementary Teachers

    ERIC Educational Resources Information Center

    Samson, Beatrice

    2012-01-01

    This research study was designed to investigate the impact of constructivist-centered professional development in vocabulary instruction for 14 upper-grade elementary school teachers. The researcher facilitated 10 training sessions held in small groups, during grade level meetings at an urban public school, to develop individual and collective…

  9. Observation of Communication by Physical Education Teachers: Detecting Patterns in Verbal Behavior

    PubMed Central

    García-Fariña, Abraham; Jiménez-Jiménez, F.; Anguera, M. Teresa

    2018-01-01

    The aim of this study was to analyze the verbal behavior of primary school physical education teachers in a natural classroom setting in order to investigate patterns in social constructivist communication strategies before and after participation in a training program designed to familiarize teachers with these strategies. The participants were three experienced physical education teachers interacting separately with 65 students over a series of classes. Written informed consent was obtained from all the students' parents or legal guardians. An indirect observation tool (ADDEF) was designed specifically for the study within the theoretical framework, and consisted of a combined field format, with three dimensions, and category systems. Each dimension formed the basis for building a subsequent system of exhaustive and mutually exclusive categories. Twenty-nine sessions, grouped into two separate modules, were coded using the Atlas.ti 7 program, and a total of 1991 units (messages containing constructivist discursive strategies) were recorded. Analysis of intraobserver reliability showed almost perfect agreement. Lag sequential analysis, which is a powerful statistical technique based on the calculation of conditional and unconditional probabilities in prospective and retrospective lags, was performed in GSEQ5 software to search for verbal behavior patterns before and after the training program. At both time points, we detected a pattern formed by requests for information combined with the incorporation of students' contributions into the teachers' discourse and re-elaborations of answers. In the post-training phase, we detected new and stronger patterns in certain sessions, indicating that programs combining theoretical and practical knowledge can effectively increase teachers' repertoire of discursive strategies and ultimately promote active engagement in learning. This has important implications for the evaluation and development of teacher effectiveness in

  10. Observation of Communication by Physical Education Teachers: Detecting Patterns in Verbal Behavior.

    PubMed

    García-Fariña, Abraham; Jiménez-Jiménez, F; Anguera, M Teresa

    2018-01-01

    The aim of this study was to analyze the verbal behavior of primary school physical education teachers in a natural classroom setting in order to investigate patterns in social constructivist communication strategies before and after participation in a training program designed to familiarize teachers with these strategies. The participants were three experienced physical education teachers interacting separately with 65 students over a series of classes. Written informed consent was obtained from all the students' parents or legal guardians. An indirect observation tool (ADDEF) was designed specifically for the study within the theoretical framework, and consisted of a combined field format, with three dimensions, and category systems. Each dimension formed the basis for building a subsequent system of exhaustive and mutually exclusive categories. Twenty-nine sessions, grouped into two separate modules, were coded using the Atlas.ti 7 program, and a total of 1991 units (messages containing constructivist discursive strategies) were recorded. Analysis of intraobserver reliability showed almost perfect agreement. Lag sequential analysis, which is a powerful statistical technique based on the calculation of conditional and unconditional probabilities in prospective and retrospective lags, was performed in GSEQ5 software to search for verbal behavior patterns before and after the training program. At both time points, we detected a pattern formed by requests for information combined with the incorporation of students' contributions into the teachers' discourse and re-elaborations of answers. In the post-training phase, we detected new and stronger patterns in certain sessions, indicating that programs combining theoretical and practical knowledge can effectively increase teachers' repertoire of discursive strategies and ultimately promote active engagement in learning. This has important implications for the evaluation and development of teacher effectiveness in

  11. The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

    NASA Astrophysics Data System (ADS)

    Sanders, Veronica

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

  12. "Paradoxical Health Education": Learning about Health in Kenyan Teacher Training Colleges

    ERIC Educational Resources Information Center

    Dahl, Kari Kragh Blume

    2014-01-01

    This paper suggests the term "paradoxical" to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC). The claim is that students, apart from formal HE lessons, also learn about health in non-curricular HE,…

  13. Transnational Learning: The Integration of Jugyou Kenkyuu into Iranian Teacher Training

    ERIC Educational Resources Information Center

    Arani, Mohammad Reza Sarkar

    2006-01-01

    I clarify in this chapter what Iran can learn from Japan's experience of jugyou kenkyuu(lesson study) model, and what we can apply to the Iranian educational context. The chapter also discusses the process, progress and challenges of incorporating jugyou kenkyuu into Iranian teacher training. I examine how Iranian teachers and school…

  14. Innovative Practice in Teacher and Trainer Training in Vocational Education and Training. Advisory Forum Subgroup D Report.

