Sample records for teachers responded positively

  1. Job-sharing a clinical teacher's position: an evaluation.

    PubMed

    Williams, S; Murphy, L

    1994-01-01

    The aim of this study was to evaluate the effects on staff of having two teachers share one clinical teaching position in their intensive care unit (ICU). Three, six and 12 months after the job-sharing arrangement was initiated, an 11 item questionnaire was distributed to 26 students in post-registration critical care courses, 41 clinical staff in ICU and 9 RN-managers with responsibilities for the unit. The overall response rate to the three questionnaires was 58%. All groups agreed that job-sharing was a viable alternative to full-time work. Three months after the shared position was initiated, there was uncertainty about the consistency of the teachers' performance and the adequacy of communication between them. Nine months later, there was a high level of positive responses to all areas of the teachers' performance. Most respondents felt they could approach either teacher and that more diverse ideas were generated by having two people in the teaching position.

  2. Preparing Teachers to Respond to Student Writing

    ERIC Educational Resources Information Center

    Ferris, Dana

    2007-01-01

    Responding to student writing is one of the most challenging aspects of the writing instructor's job, and it is certainly the most time-consuming. Preparing future teachers to respond to L2 writing thus becomes an important aspect of any pre-service training course. In this paper, the author describes her own approach to training writing…

  3. Thinking It Through: A Study of How Pre-Service Teachers Respond to Children Who Present with Possible Mental Health Difficulties

    ERIC Educational Resources Information Center

    Armstrong, David; Price, Deborah; Crowley, Tim

    2015-01-01

    Teachers are key professionals in responding to children and adolescents with possible mental health difficulties and who exhibit social, emotional or behavioural difficulties in the classroom. Health and education policy increasingly positions teachers as vital agents in connecting mental health services with affected young people. A growing…

  4. Elementary school teachers' techniques of responding to student questions regarding sexuality issues.

    PubMed

    Price, James H; Dake, Joseph A; Kirchofer, Gregg; Telljohann, Susan K

    2003-01-01

    Fifth- and sixth-grade elementary school teachers' (n = 277) techniques of responding to students' human sexuality-related questions were assessed. Few teachers (34%) reported receiving formal training in sexuality education. The most commonly asked student questions dealt with STDs, puberty, homosexuality, pregnancy, and abortion. Teachers' willingness to answer sexually-related questions in front of the class varied (73% to 14%) by content of the question. There were no questions on the questionnaire in which more than one in five teachers would choose not to answer. The most common questions the teachers identified they would not respond to dealt with topics such as abortion, masturbation, homosexuality, and issues about the male genitals. Finally, none of the questions was perceived by more than one in eight of the teachers as questions they would not be allowed to answer.

  5. The Redirection: An Indicator of How Teachers Respond to Student Thinking

    ERIC Educational Resources Information Center

    Lineback, Jennifer Evarts

    2015-01-01

    Responsive teaching occurs when teachers take up and "respond" to their students' ideas during instruction (J. L. Pierson, 2008). Although responsive teaching is gaining recognition as an effective strategy for encouraging student learning, few methods of analysis are capable of characterizing the different ways in which teachers take up…

  6. Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature

    ERIC Educational Resources Information Center

    MacSuga-Gage, Ashley S.; Simonsen, Brandi

    2015-01-01

    Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of…

  7. Responding to the Call: Developing and Assessing Pedagogical Spanish Competencies in Bilingual Teacher Education

    ERIC Educational Resources Information Center

    Aquino-Sterling, Cristian R.

    2016-01-01

    Bilingual teacher education scholars continue to advocate for the improvement of Spanish language-related teacher preparation practices. However, the field is in need of research on how bilingual teacher educators across the U.S. are addressing this task in their work with future teachers. In responding to this call, I describe an approach and an…

  8. How Preservice Teachers Interpret and Respond to Student Geometric Errors

    ERIC Educational Resources Information Center

    Son, Ji-Won; Sinclair, Nathalie

    2010-01-01

    Recognizing and responding to students' thinking is essential in teaching mathematics, especially when students provide incorrect solutions. This study examined, through a teaching scenario task, elementary preservice teachers' interpretations of and responses to a student's work on a task involving reflective symmetry. Findings revealed that a…

  9. Student-Level Effects of Increased Teacher-Directed Opportunities to Respond

    ERIC Educational Resources Information Center

    MacSuga-Gage, Ashley S.; Gage, Nicholas A.

    2015-01-01

    Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between…

  10. Care and Support of Orphaned and Vulnerable Children at School: Helping Teachers to Respond

    ERIC Educational Resources Information Center

    Wood, Lesley; Goba, Linda

    2011-01-01

    It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan…

  11. Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

    PubMed Central

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2013-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

  12. Eliciting, Identifying, Interpreting, and Responding to Students' Ideas: Teacher Candidates' Growth in Formative Assessment Practices

    NASA Astrophysics Data System (ADS)

    Gotwals, Amelia Wenk; Birmingham, Daniel

    2016-06-01

    With the goal of helping teacher candidates become well-started beginners, it is important that methods courses in teacher education programs focus on high-leverage practices. Using responsive teaching practices, specifically eliciting, identifying, interpreting, and responding to students' science ideas (i.e., formative assessment), can be used to support all students in learning science successfully. This study follows seven secondary science teacher candidates in a yearlong practice-based methods course. Course assignments (i.e., plans for and reflections on teaching) as well as teaching videos were analyzed using a recursive qualitative approach. In this paper, we present themes and patterns in teacher candidates' abilities to elicit, identify, interpret, and respond to students' ideas. Specifically, we found that those teacher candidates who grew in the ways in which they elicited students' ideas from fall to spring were also those who were able to adopt a more balanced reflection approach (considering both teacher and student moves). However, we found that even the teacher candidates who grew in these practices did not move toward seeing students' ideas as nuanced; rather, they saw students' ideas in a dichotomous fashion: right or wrong. We discuss implications for teacher preparation, specifically for how to promote productive reflection and tools for better understanding students' ideas.

  13. Eliciting, Identifying, Interpreting, and Responding to Students' Ideas: Teacher Candidates' Growth in Formative Assessment Practices

    ERIC Educational Resources Information Center

    Gotwals, Amelia Wenk; Birmingham, Daniel

    2016-01-01

    With the goal of helping teacher candidates become well-started beginners, it is important that methods courses in teacher education programs focus on high-leverage practices. Using responsive teaching practices, specifically eliciting, identifying, interpreting, and responding to students' science ideas (i.e., formative assessment), can be used…

  14. Feeling good: autonomic nervous system responding in five positive emotions.

    PubMed

    Shiota, Michelle N; Neufeld, Samantha L; Yeung, Wan H; Moser, Stephanie E; Perea, Elaine F

    2011-12-01

    Although dozens of studies have examined the autonomic nervous system (ANS) aspects of negative emotions, less is known about ANS responding in positive emotion. An evolutionary framework was used to define five positive emotions in terms of fitness-enhancing function, and to guide hypotheses regarding autonomic responding. In a repeated measures design, participants viewed sets of visual images eliciting these positive emotions (anticipatory enthusiasm, attachment love, nurturant love, amusement, and awe) plus an emotionally neutral state. Peripheral measures of sympathetic and vagal parasympathetic activation were assessed. Results indicated that the emotion conditions were characterized by qualitatively distinct profiles of autonomic activation, suggesting the existence of multiple, physiologically distinct positive emotions. (c) 2011 APA, all rights reserved.

  15. Responding to Culture in the Instrumental Music Programme: A Teacher's Journey

    ERIC Educational Resources Information Center

    Abril, Carlos R.

    2009-01-01

    The purpose of this case study was to examine how one music teacher responds to student's cultural backgrounds through a middle school instrumental music programme in the US. The study sought to uncover the events, situations and circumstances that served as catalysts for curricular change and the rationales that gave it purpose. It also examined…

  16. Preservice Teachers Respond to "And Tango Makes Three": Deconstructing Disciplinary Power and the Heteronormative in Teacher Education

    ERIC Educational Resources Information Center

    Phillips, Donna Kalmbach; Larson, Mindy Legard

    2012-01-01

    This study employs Foucualdian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing "homosexuality," "education" and "teacher" in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses…

  17. Exploring the positional identities of high school science teachers

    NASA Astrophysics Data System (ADS)

    Blackwell, Edith Lavonne

    The identity of the teacher has been determined to influence classroom practices. Positional identity is defined as one's perception of self relative to others. This qualitative research study investigates the positional identity of five high school science teachers of different ethnicities and how their positional identities influence their classroom practices. Positional identity is thought to be determined by one's perception of how one's race, ethnicity, gender, age, religion and socioeconomic status position one relative to others. The methods of data collection included classroom observations, structured and semi-structured interviews, book club meetings, teacher journals, and researcher journals, demographic and online questionnaires. The teachers that overcame stereotypes based on race/ethnicity, gender and socioeconomic status felt empowered in their positional identities and were able to empower their students. The data also identified those teachers that struggle the most with finding their power within their positional identities were the immigrants that were not able to merge their personal identities within the pre-determined social positions they encountered in this society. The empowerment or powerlessness of the science teachers' positional identities impacted instruction and practices within the science classroom.

  18. Philippine Classroom Teachers as Researchers: Teachers' Perceptions, Motivations, and Challenges

    ERIC Educational Resources Information Center

    Ulla, Mark B.; Barrera, Kenneth Ian B.; Acompanado, Meller M.

    2017-01-01

    This study explores teachers' perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines with regards to doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perceptions towards doing research and its…

  19. Empowerment Amongst Teachers Holding Leadership Positions

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit; Friedman, Izhak; Olshtain, Elite

    2014-01-01

    This study used semi-structured in-depth interviews to explore empowerment patterns among teachers who hold leadership positions in school. Our qualitative analysis presents a hierarchical ladder with three types of empowerment amongst these teachers, ranging from limited empowerment through rewarding empowerment to change-enhancing empowerment.…

  20. Influencing Technology Education Teachers to Accept Teaching Positions

    ERIC Educational Resources Information Center

    Steinke, Luke Joseph; Putnam, Alvin Robert

    2008-01-01

    Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey…

  1. Responding to the Challenge of Providing Stronger Research Base for Teacher Education: Research Discourses in the Norwegian National Research School for Teacher Education

    ERIC Educational Resources Information Center

    Østern, Anna-Lena

    2016-01-01

    Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL…

  2. The Role of Questions in the Science Classroom--How Girls and Boys Respond to Teachers' Questions

    ERIC Educational Resources Information Center

    Eliasson, Nina; Karlsson, Karl Göran; Sørensen, Helene

    2017-01-01

    The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of the teacher-student interaction in a whole-class situation were analysed, with attention paid to…

  3. Exploring the Positional Identities of High School Science Teachers

    ERIC Educational Resources Information Center

    Blackwell, Edith Lavonne

    2012-01-01

    The identity of the teacher has been determined to influence classroom practices. Positional identity is defined as one's perception of self relative to others. This qualitative research study investigates the positional identity of five high school science teachers of different ethnicities and how their positional identities influence their…

  4. Responding to Children's Fears: A Partnership Approach.

    ERIC Educational Resources Information Center

    Sorin, Reesa

    2002-01-01

    Describes a study into children's fears and suggests that forging partnerships between parents, children, and teachers is one positive step toward addressing fear in young children. Defines partnerships and asserts that they can help in better recognizing fear displays in young children and in sharing ideas about best practice in responding to…

  5. Positive Experiences as Input for Reflection by Student Teachers

    ERIC Educational Resources Information Center

    Janssen, Fred; de Hullu, Els; Tigelaar, Dineke

    2008-01-01

    In many teacher training courses, reflection upon practice plays a very important role in learning to teach. A number of strategies have been developed to help student teachers learn to reflect. Current reflection strategies often focus on problematic instead of on positive experiences. Ideas from positive psychology and solution-based therapy…

  6. Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE

    ERIC Educational Resources Information Center

    Henning, Nick; Dover, Alison G.; Dotson, Erica; Agarwal-Rangath, Ruchi; Clayton, Christine D.; Donovan, Martha K.; Cannon, Susan O.; Cross, Stephanie Behm; Dunn, Alyssa Hadley

    2018-01-01

    Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary.…

  7. Entering the Field: Beginning Teachers' Positioning Experiences of the Staffroom

    ERIC Educational Resources Information Center

    Christensen, Erin; Rossi, Tony; lisahunter; Tinning, Richard

    2018-01-01

    Little is known about beginning teachers' political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, habitus and capital to explore beginning health and physical education teachers' positioning experiences and learning in staffrooms, the place in which teachers spend the majority of their…

  8. Early Career Teachers' Resilience and Positive Adaptive Change Capabilities

    ERIC Educational Resources Information Center

    Bowles, Terry; Arnup, Jessica L.

    2016-01-01

    This research is an investigation of the link between adaptive functioning and resilience in early career teachers (ECT). Resilience is considered an important capability of teachers and research has shown that teachers who are resourceful, demonstrate agency and develop positive management strategies overcome adversity. In this research, we aim…

  9. Positive teacher and peer relations combine to predict primary school students' academic skill development.

    PubMed

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-04-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. (c) 2015 APA, all rights reserved).

  10. How Preservice Teachers Interpret and Respond to Student Errors: Ratio and Proportion in Similar Rectangles

    ERIC Educational Resources Information Center

    Son, Ji-Won

    2013-01-01

    Interpreting and responding to student thinking are central tasks of reform-minded mathematics teaching. This study examined preservice teachers' (PSTs) interpretations of and responses to a student's error(s) involving finding a missing length in similar rectangles through a teaching scenario task. Fifty-seven PSTs' responses were…

  11. Creating a Positive Image of Being a Technology Education Teacher.

    ERIC Educational Resources Information Center

    Daiber, Robert A.; Valesey, Brigitte G.

    1997-01-01

    Suggests ways in which technology education teachers can communicate knowledge of and enthusiasm for the field, provide leadership, and demonstrate professionalism. An action plan for teacher educators, administrators, and teachers provides guidelines for developing a positive image. (SK)

  12. Responding to Children's Drawings

    ERIC Educational Resources Information Center

    Watts, Robert

    2010-01-01

    This article aims to explore the issues that face primary school teachers when responding to children's drawings. Assessment in art and design is an ongoing concern for teachers with limited experience and confidence in the area and, although children's drawings continue to be a focus of much research, the question of what it is that teachers say…

  13. Project Evidence: Responding to the Changing Professional Learning Needs of Mentors in Initial Teacher Education

    ERIC Educational Resources Information Center

    Allen, Jeanne Maree; White, Simone; Sim, Cheryl

    2017-01-01

    This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of "Project Evidence," an Australian Office of Learning and Teaching funded project, designed to support teacher education through the…

  14. How School Administrators Respond to Teacher Affect

    ERIC Educational Resources Information Center

    McQuestion, Rebecca J.

    2016-01-01

    The teacher-student relationship is a vital component to the social, emotional, and academic growth of students. Nationwide the one constant in teachers' classrooms are the observations by administrators. Administrators play a supporting role for students and teachers in our modern educational system. The present case study examined four middle…

  15. Teacher Motivation, Work Satisfaction, and Positive Psychological Capital: A Literature Review

    ERIC Educational Resources Information Center

    Viseu, João; Neves de Jesus, Saul; Rus, Claudia; Canavarro, José M.

    2016-01-01

    Teacher motivation is vital for the educational system. For teachers to be motivated their work satisfaction and positive psychological capital are crucial. The state-of-the-art on teacher motivation requires a literature review regarding the studies that relate teacher motivation and the above mentioned constructs. In this paper, through…

  16. Modeling Positive Behavior Interventions and Supports for Preservice Teachers

    ERIC Educational Resources Information Center

    Hill, Doris Adams; Flores, Margaret M.

    2014-01-01

    The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was…

  17. [Health enhancing behaviors of teachers and other school staff].

    PubMed

    Woynarowska-Sołdan, Magdalena; Tabak, Izabela

    2013-01-01

    Any activity undertaken for the purpose of health enhancing behavior is an important element of taking care of one's health. The aim of this paper was to analyze the frequency of health enhancing behaviors and avoiding health-risk behaviors among teachers and other school staff by gender and age. The sample consisted of 750 teachers and 259 individuals of non-teaching staff of 22 health promoting schools. A questionnaire that included Positive Health Behaviors Scale for Adults and questions on avoiding risk behaviors were used as a research tool. Of the 32 analyzed health enhancing (positive) behaviors, only 11 were undertaken by teachers and 10 by non-teaching staff at a desirable frequency (always or almost always) in a group of more than 50% of respondents. Almost one third of health enhancing behaviors were under taken with this frequency by less than 20% of respondents. The highest deficits concerned physical activity, nutrition and mental health-related behaviors, and the lowest concerned safety. Deficits in all positive health behaviors were smaller in teachers than in non-teaching staff, in women than in men and in older than in younger teachers. The majority of respondents, mostly teachers, irrespective of gender and age did not undertake risk behaviors. There was a lot of deficits in the healthy lifestyle of teachers and other school workers what is alarming from the point of view of school workers' health, their tasks and their role in shaping positive health behavior in children and adolescents. There is a great need for taking actions to improve the situation, such as the development of health promotion programs addressed to teachers and other school staff, including issues concerning healthy lifestyles in teacher's pre- and in-service training, counselling in the area of healthy lifestyle in preventive health care of school staff.

  18. Patients respond more positively to physicians who focus on their ideal affect.

    PubMed

    Sims, Tamara; Tsai, Jeanne L

    2015-06-01

    Previous findings suggest that patients choose physicians whose affective focus matches how they ideally want to feel (Sims et al., 2014). For instance, the more people wanted to feel excitement, the more likely they were to hypothetically choose a new physician who promoted excitement. What remains unknown is whether this match shapes how patients actually respond to physicians after being assigned to them (i.e., whether they adhere to physicians' recommendations more and evaluate physicians more positively). To this end, community adults reported their global ideal affect and actual affect (how they ideally want to feel and actually feel during a typical week, respectively), and were randomly assigned to receive health recommendations from either a physician who expressed and promoted high arousal positive states (HAP) (e.g., excitement), or one who expressed and promoted low arousal positive states (LAP) (e.g., calm). For the next 5 days, participants reported their daily adherence to the recommendations and their daily ideal and actual affect. At the end of the week, participants evaluated their physician. As predicted, the more participants wanted to feel HAP, the more they adhered to the "HAP-focused" physician's recommendations, and the more participants wanted to feel LAP, the more they adhered to the "LAP-focused" physician's recommendations. Participants also evaluated their physician more positively when his affective focus matched their ideal affect. Neither global nor daily actual affect systematically predicted how patients responded to their physicians. These findings suggest that patients respond better to physicians whose affective focus matches their ideal affect. (c) 2015 APA, all rights reserved).

  19. Patients Respond More Positively to Physicians Who Focus on Their Ideal Affect

    PubMed Central

    Sims, Tamara; Tsai, Jeanne L.

    2014-01-01

    Previous findings suggest that patients choose physicians whose affective focus matches how they ideally want to feel (Sims et al., 2014). For instance, the more people wanted to feel excitement, the more likely they were to hypothetically choose a new physician who promoted excitement. What remains unknown is whether this match shapes how patients actually respond to physicians after being assigned to them (i.e., whether they adhere to physicians’ recommendations more and evaluate physicians more positively). To this end, community adults reported their global ideal affect and actual affect (how they ideally want to feel and actually feel during a typical week, respectively), and were randomly assigned to receive health recommendations from either a physician who expressed and promoted high arousal positive states (HAP) (e.g., excitement), or one who expressed and promoted low arousal positive states (LAP) (e.g., calm). For the next five days, participants reported their daily adherence to the recommendations and their daily ideal and actual affect. At the end of the week, participants evaluated their physician. As predicted, the more participants wanted to feel HAP, the more they adhered to the “HAP-focused” physician’s recommendations, and the more participants wanted to feel LAP, the more they adhered to the “LAP-focused” physician’s recommendations. Participants also evaluated their physician more positively when his affective focus matched their ideal affect. Neither global nor daily actual affect systematically predicted how patients responded to their physicians. These findings suggest that patients respond better to physicians whose affective focus matches their ideal affect. PMID:25313670

  20. Dampening Positive Affect and Neural Reward Responding in Healthy Children: Implications for Affective Inflexibility

    PubMed Central

    Gilbert, Kirsten; Luking, Katherine; Pagliaccio, David; Luby, Joan L.; Barch, Deanna M.

    2017-01-01

    OBJECTIVE Blunted reward processing is evident in and may contribute to the onset of major depressive disorder. However, it is unclear what mechanisms contribute to the development of blunted reward-response prior to depression onset. METHOD The current study examined how individual differences in the tendency to dampen positive affect, an affect regulation strategy that decreases positive affect, are associated with reward responding and related brain activation in 39 healthy children (age 7–10; 51% female; 79% white). To do this, we examined neural responses to winning a reward (candy) within the context of a previous loss, win, or neutral outcome. RESULTS Whole brain regression analyses revealed that self-reported tendencies to engage in dampening were associated with blunted striatum and thalamic activation during a winning outcome when following a previous loss outcome, as compared to when following a neutral outcome. This finding was above and beyond the influence of current depressive symptoms. However, tendencies to dampen positive affect were not associated with neural activity during the second of two consecutive win outcomes, and thus did not support the notion that dampening is associated with an inability to maintain reward responding. CONCLUSIONS In youth, tendencies to dampen positive affect may be associated with less ability to flexibly upregulate neural reward responding following a loss, possibly leading to the development of affective inflexibility and increased vulnerability to depression. Dampening positive affect may be one mechanism that contributes to aberrant neural reward responding via affective inflexibility and may be a target for prevention in youth. PMID:27819484

  1. Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues

    ERIC Educational Resources Information Center

    Sun, Min; Loeb, Susanna; Grissom, Jason A.

    2017-01-01

    Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely.…

  2. Energy Project Professional Development: Promoting Positive Attitudes about Science among K-12 Teachers

    ERIC Educational Resources Information Center

    Robertson, Amy D.; Daane, Abigail R.

    2017-01-01

    Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of…

  3. Effects of School-Wide Positive Behavior Support on Teacher Self-Efficacy

    ERIC Educational Resources Information Center

    Kelm, Joanna L.; McIntosh, Kent

    2012-01-01

    This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy.…

  4. Rural K-8 Special Education Teachers' Perceptions of Their Positional Status as Special Education Teachers Who Co-Teach with Regular Education Teachers

    ERIC Educational Resources Information Center

    LaPorte, Kristy L.

    2010-01-01

    This exploratory qualitative case study investigated rural K-8 special education teacher perceptions of their positional status as special education teachers who co-teach with their regular education peers. Four special education teachers participated in journal prompts, one-on-one interviews, and a focus group interview. The conceptual lens for…

  5. Positive Teacher-Student Relationships Go beyond the Classroom, Problematic Ones Stay Inside

    ERIC Educational Resources Information Center

    Claessens, Luce C. A.; van Tartwijk, Jan; van der Want, Anna C.; Pennings, Helena J. M.; Verloop, Nico; den Brok, Perry J.; Wubbels, Theo

    2017-01-01

    The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion…

  6. The role of questions in the science classroom - how girls and boys respond to teachers' questions

    NASA Astrophysics Data System (ADS)

    Eliasson, Nina; Karlsson, Karl Göran; Sørensen, Helene

    2017-03-01

    The purpose of this study was to explore (a) to what extent male and female science teachers pose different types of questions and (b) if the type of science question posed influences the extent to which boys or girls respond to them. Transcripts of the teacher-student interaction in a whole-class situation were analysed, with attention paid to interactions that involved science questions. Closed and open questions were used. Results revealed that the percentage of closed questions posed corresponded to 87%. Results show that teachers mainly use closed questions, and responses from boys to closed questions are in the majority regardless of if the question is posed by a female teacher (56%) or a male teacher (64%). Both categories of closed questions are mainly considered lower order questions that do not facilitate higher cognitive levels in students. Thus, a direct consequence of an excessive use of this type of questions may be that both boys and girls will be given less opportunities to practise their ability to talk about science. Less access to general classroom interaction may also affect girls' attitudes to science in a negative way which could ultimately hamper the recruitment of girls to higher scientific studies.

  7. Teacher Education for Inclusive Practice--Responding to Policy

    ERIC Educational Resources Information Center

    Alexiadou, Nafsika; Essex, Jane

    2016-01-01

    This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and…

  8. Elimination of Position-Biased Responding in Individuals with Autism and Intellectual Disabilities

    ERIC Educational Resources Information Center

    Bourret, Jason C.; Iwata, Brian A.; Harper, Jill M.; North, Stephen T.

    2012-01-01

    Five individuals with autism or other developmental disabilities participated in paired-stimulus preference assessments during repeated baseline probes. All subjects initially showed a pronounced bias by typically selecting the stimulus placed in either the left or right position. Biased responding for 3 subjects was eliminated when training…

  9. A New Rhythm for Responding

    ERIC Educational Resources Information Center

    Walsh, Jackie Acree; Sattes, Beth Dankert

    2015-01-01

    The authors have seen an inspiring phenomenon in certain classrooms--students thinking through their answers to teacher questions, responding thoughtfully to other students' answers, even self-correcting or providing more information after they've answered a teacher aloud. The strategy behind these student actions is a skillful use of "wait…

  10. Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

    NASA Astrophysics Data System (ADS)

    Robertson, Amy D.; Daane, Abigail R.