    ERIC Educational Resources Information Center

    Oldroyd, David

    Members of a subgroup of the European Training Foundation's Advisory Forum were surveyed regarding their perceptions of problems and priorities relating to initial and inservice vocational teacher and trainer training and innovation in the European Union (EU). Advisory Forum members from 10 EU countries completed the questionnaire. Priorities…

  15. Initial Teacher Training: Understanding "Race," Diversity and Inclusion

    ERIC Educational Resources Information Center

    Bhopal, Kalwant; Rhamie, Jasmine

    2014-01-01

    There is little research which has explored how students on Initial Teacher Training (ITT) courses understand and conceptualise discourses of "race," diversity and inclusion. This article will focus on student understandings of racialised identities; it will explore the discourses by which students understand what it means to be White…

  16. Practitioner Action Research on Writing Center Tutor Training: Critical Discourse Analysis of Reflections on Video-Recorded Sessions

    ERIC Educational Resources Information Center

    Pigliacelli, Mary

    2017-01-01

    Training writing center tutors to work collaboratively with students on their writing is a complex and challenging process. This practitioner action research uses critical discourse analysis (Gee, 2014a) to interrogate tutors' understandings of their work, as expressed in their written reflections on video-recorded tutoring sessions, to facilitate…

  17. Title I Instructional Aides' Training Sessions (Nampa, Idaho, School District 131, November 21, 1974-January 2, 1975.

    ERIC Educational Resources Information Center

    Pearce, Consuelo Q. de

    The four training sessions for instructional aides working with migrant children in the Nampa, Idaho school district included objectives to facilitate: (1) awareness of aide influence; (2) aide self-confidence; (3) comfortable interaction between aides and school district personnel; (4) problem detection and prevention; (5) the aide's role in…

  18. Teachers' Emotions and Test Feedback.

    ERIC Educational Resources Information Center

    Stough, Laura M.; Emmer, Edmund T.

    1998-01-01

    Investigates teachers thoughts about test-feedback sessions and their resulting emotions and strategies when delivering feedback to students. Explains that past experiences with feedback sessions, problem students, teachers beliefs about feedback processes, and their goals for providing feedback influence the teachers level of emotion; the…

  19. Is Mindfulness Training Useful for Pre-Service Teachers? An Exploratory Investigation

    ERIC Educational Resources Information Center

    Kerr, Sandra L.; Lucas, Lisa J.; DiDomenico, Grace E.; Mishra, Vipanchi; Stanton, Brian J.; Shivde, Geeta; Pero, Alexandra N.; Runyen, Madeline E.; Terry, Gabriella M.

    2017-01-01

    In this study, we investigated the effects of mindfulness training with 23 pre-service teachers. Subjects were assigned to either a six-week mindfulness training program or a control condition. Postintervention, mindfulness participants reported greater emotional clarity and improved regulation of negative emotions. In particular, the mindfulness…

  20. Developing pre-service science teachers' pedagogical content knowledge by using training program

    NASA Astrophysics Data System (ADS)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

  1. Changes in emotional distress, short term memory, and sustained attention following 6 and 12 sessions of progressive muscle relaxation training in 10-11 years old primary school children.

    PubMed

    Hashim, Hairul Anuar; Zainol, Nurul Ain

    2015-01-01

    This study compared the effects of 6 and 12 sessions of relaxation training on emotional distress, short-term memory, and sustained attention in primary school children. Participants (N = 132) aged 10 and 11 years old participated in this study. All participants and their parents provided written informed consent. Participants completed the measurement instruments before and after the completion of relaxation training. Nearly half (49%) of all respondents reported moderate to extremely severe stress, and 80 and 61% reported moderate to extremely severe anxiety and depression, respectively. The results of a one-way analysis of variance revealed a significant difference among the groups in mean changes in short-term memory. A greater memory increase was observed in the 12-session than in the six-session and no-training group. It can be conceived that 12-session of training should be considered when prescribing relaxation regimens as a nonspecific clinical treatment (i.e. for healthy students).