    2017-12-01

    Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

  11. Making a Difference for the Bullied: Teachers' Responsibilities for Responding to Bullying

    ERIC Educational Resources Information Center

    McCarra, Janet F.; Forrester, Jeanne

    2013-01-01

    Bullying continues to be a challenging issue for classroom teachers. The authors provide seven recommendations to prevent bullying and for intervention if bullying occurs: (a) know the forms of bullying and recognize the effects forms of bullying and recognize the effects, (b) promote a positive classroom environment, (c) teach a variety of…

  12. Exploring positioning as an analytical tool for understanding becoming mathematics teachers' identities

    NASA Astrophysics Data System (ADS)

    Skog, Kicki; Andersson, Annica

    2015-03-01

    The aim of this article is to explore how a sociopolitical analysis can contribute to a deeper understanding of critical aspects for becoming primary mathematics teachers' identities during teacher education. The question we ask is the following: How may power relations in university settings affect becoming mathematics teachers' subject positioning? We elaborate on the elusive and interrelated concepts of identity, positioning and power, seen as dynamic and changeable. As these concepts represent three interconnected parts of research analysis in an on-going larger project data from different sources will be used in this illustration. In this paper, we clarify the theoretical stance, ground the concepts historically and strive to connect them to research analysis. In this way, we show that power relations and subject positioning in social settings are critical aspects and need to be taken seriously into account if we aim at understanding becoming teachers' identities.

  13. Want to Be a Country Teacher? No, I Am Too Metrocentric.

    ERIC Educational Resources Information Center

    Campbell, Allen M.; Yates, Gregory C. R.

    2011-01-01

    Within the city-state of South Australia, the problem of attracting teachers to teach in rural schools is of long standing. We propose that "metrocentricity" can be viewed as a personal trait inhibiting teachers from considering country positions. In this project, 148 preservice teachers responded to an online survey concerning their…

  14. Positive Teacher Leadership: Building Mindsets and Capacities to Grow Wellbeing

    ERIC Educational Resources Information Center

    Cherkowski, Sabre

    2018-01-01

    Linking theory and research on positive psychology and positive organisational scholarship, with a focus on positive leadership, this article provides a conceptualisation of teacher leadership as an intentional reflective process of learning to grow wellbeing for self and others. Aligned with increasing international research on the importance of…

  15. Empowerment among Teachers in Leadership Positions Involving ICT Implementation in Schools

    ERIC Educational Resources Information Center

    Avidov-Ungar, Orit

    2018-01-01

    The study identifies motivational characteristics of empowerment among teachers in leadership positions involving information and communications technology (ICT) implementation in schools. The participants were 24 teachers who were candidates for an Information and Communications Technology Leadership Award. Analysis of the in-depth interviews…

  16. Attitudes toward Information Technology of Teachers of the Gifted: Implications for Gifted Education

    ERIC Educational Resources Information Center

    Shaunessy, Elizabeth

    2007-01-01

    This statewide study of teachers of intellectually gifted students examined teachers' attitudes toward information technology. Participants were 418 teachers of the intellectually gifted in a southeastern state who voluntarily responded to a survey about technology attitudes. Results indicated positive attitudes toward technology, with training in…

  17. [Role adaptation process of elementary school health teachers: establishing their own positions].

    PubMed

    Lee, Jeong Hee; Lee, Byoung Sook

    2014-06-01

    The purpose of this study was to explore and identify patterns from the phenomenon of the role adaptation process in elementary school health teachers and finally, suggest a model to describe the process. Grounded theory methodology and focus group interviews were used. Data were collected from 24 participants of four focus groups. The questions used were about their experience of role adaptation including situational contexts and interactional coping strategies. Transcribed data and field notes were analyzed with continuous comparative analysis. The core category was 'establishing their own positions', an interactional coping strategy. The phenomenon identified by participants was confusion and wandering in their role performance. Influencing contexts were unclear beliefs for their role as health teachers and non-supportive job environments. The result of the adaptation process was consolidation of their positions. Pride as health teachers and social recognition and supports intervened to produce that result. The process had three stages; entry, growth, and maturity. The role adaptation process of elementary school health teachers can be explained as establishing, strengthening and consolidating their own positions. Results of this study can be used as fundamental information for developing programs to support the role adaptation of health teachers.

  18. Student Trust in Teachers and Student Perceptions of Safety: Positive Predictors of Student Identification with School

    ERIC Educational Resources Information Center

    Mitchell, Roxanne M.; Kensler, Lisa; Tschannen-Moran, Megan

    2018-01-01

    This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers,…

  19. An Investigation on Teacher Candidates' Perspectives about Behaviors Positively Affecting Classroom Atmosphere

    ERIC Educational Resources Information Center

    Bulut Ozsezer, M. Spencer; Iflazoglu Saban, Ayten

    2016-01-01

    Problem Statement: A revision of literature shows that there are studies focusing on student and teacher perceptions of classroom atmosphere; however, no research has been found to be related to teacher candidates' perspectives on their behaviors in terms of positive classroom atmosphere. As teacher candidates are the main subject and the future…

  20. Children's Representations of Attachment and Positive Teacher-Child Relationships.

    PubMed

    Veríssimo, Manuela; Torres, Nuno; Silva, Filipa; Fernandes, Carla; Vaughn, Brian E; Santos, António J

    2017-01-01

    This study was designed to explore whether children's representations of attachment contribute to the co-construction of positive teacher-child relationships. An assessment of verbal intelligence was included as a predictor on the assumption that teachers might perceive themselves as having better relationships with more verbally competent children. Participants were 52 children from two pre-schools, in the district of Lisbon. The Attachment Story Completion Task (ASCT) was used to assess children's attachment security. The PCV-P (a scale developed in portuguese language) was used to describe teacher-child relationships through teachers' ratings of child secure base behavior and emotion regulation and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-R) was used to access verbal skills. Bivariate correlations showed that the teachers' rating of child secure base behavior was significantly associated with both child attachment security and verbal IQ. In a multiple regression analysis, the overall model R 2 was significant, as was the interaction term showing a moderating effect of attachment security on the relation between verbal IQ and teachers' ratings of secure base. The results suggest that co-construction of a close attachment-relevant relationship with teachers in early childhood is, in part, a function of the security in the context of parent-child attachment, but also of child verbal development.

  1. Accentuate the Positive: The Relationship between Positive Explanatory Style and Academic Achievement of Prospective Elementary Teachers

    ERIC Educational Resources Information Center

    Boyer, Wanda

    2006-01-01

    This research examines 480 current event-explanation units using the CAVE technique (Schulman, Castellon, & Seligman, 1989) to note the relationship between positive and negative explanatory style and achievement of prospective early childhood and upper elementary female teachers. This study found a significant positive relationship between…

  2. Responding to Student Essays: A Conversation.

    ERIC Educational Resources Information Center

    Teichmann, Sandra Gail; Fike, Darrell

    Two college writing teachers share their viewpoint that people outside the academic setting often misunderstand the time-consuming activities involved with responding to student writing. They agree that teachers should envision evaluation as conducting a conversation with the writer of the essay. The key component of this conversation, depending…

  3. Understanding Educational Neuroscience: A Teacher's Perspective

    NASA Astrophysics Data System (ADS)

    Morgan, Robbi Jo

    The purpose of this project was to determine what teachers know and what they need to know about neuro-education applications in the classroom. Teachers in grades kindergarten through eighth grade from a Midwestern community of approximately 45,000 people. There were sixty-nine respondents with 7.2% of them being male. The question regarding their level of education resulted in 59.4% having their master's degree. It was interesting to note that 40.6% of the teachers responding were between the ages of 51-65 and had been teaching for more than 21 years were asked to complete a survey about their understanding of neuro-myths that effect classroom performance. These implications focus on neuro-myths. The resulting list is to provide possible professional development opportunities for the teachers. This survey was conducted for three weeks. There were a total of forty-five statements that asked the respondent to rank on a 5-point scale whether they disagreed or agreed. There were also four open-ended questions. The results indicated teachers were not correct or not confident in their responses regarding the importance of movement in the classroom, good nutrition, proper amount of sleep, and the importance of a positive relationship between the teacher and student. Some of the neuro-myths that teachers were unsure about were learning with only one hemisphere of the brain, synaptic pruning and learning, students' misbehavior changing with conversation, and regenerating brain cells.

  4. Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

    NASA Astrophysics Data System (ADS)

    Bossér, Ulrika; Lindahl, Mats

    2017-07-01

    The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students' views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers' interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

  5. Teachers' Perceptions of Implementing a Positive Behavior Intervention Support Plan

    ERIC Educational Resources Information Center

    Ayers, Milton A., Jr.

    2017-01-01

    The purpose of this study was to assess teacher perceptions in implementing a Positive Behavior Intervention and Support (PBIS) plan in an elementary school. The study was mainly quantitative, using surveys, personal interviews, and observations to measure teacher perceptions. The study focused on the common areas. The rules, procedures, and…

  6. The Respond/Read/Replicate/Report System.

    ERIC Educational Resources Information Center

    Schwartz, Rhea

    An effective teaching technique for a university extension course for rural special education teachers is the respond/read/replicate/report system. The four-step system was developed to stimulate tired, beleaguered teachers with differing experiences, knowledgeability, and teaching/learning styles who drove up to 60 miles on country roads to…

  7. Practical and Theoretical Knowledge in Contrast: Teacher Educators' Discursive Positions

    ERIC Educational Resources Information Center

    Zimmerman Nilsson, Marie-Helene

    2017-01-01

    Higher education in general and teacher education in particular have been subjected to significant changes. As there are few studies examining how actors rhetorically position themselves within this context, the ambition of the paper is to study conversations between teacher educators related to norms and values in education. The aim of the paper…

  8. Report of the Detroit Public Schools Kindergarten Teacher Survey, 1999-2000.

    ERIC Educational Resources Information Center

    Washington, Joyce, A.

    This study surveyed regular and extended-day kindergarten teachers in the Detroit public school system. Key findings included the following: (1) most respondents (63.6 percent) had 5 or more years experience in their current position; (2) respondents reported an average class size of 22.7 to 30.4 students; (3) most respondents perceived that their…

  9. An Aging Teacher Corps: How Should School Systems Respond?

    ERIC Educational Resources Information Center

    Liebes, Sherry

    The teaching corps is undergoing a transformation as the teaching population ages. In the past, "burned-out" teachers could be transferred or could change professions. The economics of the 1980's leaves dissatisfied teachers with no alternative but to remain in teaching. This paper examines ways to help administrators and teachers cope with this…

  10. Feedback on Feedback: Exploring Student Responses to Teachers' Written Commentary

    ERIC Educational Resources Information Center

    Treglia, Maria Ornella

    2008-01-01

    How students respond to teacher-written commentary has been an under-researched topic, and the existing literature in L2 studies is contradictory. The present study analyzes the critical and positive commentary, mitigated and unmitigated, written by two community-college, first-year composition teachers on two drafts of two writing assignments…

  11. Issues of Motivation and Identity Positioning: Two Teachers' Motivational Practices for Engaging Immigrant Children in Learning Heritage Languages

    ERIC Educational Resources Information Center

    Kim, Jung-In

    2017-01-01

    This study investigates two Korean heritage language teachers' motivational practices in relation to their identity positioning as heritage language (HL) teachers. Constant-comparative analyses of teachers' interviews and classroom practices showed that the two teachers' identity positioning as HL teachers was partially shaped by their earlier…

  12. Teacher-Provided Positive Attending to Improve Student Behavior

    ERIC Educational Resources Information Center

    Perle, Jonathan G.

    2016-01-01

    A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e.,…

  13. Analyzing the Relationship between Positive Psychological Capital and Organizational Commitment of the Teachers

    ERIC Educational Resources Information Center

    Yalcin, Sinan

    2016-01-01

    In this study it was aimed to determine the relationship between teachers' positive psychological capital levels and organisational commitment. The study was conducted as a correlational survey which is one of the quantitative methods. The sample group consists of 244 teachers selected by using random sampling method among 1270 teachers working in…

  14. How Biology Teachers Can Respond to Intelligent Design

    ERIC Educational Resources Information Center

    Mackenzie, Jim

    2010-01-01

    Teachers of biology and related subjects are increasingly meeting objections from students and their parents to the teaching of evolution and the exclusion of what is called the theory of Intelligent Design. This paper attempts to draw together arguments and evidence which may be used by such teachers. Four lessons are drawn from the 1982…

  15. Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

    ERIC Educational Resources Information Center

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-01-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results…

  16. Perceptions on the First Year of Teaching from Alternatively Certified Career and Technical Education Teachers

    ERIC Educational Resources Information Center

    Ball, Aaron E.

    2016-01-01

    Increasing teacher shortages in Career and Technical Education have resulted in changes in the routes to teacher certification. As the gap widens between available traditionally certified teachers and the openings available, administrators will continue to turn to alternative means to fill positions. Arizona has responded to this by changing…

  17. Blurring Boundaries within Mathematics Education: Prospective K-8 Teachers Interrogating Intersectional Identities, Narratives, and Positionings in Out-of-School Contexts

    ERIC Educational Resources Information Center

    Guzman, Lynette DeAun

    2017-01-01

    Mathematics teacher noticing as a pedagogical practice--attending to, interpreting, and responding to children's mathematical thinking--is growing within mathematics education communities. Much of the research literature primarily focuses on supporting teacher noticing of children's mathematical thinking within classroom contexts, such as…

  18. Toward a Positive and Effective Teacher and Paraprofessional Relationship.

    ERIC Educational Resources Information Center

    Palma, Gloria M.

    1994-01-01

    Discusses importance of paraprofessionals in rural special education. Suggests that positive teacher-paraprofessional relationships are obtained through valuing each other's respective roles; giving credit where due; involving paraprofessionals in planning and decision making; showing paraprofessionals the why as well as the how of lessons;…

  19. The effectiveness of CPI model to improve positive attitude toward science (PATS) for pre-service physics teacher

    NASA Astrophysics Data System (ADS)

    Sunarti, T.; Wasis; Madlazim; Suyidno; Prahani, B. K.

    2018-03-01

    In the previous research, learning material based Construction, Production, and Implementation (CPI) model has been developed to improve scientific literacy and positive attitude toward science for pre-service physics teacher. CPI model has 4 phases, included: 1) Motivation; 2) Construction (Cycle I); 3) Production (Cycle II); and 4) Evaluation. This research is aimed to analyze the effectiveness of CPI model towards the improvement Positive Attitude toward Science (PATS) for pre-service physics teacher. This research used one group pre-test and post-test design on 160 pre-service physics teacher divided into 4 groups at Lambung Mangkurat University and Surabaya State University (Indonesia), academic year 2016/2017. Data collection was conducted through questioner, observation, and interview. Positive attitude toward science for pre-service physics teacher measurement were conducted through Positive Attitude toward Science Evaluation Sheet (PATSES). The data analysis technique was done by using Wilcoxon test and n-gain. The results showed that there was a significant increase in positive attitude toward science for pre-service physics teacher at α = 5%, with n-gain average of high category. Thus, the CPI model is effective for improving positive attitude toward science for pre-service physics teacher.

  20. Teacher Competence as a Basis for Teacher Education: Comparing Views of Teachers and Teacher Educators in Five Western Balkan Countries

    ERIC Educational Resources Information Center

    Pantic, Natasa; Wubbels, Theo; Mainhard, Tim

    2011-01-01

    Orientation of teacher preparation toward the development of competence has recently been suggested as a worthwhile direction of change in teacher education in the Western Balkan countries. In this study, 2,354 teachers, teacher educators, and student teachers from Bosnia and Herzegovina, Croatia, Macedonia, Montenegro, and Serbia responded to a…

  1. A SURVEY OF TEACHERS' ATTUTUDES TOWARD CERTAIN ASPECTS OF THEIR PROFESSION.

    ERIC Educational Resources Information Center

    YOUNG, J.E.M.

    TO IDENTIFY FACTORS THAT CONTRIBUTE EITHER POSITIVELY OR NEGATIVELY TO TEACHER MENTAL HEALTH, 629 TEACHERS ENROLLED IN A COLLEGE COURSE ENTITLED "MENTAL HEALTH IN THE SCHOOL" (90 PERCENT FEMALE, MOST WITH 1-2 YEARS TEACHING EXPERIENCE) RESPONDED TO A "PERSONAL RELATIONS QUESTIONNAIRE" ASKING--(1) WHAT DO YOU MOST LIKE AND DISLIKE ABOUT TEACHING,…

  2. The Views and Opinions of School Principals and Teachers on Positive Education

    ERIC Educational Resources Information Center

    Bas, Asli Uz; Firat, Necla Sahin

    2017-01-01

    The purpose of this study is to assess the views and opinions of school principals and teachers on positive education. The sample of the study includes 8 school principals and 12 teachers who attend different public schools in Izmir, Turkey. Data is collected through semi-structured interview technique. Findings show that majority of the…

  3. Changes in HDL-c concentrations after 16 weeks of combined training in postmenopausal women: characteristics of positive and negative responders.

    PubMed

    Diniz, Tiego A; Rossi, Fabricio E; Fortaleza, Ana Claudia Souza; Neves, Lucas Melo; Christofaro, Diego Giulliano Destro; Buonani, Camila; Lira, Fabio S; Campos, Eduardo Zapaterra; Prado, Wagner Luiz do; Freitas, Ismael Forte

    2018-01-01

    This study aimed to investigate the individual characteristics of body composition and metabolic profile that could explain interindividual variation in high-density lipoprotein cholesterol (HDL-c) concentrations in response to 16 weeks of combined strength plus aerobic (combined) training in postmenopausal women. The participants were divided into tertiles based on percentage of changes in HDL-c concentrations after combined training. Only women in the upper tertile (positive responders: Δ > 10.4%; n = 19) and lower tertile (negative responders: Δ < -1.4%; n = 19) were considered for analyses. The total body fat (BF), trunk fat (TF), android fat (AF), gynoid fat, and lean body mass were estimated by dual-energy X-ray absorptiometry. The metabolic profile - glucose, triacylglycerol, total cholesterol, HDL-c, low-density lipoprotein cholesterol, and very-low-density lipoprotein (VLDL) - were assessed. After 16 weeks, both positive and negative responders presented similar improvement in body composition, such as a decrease in percentage and kilograms of BF, TF, and AF, and increase in lean body mass (p value for time < 0.05). As expected, there was an effect of time and also a significant interaction (time vs. group) (p value < 0.001) in the improvement of HDL-c, with higher values for positive responders. Regarding metabolic profile, there were significant interactions (time vs. group) for triacylglycerol (p value = 0.032) and VLDL (p value = 0.027) concentrations, with lower values for positive responders. Our results suggests there is heterogeneity in combined training-induced HDL-c changes in postmenopausal women, and the positive responders were those who presented more pronounced decreases in triacylglycerol and VLDL concentrations.

  4. Do We Need Positive Psychology in Croatian Kindergartens? The Implementation Possibilities Evaluated by Preschool Teachers

    ERIC Educational Resources Information Center

    Tatalovic Vorkapic, Sanja; Vujcic, Lidija

    2013-01-01

    Constant changes in a modern world and scientific knowledge from the growing field of Positive Psychology appear to make a previously unheeded contribution to preschool teacher competences. The aim of this study was to explore preschool teachers' opinions concerning the need for positive psychology knowledge and its implementation. A nine-item…

  5. Teachers' Perceived Needs To Become More Effective Inclusion Practitioners: A Single School Study.

    ERIC Educational Resources Information Center

    King, Wendy; Edmunds, Alan

    2001-01-01

    Sixty-one teachers at a junior-senior high school in Nova Scotia responded to measures of inclusion attitudes and knowledge. Results revealed that teachers feel inadequately prepared for inclusion, need specific inclusion training, and feel that reducing workloads and class sizes would help. Significant positive correlations were found between…

  6. Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise

    ERIC Educational Resources Information Center

    Simonsen, Brandi; Myers, Diane; DeLuca, Carla

    2010-01-01

    Classroom management skills are critical for teachers. Yet teachers receive little training in classroom management, and empirical research on teacher training in classroom management is lacking. This study was conducted to investigate the effects of explicit training and performance feedback on teachers' implementation of three classroom…

  7. Principals' and Cooperating Teachers' Expectations of Teacher Candidates

    ERIC Educational Resources Information Center

    Bigham, Sarah G.; Hively, Dorothy E.; Toole, Georgiann H.

    2014-01-01

    This study examined public school partners' expectations of teacher candidates and beginning teachers and the qualities that principals consider most important when hiring new teachers. Teachers in Maryland, West Virginia and Virginia (N = 130) responded to 37 Likert-style survey questions based upon the 100 school principals' interview questions…

  8. Investigating Teachers' Professional Life Quality Levels in Terms of the Positive Psychological Capital

    ERIC Educational Resources Information Center

    Yalçin, Sinan; Isgör, Isa Y.

    2017-01-01

    This study, which investigated the relationship between teachers' professional life qualities and positive psychological capital, was designed in a relational screening pattern in the quantitative research method. Teachers, who worked in primary, secondary and high school in Erzincan city centre of Turkey in 2014-2015 academic year, participated…

  9. Work stress among university teachers: gender and position differences.

    PubMed

    Slišković, Ana; Maslić Seršić, Darja

    2011-12-01

    The aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50%), assistant professors (18%), associate professors (17%), and full professors (15%). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.

  10. Relationship between Teacher Perception of Positive Behavior Interventions Support and the Implementation Process

    ERIC Educational Resources Information Center

    Hansen, Janice Marie

    2014-01-01

    The purpose of this study was to determine whether a relationship existed between teacher perception of a school's behavior management program and the implementation process. This study explored perceptions of teachers from three aspects of the Positive Behavior Intervention Support model as they relate to the implementation processes for PBIS.…

  11. The Principal Spectrum Runs from Initiators to Responders.

    ERIC Educational Resources Information Center

    Rutherford, William L.

    1990-01-01

    Most principals are either initiators, responders, or managers. Initiators seek out new information, take control of situations, and intervene to support teachers or correct problems. Responders ignore new information, have vague goals, and enact programs initiated by the central office. Manager principals have a hybrid style that generally…

  12. Science Teachers' Professional Development and Changes in Science Practical Assessment Practices: What Are the Issues?

    ERIC Educational Resources Information Center

    Towndrow, Phillip A.; Tan, Aik-Ling; Yung, Benny H. W.; Cohen, Libby

    2010-01-01

    This paper considers the circumstances under which science teachers can respond positively and productively to educational policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers' assessment capacities and their professional development, we present illustrative data from recent…

  13. Integrating Content and Language in Institutionally Monolingual Settings: Teacher Positioning and Differentiation

    ERIC Educational Resources Information Center

    Turner, Marianne

    2017-01-01

    Translanguaging pedagogy offers a way to differentiate between students' varying linguistic repertoires when embedding an additional language across the curriculum. In this article I draw on positioning theory to show the relevance of teacher positioning to translanguaging pedagogy and differentiation. Differentiation is discussed in relation to…

  14. Stable Roles, Changed Skills: Teacher Candidate Responses to Instruction about Adolescent Psychosocial Support Practices

    ERIC Educational Resources Information Center

    Phillippo, Kate; Blosser, Allison

    2017-01-01

    By virtue of their day-to-day contact with students, teachers are uniquely positioned to notice and respond to student psychosocial issues, both mental health problems and issues like peer harassment that can contribute to mental health problems. Yet, teachers' opportunities to learn about providing psychosocial support remain scattered. The…

  15. Multimodal Narrative Inquiry: Six Teacher Candidates Respond

    ERIC Educational Resources Information Center

    Morawski, Cynthia M.; Rottmann, Jennifer

    2016-01-01

    In this paper we present findings of a study on the implementation of a multimodal teacher narrative inquiry component, theoretically grounded by Rosenblatt's theory of transaction analysis, methodologically supported by action research and practically enacted by narrative inquiry and multimodal learning. In particular, the component offered…

  16. True Confessions (From the Teacher's Desk).

    ERIC Educational Resources Information Center

    Krieger, Evelyn

    1991-01-01

    Relates how an eighth grade teacher read an unfamiliar book for the first time along with her students, thus seeing the story through their eyes and modeling for them the kinds of strategies a good reader naturally employs. Notes that students responded positively, doing most of the talking and much of the discussion and class preparation. (SR)

  17. Future Teachers' Perceptions of Themselves as Writers and Teachers of Writing: Implications for Teacher Education Programs.

    ERIC Educational Resources Information Center

    Bowie, Robert L.

    A study investigated how future teachers viewed themselves as writers and writing teachers and how these identities were being addressed in teacher education programs. Subjects, 226 student teachers at Middle Tennessee State University, responded to a questionnaire designed to measure both writing apprehension and beliefs about the role and…

  18. Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students.

    PubMed

    Banzon-Librojo, Lorelie Ann; Garabiles, Melissa R; Alampay, Liane Peña

    2017-06-01

    This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  19. Teachers without Borders: Consequences of Teacher Labor Force Mobility

    ERIC Educational Resources Information Center

    Bastian, Kevin C.; Henry, Gary T.

    2015-01-01

    Many states have responded to teacher shortages by granting certification to individuals traditionally prepared out-of-state; now, out-of-state prepared teachers comprise a sizable percentage of the teacher workforce in many states. We know little about these teachers, and therefore, in the present study, we estimate the effectiveness of…

  20. Responding to Teacher Shortages: Relationships among Mobility Experiences, Attitudes, and Intentions of Dutch Teachers

    ERIC Educational Resources Information Center

    van Geffen, Renske E.; Poell, Rob F.

    2014-01-01

    From all over the world there have been calls from governmental institutions to address a shortage of high quality teachers. As changing jobs generates new experiences, job mobility could be a way for teachers to adhere to the government's call to develop themselves into the teaching force needed. The research question of this study was: How do…

  1. Identifying Positive Teacher-Student Interactions in a Safe and Engaged Middle School

    ERIC Educational Resources Information Center

    Zeman, Laura Dreuth

    2003-01-01

    Research suggests positive interaction between students and teachers is a hallmark of a safe and effective school. Yet to date there is no literature presenting findings or case examples of what constitutes positive engagement or how to measure its frequency. This paper shares observations of a "model" rural middle school in an attempt…

  2. Service Learning Creates a Positive Relationship between Teachers and Students

    ERIC Educational Resources Information Center

    Lubchenko, Sandra

    2016-01-01

    The current pedagogy in creating a positive school climate is building personal relationships with students. Teachers and students work together to create a safe environment where students engage in the academic pursuit of knowledge. Service-learning projects that create this close bond and offer a collective pursuit of helping others give…

  3. Oregon Teacher Pathway: Responding to National Trends

    ERIC Educational Resources Information Center

    Villagómez, Amanda A.; Easton-Brooks, Donald; Gomez, Karyn; Lubbes, Tawnya; Johnson, Kristin

    2016-01-01

    National population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of…

  4. Biology Professors' and Teachers' Positions Regarding Biological Evolution and Evolution Education in a Middle Eastern Society

    NASA Astrophysics Data System (ADS)

    BouJaoude, Saouma; Asghar, Anila; Wiles, Jason R.; Jaber, Lama; Sarieddine, Diana; Alters, Brian

    2011-05-01

    This study investigated three questions: (1) What are Lebanese secondary school (Grade 9-12) biology teachers' and university biology professors' positions regarding biological evolution?, (2) How do participants' religious affiliations relate to their positions about evolutionary science?, and (3) What are participants' positions regarding evolution education? Participants were 20 secondary school biology teachers and seven university biology professors. Seventy percent of the teachers and 60% of the professors were Muslim. Data came from semi-structured interviews with participants. Results showed that nine (Christian or Muslim Druze) teachers accepted the theory, five (four Muslim) rejected it because it contradicted religious beliefs, and three (Muslim) reinterpreted it because evolution did not include humans. Teachers who rejected or reinterpreted the evolutionary theory said that it should not be taught (three), evolution and creationism should be given equal time (two), or students should be allowed to take their own stand. Two professors indicated that they taught evolution explicitly and five said that they integrated it in other biology content. One Muslim professor said that she stressed 'the role of God in creation during instruction on evolution'. It seems that years of studying and teaching biology have not had a transformative effect on how a number of teachers and professors think about evolution.

  5. Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues. CEPA Working Paper No. 15-20

    ERIC Educational Resources Information Center

    Sun, Min; Loeb, Susanna; Grissom, Jason

    2015-01-01

    Student peer effects are well documented. We know far less, however, about peer effects among teachers. We hypothesize that a relatively effective teacher may positively affect the performance of their peers, while a relatively ineffective teacher may negatively impact the performance of other teachers with whom they work closely. Utilizing a…

  6. The Effective Teacher. Position Paper.

    ERIC Educational Resources Information Center

    Teacher Education Conference Board, Albany, NY.

    Effective teachers not only remain abreast of new developments in their fields, but strive toward increased mastery of teaching skills by continually extending and refining the specialized knowledge acquired prior to entering the profession. Teachers are expected to lead active intellectual lives and to evince a breadth of erudition that will…

  7. Students' awareness of science teachers' leadership, attitudes toward science, and positive thinking

    NASA Astrophysics Data System (ADS)

    Lu, Ying-Yan; Chen, Hsiang-Ting; Hong, Zuway-R.; Yore, Larry D.

    2016-09-01

    There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students' attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers' leadership with idealised influence was the most predictive of students' attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students' positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students' attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.

  8. Teachers' Discoursal Strategies in Providing Positive Feedback to Student Responses: A Study of Four English Immersion Teachers in People's Republic of China

    ERIC Educational Resources Information Center

    Pei, Miao

    2012-01-01

    This paper investigates the discoursal strategies of four teachers in providing feedback to student responses in English classrooms in Xi'an, People's Republic of China. The findings indicate that the teachers provide positive feedback for students English learning in various ways, including using the most common strategies such as accepting,…

  9. Relationships between maternal emotional expressiveness and children's sensitivity to teacher criticism.

    PubMed

    Mizokawa, Ai

    2013-01-01

    Caregivers' emotional responses to children influence children's social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother-child interactions and young children's sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the error. Self-report questionnaires were used to measure maternal expressiveness. The results demonstrated that negative maternal expressiveness toward one's own children was positively related to children's ratings of their own ability and negatively related to children's motivation to continue with the task after teacher criticism. Positive maternal expressiveness was not related to children's sensitivity to criticism. These findings suggest that children who have experienced more negative emotion from mothers may be more likely to hold negative beliefs about how others will respond to their behavior more generally. This may, in turn, lead to a defensively positive view of one's own abilities and a disinclination to persevere as protection from additional opportunities for teacher evaluation.

  10. Teachers' Planning Processes: Seeking Insights from Australian Teachers

    ERIC Educational Resources Information Center

    Sullivan, Peter; Clarke, Doug M.; Albright, James; Clarke, David J.; Farrell, Lesley; Freebody, Peter; Gerrard, Jessica; Michels, Deborah

    2012-01-01

    The Australian Curriculum: Mathematics (AC:M) prompts consideration of planning processes teachers typically use (as a whole school, in grade levels, and at the classroom level). In order to gain insights into the nature of the planning decisions teachers make, Australian teachers drawn from every state and territory were invited to respond to a…

  11. Perceived positive teacher-student relationship as a protective factor for Chinese left-behind children's emotional and behavioural adjustment.

    PubMed

    Liu, Yan; Li, Xiaowei; Chen, Li; Qu, Zhiyong

    2015-10-01

    Using cross-sectional data collected in rural communities of two provinces of China, this study examined the protective role of perceived positive teacher-student relationship for Chinese left-behind children. The participants included 1442 children with a mean age of 14.13 classified into two groups: a left-behind group (104 boys and 110 girls) and a comparison group (588 boys and 640 girls). Self-reported questionnaires concerning self-esteem, depression, problem behaviours and the teacher-student relationship were administered. Relative to the comparison group, after controlling for age, gender and family socioeconomic status, the left-behind group was disadvantaged in terms of self-esteem and depression but not in problem behaviours. As hypothesised, the results of regression analyses indicated that teacher-student relationship positively predicted self-esteem and negatively predicted depression and problem behaviours for both groups. Moreover, the association between teacher-student relationship and depression was stronger among the left-behind group, suggesting that left-behind children were more responsive to the positive effect of a desired teacher-student relationship. Taken together, the results of our study support the idea that perceived positive teacher-student relationship may serve as a protective factor for left-behind children. Practical implications and limitations of the present study are discussed. © 2014 International Union of Psychological Science.

  12. Reading "Daddy's Roommate": Preservice Teachers Respond to a Controversial Text.

    ERIC Educational Resources Information Center

    Williams, Shawyn

    2002-01-01

    Explores the responses of the author's 31 pre-service teachers to a controversial picture book. Begins by searching for a short text geared to elementary age children and suited for read-alouds. Notes that she believes that the majority of pre-service teachers at this stage in the program are still very impressionable and must be given multiple…

  13. Self Concept and Nigerian Teacher-Trainees' Attitude Toward Teaching.

    ERIC Educational Resources Information Center

    Awanbor, David

    1996-01-01

    Surveys of Nigerian teacher trainees examined self-concept and attitudes toward teaching. Results established a significant relationship between self-concept and attitudes toward teaching. Most respondents scored high on the self-concept scale but did not show a positive attitude toward teaching due to poor financial benefits and low professional…

  14. Variables Affecting Preservice Teacher Candidate Identification of Teacher Sexual Misconduct

    ERIC Educational Resources Information Center

    Haverland, Jeffrey A.

    2017-01-01

    Using a quantitative research model, this study explored variables affecting pre-service teacher candidate identification of teacher sexual misconduct through a scenario-based survey instrument. Independent variables in this study were respondent gender, student gender, teacher gender, student age-related ambiguity (students depicted were 17),…

  15. Public secondary school teachers' attitude to family life education in two geopolitical zones of Nigeria: a comparative analysis.

    PubMed

    Okusanya, B O; Isabu, P A

    2010-03-01

    This qualitative study was conducted to assess and compare the attitude of teachers in two geopolitical zones of Nigeria to family life education. Multi stage sample selection was used to pick 6 public secondary schools (3 junior, 3 senior) in each zone. All teachers (221) in the selected schools were surveyed. Pre-tested questionnaires were self administered, responses analyzed and results presented using descriptive frequencies. Where appropriate statistical evaluation was done with Yates corrected Chi square at 95% confidence interval. Katsina respondents were mostly Muslims (92.4%), married (64.8%) and had the National Certificate of Education (62.9%). Ekpoma teachers were mostly Christians (97.4%), married (93.1%) and 67.2% had a University degree. Attendance at a seminar on family life education was by 19% and 25.9% of respondents from Katsina and Ekpoma respectively. Teachers' knowledge of family life education was very good and most teachers in both regions considered it useful but there were geographical disparities in perception and attitude. While teachers in Katsina discussed HIV/AIDS twice more with their students than sexuality (54.3% vs 28%) those in Ekpoma discussed sexuality more than HIV/AIDS (80.2% vs 72.4%). Respondents in Katsina reported three times (60% vs 19.8%) more that parents would object to FLE in schools than those in Ekpoma and also that its introduction would encourage promiscuity amongst the students (53.3% vs 21.6%). While being married positively influenced respondents' perception, their attitude was influenced positively by having university degree and teaching at the senior secondary school. Christians significantly discussed sexuality (Chi square 58.60; RR: 3.03) and HIV/AIDS (Chi square 15.01; RR: 1.50) with students than Muslims. Policy makers need to be aware of the regional differences in teachers' attitude to family life education as this may hinder the implementation of curriculum.

  16. Challenges in Responding to Scaffolding Opportunities in the Mathematics Classroom

    ERIC Educational Resources Information Center

    Ferguson, Sarah

    2012-01-01

    This paper reports on a study that explored the use of cognitively challenging tasks with low-attaining mathematics students and in particular, their teachers' attempts at scaffolding. A major finding was that responding appropriately to scaffolding opportunities was challenging for the teachers. In this paper two main factors are discussed which…

  17. Meeting the Expectations of the Social Studies Teacher at a Teacher Center.

    ERIC Educational Resources Information Center

    Schober, Helen

    1984-01-01

    Teacher centers respond to a teacher's own defined needs by offering assistance, instruction, and materials to help enrich classroom learning experiences. Services provided social studies educators by the Teacher Center in Humboldt County, California, are described. (RM)

  18. Power in clinical teachers' discourses of a curriculum-in-action. Critical discourse analysis.

    PubMed

    Graham, Jennifer; Dornan, Tim

    2013-12-01

    "Curricula-in-action" generally differ from "official" curricula. That is particularly true of clerkship curricula because the practising doctors who supervise medical students' clinical activities are only secondarily educators. Clerkship education is evaluated, however, according to benchmarks set by official curricula. As a result, clerkship evaluations are important points of contact between clinical teachers and medical schools. We reasoned that an evaluation instrument is part of a medical school's official curriculum discourse and clinical teachers' reactions to it are a discourse of curriculum-in-action. We set out to answer the questions: What are clinical teachers' discourses of curriculum-in-action and how do they relate to an official curriculum discourse? Nineteen clerkship placement leads from two hospitals contributing to a single undergraduate medical programme participated. The evaluation instrument was the Manchester Clinical Placement Index, for which validity evidence has been published. Respondents were asked to say how they would react to junior students giving their placements low or high scores for each of 12 items from the Index. After transcription, we conducted a critical discourse analysis (CDA) of their audio-recorded answers. We purposefully selected the six items that elicited the widest spectrum of responses for analysis because quantity of material can compromise the quality of CDA. A dominant discourse of curriculum-in-action defined how teachers should "really" teach and junior students should learn. It deconstructed the need for teachers to be present when students performed clinical tasks because teachers' role was to give critical feedback on case presentations that were coincidental to clinical care. It positioned students at the bottom of a power hierarchy so they had to "struggle" to be taught. It placed respondents in a powerful position relative to "the hospital" and "the university", though there were tensions between

  19. Oral English Skills in Classrooms in India: Teachers Reflect.

    ERIC Educational Resources Information Center

    Ramanathan, Hema; Bruning, Merribeth

    Eleven teachers of English in a large, private, English-medium school in India reflected on their beliefs, practices, and activities related to teaching English in India. In the survey, respondents freely acknowledged the premier position of English in academics and the world at large and unequivocally stated that their students should learn to…

  20. Teachers' Positioning towards an Educational Innovation in the Light of Ownership, Sense-Making and Agency

    ERIC Educational Resources Information Center

    Ketelaar, Evelien; Beijaard, Douwe; Boshuizen, Henny P. A.; Den Brok, Perry J.

    2012-01-01

    The positioning of eleven teachers towards an innovation was studied in the light of ownership, sense-making and agency. Semi-structured and video-stimulated interviews were used for data collection. The findings show that these three concepts are useful for describing similarities and differences between teachers in terms of their positioning…

  1. If Science Teachers Are Positively Inclined Toward Inclusive Education, Why Is It So Difficult?

    NASA Astrophysics Data System (ADS)

    Spektor-Levy, Ornit; Yifrach, Merav

    2017-08-01

    This paper describes the unique challenges that students with learning disabilities (LD) experience in science studies and addresses the question of the extent to which science teachers are willing and prepared to teach in inclusive classrooms. We employed the theory of planned behavior (TPB), according to which behavioral intentions are a function of individuals' attitudes toward the behavior, their subjective norms, and their perceived control—i.e., their perception of the simplicity and benefits of performing the behavior. The study comprised 215 junior high school science teachers, who answered a TPB-based quantitative questionnaire. Semi-structured interviews were conducted to support and enrich the findings and conclusions. We found that teachers held positive attitudes and were willing to adapt their teaching methods (perceived control), which correlated and contributed to their behavioral intention. In terms of subjective norms, however, they felt a lack of support and ongoing guidance in providing the appropriate pedagogy to meet the needs of students with LD. We therefore recommend that educational policy makers and school management devote attention and resources to providing professional training and appropriate instructional materials and to establishing frameworks for meaningful cooperation between the science teachers and special education staff. This could ensure the efficient cooperation and coordination of all the involved parties and send a positive message of support to the science teachers who are the actual implementers of change.

  2. Teachers' Personal and Professional Influences Related to School-Wide Positive Behavior Supports (SWPBS)

    ERIC Educational Resources Information Center

    Broskey, Matthew

    2017-01-01

    This study focused on understanding teachers' personal and professional experiences that influence the fidelity of implementation of a school-wide positive behavior support (SWPBS) program within their classrooms. Research has focused on the implementation fidelity of school-wide positive support programs, academic impact on students, teacher…

  3. Emergency management of dental trauma: knowledge of Hong Kong primary and secondary school teachers.

    PubMed

    Young, Cecilia; Wong, K Y; Cheung, L K

    2012-10-01

    OBJECTIVES. To investigate the level of knowledge about emergency management of dental trauma among Hong Kong primary and secondary school teachers. DESIGN. Questionnaire survey. SETTING. A teachers' union that unites 90% of teachers in Hong Kong. PARTICIPANTS. Randomly selected primary and secondary school teachers. RESULTS. Only 32.8% of respondents correctly stated that a person sustaining dental trauma should go to dentists directly. In all, 73.1% of teachers correctly stated that a dental trauma patient should go for treatment immediately. Only 32.5% knew that a fractured tooth should be put in liquid. Even fewer (23.2%) realised that the displaced tooth should be repositioned back to the original position. Relatively more respondents (74.7%) understood that an avulsed baby tooth should not be put back. Disappointingly, only 16.3% of teachers knew that an avulsed permanent tooth should be replanted. Furthermore, only 29.6% of teachers thought that they were able to distinguish between deciduous teeth and permanent teeth, whilst 20.4% correctly identified at least one of the appropriate mediums: milk, physiological saline or saliva, for storing an avulsed tooth. Teachers who previously received first-aid training with dental content or acquired dental injury information from other sources, scored significantly higher than teachers without such training or acquired information. CONCLUSION. The knowledge on emergency management of dental trauma among primary and secondary school teachers in Hong Kong is insufficient, particularly on the handling of permanent tooth avulsion and the appropriate storage medium for avulsed teeth. Receipt of first-aid training with dental contents and acquisition of dental injury information from other sources were positively correlated with knowledge in managing dental trauma.

  4. From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

    NASA Astrophysics Data System (ADS)

    Deehan, James; Danaia, Lena; McKinnon, David H.

    2018-03-01

    The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.

  5. Physical and mental workloads in professional dance teachers.

    PubMed

    Wanke, Eileen M; Schmidt, Mike; Leslie-Spinks, Jeremy; Fischer, Axel; Groneberg, David A

    2015-03-01

    The aim of this cross-sectional study was to investigate the level of mental and physical workloads in professional dance teachers depending on the trained students' age, technique level, or dance style. A total number of 133 professional dance pedagogues responded to an online cross-sectional questionnaire survey on self-assessment of physical and mental workloads occurring during dance units. The majority of dance teachers estimated their level of physical and mental workload to be almost as high as that of their students, with differences in physical and mental workloads observed depending on dance style, age of students, and technical level. More than 60% of the teachers were convinced that their occupation implies positive effects on their own health in terms of self-realization (78.2%), musculoskeletal system (66.9%), and social relationships (61.7%). Of all respondents, 58.6% stated that their musculoskeletal system was jeopardized by the physically demanding activity. This is followed by the fear of financial insecurity (50.4%). The majority of all dance teachers (males 65.4%, females 63.9%) would like to obtain further education on prevention against or dealing with physical workload. Physical and mental workloads play an important role in dance teaching. Coping with or preventing these loads could be keys to a lifelong, healthy career as a professional dance teacher. Future trials should look at clinical parameters of physical and mental load.

  6. Responding to Students: Ughs, Awks, and Ahas.

    ERIC Educational Resources Information Center

    Clark, Beverly Lyon

    1984-01-01

    As writing spreads across the curriculum, faculty members are becoming aware of the extent to which writing is a mode of learning, a way of incorporating new knowledge and of interpreting and analyzing. Effective ways in which a teacher can respond to student writing are discussed. (MLW)

  7. Occupational stress, anxiety and depression among Egyptian teachers.

    PubMed

    Desouky, Dalia; Allam, Heba

    2017-09-01

    Occupational stress (OS) among teachers predispose to depression and anxiety. No study was done to assess these problems among Egyptian teachers. This study aimed to assess the prevalence of OS, depression and anxiety among Egyptian teachers. A cross sectional study was done on 568 Egyptian teachers. The respondents filled a questionnaire on personal data, and the Arabic version of the Occupational Stress Index (OSI), the Arabic validated versions of Taylor manifest anxiety scale and the Beck Depression Inventory (BDI) were used to assess OS, anxiety and depression respectively. The prevalence of OS, anxiety and depression among teachers was (100%, 67.5% and 23.2%) respectively. OS, anxiety and depression scores were significantly higher among teachers with an age more than 40years, female teachers, primary school teachers, those with inadequate salary, higher teaching experience, higher qualifications and higher workload. A significant weak positive correlation was found between OS scores and anxiety and depression scores. This study indicated the need for future researches to address risk factors of OS and mental disorders among Egyptian teachers, and the need of periodical medical evaluation of teachers and medical and psychological support for the identified cases. Copyright © 2017. Published by Elsevier Ltd.

  8. An Inquiry-Based Approach to Teaching the Spherical Earth Model to Preservice Teachers Using the Global Positioning System

    ERIC Educational Resources Information Center

    Song, Youngjin; Schwenz, Richard

    2013-01-01

    This article describes an inquiry-based lesson to deepen preservice teachers' understanding of the spherical Earth model using the Global Positioning System. The lesson was designed with four learning goals: (1) to increase preservice teachers' conceptual knowledge of the spherical Earth model; (2) to develop preservice teachers'…

  9. 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.

  10. Revisiting Teacher Preparation: Responding to Technology Transience in the Educational Setting

    ERIC Educational Resources Information Center

    Muilenburg, Lin Y.; Berge, Zane L.

    2015-01-01

    People in society have managed to survive and, often, thrive in a world characterized by ever-increasing technological change. Yet technological transience causes or at least exacerbates challenges faced by teachers and teacher education programs when using technology for educational purposes. This article presents frameworks used to assist in the…

  11. Preservice teachers: Future first responders in the evolution versus intelligent design battle

    NASA Astrophysics Data System (ADS)

    Strauss, Jeffrey M.

    The American Association for the Advancement of Science (AAAS) states that evolution is the unifying theme from which all biological science is to be organized and it is the basic principle that guides the majority of biology curricula in the American public school systems today. Previous research indicates a widespread lack of acceptance by the American public of the veracity of this theory and even less agreement that it should be taught as the only theory of human origins in the public schools. Many studies have also documented students' difficulties in learning, or accepting, the theory of evolution. From the time of the Scopes trial in the 1920s, to landmark Supreme Court decisions in the seventies and eighties, the manner of how evolution should taught has been an issue of contention. The most recent challenge to evolution's putative privileged place is called the intelligent design movement which seeks recognition as a competing scientific theory in a way that scientific creationism was never able to be recognized. While there has been much research conducted on the issue of student and teacher acceptance of the theory of evolution, until recently there have been few documented studies of the preservice teacher. To help fill this gap a survey based quantitative study of 330 preservice teachers from both a public and private Southern California university credentialing program was conducted. Their positions regarding the teaching of evolution in the public schools as well as their own beliefs about the importance of the issue were assessed. Results revealed that a majority (52%) was against the teaching of the theory of evolution as the only scientific theory of origins and that over 38% believed that intelligent design should be taught as an alternate or competing theory. Factors that identified this latter group were strongly held religious beliefs, a conservative political ideology, a low level of acceptance of the scientific consensus for the validity

  12. The influence of a train-the-trainer professional development on teacher perceptions of science integration and inquiry-based instruction

    NASA Astrophysics Data System (ADS)

    Blythe, Jessica Marie

    The purpose of this study was to describe the influence of the train-the-trainer professional development form of professional development on participants' perceptions of agriscience integration and inquiry-based instruction (IBI). The independent variables considered were elements of high-quality professional development, such as duration, active participation, coherence, and school culture; teacher attitudes towards professional development; and teacher demographics. The dependent variables assessed were teachers' perceptions of agriscience integration and IBI. This study utilized a quasi-experimental design to assess the impacts of a teacher professional development program and experimental follow-up support on secondary teachers' perceptions of science integration and IBI. This study was a census of all teachers who attended a 2012 professional development workshop facilitated by a National Agriscience Teacher Ambassador at the FFA and/or NAAE National Convention. Participants completed four surveys over the subsequent year to assess their perceptions of agriscience integration and IBI. Descriptive methods were used to analyze teachers' perceptions of agriscience integration and IBI. Correlations and follow-up regression analysis were conducted to determine the relationships between the teachers' perceptions and the elements of high-quality teacher professional development. Results of the study revealed that respondents had favorable perceptions of science integration into agriculture programs and planned to increase the levels of science integration in their programs. Additionally, a majority of respondents reported utilizing IBI more than once a week. Because participants of the study did not utilize the experimental follow-up support system for the workshop, clear effects could not be determined. There was a positive correlation between science integration and IBI. A variation of positive and negative correlations was found between the dependent and

  13. Biology Professors' and Teachers' Positions Regarding Biological Evolution and Evolution Education in a Middle Eastern Society

    ERIC Educational Resources Information Center

    BouJaoude, Saouma; Asghar, Anila; Wiles, Jason R.; Jaber, Lama; Sarieddine, Diana; Alters, Brian

    2011-01-01

    This study investigated three questions: (1) What are Lebanese secondary school (Grade 9-12) biology teachers' and university biology professors' positions regarding biological evolution?, (2) How do participants' religious affiliations relate to their positions about evolutionary science?, and (3) What are participants' positions regarding…

  14. Functional Assessment and Positive Support Strategies for Promoting Resilience: Effects on Teachers and High-Risk Children

    ERIC Educational Resources Information Center

    Stoiber, Karen Callan; Gettinger, Maribeth

    2011-01-01

    The purpose of this study was to conduct an experimental analysis of teachers' use of functional assessment (FA) and positive behavior support (PBS) for addressing challenging behaviors in young children. A group of 35 experimental teachers participated in professional development designed to provide step-by-step training and guided implementation…

  15. Responding to Children Victimized by Their Peers

    ERIC Educational Resources Information Center

    Nickerson, Amanda B.; Brock, Stephen E.; Chang, Yiping; O'Malley, Meagan D.