  2. Training Teachers in the United Kingdom for a Multicultural Society--The Rhetoric and the Reality.

    ERIC Educational Resources Information Center

    Watson, Keith

    1984-01-01

    Urges the introduction of more courses in multiracial and multicultural education in training institutions in the United Kingdom, rather than blaming the teachers for being racist and/or ethnocentric. In addition, a survey of teacher training institutions indicates that little is done in comparative education which would change ethnocentric…

  3. The Effects of CATTS' Feedback in a Preservice Special Education Teacher Training Program. Final Report 53.32.

    ERIC Educational Resources Information Center

    Semmel, Melvyn I.; And Others

    The effects of Computer-Assisted Teacher Training System (CATTS) feedback in a preservice special education teacher training program are discussed. It is explained that a series of studies were conducted to test the efficacy of CATTS feedback in effecting teacher trainees' acquisition and performance of specific teaching skills. Chapter 1 presents…

  4. The Efficacy of Multicultural Education Training in Teacher-Credentialing Programs: A Descriptive Case Study

    ERIC Educational Resources Information Center

    Delk, Tricia

    2017-01-01

    The purpose of the qualitative descriptive embedded single case study research was to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. The problem was the inadequacy on the part of teacher-credentialing programs to train pre-service teachers to make…

  5. Classroom Management Intervention: The Effects of Training and Mentoring on the Inductee Teacher's Behavior.

    ERIC Educational Resources Information Center

    Stallion, Brenda K.

    The purpose of this study was to assess the effects of a program for training teachers in classroom management that was embedded in a mentor and beginning teacher induction program. Both mentor teachers and beginning teachers were randomly assigned to treatment conditions. The research sought to determine the effects of the classroom management…

  6. Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment

    ERIC Educational Resources Information Center

    Karimzadeh, Mansoureh; Salehi, Hadi; Embi, Mohamed Amin; Nasiri, Mehdi; Shojaee, Mohammad

    2014-01-01

    This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and…

  7. The Ideas of Geography Teachers about In-Service Geography Training Activities

    ERIC Educational Resources Information Center

    Koc, Hakan

    2013-01-01

    The aim of the study is to evaluate the geography workshop (new approaches and new knowledge in geography), in view of the teachers, conducted within the in-service training activities for the geography teachers working in Sivas and Erzurum. The questionnaire, used as the data collection tool, was developed by the researcher. The questionnaire…

  8. Science teacher’s idea about environmental concepts in science learning as the first step of science teacher training

    NASA Astrophysics Data System (ADS)

    Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

    2018-05-01

    To refresh natural environmental concepts in science, science teacher have to attend a teacher training. In teacher training, all participant can have a good sharing and discussion with other science teacher. This study is the first step of science teacher training program held by education foundation in Bandung and attended by 20 science teacher from 18 Junior High School. The major aim of this study is gathering science teacher’s idea of environmental concepts. The core of questions used in this study are basic competencies linked with environmental concepts, environmental concepts that difficult to explain, the action to overcome difficulties and references in teaching environmental concepts. There are four major findings in this study. First finding, most environmental concepts are taught in 7th grade. Second finding, most difficult environmental concepts are found in 7th grade. Third finding, there are five actions to overcome difficulties. Fourth finding, science teacher use at least four references in mastering environmental concepts. After all, teacher training can be a solution to reduce difficulties in teaching environmental concepts.