    2006-01-01

    Because victimization results from the dynamic interplay between the victim and his or her parents, peers, and teachers, responding to this problem should involve both direct and indirect interventions. This paper describes and reviews empirically supported direct interventions with victims, as well as indirect interventions with parents, peers,…

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

    ERIC Educational Resources Information Center

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

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

  17. Restructuring Pre-Service Teacher Education to Respond to Increasing Student Diversity

    ERIC Educational Resources Information Center

    Stoddart, Trish; Bravo, Marco; Mosqueda, Eduardo; Solis, Jorge

    2013-01-01

    Several pressing issues call for institutions charged with the responsibility to educate prospective teachers to rethink their model of teacher preparation to better address the educational needs of English Language Learners (ELLs). It is projected that by 2025 one in four students in the U.S. will be from homes where a language other than English…

  18. Witnessing (Halted) Deconstruction: White Teachers' "Perfect Stranger" Position within Urban Indigenous Education

    ERIC Educational Resources Information Center

    Higgins, Marc; Madden, Brooke; Korteweg, Lisa

    2015-01-01

    This article extends upon Susan Dion's theory of the "perfect stranger" by exploring how this position is articulated and embodied by white teachers (N?=?67) involved in urban Indigenous education reform. On the lookout for deconstruction, we think with Derrida around the interrelated self/other and familiar/strange binaries that uphold…

  19. Evaluating the Impact of Increasing General Education Teachers' Ratio of Positive-to-Negative Interactions on Students' Classroom Behavior

    ERIC Educational Resources Information Center

    Cook, Clayton R.; Grady, Erin A.; Long, Anna C.; Renshaw, Tyler; Codding, Robin S.; Fiat, Aria; Larson, Madeline

    2017-01-01

    The aim of this study was to isolate and evaluate the impact of increasing teachers' ratios of positive-to-negative interactions with their students. Training teachers on the 5:1 ratio was evaluated using a randomized-block pre-post control design with general education classroom teachers (N = 6) that were characterized by a higher ratio of…

  20. Analyzing prospective teachers' images of scientists using positive, negative and stereotypical images of scientists

    NASA Astrophysics Data System (ADS)

    Subramaniam, Karthigeyan; Esprívalo Harrell, Pamela; Wojnowski, David

    2013-04-01

    Background and purpose : This study details the use of a conceptual framework to analyze prospective teachers' images of scientists to reveal their context-specific conceptions of scientists. The conceptual framework consists of context-specific conceptions related to positive, stereotypical and negative images of scientists as detailed in the literature on the images, role and work of scientists. Sample, design and method : One hundred and ninety-six drawings of scientists, generated by prospective teachers, were analyzed using the Draw-A-Scientist-Test Checklist (DAST-C), a binary linear regression and the conceptual framework. Results : The results of the binary linear regression analysis revealed a statistically significant difference for two DAST-C elements: ethnicity differences with regard to drawing a scientist who was Caucasian and gender differences for indications of danger. Analysis using the conceptual framework helped to categorize the same drawings into positive, stereotypical, negative and composite images of a scientist. Conclusions : The conceptual framework revealed that drawings were focused on the physical appearance of the scientist, and to a lesser extent on the equipment, location and science-related practices that provided the context of a scientist's role and work. Implications for teacher educators include the need to understand that there is a need to provide tools, like the conceptual framework used in this study, to help prospective teachers to confront and engage with their multidimensional perspectives of scientists in light of the current trends on perceiving and valuing scientists. In addition, teacher educators need to use the conceptual framework, which yields qualitative perspectives about drawings, together with the DAST-C, which yields quantitative measure for drawings, to help prospective teachers to gain a holistic outlook on their drawings of scientists.

  1. Interculturality and Teacher Education. A Study from Pre-Service Teachers' Perspective

    ERIC Educational Resources Information Center

    Hinojosa Pareja, Eva F.; López López, M. Carmen

    2018-01-01

    Due to the multicultural nature of society and the failure of some of the educational models adopted to respond to cultural diversity, there is a need to pay greater attention to teachers' training. This study examines Teacher Education students' beliefs about cultural diversity and their relationship with pre-service teacher training as key…

  2. Construing Misbehavior: The Efficacy Connection in Responding to Misbehavior

    ERIC Educational Resources Information Center

    Morin, Joe; Battalio, Rosemary

    2004-01-01

    The implementation of school-wide positive behavior support (PBS) initiatives has experienced considerable success. Student behaviors have improved, and teachers' attitudes about the remediation of misbehavior have become more positive when PBS is used. When teacher practice results in a positive outcome, there is a corresponding increase in…

  3. Uninvited Guests: The Influence of Teachers' Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom

    ERIC Educational Resources Information Center

    Yoon, Bogum

    2008-01-01

    Grounded in positioning theory, this study examined regular classroom teachers' views of their roles with regard to English language learners (ELLs) and the relationship between their teaching approaches and the students' reactions and positioning of themselves in the classroom. Findings suggest that the teachers' views of their roles varied based…

  4. Responding to Illegal Inquiries on Job Application Blanks: The Effects of Information Management Strategy, Gender, and Position Type on Applicant Ratings.

    ERIC Educational Resources Information Center

    Bredeson, P. V.

    1992-01-01

    Effects of an applicant's information management strategy while responding to a job application item requesting illegal candidate information and moderating effects of applicant sex and position were studied for 12 hypothetical school job applicants with 108 graduate student raters. The interactions of strategy, sex, and position have important…

  5. An Exploratory Study of the Effects of Teacher Attractiveness on Undergraduates' Perceptions of Teacher-Student Sexual Involvement

    ERIC Educational Resources Information Center

    Fromuth, Mary Ellen; Kelly, David B.; Wilson, Amy K.; Finch, Lanjericha V.; Scruggs, Lindsey

    2013-01-01

    This study explored whether the attractiveness of a teacher affected perceptions of teacher sexual misconduct. Respondents (120 female and 108 male undergraduates) read scenarios depicting teacher sexual misconduct varied by gender dyad (male teacher-female student and female teacher-male student) and two levels of attractiveness (very attractive…

  6. Effect of Student Vulnerability on Perceptions of Teacher-Student Sexual Involvement

    ERIC Educational Resources Information Center

    Fromuth, Mary Ellen; Mackey, Amber L.; Wilson, Amy

    2010-01-01

    This study explored whether the vulnerability of an adolescent student affected perceptions of teacher sexual misconduct. Respondents (150 male and 150 female undergraduates) read scenarios depicting teacher sexual misconduct varied by respondent gender, gender dyad (male teacher-female student and female teacher-male student), and three levels of…

  7. Master of Science Teaching: Encouraging Teachers and their Students in Research

    NASA Astrophysics Data System (ADS)

    Reiff, P. H.

    2010-12-01

    The Master of Science Teaching program is designed to encourage more content knowledge among teachers. Thirty credit hours are required, chosen from 12 hours of Earth science courses, 12 hours of space science courses, a chemistry course, a math course, and research or education credits. A thesis is not required but each teacher must have a special project (either research or curriculum). A number of students chose as their project using ground penetrating radar to look for buried graves in an African-American cemetery. Others became Heliospheric Ambassadors, Messenger Ambassadors, or PolarTrec teachers. Nineteen teachers have graduated as of 2010 with six presently in the program. A survey of the participants has fifteen responses so far, with a good mixture of responses from early in the program to present students. Many (69%) were grade 6-8 teachers when they entered the program. After earning their MST, many had increased their teaching level: (93% reported that it helped their career path, 39% have upgraded to administration or science supervision, and 53% reported receiving a better or higher level job position as a result). Only one student no longer teaches (completing a PhD in Administration). Given that 20% of the respondents are still in the program, two thirds of the alumni (8 of 12) have earned better jobs. All respondents said that they learned from both the Earth and space science courses, and all respondents (except the person no longer in the classroom) say they use the earth and space science material in the classrooms, with 80% "frequently" and 13% "sometimes". They also report that they are more likely to encourage their students to become scientists (80%), more likely to encourage their students to support NASA (93%), and think that their students are getting better scores on the state standardized tests (60%). It is certainly not easy for teachers to perform publishable research (although some have), and it is even more difficult for students

  8. The Functional Effect of Teacher Positive and Neutral Affect on Task Performance of Students with Significant Disabilities

    ERIC Educational Resources Information Center

    Park, Sungho; Singer, George H. S.; Gibson, Mary

    2005-01-01

    The study uses an alternating treatment design to evaluate the functional effect of teacher's affect on students' task performance. Tradition in special education holds that teachers should engage students using positive and enthusiastic affect for task presentations and praise. To test this assumption, we compared two affective conditions. Three…

  9. Teacher Stress and Self-Concept.

    ERIC Educational Resources Information Center

    Wallace, Gaylen R.; Kass, Sandra E.

    This study was designed to determine if: (1) the amount of stress differs between regular and special education elementary teachers, and (2) self-concept acts to moderate the stress scores between the two groups. Subjects included 75 teachers in regular classrooms and 62 teachers in special education classrooms. The teachers responded to personal…

  10. Investigation of preservice elementary teachers' thinking about science

    NASA Astrophysics Data System (ADS)

    Cobern, William W.; Loving, Cathleen C.

    2002-12-01

    It is not uncommon to find media reports on the failures of science education, nor uncommon to hear prestigious scientists publicly lament the rise of antiscience attitudes. Given the position elementary teachers have in influencing children, antiscience sentiment among them would be a significant concern. Hence, this article reports on an investigation in which preservice elementary teachers responded to the Thinking about Science survey instrument. This newly developed instrument addresses the broadrelationship of science to nine important areas of society and culture and is intended to reveal the extent of views being consistent with or disagreeing with a commonly held worldview of science portrayed in the media and in popular science and science education literature. Results indicate that elementary teachers discriminate with respect to different aspects of culture and science but they are not antiscience.

  11. Teacher-Advocates Respond to ESSA: "Support the Good Parts--Resist the Bad Parts"

    ERIC Educational Resources Information Center

    Jones, Denisha; Khalil, Deena; Dixon, R. Davis

    2017-01-01

    Although researchers consider them powerful, teacher policy advocates are among the least studied stakeholders in U.S. public education reform today. Although plenty of attention has been given to the impact of policy on teachers' work, little research explores how teachers interpret or interact with policy. Drawing on the work of Spillane,…

  12. "If Carmen Can Analyze Shakespeare, Everybody Can": Positions, Conflicts, and Negotiations in the Narratives of Latina Pre-Service Teachers

    ERIC Educational Resources Information Center

    Kayi-Aydar, Hayriye

    2018-01-01

    This study, focusing on the life stories of three pre-service Latina teachers in the United States, explored how they positioned themselves as learners of English and teachers of Spanish in their oral narratives, and how their past experience as minority students shaped their current professional identity negotiations as language teachers.…

  13. The impact of federal policy on teachers' use of science manipulatives: A survey of teacher philosophy and practices

    NASA Astrophysics Data System (ADS)

    Helgoe, Catherine A.

    Recently, educators in public K-12 schools have added testing of science knowledge to the measures of Adequate Yearly Progress required by the federal No Child Left Behind (NCLB) legislation. Research of the impact of NCLB policy on general teaching practices had credited the policy with improving instruction; however, negative impacts noted included the concern that teachers "teach to the test," narrowing the curriculum. Testing as an assessment strategy was not advocated by the professional educators and scientists responsible for the National Science Education Standards (NSES). Results from previous studies pointed to a potential conflict between the NCLB reforms and the National Science Education Standards science standards, in which teachers might reduce or eliminate hands-on activities and other constructivist practices in order to focus class time on other topics and tasks. Most research on NCLB policy, however, had not evaluated instructional practices regarding science education. This study examined the relationship among teacher beliefs, specifically the strength of their constructivist versus traditional beliefs, teachers' responses to NCLB policy, and teachers' use of constructivist practices in the form of manipulatives. This study showed that national policy did have an impact on teachers; however, that impact was not specific to the hands-on practices in science education. Teachers who responded to this survey had found many benefits in student learning using manipulatives and those positive impacts on their students justified the increased use of manipulatives in the classroom. The strength of teachers' constructivist beliefs showed a weak positive correlation to choices related to curriculum priorities, learning goals and advantages in using manipulatives. However, a relationship to beliefs was not found in the changes teachers made to various instructional practices, or in how they viewed certain manipulative materials, or in how they viewed

  14. South Korean Early Childhood Education Teachers' Perceptions of Program-Wide Positive Behavior Support

    ERIC Educational Resources Information Center

    Noh, Jina; Steed, Elizabeth A.; Kim, Kyungmin

    2016-01-01

    The authors conducted a survey of 169 South Korean early childhood education teachers regarding the importance and implementation of strategies associated with the Program-Wide Positive Behavior Support (PWPBS) framework (L. Fox & M. L. Hemmeter, 2009) to support social competence and prevent young children's challenging behavior. Analyses…

  15. The Student-Teacher Relationship

    ERIC Educational Resources Information Center

    Schlechty, Phillip C.; Atwood, Helen E.

    1977-01-01

    Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

  16. Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior

    ERIC Educational Resources Information Center

    Moore Partin, Tara C.; Robertson, Rachel E.; Maggin, Daniel M.; Oliver, Regina M.; Wehby, Joseph H.

    2010-01-01

    Teachers' successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior management strategies. Among others, 2 teacher-centered strategies have been shown to decrease students' inappropriate behaviors and increase their appropriate behaviors: the…

  17. Positionings in an Immature Triad in Teacher Education

    ERIC Educational Resources Information Center

    Klemp, Torunn; Nilssen, Vivi

    2017-01-01

    This article presents and discusses experiences from an intervention project in Norwegian teacher education focusing on a triadic collaboration between student teachers, mentors and lecturers. The aim of the project was to establish a written, digital meeting place supporting the student teachers' professional development. The question explored in…

  18. Profile Of A Rural Teachers' Center. Teachers' Center Exchange. Occasional Paper No. 2.

    ERIC Educational Resources Information Center

    Martin, Peter H.

    Project RISE (Regional In-Service Education) is an inservice center serving teachers, administrators, support staff and parents in central Connecticut. It began in 1976 with state funding, and serves 500 teachers in nine rural and small town districts. An initial needs assessment provided a basis for planning and responding to individual teachers'…

  19. Improving Teacher Practice: Experimental Evidence on Individualized Teacher Coaching

    ERIC Educational Resources Information Center

    Kraft, Matthew A.; Blazar, David L.

    2013-01-01

    For over a century, school systems in the U.S. have attempted to improve instructional quality by investing in the education and training of their teachers. Today, over 90% of teachers report participating in some form of professional development (PD). Practitioners have responded to critiques of PD by re-envisioning it in the form of…

  20. Responding with Care to Students Facing Trauma

    ERIC Educational Resources Information Center

    Souers, Kristin

    2018-01-01

    Exposure to trauma--which many experts view as include ongoing life stressors like poverty, parents divorcing, death of a family member, or drug abuse in the home--is prevalent among school-aged children. Teachers know that facing trauma impedes students' ability to focus and learn, but it can be challenging to keep responding caringly to a…

  1. Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion Reappraisal

    PubMed Central

    Morgan, James; Atkin, Lisa

    2016-01-01

    The aim of the present pilot study was to assess the effect of a brief work-related self-affirming implementation intention (WS-AII) on the well-being of primary school teachers. Participants were randomly allocated to one of two conditions: one in which they were asked to create a WS-AII or one in which they were asked to create a control implementation intention (C-II). State anxiety was measured pre- and post-manipulation, self-efficacy at post-manipulation only, and emotions in teaching and emotion regulation at baseline and at a two-week follow-up. There were statistically significant differences between the WS-AII condition and the control. Teachers who created work-related self-affirming implementation intentions reported an immediate reduction in state anxiety. Positive effects extended over the two-week period, with teachers in the WS-AII condition also reporting more positive emotions in teaching and the use of reappraisal emotion regulation strategies rather than emotion suppression. Results suggest that the integration of the WS-AII into existing organisational practice may be of benefit to the well-being of teachers and other highly stressed workers. PMID:27187437

  2. Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion Reappraisal.

    PubMed

    Morgan, James; Atkin, Lisa

    2016-05-13

    The aim of the present pilot study was to assess the effect of a brief work-related self-affirming implementation intention (WS-AII) on the well-being of primary school teachers. Participants were randomly allocated to one of two conditions: one in which they were asked to create a WS-AII or one in which they were asked to create a control implementation intention (C-II). State anxiety was measured pre- and post-manipulation, self-efficacy at post-manipulation only, and emotions in teaching and emotion regulation at baseline and at a two-week follow-up. There were statistically significant differences between the WS-AII condition and the control. Teachers who created work-related self-affirming implementation intentions reported an immediate reduction in state anxiety. Positive effects extended over the two-week period, with teachers in the WS-AII condition also reporting more positive emotions in teaching and the use of reappraisal emotion regulation strategies rather than emotion suppression. Results suggest that the integration of the WS-AII into existing organisational practice may be of benefit to the well-being of teachers and other highly stressed workers.

  3. Responding to Students' Learning Preferences in Chemistry

    NASA Astrophysics Data System (ADS)

    Lewthwaite, Brian; Wiebe, Rick

    2014-04-01

    This paper reports on a teacher's and his students' responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49-55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher's development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36-61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher's teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students' preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students' voice in triggering teachers' pedagogical change and the adjustments in `teachering' and `studenting' required by such curricula are considered.

  4. Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

    ERIC Educational Resources Information Center

    Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

    2018-01-01

    The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

  5. School food practices of prospective teachers.

    PubMed

    Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya

    2007-12-01

    Schoolteachers can affect students' eating habits in several ways: through nutrition knowledge, positive role modeling, and avoidance of unhealthy classroom food practices. In this study, the knowledge, attitudes, and eating behaviors of prospective teachers as determinants of intended classroom food practices and the school environment and its potential impact on classroom food practices were examined and explored. One hundred and three students (response rate 79%) enrolled in the final year of a bachelor of education program with at least 22 weeks of practice teaching completed a self-administered questionnaire adapted from the Teens Eating for Energy and Nutrition at School teaching staff survey. Indexes related to classroom food practices, school food environment, personal health, fat intake, and nutrition knowledge were constructed and explored quantitatively using linear modeling techniques and contingency table analysis. The majority of respondents reported a high fat intake (65%) and had mid-to-low nutrition knowledge (72%). While most respondents (93%) believed that a healthy school food environment was important, two thirds reported unhealthy classroom food practices. Unhealthy classroom food practices were more likely to be used by those intending to teach at the secondary level, those who held a high personal health belief, and those who demonstrated less support for a healthy school environment. These findings suggest that knowledge, attitudes, and food behaviors of prospective teachers may be barriers to promoting healthy food habits to their future students. Further, prospective teachers would benefit from policies and programs that support healthy classroom practices and from compulsory nutrition education in the teacher training curriculum.

  6. Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

    PubMed Central

    Riegle-Crumb, Catherine; Morton, Karisma; Moore, Chelsea; Chimonidou, Antonia; Labrake, Cynthia; Kopp, Sacha

    2016-01-01

    Due to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes towards science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands on Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels. PMID:27667862

  7. Teachers' Practices: Responding to Governmentality in Accountability Testing Policy

    ERIC Educational Resources Information Center

    Atkinson, Becky M.

    2015-01-01

    In this article, I offer an examination of findings from a recently completed qualitative study conducted in the south-eastern region of the US. In the study, nine teachers from three different schools representing two different school districts were interviewed twice about how they dealt with their students' Stanford Achievement Test 10 (SAT 10)…

  8. Social Justice Language Teacher Education

    ERIC Educational Resources Information Center

    Hawkins, Margaret R.

    2011-01-01

    Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that result in unequal access to educational and life opportunities. In this volume authors articulate a global view of Social Justice Language Teacher Education, with authors from 7 countries offering a theorized…

  9. Sliding Subject Positions: Knowledge and Teacher Educators

    ERIC Educational Resources Information Center

    Brown, Tony; Rowley, Harriet; Smith, Kim

    2016-01-01

    In England, adjustments to policy in teacher education have had implications for how subject knowledge is understood and for how job descriptions are defined. That is, the interface between teacher educator and subject knowledge representation has been changing. This paper reports on a wider study that considers the experience of university…

  10. Multi-Positioning Mathematics Class Size: Teachers' Views

    ERIC Educational Resources Information Center

    Handal, Boris; Watson, Kevin; Maher, Marguerite

    2015-01-01

    This paper explores mathematics teachers' perceptions about class size and the impact class size has on teaching and learning in secondary mathematics classrooms. It seeks to understand teachers' views about optimal class sizes and their thoughts about the education variables that influence these views. The paper draws on questionnaire responses…

  11. An explanatory framework of teachers' perceptions of a positive mealtime environment in a preschool setting.

    PubMed

    Mita, Satoko C; Gray, Samuel A; Goodell, L Suzanne

    2015-07-01

    Attending a preschool center may help preschoolers with growth and development that encourage a healthy lifestyle, including sound eating behaviors. Providing a positive mealtime environment (PME) may be one of the keys to fostering a child's healthy eating habits in the classroom. However, a specific definition of a PME, the components of a PME, or directions on how to create one have not been established. The purpose of this study, therefore, was to explore Head Start teachers' perceptions related to a PME and create a conceptual framework representing these perceptions. To achieve this purpose, researchers conducted 65 in-depth phone interviews with Head Start teachers around the US. Applying principles of grounded theory, researchers developed a conceptual framework depicting teachers' perceptions of PME, consisting of five key components: (1) the people (i.e., teachers, kitchen staff, parent volunteers, and children), (2) positive emotional tone (e.g., relaxed and happy), (3) rules, expectations, and routines (e.g., family-style mealtime), (4) operations of a PME (i.e., eating, socialization, and learning), and (5) both short- and long-term outcomes of a PME. With this PME framework, researchers may be able to enhance the effectiveness of nutrition interventions related to a PME, focusing on the factors in the conceptual framework as well as barriers associated with achieving these factors. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Teachers' Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts

    ERIC Educational Resources Information Center

    Yoon, Jina; Sulkowski, Michael L.; Bauman, Sheri A.

    2016-01-01

    School is a critical context of bullying. This study investigated teacher responses to bullying incidents and the effects of individual and contextual variables on these responses. Participating teachers (N = 236) viewed streaming video vignettes depicting physical, verbal, and relational bullying and reported how they would respond to bullies and…

  13. College Students' Attributions of Teacher Misbehaviors

    ERIC Educational Resources Information Center

    Kelsey, Dawn M.; Kearney, Patricia; Plax, Timothy G.; Allen, Terre H.; Ritter, Kerry J.

    2004-01-01

    Grounded in attribution theory, this investigation examined explanations students provide when college teachers misbehave, and the influence of perceived teacher immediacy shaping those interpretations. Across two different samples, college students responded to questionnaires assessing perceptions of their teachers' immediacy, teacher…

  14. Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.

    PubMed

    Malmberg, Lars-Erik; Hagger, Hazel

    2009-12-01

    Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.

  15. Chinese Tertiary Teachers' Goal Orientations for Teaching and Teaching Approaches: The Mediation of Teacher Engagement

    ERIC Educational Resources Information Center

    Yin, Hongbiao; Han, Jiying; Lu, Genshu

    2017-01-01

    This study investigated the effects of Chinese tertiary teachers' goal orientations for teaching on their approaches to teaching mediated by teacher engagement. In a survey of 597 Chinese tertiary teachers, the respondents placed particular emphasis on relational and mastery goals and expressed a preference for student-focused approaches to…

  16. Disruptive Student Behavior in the Classroom. What Research Says to the Teacher. Second Edition.

    ERIC Educational Resources Information Center

    Swick, Kevin J.

    The purpose of this research report is to explore practices that teachers can use to respond to behavior problems in their classes. Preliminary discussion focuses on understanding the context of student behavior and identifying student behavior problems early. Positive responses to student behavior problems are discussed in terms of the following…

  17. Primary school teachers' opinions and attitudes towards stuttering in two South African urban education districts.

    PubMed

    Abrahams, Kristen; Harty, Michal; St Louis, Kenneth O; Thabane, Lehana; Kathard, Harsha

    2016-07-27

    As teachers form an important part of the intervention process with childrenwho stutter in primary school, the primary aim was to describe primary school teachers'attitudes in South Africa. The secondary aim was to compare teachers' attitudes towardsstuttering in South Africa with those from a pooled group of respondents in the Public OpinionSurvey of Human Attributes-Stuttering (POSHA-S) database from different countries collectedin 2009-2014. A quantitative, cross-sectional survey research design was used. Primary schools intwo education districts in Western Cape, South Africa, were sampled. The POSHA-S, a selfadministeredquestionnaire, was completed by a cluster sample of 469 participants. Overall positive attitudes towards stuttering were found, specifically related to thepotential of people who stutter, although the result should be interpreted with caution as thesample was not homogenously positive. Teachers still had misconceptions about personalitystereotypes and the cause of stuttering. The attitudes of the South African sample were slightlymore positive compared with the samples in the current POSHA-S database. When developing stuttering intervention strategies, there are a number of keyconsiderations to take into account. The study provides a basis for speech-language therapiststo think about intervention with teachers and which areas of stuttering to consider.

  18. Science Teachers' Thinking About the Nature of Science: A New Methodological Approach to Its Assessment

    NASA Astrophysics Data System (ADS)

    Vázquez-Alonso, Ángel; García-Carmona, Antonio; Manassero-Mas, María Antonia; Bennàssar-Roig, Antoni

    2013-04-01

    This paper describes Spanish science teachers' thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed.

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

    PubMed

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

    2015-03-01

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

  20. Positive weighing of the other's collective narrative among Jewish and Bedouin-Palestinian teachers in Israel and its correlates.

    PubMed

    Lazar, Alon; Braun-Lewensohn, Orna; Litvak Hirsch, Tal

    2016-06-01

    Teachers play a pivotal role in the educational discourse around collective narratives, and especially the other's narrative. The study assumed that members of groups entangled in a conflict approach the different modules of the other's narrative distinctively. Jewish and Palestinian teachers, Israeli citizens, answered questionnaires dealing with the narrative of the other, readiness for interethnic contact, negative between-group emotions and preferences for resolutions of the Israeli-Palestinian (I-P) conflict. Positive weighing of the other's narrative among Jewish teachers correlated with high levels of readiness for interethnic contact and low levels of negative between-group emotions, across the various modules of the Palestinian narrative. Preferences for a peaceful resolution of the I-P conflict and rejection of a violent one were noted in two of the modules. Among Palestinian teachers, positive weighing of the other's collective narrative was exclusively noted for the Israeli narrative of the Holocaust, and this stance negatively related to negative between-group emotions and preference for a violent solution of the I-P conflict, and positively related to readiness for interethnic contact and preference of a peaceful resolution of the conflict. Practical implications of these findings for peace education are discussed. © 2015 International Union of Psychological Science.

  1. 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.

  2. "Upsetting the Apple Cart": Issues of Diversity in Preservice Teacher Education

    ERIC Educational Resources Information Center

    Liggett, Tonda; Finley, Susan

    2009-01-01

    Over the last decade, teacher preparation programs at colleges and universities across the United States have attempted to respond to the challenges of preparing teachers for the increasing diversity that is represented in public schools today. Teacher programs have responded to these challenges by altering courses, curriculum, fieldwork…

  3. Learning from Differences: A Strategy for Teacher Development in Respect to Student Diversity

    ERIC Educational Resources Information Center

    Messiou, Kyriaki; Ainscow, Mel; Echeita, Gerardo; Goldrick, Sue; Hope, Max; Paes, Isabel; Sandoval, Marta; Simon, Cecilia; Vitorino, Teresa

    2016-01-01

    Drawing on evidence gathered as a result of collaborative action research carried out in 8 secondary schools in 3 European countries, this paper proposes an innovative strategy for helping teachers respond positively to learner diversity. The strategy merges the idea of lesson study with an emphasis on listening to the views of students. The…

  4. Assessment of respondent acceptability of preference measures: discriminatory power of graphic positioning scale versus traditional scaling measures.

    PubMed

    Franic, Duska M; Pathak, Dev S

    2003-01-01

    The objective of this study was to compare discriminatory power of two different measures-graphic positioning scale (GPS) versus traditional scale (TS)-in assessing respondent acceptability of three preference measures: visual analog scale (VAS), standard gamble (SG), and willingness to pay (WTP). Two face-to-face interviews were conducted at least 1 week apart in a convenience sample of women aged 22 to 50 years with no history of breast cancer or cancer requiring chemotherapy. Study participation required completion of two surveys: one evaluating health preferences for an acute condition (chemotherapy-induced nausea and vomiting) and one evaluating a chronic condition (breast cancer). Data were collected from March 2000 to June 2000 at Ohio State University. Respondents were randomized to either GPS or TS surveys. Data analysis was a two-step process. First, a four-way multivariate repeated-measures analysis of variance (MANOVA) was conducted to assess respondent acceptability of three-preference metrics-VAS, SG, and WTP-in health-care decision making. Each of the four dependent variables, difficulty, clarity, reasonableness, and comfort in use in decision making, was measured on 9-point Likert scale. Second, a mixed design univariate analysis of variance (ANOVA) was performed for each dependent variable to optimize MANOVA analysis. Univariate ANOVAs, 2 x (2 x 3), were composed of three independent variables: assessment (GPS/TS), condition (acute and chronic), and preferences (VAS, SG, WTP). Of 126 respondents, 119 were usable and complete. MANOVA results showed (P <.05) for two main effects, condition (F4,114 = 6.375) and preferences (F8,110 = 9.290), and two significant interactions, condition x assessment (F4,114 = 3.421) and condition x preferences (F8,110 = 2.087). GPS has higher discriminatory power than TS in assessing respondent attitudes toward health preference measures. Results showed that respondents had more difficulty and less comfort when making

  5. Responding to the Challenge: Giving Pre-Service Classroom Teachers a Musical Language and Understanding

    ERIC Educational Resources Information Center

    Munday, Jenni; Smith, Wyverne

    2010-01-01

    Pre-service teacher degree programs are increasingly crowded with subjects covering the wide gamut of knowledge a teacher requires. Ensuring musical knowledge and language for classroom teaching poses a difficult problem for teacher educators. This article examines the challenges of including in the pre-service classroom teaching program a music…

  6. Violence against Teachers--Rule or Exception?

    ERIC Educational Resources Information Center

    Lokmic, Maja; Opic, Siniša; Bilic, Vesna

    2013-01-01

    The objective of this study is to examine the prevalence of violence against teachers by students. The study included 175 teachers, five primary and five secondary schools. The age of respondents (teachers) ranges from 20 to 65, with average age being 44,33 years. The used instrument has assessed violence against teachers and has consisted of data…

  7. Leveraging Cultural Resources through Teacher Pedagogical Reasoning: Elementary Grade Teachers Analyze Second Language Learners' Science Problem Solving

    ERIC Educational Resources Information Center

    Buxton, Cory A.; Salinas, Alejandra; Mahotiere, Margarette; Lee, Okhee; Secada, Walter G.

    2013-01-01

    Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview…

  8. Educational Production and Teacher Preferences

    ERIC Educational Resources Information Center

    Bosworth, Ryan; Caliendo, Frank

    2007-01-01

    We develop a simple model of teacher behavior that offers a solution to the ''class size puzzle'' and is useful for analyzing the potential effects of the No Child Left Behind Act. When teachers must allocate limited classroom time between multiple instructional methods, rational teachers may respond to reductions in class size by reallocating…

  9. Moderators of wellbeing interventions: Why do some people respond more positively than others?

    PubMed Central

    Nelson-Coffey, S. Katherine; Layous, Kristin; Jacobs Bao, Katherine; Davis, Oliver S. P.; Haworth, Claire M. A.

    2017-01-01

    Interventions rarely have a universal effect on all individuals. Reasons ranging from participant characteristics, context and fidelity of intervention completion could cause some people to respond more positively than others. Understanding these individual differences in intervention response may provide clues to the mechanisms behind the intervention, as well as inform future designs to make interventions maximally beneficial for all. Here we focus on an intervention designed to improve adolescent wellbeing, and explore potential moderators using a representative and well-powered sample. 16-year old participants (N = 932) in the Twins Wellbeing Intervention Study logged online once a week to complete control and wellbeing-enhancing activities consecutively. Throughout the study participants also provided information about a range of potential moderators of intervention response including demographics, seasonality, personality, baseline characteristics, activity fit, and effort. As expected, some individuals gained more from the intervention than others; we used multi-level modelling to test for moderation effects that could explain these individual differences. Of the 15 moderators tested, none significantly explained individual differences in intervention response in the intervention and follow-up phases. Self-reported effort and baseline positive affect had a notable effect in moderating response in the control phase, during which there was no overall improvement in wellbeing and mental health. Our results did not replicate the moderation effects that have been suggested by previous literature and future work needs to reconcile these differences. They also show that factors that have previously been shown to influence baseline wellbeing do not also influence an individual’s ability to benefit from a wellbeing intervention. Although future research should continue to explore potential moderators of intervention efficacy, our results suggest that the beneficial

  10. Moderators of wellbeing interventions: Why do some people respond more positively than others?

    PubMed

    Wang, R Adele H; Nelson-Coffey, S Katherine; Layous, Kristin; Jacobs Bao, Katherine; Davis, Oliver S P; Haworth, Claire M A

    2017-01-01

    Interventions rarely have a universal effect on all individuals. Reasons ranging from participant characteristics, context and fidelity of intervention completion could cause some people to respond more positively than others. Understanding these individual differences in intervention response may provide clues to the mechanisms behind the intervention, as well as inform future designs to make interventions maximally beneficial for all. Here we focus on an intervention designed to improve adolescent wellbeing, and explore potential moderators using a representative and well-powered sample. 16-year old participants (N = 932) in the Twins Wellbeing Intervention Study logged online once a week to complete control and wellbeing-enhancing activities consecutively. Throughout the study participants also provided information about a range of potential moderators of intervention response including demographics, seasonality, personality, baseline characteristics, activity fit, and effort. As expected, some individuals gained more from the intervention than others; we used multi-level modelling to test for moderation effects that could explain these individual differences. Of the 15 moderators tested, none significantly explained individual differences in intervention response in the intervention and follow-up phases. Self-reported effort and baseline positive affect had a notable effect in moderating response in the control phase, during which there was no overall improvement in wellbeing and mental health. Our results did not replicate the moderation effects that have been suggested by previous literature and future work needs to reconcile these differences. They also show that factors that have previously been shown to influence baseline wellbeing do not also influence an individual's ability to benefit from a wellbeing intervention. Although future research should continue to explore potential moderators of intervention efficacy, our results suggest that the beneficial

  11. Analyzing Prospective Teachers' Images of Scientists Using Positive, Negative and Stereotypical Images of Scientists

    ERIC Educational Resources Information Center

    Subramaniam, Karthigeyan; Harrell, Pamela Esprivalo; Wojnowski, David

    2013-01-01

    Background and purpose: This study details the use of a conceptual framework to analyze prospective teachers' images of scientists to reveal their context-specific conceptions of scientists. The conceptual framework consists of context-specific conceptions related to positive, stereotypical and negative images of scientists as detailed in the…

  12. Teachers and Speech and Language Therapists Working with Children with Physical Disabilities: Implications for Inclusive Education.

    ERIC Educational Resources Information Center

    Wright, Jannet A.; Kersner, Myra

    1999-01-01

    This questionnaire study examined the coordination of speech/language therapists (N=47) with teachers (N=62) in 54 special schools for children with physical disabilities in England. Respondents were positive about the value of collaboration, although many reported problems of limited time available for joint planning and development of…

  13. Reforming Again: Now Teachers

    ERIC Educational Resources Information Center

    Marx, Ronald W.

    2014-01-01

    Background: Educational reform responds to local and national pressures to improve educational outcomes, and reform efforts cycle as similar pressures recur. Currently, reform efforts focus on teachers, even though confidence in a host of American social institutions is dropping. One of the most widespread reforms regarding teachers is the…

  14. Preschool teachers' perception and use of hearing assistive technology in educational settings.

    PubMed

    Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

    2013-07-01

    This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

  15. Teacher stress and burnout: implications for school health personnel.

    PubMed

    Belcastro, P A; Gold, R S

    1983-09-01

    Recent literature indicates teachers experience considerable stress in the workplace, and that such stress is associated with an increased frequency of physical illnesses and somatic complaints. This study was conducted to identify the relationship between reported levels of stress and somatic complaints and selected illnesses. The Maslach Burnout Inventory and the Teacher Somatic Complaints and Illness Inventory were distributed to 428 teachers in public schools in Southern Illinois. The MBI yields data allowing classification of teachers into two groups according to degrees of work related stress. A discriminant analysis was performed to examine the ability to discriminate between these groups based on their reported patterns of somatic complaints and illnesses. More than 11% of those responding to the study were classified as burned out according to conservative criteria for classification. The conclusion that burnout represents a health risk to teachers in this study has implications for school health personnel. Since school health personnel have experience in educating people about physiological and psychological factors that threaten health, and have experience in motivating individuals to take positive action regarding their health, they can provide teachers with information and skills to cope with occupational stress.

  16. Effects of Pre-Service Teacher Learning and Student Teaching on Teacher Education

    ERIC Educational Resources Information Center

    AlAjmi, Maadi M.; Al-Dhafiri, Mohammed D.; Al-Shammari, Zaid N.

    2016-01-01

    The purposes of this research were to investigate and examine the effects of pre-service teacher learning and student teaching on teacher education.Three hundred and ten out of 349 intentionally selected participants responded to a two-dimensional survey. The gender, nationality, marital status, age, and academic year had no significant effects,…

  17. Responding to Our Critics : From Crisis to Opportunity in Research on Teacher Education

    ERIC Educational Resources Information Center

    Grossman, Pam

    2008-01-01

    This article uses Andrew Abbott's concept of jurisdictional challenge to analyze the current challenges facing university-based teacher educators. The author suggests that teacher educators are dangerously close to losing jurisdiction over two key professional tasks--the preparation of new professionals and the production of academic knowledge for…

  18. Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey

    PubMed Central

    Liu, Dengyuan; Rao, Yunshuang; Yuan, Jun; Chen, Yao; Zhao, Yong

    2018-01-01

    Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score (p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children’s nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R2) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in

  19. Nutrition-Related Knowledge, Attitudes, and Practices (KAP) among Kindergarten Teachers in Chongqing, China: A Cross-Sectional Survey.

    PubMed

    Liu, Hongyan; Xu, Xianglong; Liu, Dengyuan; Rao, Yunshuang; Reis, Cesar; Sharma, Manoj; Yuan, Jun; Chen, Yao; Zhao, Yong

    2018-03-28

    Kindergarten teachers play an important role in providing kindergarten children with education on nutrition. However, few studies have been published on nutrition-related knowledge, attitudes, and practices (KAP) of Chinese kindergarten teachers. This study aimed to assess the nutrition-related knowledge, attitudes, and practices (KAP) of kindergarten teachers in Chongqing, China. Thus, a cross-sectional survey was conducted using a structured KAP model questionnaire administered to 222 kindergarten teachers, who were senior teachers from 80 kindergartens in 19 districts and 20 counties in Chongqing. Multiple regression analysis was used to analyze the influential factors. Among the participants, 54.2% were familiar with simple nutrition-related knowledge; only 9.9% of them were satisfied with their knowledge of childhood nutrition; and 97.7% of them had a positive attitude to learn nutrition-related knowledge. Only 38.7% of the participants had attended pediatric nutrition knowledge courses or training. Multiple regression analysis confirmed significant independent effects on the nutrition knowledge score ( p < 0.0001) of respondents on age, type of residence, type of kindergarten, body mass index(BMI), professional training of kindergarten teachers, behavior of having ever participated in childhood nutrition education knowledge courses or training, and behavior of having ever paid attention to children's nutrition knowledge. The model indicated that independent variables explained 45.4% (adjusted R²) of the variance found in the knowledge scores of respondents. While there were low levels of nutrition knowledge and training, it was still encouraging to note that there were positive attitudes towards acquiring nutrition-related knowledge among kindergarten teachers in Chongqing, China. These findings provide some implications that necessary training measures need to be carried out to improve the nutrition-related knowledge level among kindergarten teachers in

  20. Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers' Gender Perspective.

    PubMed

    Tsuda, Satoko; Hartini, Sri; Hapsari, Elsi Dwi; Takada, Satoshi

    2017-05-01

    Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.

  1. Relationship Domain of Form Six Teachers Thinking in Teaching with External Factors of Form Six Teachers

    ERIC Educational Resources Information Center

    bin Pet, Mokhtar; Sihes, Ahmad Johari Hj

    2015-01-01

    This study aims to examine the external factors of form six teachers who can influence thinking domain form six teachers in their teaching. This study was conducted using a quantitative approach using questionnaires. A total of 300 form six teacher schools in Johor were chosen as respondents. The findings were obtained as student background…

  2. Supporting School Teachers: Primary Teachers' Conceptions of Their Responses to Diverse Sexualities

    ERIC Educational Resources Information Center

    van Leent, Lisa

    2017-01-01

    Teachers experience a range of situations in the primary school context where students talk about, share ideas and use words and actions that might be described as non-heteronormative in character. This article reports on teachers' experiences of the ways in which they respond to actions and events they see as non-heteronormative. It identifies…

  3. Proficiency Teaching and the Teacher in the Field.

    ERIC Educational Resources Information Center

    Gonzalez, Barbara

    Results of a 1983 survey of Texas foreign language teachers reveal their views and concerns about a new state law requiring all prospective language teachers to pass an oral proficiency interview for certification beginning in 1986. Of the 142 respondents, most were Spanish teachers, high school teachers, and teachers with more than 10 years…

  4. Review of Brief School-Based Positive Psychological Interventions: A Taster for Teachers and Educators

    ERIC Educational Resources Information Center

    Shankland, Rébecca; Rosset, Evelyn

    2017-01-01

    Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school…

  5. Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2014-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

  6. Understanding Teachers' Concerns about Inclusive Education

    ERIC Educational Resources Information Center

    Yadav, Monika; Das, Ajay; Sharma, Sushama; Tiwari, Ashwini

    2015-01-01

    This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon,…

  7. Medical students' and teachers' perceptions of sexual misconduct in the student-teacher relationship.

    PubMed

    Dekker, Hanke; Snoek, Jos W; Schönrock-Adema, Johanna; van der Molen, Thys; Cohen-Schotanus, Janke

    2013-11-01

    Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours in student-teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed-with a reference group-five written vignettes describing inappropriate behaviours in the student-teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson's correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers' and students' perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.

  8. Teacher Educator Identity Emerging through Positioning Self and Others

    ERIC Educational Resources Information Center

    Pinnegar, Stefinee; Murphy, M. Shaun

    2011-01-01

    Research exploring the process of becoming a teacher educator always reveals the difficult balancing act that developing an identity as a teacher educator involves and the articles in this issue do just that. The Rice and McNeil studies of teacher educator identity in this issue are very revealing; they were conducted from the perspective of…

  9. What Is Teaching Effectiveness? A Survey of Student and Teacher Perceptions of Teacher Effectiveness.

    ERIC Educational Resources Information Center

    Money, Sheila M.

    A study was conducted at Humber College of Applied Arts and Technology, in Ontario, Canada, to determine student and faculty perceptions of teacher effectiveness. Discussions with 10 nursing students identified 7 factors contributing to teacher effectiveness. A questionnaire, asking respondents to rank these seven characteristics, was distributed…

  10. Epilepsy and education in developing countries: a survey of school teachers' knowledge about epilepsy and their attitude towards students with epilepsy in Northwestern Nigeria.

    PubMed

    Owolabi, Lukman Femi; Shehu, Naziru Muhammad; Owolabi, Shakirah Desola

    2014-01-01

    Students living with epilepsy still find themselves confronted with social barriers that prevent them from academic achievements. The aim of this study was to evaluate knowledge and attitudes of school teachers and to determine the factors associated with good knowledge and positive attitude among nursery, primary and secondary school teachers in Kano, Northwestern Nigeria. A 20-item validated semi-structured questionnaire was self-administered to 200 teachers, selected through multistage sampling technique, in Kano, Northwestern Nigeria. The respondents comprised 124 (62%) males and 76(38%) females. Their age ranged between 17 and 55 with a median age of 26 years. All the respondents have heard or read about epilepsy, 13% have had students with epilepsy in their classes before, fifty one (25.5%) of them would object to having an epileptic child in their class. To one hundred and seventy one (85.5%) all seizures were convulsive, 81% of them admitted to not having adequate knowledge of the initial procedure should their student develop epileptic seizure, 60% believed that epileptic student should be separated from non-epileptic students in the classroom and 44.5% of them preferred alternative medicine. Overall, fifty nine (29.5%) teachers had fair to good knowledge about epilepsy. and one hundred and sixty four (82%) had positive attitude to students with epilepsy. Statistically significant association was found between level of education attained by the respondents and good knowledge about epilepsy as well as between female gender and good attitude. However, none of the variables was statistically significant predictor of knowledge or attitude among the respondents. There was low level of knowledge and misconceptions about epilepsy but fair attitude towards epileptic students in Northwestern Nigeria. Higher level of education of the teachers was significantly associated with good attitude.

  11. First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

    NASA Astrophysics Data System (ADS)

    Chin, Chi-Chin

    2005-10-01

    Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50

  12. Counseling Skills for Teachers

    ERIC Educational Resources Information Center

    Kottler, Jeffrey A.; Kottler, Ellen

    2006-01-01

    By necessity, today's teachers do much more than deliver instruction. In the classroom, on the playground, or even in the parking lot, teachers are often called upon to respond quickly and appropriately to students' social and emotional needs, drawing from instinct more than anything else. In this second edition of "Counseling Skills for…

  13. Exceptional responders in conservation.

    PubMed

    Post, Gerald; Geldmann, Jonas

    2017-08-30

    Conservation operates within complex systems with incomplete knowledge of the system and the interventions utilized. This frequently results in the inability to find generally applicable methods to alleviate threats to Earth's vanishing wildlife. One approach used in medicine and the social sciences has been to develop a deeper understanding of positive outliers. Where such outliers share similar characteristics, they may be considered exceptional responders. We devised a 4-step framework for identifying exceptional responders in conservation: identification of the study system, identification of the response structure, identification of the threshold for exceptionalism, and identification of commonalities among outliers. Evaluation of exceptional responders provides additional information that is often ignored in randomized controlled trials and before-after control-intervention experiments. Interrogating the contextual factors that contribute to an exceptional outcome allow exceptional responders to become valuable pieces of information leading to unexpected discoveries and novel hypotheses. © 2017 Society for Conservation Biology.

  14. Predictors of Teacher Intervention in Indirect Bullying at School and Outcome of a Professional Development Presentation for Teachers

    ERIC Educational Resources Information Center

    Dedousis-Wallace, Anna; Shute, Rosalyn; Varlow, Megan; Murrihy, Rachael; Kidman, Tony

    2014-01-01

    This study with 326 girls-school teachers developed and tested a model of predictors of the likelihood that teachers will intervene in indirect bullying, and evaluated a professional development presentation. Teachers responded to bullying vignettes before and after a presentation on indirect bullying (Experimentals) or adolescent mental health…

  15. Why Did Principals and Teachers Respond Differently to Curriculum Reform?

    ERIC Educational Resources Information Center

    Ng, Shun Wing

    2009-01-01

    This article presents the finding of an interim evaluation survey commissioned by the Education Bureau of Hong Kong on the effectiveness of the curriculum reform initiated in 2001. Drawing upon change theories for analysis of the study, the article examines the perceptions of both principals and teachers on the effectiveness of short-term…

  16. Responding to Literature through Storytelling, Artifacts and Multigenre Writing Practices: Explorations of Cultures and Self

    ERIC Educational Resources Information Center

    Varga-Dobai, Kinga

    2015-01-01

    This manuscript describes how innovative literacy practices such as multigenre writing and artifactual critical literacy have been used to tap into pre-service teachers' cultural identities while responding to literature. In the process of responding to literature, personal experience is crucial; therefore, in this study, I focused on the…

  17. Strangers and Professionals: Positioning Discourse in ESL Teachers' Work

    ERIC Educational Resources Information Center

    Haneda, Mari; Nespor, Jan

    2013-01-01

    English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through…

  18. Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers

    ERIC Educational Resources Information Center

    Storey, Keith; Post, Michal

    2012-01-01

    This unique book will provide teachers and other service providers the knowledge and skills for positive behavior supports in school settings, thereby improving the academic and social skills of their students. The text is generic across age levels K-12, and focuses on the positive behavior supports in school settings. Each chapter begins with Key…

  19. Continuous Enhancement of Science Teachers' Knowledge and Skills through Scientific Lecturing.

    PubMed

    Azevedo, Maria-Manuel; Duarte, Sofia

    2018-01-01

    Due to their importance in transmitting knowledge, teachers can play a crucial role in students' scientific literacy acquisition and motivation to respond to ongoing and future economic and societal challenges. However, to conduct this task effectively, teachers need to continuously improve their knowledge, and for that, a periodic update is mandatory for actualization of scientific knowledge and skills. This work is based on the outcomes of an educational study implemented with science teachers from Portuguese Basic and Secondary schools. We evaluated the effectiveness of a training activity consisting of lectures covering environmental and health sciences conducted by scientists/academic teachers. The outcomes of this educational study were evaluated using a survey with several questions about environmental and health scientific topics. Responses to the survey were analyzed before and after the implementation of the scientific lectures. Our results showed that Basic and Secondary schools teachers' knowledge was greatly improved after the lectures. The teachers under training felt that these scientific lectures have positively impacted their current knowledge and awareness on several up-to-date scientific topics, as well as their teaching methods. This study emphasizes the importance of continuing teacher education concerning knowledge and awareness about health and environmental education.