  9. Professional Development and IELTS Training Course: A Case of EFL Teachers in Iran

    ERIC Educational Resources Information Center

    Ashraf, Hamid; Kafi, Zeinab

    2016-01-01

    The current study aimed at investigating the status of Professional Development (PD) through examining teachers' perspectives over how effective they consider exam specific teacher training courses (IELTS in this case) which aim at increasing their PD. To this end, a group of EFL teachers, from different language schools in Mashhad, Iran took part…

  10. Designing strategies and tools for teacher training: The role of critical details, examples in optics

    NASA Astrophysics Data System (ADS)

    Viennot, Laurence; Chauvet, Françoise; Colin, Philippe; Rebmann, Gérard

    2005-01-01

    Within the overall STTIS (Science Teacher Training in an Information Society) framework, this paper focuses on transformations of innovative teaching of optics, following a recommended change of approach to optics in the French curriculum. The empirical investigation of how teachers responded to this change, the main results of which are briefly presented here, identified a crucial aspect of the problem. This is the importance of critical detail'': that is, the fact that the linkage between certain critical details of practice and the fundamental rationale of a teaching sequence is often not easily understood by teachers, even those who are strongly motivated. The paper then discusses the development of guidelines for the design of training materials based on these research findings, which show how teachers typically tend to transform innovations when putting them into practice. We describe the rationale behind and structure of some teacher training materials intended to facilitate awareness and mastery in this respect.

  11. Criterion-based laparoscopic training reduces total training time.

    PubMed

    Brinkman, Willem M; Buzink, Sonja N; Alevizos, Leonidas; de Hingh, Ignace H J T; Jakimowicz, Jack J

    2012-04-01

    The benefits of criterion-based laparoscopic training over time-oriented training are unclear. The purpose of this study is to compare these types of training based on training outcome and time efficiency. During four training sessions within 1 week (one session per day) 34 medical interns (no laparoscopic experience) practiced on two basic tasks on the Simbionix LAP Mentor virtual-reality (VR) simulator: 'clipping and grasping' and 'cutting'. Group C (criterion-based) (N = 17) trained to reach predefined criteria and stopped training in each session when these criteria were met, with a maximum training time of 1 h. Group T (time-based) (N = 17) trained for a fixed time of 1 h each session. Retention of skills was assessed 1 week after training. In addition, transferability of skills was established using the Haptica ProMIS augmented-reality simulator. Both groups improved their performance significantly over the course of the training sessions (Wilcoxon signed ranks, P < 0.05). Both groups showed skill transferability and skill retention. When comparing the performance parameters of group C and group T, their performances in the first, the last and the retention training sessions did not differ significantly (Mann-Whitney U test, P > 0.05). The average number of repetitions needed to meet the criteria also did not differ between the groups. Overall, group C spent less time training on the simulator than did group T (74:48 and 120:10 min, respectively; P < 0.001). Group C performed significantly fewer repetitions of each task, overall and in session 2, 3 and 4. Criterion-based training of basic laparoscopic skills can reduce the overall training time with no impact on training outcome, transferability or retention of skills. Criterion-based should be the training of choice in laparoscopic skills curricula.

  12. Preparing Teachers to Train the Next Generation of Scientists with the AMS DataStreme Project

    NASA Astrophysics Data System (ADS)

    Abshire, W. E.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

    2016-12-01

    K-12 teacher professional development rich in content and pedagogical methods and materials for implementation of STEM concepts in the classroom will enhance teacher preparation and practice, and ultimately student learning is the purpose of the American Meteorological Society (AMS) DataStreme Project. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams across the country in coordination with AMS Education Program scientists and educators. Participants may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each course and construction of a Plan of Action for peer-training. Peer training is a key focus of DataStreme. Based on survey results, a DataStreme participant impacts an average of up to 10 other teachers and over 350 students within two years of training. Therefore, the 220 teachers who completed a DataStreme course in fall 2015 will likely reach over 2000 teachers and close to 77,000 students within two years. Further, DataStreme improves teachers' pedagogical abilities. According to the fall 2015 pre-survey of DataStreme ECS participants, approximately 15% of participants rated their pedagogical abilities in the Superior or Exemplary levels (highest rankings). On the post-survey, 59% of participants fell in these categories, clearly highlighting the positive shift. This survey also revealed teachers' ability to use climate-science content to stimulate student interests. The AMS looks to further this success with redevelopment of a previously offered K-12 teacher professional development course focused on water. From 2001-2008, AMS offered DataStreme Water in the Earth System, training 3145 teachers on the global water cycle. AMS is eager to continue helping teachers and students improve their understanding of water processes and overall environmental science literacy.