  20. Principals' Perceptions of Teacher Attrition in Indiana Catholic Schools, Checking for Agreement with Ingersoll's Theoretical Framework on Teacher Attrition in Private Schools

    ERIC Educational Resources Information Center

    Brettnacher, Joseph A.

    2012-01-01

    Problem. Some Catholic schools report high teacher attrition rates. Understanding reasons for teacher attrition and responding to those issues is one of the many responsibilities of principals. However, it is unclear what Catholic principals understand about teacher attrition. Ingersoll's extensive research on teacher attrition has provided a…

  1. Stimulus-Food Pairings Produce Stimulus-Directed Touch Screen Responding in Cynomolgus Monkeys ("Macaca Fascicularis") with or without a Positive Response Contingency

    ERIC Educational Resources Information Center

    Bullock, Christopher E.; Myers, Todd M.

    2009-01-01

    Acquisition and maintenance of touch-screen responding was examined in naive cynomolgus monkeys ("Macaca fascicularis") under automaintenance and classical conditioning arrangements. In the first condition of Experiment 1, we compared acquisition of screen touching to a randomly positioned stimulus (a gray square) that was either stationary or…

  2. Resolution of Value Conflicts by Classroom Teachers.

    ERIC Educational Resources Information Center

    Olsen, Henry D.; Parsley, James F., Jr.

    In order to identify how social studies teachers attempt to resolve values conflict situations, 82 "disinterested" teachers in southeast Ohio responded to a questionnaire. The term "disinterested" is used to describe teachers who did not belong to a professional social studies organization, nor attend conferences specifically geared for updating…

  3. Assessing teachers' positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire.

    PubMed

    Renshaw, Tyler L; Long, Anna C J; Cook, Clayton R

    2015-06-01

    This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed. (c) 2015 APA, all rights reserved).

  4. New Zealand Teachers Respond to the "National Writing Project" Experience

    ERIC Educational Resources Information Center

    Locke, Terry; Whitehead, David; Dix, Stephanie; Cawkwell, Gail

    2011-01-01

    This article draws on early data from a two-year project (2009-11) being undertaken in the New Zealand context by the authors entitled: "Teachers as Writers: Transforming Professional Identity and Classroom Practice". Based on the National Writing Project in the USA (and in New Zealand in the 1980s) its hypothesis is that when teachers…

  5. Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

    ERIC Educational Resources Information Center

    Okeke, Chinedu I.; Mtyuda, Pamela N.

    2017-01-01

    Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a…

  6. Teacher Candidate Mental Health and Mental Health Literacy

    ERIC Educational Resources Information Center

    Dods, Jennifer

    2016-01-01

    Providing teacher candidates with a strong foundation in mental health literacy during their teacher education program is crucial in ensuring novice teachers are prepared to support the mental health needs of their students. In addition to responding to students, teacher candidates are typically at an age when mental health disorders are common…

  7. [An analysis of kindergarden teachers' preparation to provide first aid].

    PubMed

    Woźniak, Jadwiga; Nowicki, Grzegorz; Goniewicz, Mariusz; Zielonka, Katarzyna; Górecki, Marek; Dzirba, Alina; Chemperek, Ewa

    2011-01-01

    The major causes of deaths among preschool children are injuries and poisoning. Among the injuries, the most frequent are road accidents and accidents on farms. We may also find health and life risks to preschoolers in homes and education centres. Everybody should know first-aid rules and how to apply them in life-threatening situations. This duty particularly concerns kindergarten teachers. The purpose of the work was an analysis of kindergarten teachers' preparation to provide first aid. The research was performed on a sample of 100 kindergarten teachers from the Lubelskie Province. The research took place in January and February 2011 with the use of questionnaires prepared in-house The analysis of the results indicated that most teachers (84% of respondents) had participated in the first-aid training courses. The teachers with job seniority below 10 years and those between 11 and 20 years' seniority took part more often in the first-aid training courses than the respondents with seniority above 20 years (p=0,02). Respondents, in most cases, assessed their knowledge of first aid at grade 3 (in a continuum from 1 to 5) (42% of respondents)--the average grade was 2.98 +/- 0.97.

  8. Weakening of negative relative to positive associations with cocaine-paired cues contributes to cue-induced responding after drug removal.

    PubMed

    Su, Zu-In; Kichaev, Gleb; Wenzel, Jennifer; Ben-Shahar, Osnat; Ettenberg, Aaron

    2012-01-01

    Cocaine has been shown to have initial positive (euphoric) and delayed negative (anxiogenic) effects in both humans and animals. Cocaine-paired cues are consequently imbued with mixed positive and negative associations. The current study examines the relative roles of these dual associations in the enhanced drug-seeking observed upon presentation of cocaine-paired cues. Rats ran a straight alley once/day for a single i.v. injection of cocaine (1.0 mg/kg/inj) in the presence of a distinctive olfactory cue (scented cotton swabs placed under the apparatus). An alternate scent was presented in a separate cage 2-h prior to runway testing. After 15 trials/days, the scents and cocaine reinforcer were removed and a series of extinction trials (lasting for 1 or 3 weeks) was initiated. Immediately following extinction, runway responding was tested during a single trial in the presence of the cocaine-paired or non-paired cue. As previously reported, while subjects initiated responding faster over trials (reduced latencies to leave the start box), they exhibited a progressive increase in approach-avoidance conflict behavior ("retreats") regarding goal-box entry, reflecting cocaine's dual positive+negative effects. Once established, retreat behaviors persisted over the course of 1 or 3 weeks days of extinction. However, both run times and retreats decreased in response to presentation of the cocaine-paired but not the non-paired scent. These data suggest that, after reinforcer removal, cue-induced cocaine-seeking stems in part from a reduction in approach-avoidance conflict; i.e., a greater weakening of the negative relative to the positive associations that animals form with cocaine-paired stimuli. Copyright © 2011 Elsevier Inc. All rights reserved.

  9. Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

    NASA Astrophysics Data System (ADS)

    Martin, Lynn A.

    The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

  10. Teachers' Reactions towards Performance-Based Language Assessment

    ERIC Educational Resources Information Center

    Chinda, Bordin

    2014-01-01

    This research aims at examining the reactions of tertiary EFL teachers towards the use of performance-based language assessment. The study employed a mixed-method research methodology. For the quantitative method, 36 teachers responded to a questionnaire survey. In addition, four teachers participated in the in-depth interviews which were…

  11. Confronting Unsuccessful Practices: Repositioning Teacher Identities in English Education

    ERIC Educational Resources Information Center

    Vetter, Amy; Hartman, Shana V.; Reynolds, Jeanie M.

    2016-01-01

    Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult…

  12. Understanding and responding the students in learning mathematics through the differentiated instruction

    NASA Astrophysics Data System (ADS)

    Hapsari, T.; Darhim; Dahlan, J. A.

    2018-05-01

    This research discusses the differentiated instruction, a mathematic learning which is as expected by the students in connection with the differentiated instruction itself, its implementation, and the students’ responses. This research employs a survey method which involves 62 students as the research respondents. The mathematics learning types required by the students and their responses to the differentiated instruction are examined through questionnaire and interview. The mathematics learning types in orderly required by the students, from the highest frequency cover the easily understood instructions, slowly/not rushing teaching, fun, not complicated, interspersed with humour, various question practices, not too serious, and conducive class atmosphere for the instructions. Implementing the differentiated instruction is not easy. The teacher should be able to constantly assess the students, s/he should have good knowledge of relevant materials and instructions, and properly prepare the instructions, although it is time-consuming. The differentiated instruction is implemented on the instructions of numerical pattern materials. The strategies implemented are flexible grouping, tiered assignment, and compacting. The students positively respond the differentiated learning instruction that they become more motivated and involved in the instruction.

  13. Inside versus outside the science classroom: examining the positionality of two female science teachers at the boundaries of science education

    NASA Astrophysics Data System (ADS)

    Teo, Tang Wee

    2015-06-01

    The third wave feminist studies in science education take the stance that science teaching is political and that social change is possible through interrogating power inequalities and decentering science to balance out power. For science educators, this means developing an awareness of positionality, which I define here as a stance undertaken by an individual as she or he recognizes and makes sense of the workings of the factors and forces that constitute the politics of her/his context. In this paper, I analyze the positionalities of a female Hispanic American and a female Chinese Singaporean science teacher that influenced the ways in which they interacted with students in the consensual process of science meaning making and relationship building in and outside the classroom. The findings drawn from the analysis of the teachers' transcribed interviews and written reflections show that their personal histories, experiences with social stereotyping and control by authority shaped their positionality. They constructed alternative curriculum spaces empowering themselves and their students to transcend perceived limitations and have voice. However, their positionality did not lead them to question the boundary they saw between the social bias and content of science education. Several implications for teacher education are discussed.

  14. Attitudes of a group of primary school teachers towards the educational inclusion of hearing-impaired learners in regular classrooms.

    PubMed

    Keith, K; Ross, E

    1998-01-01

    Research has clearly demonstrated a link between the attitudes of regular education teachers and the success of inclusion of learners with special educational needs. Therefore, the present study aimed to investigate the attitudes of a group of junior primary school teachers from the Gauteng area towards the inclusion of hearing-impaired children into regular classes. A survey research design was employed which utilized a questionnaire as the research tool. Analysis of results indicated that the teachers surveyed were relatively positive in their attitudes towards inclusion. Greater exposure to disability in terms of training and experience was related to more positive attitudes. Similarly, more positive attitudes were related to greater perceived competence in teaching hearing-impaired pupils. All of the teachers surveyed felt that speech-language pathologists and audiologists (SLPs & As) should be involved in facilitating inclusion of hearing-impaired children. Many of the respondents expressed concern regarding their lack of training, knowledge and skills. The findings from the research project highlight the need for an adequate training and support system for teachers prior to the implementation of an inclusive educational policy, and the potential role of SLPs & As in this regard.

  15. Career Intentions of Australian Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Whipp, Peter R.

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

  16. Teacher Professional Development: Who Is the Learner?

    ERIC Educational Resources Information Center

    Petrie, Kirsten; McGee, Clive

    2012-01-01

    One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

  17. Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

    PubMed

    Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D

    2011-01-01

    We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p < 0.001, d = 2.1), with gains persisting to 60 days (45.1% (13.9) vs. 61.8% (13.9), p < 0.01, d = 1.3). For content they prepared to teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p < 0.001, d = 1.3), but did persist for 60 days (42.6% (8.1) vs. 53.2% (14.5), p < 0.05, d = 1.3). Increase in test scores attributable to the act of teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p < 0.001, d = 1.6), but the difference was not significant 60 days later (16.7% (14.4) vs. 10.2% (16.9), p = 0.4). Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

  18. Graduate Teacher Education as Inquiry: A Case Study

    ERIC Educational Resources Information Center

    Shosh, Joseph M.; Zales, Charlotte Rappe

    2007-01-01

    Responding to the call for reform in American graduate teacher education programs, the authors of this paper examine the design of a teacher action research-based approach in which teacher inquiry lies at the heart of individual courses and the program as a whole. The authors report on the transformation of program graduates from teachers to…

  19. The working lives of nurse teachers in mainland China and the United Kingdom: a questionnaire survey.

    PubMed

    Gui, Li; Gu, Shen; Barriball, K Louise; While, Alison E; Chen, Guoliang

    2014-05-01

    Nurse education has undergone considerable changes creating new opportunities and challenges for nurse teachers. Limited comparative research of the working lives of nurse teachers has been reported, thus similarities and differences that may exist are unidentified. This paper reports a study of the working lives of nurse teachers in mainland China and the United Kingdom. A cross-sectional questionnaire survey. Census sample of nurse teachers working in four nursing schools in mainland China (n=3) and the United Kingdom (n=1). The overall response rate was 56.8% (China=61, 61.0%, UK=60, 53.1%). Completion of questionnaire specifically developed for the study but comprising six validated tools to collecting data on: job satisfaction, sense of coherence, role conflict and role ambiguity, work empowerment and professional identification. Data on self-reported roles and personal details were also collected. Data were collected between September 2008 and January 2009. Both samples were satisfied with their jobs overall but reported low levels of satisfaction with promotion. Chinese nurse teachers working full-time reported the lowest level for sense of coherence and professional identification. Nurse teachers working full-time in the United Kingdom reported the highest role conflict score. Sense of coherence and work empowerment were significantly and positively correlated to job satisfaction. Role conflict and role ambiguity were negatively correlated (but not always significantly) to job satisfaction and its facets. For respondents in mainland China, professional identification was significantly and positively correlated with overall job satisfaction and its facets. Strategies to improve job satisfaction with promotion opportunities for both samples are indicated. Respondents working full-time in both mainland China and the United Kingdom experienced greater challenges at work than their part-time colleagues. © 2013.

  20. Computers in the Classroom: Experiences Teaching with Flexible Tools. Teachers Writing to Teachers Series.

    ERIC Educational Resources Information Center

    Thompson, Charles, Ed.; Vaughan, Larry, Ed.

    First-hand accounts of what teachers have done with students and computers in their classrooms, how students have responded, and what and how teachers have learned from these experiences are discussed in the 19 articles in this book. The articles are presented under these headings: (1) teaching writing with word processors; (2) learning to inquire…

  1. Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices

    ERIC Educational Resources Information Center

    McKool, Sharon S.; Gespass, Suzanne

    2009-01-01

    This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while…

  2. The Level of the Use of Positive Behavioral Support Strategies by Teachers of Children with Autism Spectrum Disorders in Amman

    ERIC Educational Resources Information Center

    Amer, Anas Abdul Fattah

    2017-01-01

    This study aimed to assess the level of the use of positive behavioral support strategies (PBS) by teachers of children with autism spectrum disorder (ASD) in Amman, the study sample consisted of 100 teachers (male, female) work at centers that provide services for children with autism spectrum disorder (ASD) distributed on the variables (sex, the…

  3. The Effects of Positive Behavior Intervention and Supports on Teacher Self-Efficacy and Teaching Anxiety

    ERIC Educational Resources Information Center

    VanParys Couet, Jill M.

    2014-01-01

    Positive Behavior Intervention and Supports (PBIS) is a process designed to improve disruptive behavior and increase student's achievement at the primary and secondary level. Although the success of PBIS programs with student achievement is well documented, the impact of PBIS on teachers' teaching anxiety and self-efficacy levels has yet to be…

  4. "Only Connect": Researchers and Teachers in Dialogue

    ERIC Educational Resources Information Center

    Paran, Amos

    2017-01-01

    This article responds to recent critiques of the usefulness of research findings to teaching, and the call for teachers to rely on their experiences and intuition. I discuss the fallibility of intuition and then examine the nature of research and of critical thinking and their importance for teachers and teacher education. I provide evidence of…

  5. Robert Frost: Democracy, Teaching, and Teacher Education

    ERIC Educational Resources Information Center

    Frank, Jeffery M.

    2010-01-01

    The goal of this dissertation is to develop a connection between poetry and teacher education. I am motivated to undertake this project because poetry is an underappreciated resource, one that has a good deal to teach teachers. Specifically, I believe that poetry can teach teachers about how to creatively and democratically respond to problems of…

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

    PubMed

    Goldwater, O D; Nutt, R L

    1999-01-01

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

  7. Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion

    ERIC Educational Resources Information Center

    Philpott, David E.; Furey, Edith; Penney, Sharon C.

    2010-01-01

    This paper explores the need for innovative leadership in teacher education in the Canadian context, with a particular call for renewed professional development of current teachers. Within a country defined as multicultural, recent demographic shifts, interregional migration, growing ethnic diversity, and the emergence of a paradigm of inclusion,…

  8. Teachers as Public Speakers: Training Teachers to Lecture.

    ERIC Educational Resources Information Center

    Cooper, Pamela J.

    Focusing on public speaking as a major instructional tool for teachers, this paper contains suggestions for more effective lecturing. In the introduction, classroom communication is analyzed according to four moves: structuring, soliciting, responding, and reacting. The paper then discusses four problems in studying learning from meaningful verbal…

  9. Children, teachers and nature: An analysis of an environmental education program

    NASA Astrophysics Data System (ADS)

    Cheng, Judith Chen-Hsuan

    Environmental education is an important tool for providing knowledge, supporting positive attitudes toward nature, and building skills to protect and improve the environment. Because of limited funding sources and increasing environmental challenges, it is important to provide effective environmental education programs. Program evaluation is one strategy to engage stakeholders and increase program effectiveness. An evaluation of a fourth grade environmental education program, Lagoon Quest developed by Brevard Zoo, provides an unique opportunity to answer several questions about implementing an effective environmental education program. The first question is about the effectiveness of Lagoon Quest. Evaluation data are reported in a case study that provides details about the development of the evaluation questions and evaluation instruments. The pre/posttest comparison suggests that participating in Lagoon Quest effectively increases students' knowledge of Indian River Lagoon (mean increase = 5.03, p<0.05). This program is effective among students' from different socio-economic background. Moreover, teachers and parents indicate that the program positively influenced the students and are supportive of it. Lagoon Quest is now a required program in the fourth grade curriculum in Brevard County, which raises the second question: how do teachers react to a required fourth grade program? Teachers' prior experience in environmental education, science education, Lagoon Quest and their attitudes toward Lagoon Quest were examined. A teacher survey was conducted to explore teachers' attitudes, but the low response rate necessitated a process to explore non-respondents' attitudes. Follow-up focus groups at schools with few respondents suggest that teachers who had prior experience in teaching science were more likely to be highly supportive of Lagoon Quest and were more likely to use additional resources to support the program. Also, teachers' interest in Indian River Lagoon is

  10. Teachers' reported practices for teaching writing in England.

    PubMed

    Dockrell, Julie E; Marshall, Chloë R; Wyse, Dominic

    To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers' approaches to the teaching of writing in a sample of English primary schools, using the 'simple view of writing' as a framework to examine the extent to which different aspects of the writing process are addressed. One hundred and eighty-eight staff from ten different schools responded to an online questionnaire. Only the data from class teachers (n = 88) who responded to all items on the questionnaire were included in the final analyses. Respondents enjoyed teaching writing and felt prepared to teach it. However, despite feeling that they were effective in identifying approaches to support students' writing, nearly half reported that supporting struggling writers was problematic for them. Overall teachers reported more work at word level, occurring several times a week, than with transcription, sentence or text levels, which were reported to occur weekly. Planning, reviewing and revising occurred least often, only monthly. For these variables no differences were found between teachers of younger (age 4-7) and older students (age 8-11). By contrast, an examination of specific aspects of each component revealed differences between the teachers of the two age groups. Teachers of younger students focused more frequently on phonic activities related to spelling, whereas teachers of older students focussed more on word roots, punctuation, word classes and the grammatical function of words, sentence-level work, and paragraph construction.

  11. Examining Secondary Special Education Teachers' Literacy Instructional Practices

    ERIC Educational Resources Information Center

    Leko, Melinda M.; Handy, Tamara; Roberts, Carly A.

    2017-01-01

    This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses indicate predominant foci of secondary special education teachers' reading…

  12. Community-Based Collaboration for Early Childhood Teacher Education: Partner Experiences and Perspectives as Co-Teacher Educators

    ERIC Educational Resources Information Center

    Lees, Anna; Kennedy, Adam S.

    2017-01-01

    The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex,…

  13. From Teacher to Teacher Leader: A Conceptual Model

    ERIC Educational Resources Information Center

    Hunzicker, Jana

    2017-01-01

    Conceptions of teacher leadership are trending away from formal titles and positions to embrace a more informal, integrated approach. Moreover, there is growing agreement among scholars that teacher leadership is a stance, or way of thinking and being, rather than a set of behaviors. As a result, understanding how teachers progress from teacher to…

  14. An Intervention to Promote Positive Teacher-Student Relationships and Self-Determination among Adolescents with Emotional Disturbance

    ERIC Educational Resources Information Center

    Lind, John; Poppen, Marcus; Murray, Christopher

    2017-01-01

    Positive teacher-student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of…

  15. Physical Education Teachers' Organizational Commitment

    ERIC Educational Resources Information Center

    Demir, Hayri

    2013-01-01

    The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

  16. Level of Work Related Stress among Teachers in Elementary Schools.

    PubMed

    Agai-Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

    2015-09-15

    Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers' stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high relation to gender, age, levels of grades taught as well as working

  17. Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students.

    PubMed

    Pianta, Robert C; Hamre, Bridget K

    2009-01-01

    The National Research Council's (NRC) statement and description of features of settings that have value for positive youth development have been of great importance in shifting discourse toward creating programs that capitalize on youth motivations toward competence and connections with others. This assets-based approach to promote development is consistent with the Classroom Assessment Scoring System (CLASS) framework for measuring and improving the quality of teacher-student interactions in classroom settings. This chapter highlights the similarities between the CLASS and NRC systems and describes the CLASS as a tool for standardized measurement and improvement of classrooms and their effects on children. It argues that the next important steps to be taken in extending the CLASS and NRC frameworks involve reengineering assessments of teacher and classroom quality and professional development around observations of teachers' performance. This might include using observations in policies regarding teacher quality or a "highly effective teacher" that may emanate from the reauthorization of No Child Left Behind and moving away from a course or workshop mode of professional development to one that ties supports directly to teachers' practices in classroom settings.

  18. Navigating Climate Science in the Classroom: Teacher Preparation, Perceptions and Practices

    ERIC Educational Resources Information Center

    Sullivan, Susan M. Buhr; Ledley, Tamara Shapiro; Lynds, Susan E.; Gold, Anne U.

    2014-01-01

    Results from a series of surveys describe dimensions of middle and high school science teachers' preparation for and practices around climate science instruction in the classroom. Descriptions are drawn from 877 respondents to four surveys of US middle and high school science teachers from 2009-2011. Most respondents had engaged in self-directed…

  19. Greek Teachers' Experience and Perceptions of Child Abuse/Neglect

    ERIC Educational Resources Information Center

    Bibou-Nakou, I.; Markos, A.

    2017-01-01

    The present paper focuses on teachers' experiences of child abuse/neglect cases, teachers' awareness of reporting or discounting, and their ways of responding to a hypothetical disclosure of abuse/neglect. A total of 1877 teachers in Greek public schools participated from a national teacher in-service training across the country; of them, 306…

  20. The State of Teacher Induction in Urban America

    ERIC Educational Resources Information Center

    Bleeker, Martha; Dolfin, Sarah; Johnson, Amy; Glazerman, Steve; Isenberg, Eric; Grider, Mary

    2012-01-01

    Teacher induction programs have been used by districts and schools to help respond to high turnover and inadequate preparation among beginning teachers. These programs are offered to novice teachers entering their own classrooms and are designed to provide professional development (PD) and support. Although most districts use some form of teacher…

  1. An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses

    ERIC Educational Resources Information Center

    Strong, Michael; Baron, Wendy

    2004-01-01

    This study analyzes how mentor teachers make pedagogical suggestions to beginning teachers during mentoring conversations and how beginning teachers respond. Sixty-four conversations between 16 veteran teacher mentors and their beginning teacher proteges are examined and analyzed. The analysis reveals the extreme efforts of mentors to avoid giving…

  2. Uncovering and Informing Preservice Teachers' Prior Knowledge about Poverty

    ERIC Educational Resources Information Center

    Mundy, Charlotte Anne; Leko, Melinda Marie

    2015-01-01

    This study explored 30 preservice teachers' knowledge on issues related to poverty. In an open-ended questionnaire, preservice teachers' perceptions of poverty and how teachers should respond to students from poverty were explored. Results indicated that preservice teachers' knowledge was nonspecific and lacked focus on the relationship among…

  3. Empathy-related responding and prosocial behaviour.

    PubMed

    Eisenberg, Nancy

    2007-01-01

    In this paper I differentiate among empathy, sympathy and personal distress and discuss the central role of empathy-related responding in positive (including moral) development. Empathy-related responding, especially sympathy, is likely an important source of prosocial, other-oriented motivation. In fact, empathy-related responding, especially sympathy, has been associated with prosocial behaviour (voluntary behaviour intended to benefit another, e.g. helping, sharing); this relation has been obtained for both specific instances of empathy-related responding and for dispositional sympathy. In addition, sympathy (or sometimes empathy) has been linked to relatively high levels of moral reasoning and social competence, and to low levels of aggression and antisocial behaviour. In my talk, I will review research on the relation of empathy-related responding to prosocial behaviour, the consistency of costly prosocial behaviour over time and the possible role of sympathy in its consistency, and the relation of empathy-related responding to moral reasoning, antisocial behaviour and social competence. Examples of research, including longitudinal research in our laboratory, are provided to illustrate these relations. Because of its close relations to social and prosocial responding, an understanding of empathy-related responding contributes to efforts to promote children's moral development.