  13. Some Effects of Training Preservice Teachers in Science Teaching Strategy Analysis.

    ERIC Educational Resources Information Center

    Yeany, Russell, Jr.

    This study was designed to assess the effectiveness of three treatments for encouraging and training prospective elementary science teachers in the use of inductive/indirect strategies in science teaching. Subjects were randomly assigned to one of four treatment groups: (1) Strategy Analysis Level - subjects were trained in science teaching…

  14. Effectiveness of Teacher-Child Interaction Training (TCIT) in a Preschool Setting

    ERIC Educational Resources Information Center

    Lyon, Aaron R.; Gershenson, Rachel A.; Farahmand, Farahnaz K.; Thaxter, Peter J.; Behling, Steven; Budd, Karen S.

    2009-01-01

    This research addressed the need for trained child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg's Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool…

  15. Professional Training of Language Teachers in the Context of British Experience

    ERIC Educational Resources Information Center

    Glyanenko, Kateryna

    2016-01-01

    The article deals with revealing the peculiarities of language teachers' professional training in the context of British experience. The notions of philology, linguistics, philologist, linguist, language studies have been outlined and specified in the article. The titles of the curricula and their meanings in reference to language training have…

  16. Implementing Geographical Key Concepts: Design of a Symbiotic Teacher Training Course Based on Empirical and Theoretical Evidence

    ERIC Educational Resources Information Center

    Fögele, Janis; Mehren, Rainer

    2015-01-01

    A central desideratum for the professionalization of qualified teachers is an improved practice of further teacher education. The present work constitutes a course of in-service training, which is built upon both a review of empirical findings concerning the efficacy of in-service training courses for teachers and theoretical assumptions about the…

  17. Innovation in Inservice Education and Training of Teachers. Practice and Theory.

    ERIC Educational Resources Information Center

    Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

    Representatives from ten nations met to exchange experiences and information on the role attached to the Inservice Education and Training (INSET) needs of teachers. Four principal aims were defined for this report: (1) to summarize and synthesize the main findings from the first phase of a project on innovative approaches to the INSET of teachers,…

  18. Impact of an In-Service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships

    ERIC Educational Resources Information Center

    Sneyers, Elien; Jacobs, Karen; Struyf, Elke

    2016-01-01

    The stressful nature of the teaching profession is recognised worldwide. Consistent with the recent international attention regarding the connection between neurocognition and education, the study "Learn2be@school" introduced a training for teachers about the occurrence of stress and the relationship between human behaviour and the…

  19. Discipline-Specific Compared to Generic Training of Teachers in Higher Education.

    PubMed

    Silva-Fletcher, Ayona; May, Stephen A

    A recurrent theme arising in the higher education sector is the suitability and effectiveness of generic versus discipline-specific training of university teachers, who are often recruited based on their disciplinary specialties to become teachers in higher education. We compared two groups of participants who had undergone training using a generic post-graduate certificate in higher education (PGCertGeneric) versus a discipline-specific course in veterinary education (PGCertVetEd). The study was conducted using a survey that allowed comparison of participants who completed PGCertGeneric (n=21) with PGCertVetEd (n=22). Results indicated that participants from both PGCertGeneric and PGCertVetEd considered teaching to be satisfying and important to their careers, valued the teaching observation component of the course, and identified similar training needs. However, the participants of the PGCertVetEd felt that the course made them better teachers, valued the relevance of the components taught, understood course design better, were encouraged to do further courses/reading in teaching and learning, changed their teaching as a result of the course, and were less stressed about teaching as compared to the PGCertGeneric participants (p<.05). It is likely that the PGCertVetEd, which was designed and developed by veterinarians with a wider understanding of the veterinary sector, helped the participants perceive the training course as suited to their needs.

  20. Getting out the Most of the Combination of Working and Learning: The Case of Teachers-in-Training in Flanders

    ERIC Educational Resources Information Center

    Gijbels, David; Kyndt, Eva; Peeters, Lore; Schelfhout, Wouter

    2017-01-01

    The current study investigates the learning of student teachers in alternative programmes in which they combine a teaching job with an in-service teacher-training program at the university. The aim of this paper is to explore which work-related and training-programme related factors facilitate the learning of these teachers-in-training in the…