  4. Exploring Preservice Teachers' Attitudes Towards Inclusion

    ERIC Educational Resources Information Center

    Killoran, Isabel; Woronko, Dagmara; Zaretsky, Hayley

    2014-01-01

    This study responds to a call for research into existing teacher-education programmes and their impact on teacher candidates' attitudes. An inclusive education course that examined the difference between "soft inclusion" (inclusion which addresses the issue of place rather than substance of learning) and genuine inclusion was used to…

  5. 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…

  6. Teachers' Understanding of Algebraic Generalization

    NASA Astrophysics Data System (ADS)

    Hawthorne, Casey Wayne

    Generalization has been identified as a cornerstone of algebraic thinking (e.g., Lee, 1996; Sfard, 1995) and is at the center of a rich conceptualization of K-8 algebra (Kaput, 2008; Smith, 2003). Moreover, mathematics teachers are being encouraged to use figural-pattern generalizing tasks as a basis of student-centered instruction, whereby teachers respond to and build upon the ideas that arise from students' explorations of these activities. Although more and more teachers are engaging their students in such generalizing tasks, little is known about teachers' understanding of generalization and their understanding of students' mathematical thinking in this domain. In this work, I addressed this gap, exploring the understanding of algebraic generalization of 4 exemplary 8th-grade teachers from multiple perspectives. A significant feature of this investigation is an examination of teachers' understanding of the generalization process, including the use of algebraic symbols. The research consisted of two phases. Phase I was an examination of the teachers' understandings of the underlying quantities and quantitative relationships represented by algebraic notation. In Phase II, I observed the instruction of 2 of these teachers. Using the lens of professional noticing of students' mathematical thinking, I explored the teachers' enacted knowledge of algebraic generalization, characterizing how it supported them to effectively respond to the needs and queries of their students. Results indicated that teachers predominantly see these figural patterns as enrichment activities, disconnected from course content. Furthermore, in my analysis, I identified conceptual difficulties teachers experienced when solving generalization tasks, in particular, connecting multiple symbolic representations with the quantities in the figures. Moreover, while the teachers strived to overcome the challenges of connecting different representations, they invoked both productive and unproductive

  7. Concepts, Policies and Practices of Teacher Education: An Analysis of Studies on Teacher Education in Portugal

    ERIC Educational Resources Information Center

    Pereira, Fátima

    2013-01-01

    Education policies, and in particular those related to teacher education, are central to the construction of Europe as a knowledge society and for facing the social and economic challenges that European countries must respond to in this millennium. This article presents an analysis of studies on the evaluation of in-service teacher education…

  8. Case, Teacher and School Characteristics Influencing Teachers' Detection and Reporting of Child Physical Abuse and Neglect: Results from an Australian Survey

    ERIC Educational Resources Information Center

    Walsh, Kerryann; Bridgstock, Ruth; Farrell, Ann; Rassafiani, Mehdi; Schweitzer, Robert

    2008-01-01

    Objective: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. Methods: A sample of 254 teachers completed a self-report questionnaire. They responded to a series of 32…

  9. Level of Work Related Stress among Teachers in Elementary Schools

    PubMed Central

    Agai–Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

    2015-01-01

    BACKGROUND: Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. AIM: To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. MATERIAL AND METHODS: We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. RESULTS: We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. CONCLUSION: Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers’ stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high

  10. Violence against Teachers: Prevalence and Consequences

    ERIC Educational Resources Information Center

    Wilson, Catherine M.; Douglas, Kevin S.; Lyon, David R.

    2011-01-01

    Data collected from 731 teachers were used to examine the consequences of violence directed toward teachers while in the workplace. Analyses showed that the majority of respondents (n = 585, 80.0%) had experienced school-related violence--broadly defined--at one point in their careers. Serious violence (actual, attempted, or threatened physical…

  11. Changes in glucose disposal after a caloric restriction-induced weight loss program in obese postmenopausal women: characteristics of positive and negative responders in a Montreal-Ottawa New Emerging Team study.

    PubMed

    Myette-Côté, Étienne; Doucet, Éric; Prud'homme, Denis; Rabasa-Lhoret, Rémi; Lavoie, Jean-Marc; Brochu, Martin

    2015-01-01

    This study aims to investigate individual characteristics that explain interindividual variations in glucose disposal in response to a 6-month weight loss program in obese postmenopausal women. The cohort was divided into tertiles based on changes in glucose disposal after weight loss. Only women in the upper tertile (positive responders: Δ glucose disposal ≥ 0.92 mg/kg/min; n = 19) and lower tertile (negative responders: Δ glucose disposal ≤ -0.23 mg/kg/min; n = 19) were considered for analyses. Outcome measures included body weight, lean body mass (LBM), LBM index (= LBM / height [m]), fat mass (FM), FM index (= FM / height [m]), visceral fat, subcutaneous abdominal fat, high-sensitivity C-reactive protein (hsCRP) levels, interleukin-6, lipid profile, physical activity levels, fasting blood glucose and insulin levels, glucose disposal by hyperinsulinemic-euglycemic clamp technique, and resting blood pressure. At baseline, positive responders had higher triglycerides and hsCRP levels and lower glucose disposal (0.01 < P < 0.05) than negative responders. Except for visceral fat, the entire cohort showed significant decreases in all measures of body composition (P < 0.005) after weight loss, with greater decreases in body weight, body mass index, and FM index in positive responders (P < 0.005). Finally, data revealed that only positive responders showed decreases in LBM, LBM index, and hsCRP levels after weight loss (P between 0.01 and 0.001). An important interindividual variability in changes in glucose disposal after weight loss is observed. Interestingly, participants who display improvements in glucose disposal also show significant decreases in LBM, LBM index, and hsCRP after weight loss.

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

    ERIC Educational Resources Information Center

    National Science Teachers Association (NJ1), 2007

    2007-01-01

    The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…

  13. Teacher Burnout in Special Education--Myth or Reality?

    ERIC Educational Resources Information Center

    Presley, Priscilla Henshaw

    Special education teachers (N=405) were surveyed on the Maslach Burnout Inventory (MBI) to determine the existence of teacher burnout. Ninety-one percent (371) of the respondents were classified as not burned out. Thirty-four (8.4%) were classified as burned out, a lower percentage than for other types of teachers. Findings suggested that possibly…

  14. A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

    PubMed

    Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

    2017-01-01

    A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions.

  15. A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

    PubMed Central

    Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

    2017-01-01

    A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions. PMID:28469587

  16. Job satisfaction of Jamaican elementary school teachers

    NASA Astrophysics Data System (ADS)

    Rodgers-Jenkinson, Fay; Chapman, David W.

    1990-09-01

    This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.

  17. Knowledge of epilepsy and preferred sources of information among elementary school teachers.

    PubMed

    Mott, Jared; Shellhaas, Renée A; Joshi, Sucheta M

    2013-06-01

    We conducted an online survey of elementary school teachers in Washtenaw County, Michigan, regarding their confidence in their knowledge of epilepsy and their preferred media or sources of information about epilepsy. Eighty-three teachers (9.3%) responded. One quarter expressed a lack of confidence in their ability to teach students with epilepsy or to respond appropriately to a seizure. Teachers most frequently (68%) cited the Internet as their primary source of information about epilepsy, with the school nurse and parents/guardians also frequently mentioned (55% and 48%, respectively). In contrast, most respondents prefer that their information come from the school nurse (74%) or a physician (73%), while only 25% cited the Internet as a preferred source. Teachers most frequently indicated EpilepsyFoundation.org (70.5%) as a trusted source of information. Future collaborative education efforts between school nurses and physicians, especially through use of the Internet, could improve teachers' knowledge of epilepsy.

  18. Composing with New Technology: Teacher Reflections on Learning Digital Video

    ERIC Educational Resources Information Center

    Bruce, David L.; Chiu, Ming Ming

    2015-01-01

    This study explores teachers' reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey…

  19. Inverse Function: Pre-Service Teachers' Techniques and Meanings

    ERIC Educational Resources Information Center

    Paoletti, Teo; Stevens, Irma E.; Hobson, Natalie L. F.; Moore, Kevin C.; LaForest, Kevin R.

    2018-01-01

    Researchers have argued teachers and students are not developing connected meanings for function inverse, thus calling for a closer examination of teachers' and students' inverse function meanings. Responding to this call, we characterize 25 pre-service teachers' inverse function meanings as inferred from our analysis of clinical interviews. After…

  20. Teachers' Perceptions Based on Tenure Status and Gender about Principals' Supervision

    ERIC Educational Resources Information Center

    Range, Bret G.; Finch, Kim; Young, Suzanne; Hvidston, David J.

    2014-01-01

    This descriptive study assessed teachers' attitudes about their formative supervision and the observational ability of principals through the constructs of teacher tenure status and gender. In sum, 255 teachers responded to an online survey indicating teachers' desired feedback focused on classroom climate, student engagement, and instructional…

  1. The Relationship between Teacher Stress and Burnout in Hong Kong: Positive Humour and Gender as Moderators

    ERIC Educational Resources Information Center

    Ho, Sammy K.

    2017-01-01

    In this study, we report on the relationship between positive humour and burnout among 379 secondary school teachers in Hong Kong, and explore whether the relationship varies according to gender. The moderating effects of both affiliative and self-enhancing humour on each burnout component were then examined. High affiliative and self-enhancing…

  2. Beginning Student Teachers' Teacher Identities Based on Their Practical Theories

    ERIC Educational Resources Information Center

    Stenberg, Katariina; Karlsson, Liisa; Pitkaniemi, Harri; Maaranen, Katriina

    2014-01-01

    In this article, we investigate first-year student teachers' teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this…

  3. Ten years (1990--1999) of teacher workshops in Investigating and Evaluating Environmental Issues and Actions (IEEIA) curriculum: Teachers' implementation practices and perceptions

    NASA Astrophysics Data System (ADS)

    Paul, Regina J.

    This study examined the success rate of IEEIA inservice training, and attempted to identify key variables that influenced successful implementation of the IEEIA curriculum. The study used both quantitative and qualitative methods to obtain in-depth data. The total sample consisted of 251 participants; 132 usable surveys were returned resulting in a 53% response rate. The quantitative phase of the study consisted of a nine-page survey. The survey was designed to determine the effectiveness of inservice teacher training for the implementation of IEEIA, teachers' implementation, and their perceptions of the effectiveness of the inservice, the impact using IEEIA had on students and themselves, and barriers that prevented complete implementation. Additional analyses examined the relationships between use of the approach with the variables of length and type of training, and support types teachers received. The second phase analyzed both comments written by the respondents on their surveys, and eight teacher interviews. The research found that teachers perceived their workshops to be between moderately to very effective in helping them develop skills related to IEEIA and for teaching them how to implement it with students. Analyses revealed that teachers who received extended training or attended multiple inservices tended to use IEEIA more than teachers who did not. However, the number of years the teachers had been using the approach had a stronger influence for addressing the action components. Over half of the teachers had used the approach. Support after the inservice was important to implementation. The component of having students conduct an actual issue investigation was addressed the most. Fewer teachers addressed the final component of action by having their students resolve the issues they investigated. However, the teachers who fully implemented IEEIA had students who were active in their communities. Teachers perceived using the approach resulted in positive

  4. Moving toward Positive Mathematics Beliefs and Developing Socio-Mathematical Authority: Urban Preservice Teachers in Mathematics Methods Courses

    ERIC Educational Resources Information Center

    Saran, Rupam; Gujarati, Joan

    2013-01-01

    This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering…

  5. Teachers, Student Teachers, Paraprofessionals, and Young Adults' Judgments about the Acceptable Use of Corporal Punishment in the Rural South.

    ERIC Educational Resources Information Center

    Kennedy, Janice H.

    1995-01-01

    Teachers, student teachers, paraprofessionals, and college students (total n=1,037) in a region authorizing corporal punishment responded to scenarios describing misbehaving children, varying in seriousness of the transgression, severity of appropriate punishment, and appropriateness of the behavior in other settings. Intergroup differences were…

  6. Knowledge, attitude, and practice about epilepsy among teachers at Ethio-National School, Addis Ababa, Ethiopia.

    PubMed

    Berhe, Tesfaye; Yihun, Bethlehem; Abebe, Emebet; Abera, Hailu

    2017-05-01

    Epilepsy is one of the most common serious chronic brain disorders and is poorly understood by the public and has been associated with numerous misconceptions and beliefs. This, coupled with its dramatic clinical manifestations, has resulted in a strong social stigma. Since teachers have a key role in society as educators, the purpose of this study was to find out the knowledge, attitude, and practice towards epilepsy among school teachers. A cross-sectional study design was used to assess the knowledge, attitude, and practice of 135 teachers about epilepsy using a semi-structured, self-administered questionnaire. Data were entered into IBM SPSS version 20.0 and analyzed. Descriptive statistics including frequencies, means, and standard deviations were used to describe the data. Associations were computed using a chi-square test and p-value<0.05 was considered significant. Nearly all teachers 122 (96.3 %) were aware of epilepsy. Only 41% of the respondents had good knowledge about epilepsy whereas 26.8% and 32.3% had fair and poor knowledge about the disease, respectively. About 74% of them had a positive attitude about epilepsy. Only 60.3% of the respondents had proper first aid training. Literacy status and years of experience were not significantly associated with the level of knowledge about epilepsy. A significant proportion of teachers had deficits in terms of general knowledge, attitude, and the appropriate management of epilepsy in the classroom. Therefore, it is important to train and update teachers on epilepsy by the responsible health authorities. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Does contingency in adults' responding influence 12-month-old infants' social referencing?

    PubMed

    Stenberg, Gunilla

    2017-11-01

    In two experiments we examined the influence of contingent versus non-contingent responding on infant social referencing behavior. EXPERIMENT 1: Forty 12-month-old infants were exposed to an ambiguous toy in a social referencing situation. In one condition an unfamiliar adult who in a previous play situation had responded contingently to the infant's looks gave the infant positive information about the toy. In the other condition an unfamiliar adult who previously had not responded contingently delivered the positive information. EXPERIMENT 2: Forty-eight 12-month-old infants participated in Experiment 2. In this experiment it was examined whether the familiarity of the adult influences infants' reactions to contingency in responding. In one condition a parent who previously had responded contingently to the infant's looks provided positive information about the ambiguous toy, and in the other condition a parent who previously had not responded contingently provided the positive information. The infants looked more at the contingent experimenter in Experimenter 1, and also played more with the toy after receiving positive information from the contingent experimenter. No differences in looking at the parent and in playing with the toy were found in Experiment 2. The results indicate that contingency in responding, as well as the familiarity of the adult, influence infants' social referencing behavior. Copyright © 2017 Elsevier Inc. All rights reserved.

  8. Does contingency in adults' responding influence 12-month-old infants' social referencing?

    PubMed

    Stenberg, Gunilla

    2017-02-01

    In two experiments we examined the influence of contingent versus non-contingent responding on infant social referencing behavior. EXPERIMENT 1: Forty 12-month-old infants were exposed to an ambiguous toy in a social referencing situation. In one condition an unfamiliar adult who in a previous play situation had responded contingently to the infant's looks gave the infant positive information about the toy. In the other condition an unfamiliar adult who previously had not responded contingently delivered the positive information. EXPERIMENT 2: Forty-eight 12-month-old infants participated in Experiment 2. In this experiment it was examined whether the familiarity of the adult influences infants' reactions to contingency in responding. In one condition a parent who previously had responded contingently to the infant's looks provided positive information about the ambiguous toy, and in the other condition a parent who previously had not responded contingently provided the positive information. The infants looked more at the contingent experimenter in Experimenter 1, and also played more with the toy after receiving positive information from the contingent experimenter. No differences in looking at the parent and in playing with the toy were found in Experiment 2. The results indicate that contingency in responding, as well as the familiarity of the adult, influence infants' social referencing behavior. Copyright © 2016 Elsevier Inc. All rights reserved.

  9. Freeze or flee? Negative stimuli elicit selective responding.

    PubMed

    Estes, Zachary; Verges, Michelle

    2008-08-01

    Humans preferentially attend to negative stimuli. A consequence of this automatic vigilance for negative valence is that negative words elicit slower responses than neutral or positive words on a host of cognitive tasks. Some researchers have speculated that negative stimuli elicit a general suppression of motor activity, akin to the freezing response exhibited by animals under threat. Alternatively, we suggest that negative stimuli only elicit slowed responding on tasks for which stimulus valence is irrelevant for responding. To discriminate between these motor suppression and response-relevance hypotheses, we elicited both lexical decisions and valence judgments of negative words and positive words. Relative to positive words (e.g., kitten), negative words (e.g., spider) elicited slower lexical decisions but faster valence judgments. Results therefore indicate that negative stimuli do not cause a generalized motor suppression. Rather, negative stimuli elicit selective responding, with faster responses on tasks for which stimulus valence is response-relevant.

  10. Why We Respond Faster to the Self than to Others? An Implicit Positive Association Theory of Self-Advantage during Implicit Face Recognition

    ERIC Educational Resources Information Center

    Ma, Yina; Han, Shihui

    2010-01-01

    Human adults usually respond faster to their own faces rather than to those of others. We tested the hypothesis that an implicit positive association (IPA) with self mediates self-advantage in face recognition through 4 experiments. Using a self-concept threat (SCT) priming that associated the self with negative personal traits and led to a…

  11. Views of elementary school teachers towards students with cochlear implants inclusion in the process of education.

    PubMed

    Dulcić, Adinda; Bakota, Koraljka

    2009-06-01

    The paper reveals views of teachers in some regular elementary schools in the Republic of Croatia where students with cochlear implants, who are also rehabilitants of SUVAG Polyclinic, are educated. Survey aimed to research the views of teachers towards education. Survey included 98 teachers. Likert type scale was applied in order to identify the views of teachers towards students with hearing impairment. The survey was carried out in May 2007. Data were processed by SPSS for Windows program, version 13. Methods of descriptive statistics were applied to process frequencies of responds on variables for total sample and 3 statistically significant factors emerged by factor analysis. Results of this survey reveal that teachers have positive views towards inclusive education as a process which offers students with cochlear implants the possibility to socialize and achieve intellectual and emotional development. The survey suggests that the way of inclusion enforcement mostly satisfies the criteria specified for successful inclusion.

  12. Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching

    ERIC Educational Resources Information Center

    Marshman, Margaret; Porter, Glorianne

    2013-01-01

    Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student…

  13. The Investigation of Teachers' Metaphoric Perceptions about Professional Development

    ERIC Educational Resources Information Center

    Yurtseven, Nihal

    2017-01-01

    Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

  14. Basic School Teachers' Perceptions about Curriculum Design in Ghana

    ERIC Educational Resources Information Center

    Abudu, Amadu Musah; Mensah, Mary Afi

    2016-01-01

    This study focused on teachers' perceptions about curriculum design and barriers to their participation. The sample size was 130 teachers who responded to a questionnaire. The analyses made use of descriptive statistics and descriptions. The study found that the level of teachers' participation in curriculum design is low. The results further…

  15. Teacher Renewal in a Changing World.

    ERIC Educational Resources Information Center

    Boyer, Ernest L.

    The United States Commissioner of Education discusses a broad view of educational needs and ways in which society must begin to respond to them. The need for quality educators and the renewal of our present corps of teachers through teacher controlled and developed inservice education is stressed. Life-long education with equal opportunity for all…

  16. Assessing Teachers' Positive Psychological Functioning at Work: Development and Validation of the Teacher Subjective Wellbeing Questionnaire

    ERIC Educational Resources Information Center

    Renshaw, Tyler L.; Long, Anna C. J.; Cook, Clayton R.

    2015-01-01

    This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators--a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report…

  17. Cultural Competencies and Planning for Teaching Mathematics: Preservice Teachers Responding to Expectations, Opportunities, and Resources

    ERIC Educational Resources Information Center

    Wilson, Susanna; McChesney, Jane; Brown, Liz

    2017-01-01

    In this article, the authors report on a small-scale study set in a context of a firstyear mathematics education course for preservice primary teachers. Professional documentation from three different sources were analysed in relation to the national document "Tataiako: Cultural Competencies for Teachers of Maori Learners," which was…

  18. Reading Stories: Responding to Literature and Making Connections across the Curriculum.

    ERIC Educational Resources Information Center

    Schulz, Renate

    1992-01-01

    Judy Harapiak is a teacher who provides her middle years students with many opportunities to respond to stories in different ways, to reflect on their responses, and to link their reading to their own experiences as well as to other areas of the curriculum. She teaches a grade four-five-six class in the Elementary Alternative Education Program…

  19. #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers

    ERIC Educational Resources Information Center

    Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.

    2014-01-01

    This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day…

  20. Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy

    ERIC Educational Resources Information Center

    Warren, Chezare A.

    2018-01-01

    Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth. Empathy has been found to improve classroom teachers' capacity to (re)act or respond to youth in ways that produce evidence of CRP. However, there are too few instructive models in teacher education that…

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

    ERIC Educational Resources Information Center

    Goldwater, Orna D.; Nutt, Roberta L.

    1999-01-01

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

  2. A Fine Risk To Be Run? The Ambiguity of Eros and Teacher Responsibility.

    ERIC Educational Resources Information Center

    Todd, Sharon

    2003-01-01

    Describes teachers as often being in a place of tension between responding to students as persons and responding to students in their institutional-defined roles. Studies the significance of communicative ambiguity for responsibility, and explores what is ethically at stake for teachers in erotic form of communication. Contains 14 references. (JS)

  3. Culture and Ideology in Mathematics Teacher Noticing

    ERIC Educational Resources Information Center

    Louie, Nicole L.

    2018-01-01

    This paper responds to the burgeoning literature on mathematics teacher noticing, arguing that its cognitive orientation misses the cultural and ideological dimensions of what and how teachers notice. The author highlights Goodwin's concept of "professional vision" as a way of bringing analyses of culture and power into studies of…

  4. A Study of Individual Responses to Bullying as a Function of Teacher Burnout

    ERIC Educational Resources Information Center

    Rice, Wanda J.

    2013-01-01

    It is hypothesized that factors related to teacher burnout influence responses to bullying behaviors. This study hypothesizes that teachers with a higher degree of burnout are less likely to respond to bullying behaviors and it further hypothesizes that those with greater years of teaching are less likely to respond to bullying behaviors. Of…

  5. Cycle of Violence in Schools: Longitudinal Reciprocal Relationship Between Student's Aggression and Teacher's Use of Corporal Punishment.

    PubMed

    Choi, Boungho

    2017-11-01

    The purpose of this study is to examine the longitudinal reciprocal relationship between student's aggression and teacher's use of corporal punishment. An autoregressive cross-lagged model was analyzed with the data drawn from 4,051 Korean secondary students (male = 2,084, female = 1,967), in Gyeonggi Education Panel Study for three waves (seventh-ninth grades). Results revealed that student's aggression provoke teacher's use of corporal punishment and also teacher's use of corporal punishment provokes student's aggression. It is important in that it suggests the cycle of violence with the reciprocal relationship between student's aggression and teacher's use of corporal punishment, rather than positing the unidirectional effects. Practically, teachers should keep in mind that corporal punishments, which are at least partially attributable to student's aggression, actually worsen the problem and lead to a cycle of violence in schools. Accordingly, they should instead respond with alternative disciplinary strategies or direct interventions dealing with the causes of aggression.

  6. CATTS (Computer Assisted Teacher Training System) Technology in Analyzing Observational Data from Public School Classrooms: A Study of Interactive Tactics and Decisions of Teachers.

    ERIC Educational Resources Information Center

    Lynch, William W.

    Prompting of reading errors is a common pattern of teaching behavior occurring in reading groups. Teachers' tactics in responding to pupil errors during oral reading in public school classrooms were analyzed with the assistance of the technology of the Computer Assisted Teacher Training System (CATTS) to formulate hypotheses about teacher decision…

  7. Performance Pay for Teachers: Determinants and Consequences

    ERIC Educational Resources Information Center

    Belfield, Clive R.; Heywood, John S.

    2008-01-01

    Theory and evidence on performance-related pay for teaching remain inconclusive. Teachers will respond to rewards, but an appropriate reward structure may not be devised because education is a collaborative endeavor. Here we test three hypotheses: performance-related pay among teachers is more likely to be observed when there are evident…

  8. Teachers' Knowledge and Support Systems Regarding Students with Terminal Illness

    ERIC Educational Resources Information Center

    Heller, Kathryn Wolff; Coleman, Mari Beth; Best, Sherwood J.; Emerson, Judith

    2013-01-01

    This study examined teachers' knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnaire that was distributed nationally. Results indicated that teachers have greater knowledge…

  9. Can California Teacher Pensions Be Distributed More Fairly? Research Report

    ERIC Educational Resources Information Center

    Johnson, Richard W.; Southgate, Benjamin G.

    2014-01-01

    The California State Teachers' Retirement System (CalSTRS) has been grossly underfunded for the past decade. State policymakers have responded by cutting plan benefits for new hires and raising teachers' required plan contributions. These changes, however, have undermined teachers' retirement income security. Only 35 percent of new hires will…

  10. Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

    ERIC Educational Resources Information Center

    Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

    2017-01-01

    In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

  11. Economic Incentives as a Strategy for Responding to Teacher Staffing Problems: A Typology of Policies and Practices

    ERIC Educational Resources Information Center

    Kolbe, Tammy; Strunk, Katharine O.

    2012-01-01

    Background: Many district and school leaders experience difficulties staffing their classrooms with qualified teachers. Economic incentives may motivate teachers to enter and remain in the workforce and entice teachers to work in less desirable districts and schools. However, very little is known about incentives in use, how they are used to…

  12. Examining Preservice Secondary Mathematics Teachers' Responses to Student Work to Solve Linear Equations

    ERIC Educational Resources Information Center

    Casey, Stephanie; Lesseig, Kristin; Monson, Debra; Krupa, Erin E.

    2018-01-01

    This study examined proposed teacher responses to students' work to investigate how they respond, what characteristics of a good response are more difficult than others to achieve, and whether particular student error types are more difficult to respond to appropriately. Sixteen preservice secondary mathematics teachers' proposed responses to five…

  13. Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners’ Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School

    PubMed Central

    Diaz, Anjolii; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah; Spinrad, Tracy L.; Berger, Rebecca; Hernandez, Maciel M.; Silva, Kassondra M.; Southworth, Jody

    2015-01-01

    The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children’s effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student–teacher relationships and student’s externalizing behaviors. Children’s emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom. PMID:28584388

  14. The Role of Positive Emotion towards Work as a Mediator in the Relationship between Organizational Responsiveness towards Teachers and Isolation in Professional Life

    ERIC Educational Resources Information Center

    Bostanci, Aynur B.

    2013-01-01

    This study was performed for the purpose of determining the mediator role of positive emotion towards work within the relationship between organizational responsiveness towards teachers in schools and social isolation in professional life, based on teacher opinions. The study was designed using a relational survey model. The study group was made…

  15. Secondary science teachers' use of the affective domain in science education

    NASA Astrophysics Data System (ADS)

    Grauer, Bette L.

    The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl's Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl's Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were identified with the receiving and responding levels of the Affective Taxonomy. Organization behavior emerged during the study of perceived controversial science topics such as evolution. Participants in the study used student affective behavior to provide feedback on their lesson activities and instructional practices. Classroom interactions identified as collaboration and conversation contributed to the development of responding behavior. The researcher identified a process of affective progression in which teachers encouraged and developed student affective behavior changes from receiving to responding levels of the Affective Taxonomy.

  16. Lebanese Teachers' Views on "Continuing Professional Development"

    ERIC Educational Resources Information Center

    Nabhani, Mona; Bahous, Rima

    2010-01-01

    This study elicits Lebanese teachers' views on Continuing Professional Development (CPD). Seven hundred and thirty-nine teachers from across Lebanon responded to semi-structured questions about personal and school efforts to help stay up to date. They expressed their views on what constitutes effective CPD, why this is needed and how this…

  17. 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.

  18. University/School District Reflection in Teacher Education: A Collaborative Inquiry Approach. (The Portland State University/East Multnomah County Project: "Classroom As Families" Teacher Education Program).

    ERIC Educational Resources Information Center

    Driscoll, Amy; Nagel, Nancy

    This study describes two phases of the planning of a professional development center for teaching and teacher education, utilizing a reflective and collaborative inquiry approach. Two themes guided the study: (1) the dissonance between teacher education and teaching; and (2) preparation of teachers to respond to the changing population of children…

  19. Documenting Teacher Candidates' Professional Growth through Performance Evaluation

    ERIC Educational Resources Information Center

    Brown, Elizabeth Levine; Suh, Jennifer; Parsons, Seth A.; Parker, Audra K.; Ramirez, Erin M.

    2015-01-01

    In the United States, colleges of education are responding to demands for increased accountability. The purpose of this article is to describe one teacher education program's implementation of a performance evaluation tool during final internship that measures teacher candidates' development across four domains: Planning and Preparation,…

  20. Highly Committed Teachers: What Makes Them Tick? A Study of Sustained Commitment

    ERIC Educational Resources Information Center

    Fransson, Göran; Frelin, Anneli

    2016-01-01

    This article focuses on teacher commitment, and particularly on teachers displaying sustained high levels of commitment throughout their teaching careers (over 15 years). Graduates from one Teacher Education programme responded to an open-ended questionnaire conducted on 10 occasions concerning their work as teachers, from graduation in 1993 to…

  1. Interaction in the Research Interview and Drug-Related Disclosures among Respondents.

    ERIC Educational Resources Information Center

    Myers, Vincent

    1979-01-01

    Interviewers and respondents judged interview interactions during a survey of drug-related sentiments. Pronounced variability in interviewer-respondent judgements occurred in unanticipated ways related to gender, role, and ethnicity of participants. Positive interaction yielded different respondent cognitions and reports of illicit drug ingestion…

  2. Developing Teachers: Improving Professional Development for Teachers

    ERIC Educational Resources Information Center

    Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot

    2015-01-01

    This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher ­development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers…

  3. Factors Related to Teachers' Intention to Leave the Classroom Early

    ERIC Educational Resources Information Center

    Tippens, Abby; Ricketts, John C.; Morgan, A. Christian; Navarro, Marie; Flanders, Frank B.

    2013-01-01

    The challenge of retaining teachers in the profession of agricultural education is a prevalent and growing problem in the United States. The purpose of this study was to determine the primary factors contributing to intention to leave the profession among Georgia agriculture teachers. Teacher-participants responded to a web-based survey which…

  4. English Only? Community College Teacher Perceptions of L1 Use.

    ERIC Educational Resources Information Center

    Biley, Patti

    A survey investigated the attitudes of one community college's English-as-a-Second-Language (ESL) teachers concerning the use of native language in the classroom, particularly by the teacher. Twenty-one ESL teachers, both part- and full-time, responded. Most were Hispanic, many were bilingual, and they represented a range of experience and…

  5. Emotional Identification with Teacher Identities in Student Teachers' Narrative Interaction

    ERIC Educational Resources Information Center

    Karlsson, Marie

    2013-01-01

    The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis…

  6. Student Teachers' Positionalities as Knowers in School Subject Departments

    ERIC Educational Resources Information Center

    Puttick, Steven

    2018-01-01

    Student teachers in England, mainly on one-year courses, spend the majority of their time in schools. Secondary schools are primarily organised around subject departments, and these subgroups within schools have been shown to be significant for student outcomes and teachers' experiences. However, research on school subject departments themselves…

  7. Responding to Hate and Bias at School. A Guide for Administrators, Counselors and Teachers

    ERIC Educational Resources Information Center

    Willoughby, Brian

    2012-01-01

    Your school has plans and protocols in place to respond to fires, severe weather, medical emergencies, fights and weapons possession. But what about school incidents like those listed above that involve bigotry and hate? Are plans in place to respond to a bias incident or hate crime? Too often these plans are created in the moment during the…

  8. The Meaning of Teaching Mathematics: Teacher Positioning's as Embedded in Algebra Teachers' Guides

    ERIC Educational Resources Information Center

    Suh, Heejoo

    2017-01-01

    Teacher educators have been examining the professional status of teaching, including defining central practices of teaching, comparing teaching to other professions, and understanding teachers' own perspective via interviews, surveys, and observations. The present study intends to contribute to the discussion by examining the meaning of teaching…

  9. Factors Contributing to under Representation of Female Teachers in Headship Positions in Primary Schools in Eldoret Municipality, Kenya

    ERIC Educational Resources Information Center

    Barmao, Catherine

    2013-01-01

    This paper analyses factors contributing to under representation of female teachers in headship positions in Eldoret Municipality Kenya. The study was guided by socialization theory to hierarchical gender prescriptions which gave three distinct theoretical traditions that help, understand sex and gender. Descriptive survey was adopted for the…

  10. How Do Teachers Make Judgments about Ethical and Unethical Behaviors? Toward the Development of a Code of Conduct for Teachers

    ERIC Educational Resources Information Center

    Barrett, David E.; Casey, J. Elizabeth; Visser, Ryan D.; Headley, Kathy N.

    2012-01-01

    The authors examined the dimensions that underlie teachers' judgments about ethical versus unethical behaviors. 593 educators and teachers in training were administered a 41 item survey. For each item, respondents rated the extent to which they believed the behavior (a) occurred frequently and (b) represented a serious violation of professional…

  11. Mobile Phone as Pedagogical Tools: Are Teachers Ready?

    ERIC Educational Resources Information Center

    Ismail, Issham; Azizan, Siti Norbaya; Azman, Nizuwan

    2013-01-01

    This study examined the teachers' perceptions on the implementation of mobile learning via mobile phone at schools. The sample for this study comprised thirty eight teachers who were teaching Information Technology (IT) subjects from various primary schools in Penang, Malaysia. A quantitative survey was administered to the respondents whereby…

  12. Legitimating Multilingual Teacher Identities in the Mainstream Classroom

    ERIC Educational Resources Information Center

    Higgins, Christina; Ponte, Eva

    2017-01-01

    This article explores the identities of a group of elementary teachers who participated in a professional development (PD) project on multilingual language learners. We study how the participating teachers drew on different aspects of their identities to respond to encouragement to increase their attention to students' diverse multilingual…

  13. Role Expectations of the College Supervisor of Elementary Student Teachers in the State of Georgia.

    ERIC Educational Resources Information Center

    Waters, Betty H.

    A questionnaire was administered to student teachers, supervising teachers, principals, and college supervisors to ascertain functions which were actually performed and those most desired by the respondents with regard to the role of the college supervisor. The respondents were participating in student teaching experiences in the state of Georgia…

  14. 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.

  15. Who Defines "Democratic Leadership?": Three High School Principals Respond to Site-Based Reforms.

    ERIC Educational Resources Information Center

    Brouillette, Liane

    1997-01-01

    Focuses on behaviors and activities of three high school principals as they respond to district's decision to implement a shared decision-making model designed to give teachers and parents a larger voice. Describes these administrators' varying responses, along with varied ways democratic leadership was multilaterally defined in each school by…

  16. Examining Perspectives of Entry-Level Teacher Candidates: A Comparative Study

    ERIC Educational Resources Information Center

    Liu, Ping

    2010-01-01

    This study examines entry-level teacher candidates on career choice, professional goals and view on a teacher's role. The candidates were enrolled in two elementary teacher education programs in the People's Republic of China and the United States of America. A total of 66 participants responded in writing to three questions about why they decided…

  17. Self-reported Stress Problems among Teachers in Hong Kong

    NASA Astrophysics Data System (ADS)

    Chan, Alan H. S.; Chen, K.; Chong, Elaine Y. L.

    2010-10-01

    The present study was developed to comprehensively investigate the occupational health problems among teachers of primary and secondary schools in Hong Kong. A random sample of 1,710 respondents was generated from the database of Hong Kong Professional Teachers' Union (HKPTU) members. A self-administrated questionnaire was designed and sent by mail to the teachers of primary and secondary schools in HK. The results indicated that comparing with one year and five years ago, 91.6% and 97.3% of the responding teachers reported an increase of perceived stress level, respectively. Heavy workload and time pressure, education reforms, external school review, pursuing further education, and managing students' behaviour and learning were the most frequently reported sources of work stress. The four most frequently reported stress management activities were sleeping, talking to neighbors and friends, self-relaxing, and watching television, while the least frequently reported activity was doing more exercises or sports.

  18. Teacher Perceptions of Using Positive Behavior Interventions and Supports as Behavioral Interventions in a Pre-K-5 Elementary School: A Phenomenological Study

    ERIC Educational Resources Information Center

    Roberts-Clawson, Meghann E.

    2017-01-01

    This qualitative study addresses teacher perceptions of using positive behavior interventions and supports (PBIS) as positive behavioral interventions. This phenomenological study was conducted within a Pre-K-5 elementary school in northwestern North Carolina. In order to collect qualitative data, personal individualized interviews were conducted…

  19. Discursive Positioning of Beginning Teachers' Professional Learning during Induction: A Critical Literature Review from 2004 to 2014

    ERIC Educational Resources Information Center

    Simmie, Geraldine Mooney; de Paor, Cathal; Liston, Jennifer; O'Shea, John

    2017-01-01

    This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers' professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a…

  20. Teachers in Class

    ERIC Educational Resources Information Center

    Van Galen, Jane

    2008-01-01

    In this article, I argue for a closer read of the daily "class work" of teachers, as posited by Reay, 1998. In developing exploratory class portraits of four teachers who occupy distinctive social positions (two from working-class homes now teaching upper-middle-class children and two from upper-middle-class homes now teaching poor children), I…

  1. Primary teachers' knowledge and acquisition of stress relieving strategies.

    PubMed

    Cockburn, A D

    1996-09-01

    Over the last 20 years there have been numerous studies of teacher stress but little is known of how teachers acquire coping strategies; their knowledge of those available to them and their opinion of these techniques. A total of 335 Norfolk primary teachers responded to a postal questionnaire providing biographical details; levels of job satisfaction and work related stress; responses to a range of commonly advocated techniques to reduce teacher stress and their opinion on who-if anyone-should take more responsibility for reducing teacher stress. On average the respondents were aware of 35 stress reduction strategies. The most effective strategies were ensuring that one understood what one was about to teach and thorough lesson preparation. A significant proportion of practitioners said that they would not consider seeking expert sources of advice. A total of 89 per cent of practitioners reported that they acquired at least some strategies through their own experience. It was concluded that the issue of teacher stress needs to be considered at governmental, school and individual levels. In the light of some resistance to traditional methods of stress reduction, the implications for initial and in-service training were explored.

  2. The Alternative Certification of Teachers. Teacher Education Monograph No. 14.

    ERIC Educational Resources Information Center

    Hawley, Willis D., Ed.

    Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This…

  3. Literacy Teacher Preparation: Ten Truths Teacher Educators Need to Know

    ERIC Educational Resources Information Center

    Davis Lenski, Susan, Ed.; Grisham, Dana L., Ed.; Wold, Linda S., Ed.

    2005-01-01

    The quality of teacher preparation is frequently under public scrutiny. In this collection, experts in literacy teacher preparation offer ten truths--based on evidence, not ideology-- that support the ongoing positive efforts of teacher educators. In this book, the reader will find: A review of the existing knowledge base; Evidence of the improved…

  4. Le Dilemme du professeur de langue: theorie ou pratique? Essai d'un bilan (The Foreign Language Teacher's Dilemma: Theory or Practice? An Attempt at an Assessment)

    ERIC Educational Resources Information Center

    Rebuffo, Jacques

    1977-01-01

    A discussion of the crisis in foreign language methodology and a short evaluation of methods employed at present. The pivotal position of the language teacher in choosing a combination of methods to respond to student needs and the importance of foreign languages in education are discussed. (Text is in French.) (AMH)

  5. The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy

    ERIC Educational Resources Information Center

    Yin, Hong-biao; Lee, John Chi-Kin; Jin, Yu-le; Zhang, Zhong-hua

    2013-01-01

    This study explores the impact of teachers' perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had…

  6. Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

    PubMed Central

    Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon

    2015-01-01

    We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self-reported self-efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self-efficacy compared to typical readers. PMID:26997755

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

    PubMed Central

    Anderman, Eric M.; O’Connell, Ann A.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Luschei, Thomas F.

    2012-01-01

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

  9. The Effect of Teacher Training on the Knowledge of Positive Behavior Support and the Quality of Behavior Intervention Plans: A Preliminary Study in Taiwan

    ERIC Educational Resources Information Center

    Wu, Pei-Fang

    2017-01-01

    The purpose of this study was to investigate whether through a series of teacher training. The participants could acquire better knowledge on Positive Behavior Support (PBS), and develop high quality behavior intervention plans. Thirty-six teachers from three public schools participated in the study. The competency-based training consisted of 12…

  10. Changing Teacher Preparation for California's Changing Secondary Schools

    ERIC Educational Resources Information Center

    Farnan, Nancy; Hudis, Paula M.; LaPlante, Arlene

    2014-01-01

    In this article, the authors describe how one group of California teacher educators has responded to the call for high school dropout rates with new thinking and action in regard to making teacher preparation a key strategy for reducing the dropout rates, raising student academic achievement, and eliminating the pervasive inequities in learning…

  11. Teachers' Perspectives on Effective Responses to Overt Bullying

    ERIC Educational Resources Information Center

    Sokol, Nicole; Bussey, Kay; Rapee, Ronald M.

    2016-01-01

    School communities worldwide are tackling the pervasive problem of school bullying. Teachers hold an important responsibility to prevent and manage bullying problems in the school environment and often play a key role in advising students about how to respond to bullying. This study examined teachers' perspectives on the most effective ways to…

  12. [Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy].

    PubMed

    Bruland, Dirk; Kornblum, Katharina; Harsch, Stefanie; Bröder, Janine; Okan, Orkan; Bauer, Ullrich

    2017-12-01

    Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy Mental health issues of parents of school children often negatively affects the children as well, including their school performance and social behavior in the school setting. Teachers are then required to take actions with regards to supporting children in their coping with and mastering of their home situation and their responds to educational demands. As such, schools' and teachers' actions can either support affected children and fulfill a protective function or respond inappropriately, with negative impact on the affected children. Although the societal discussion about and acceptance of mental illnesses have increased in recent years, scientific knowledge on how well teachers are prepared for meeting the needs of affected students remains insufficient. Therefore, this research study examines teachers' attitudes towards, knowledge about, and competencies regarding children affected by a mentally ill parent. 15 in-depth interviews and 3 focus groups (n = 11) with teachers from primary and secondary schools were conducted and systematically analyzed. Although burdens in the family are perceived as major influences on children's school day and performance, teachers report to not feel sufficiently prepared for and uncertain about supporting and coping with the special needs of affected students. Instead they report to "learn from a case to case" basis. Recognizing the family situation of children with mentally ill parents is reported to be especially difficult for teachers. Responding inadequately and insensitive to the needs of affected children was perceived as a serious burden for teachers themselves. While schools can function as entry points to professional social help systems, teachers frequently reported barriers and challenges in accessing, communicating, and collaborating with these systems. The practical implications of these results regarding the "Mental Health

  13. Teacher Self-Efficacy during the Implementation of a Problem-Based Science Curriculum

    ERIC Educational Resources Information Center

    Hodges, Charles B.; Gale, Jessica; Meng, Alicia

    2016-01-01

    This study was conducted to investigate eighth-grade science teachers' self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers' responded to structured journaling activities designed to collect information about their…

  14. Response II: Preparing Teachers of Art for Tomorrow's Schools.

    ERIC Educational Resources Information Center

    Day, Michael D.

    1993-01-01

    Responds to Arthur Efland's analysis of the relationship between current theories of teaching and learning and preservice art teacher education. Asserts that the cultural pluralism of today's schools is a significant factor in curriculum planning for art education. Discusses three characteristics of successful art teachers. (CFR)

  15. Teachers' Knowledge and Confidence for Promoting Positive Mental Health in Primary School Communities

    ERIC Educational Resources Information Center

    Askell-Williams, Helen; Lawson, Michael J.

    2013-01-01

    This paper reports an investigation into Australian primary school teachers' knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected…

  16. Magnifying Pre-Service Generalist Teachers' Perceptions of Preparedness to Teach Primary School Physical Education

    ERIC Educational Resources Information Center

    Freak, Annette; Miller, Judith

    2017-01-01

    Background: Generalist teachers' confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers' perceptions of such matters. For teacher educators responding to the deficient delivery of primary…

  17. A Survey of Teachers' Perceptions of the Function and Purpose of Student Support Teams

    ERIC Educational Resources Information Center

    Lee-Tarver, Aleada

    2006-01-01

    The purpose of this study was to investigate teacher training, teacher participation and teacher understanding of the relationship between student support team functions and special education services. One hundred and twenty-three regular education teachers responded to a brief questionnaire concerning student support team activities. Teachers…

  18. Exploring Positioning as an Analytical Tool for Understanding Becoming Mathematics Teachers' Identities

    ERIC Educational Resources Information Center

    Skog, Kicki; Andersson, Annica

    2015-01-01

    The aim of this article is to explore how a sociopolitical analysis can contribute to a deeper understanding of critical aspects for becoming primary mathematics teachers' identities during teacher education. The question we ask is the following: How may power relations in university settings affect becoming mathematics teachers' subject…

  19. How Is Cultural Diversity Positioned in Teacher Professional Standards? An International Analysis

    ERIC Educational Resources Information Center

    Santoro, Ninetta; Kennedy, Aileen

    2016-01-01

    Unprecedented levels of global mobility mean that culturally homogenous classrooms are now increasingly rare. This brings with it challenges for teachers and raises issues about what constitutes quality teaching and teachers. Professional standards are commonly seen as a key policy instrument through which teacher quality can be enhanced. This…

  20. Factors connected with professional satisfaction and dissatisfaction among nutrition teacher.

    PubMed

    Cardoso, Cleia Graziele Lima do Valle; Costa, Nilce Maria da Silva Campos

    2016-08-01

    Teacher satisfaction can be reflected in the success of higher education institutions to provide meaningful learning to their students. This study analyzed the professional satisfaction of nutrition teachers at a federal institution of higher education by identifying the factors that generated satisfaction and dissatisfaction for them and also the feelings that they envisioned for themselves at the end of their careers. This is a descriptive and exploratory study with a qualitative approach. A questionnaire and semi-structured interviews were performed. The results showed that 72.7% of the teachers were satisfied with their profession. In relation to satisfaction were considered: the fulfillment of a vocation; research and extension activities; the development and recognition of students and society; learning; autonomy; flexibility; and relationships with students. In relation to dissatisfaction were considered: overloading due to work, administration, bureaucratic duties and assistance; lack of interest and respect from students; relationships with colleagues and managers; devaluation in the role of teaching; large classes and poor physical infrastructure. The respondents expressed a positive attitude and had no desire to leave their profession. Further studies are required regarding factors leading to satisfaction and dissatisfaction for teachers, in order to contribute to their productivity and well-being.

  1. "Less than a Vapor": Positioning Black lesbian women in history teacher education.

    PubMed

    Woodson, Ashley N

    2017-10-02

    In this article, I discuss the possibilities and implications of centering Black lesbian identities and relationships in history teacher education through a case study with one straight Black woman preservice history teacher named Danitra. Danitra's understanding and navigation of historical research on Black lesbians are discussed in relation to core themes of lesbian historiography and emancipatory historiography. Though the literature on this group is limited, I argue that critical considerations of Black lesbians' interests and experiences help educators to conceive of and teach about history, citizenship, justice, and sexuality in more liberatory ways. I conclude by offering recommendations to history teachers and teacher educators who hope to draw on lesbian and emancipatory historiographies to challenge discourses of invisibility in history teacher education classrooms.

  2. Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom

    ERIC Educational Resources Information Center

    Cooper, Justin T.; Whitney, Todd; Lingo, Amy S.

    2018-01-01

    The purpose of the current study was to examine the effects of immediately prompting a general education teacher to increase her rate of Opportunities to Respond (OTR) through bug-in-ear technology on the academic engagement of a first-grade student with emotional and behavior disorders (EBD) and attention deficit hyperactivity disorder (ADHD). In…

  3. Teacher Leaders' Work with Peers in a Quasi-Formal Teacher Leadership Model

    ERIC Educational Resources Information Center

    Supovitz, Jonathan A.

    2018-01-01

    Building on evolving conceptions of teacher leadership in the literature, this article argues that an integration of both positional and empowering elements of teacher leadership are the seeds of an evolved approach to teacher leadership for instructional improvement. Using data from a study of quasi-formal teacher leadership, the research…

  4. "I Never Heard the Word Methodology": Personal Accounts of Teacher Training in Ireland 1943-1980

    ERIC Educational Resources Information Center

    Walsh, Brendan

    2017-01-01

    This article examines the experiences of 27 retired secondary school teachers (respondents) who completed initial teacher education (ITE) courses between 1943 and 1980. The eldest respondent completed ITE in 1943 and the youngest in 1980. The timespan 1943-1980 is not purposeful but dependent on the cohort that volunteered to take part in the…

  5. Examples in the Teaching of Mathematics: Teachers' Perceptions

    ERIC Educational Resources Information Center

    Ng, Lay Keow; Dindyal, Jaguthsing

    2015-01-01

    As part of a study examining how teachers in Singapore select and use examples for teaching mathematics, 121 teachers from 24 secondary schools responded to three open-ended questions about the use of examples in teaching. The results show that students' abilities and the difficulty level of the examples were among the topmost considerations…

  6. General Music Teachers' Attitudes and Practices Regarding Multicultural Music Education in Malaysia

    ERIC Educational Resources Information Center

    Wong, Kwan Yie; Pan, Kok Chang; Shah, Shahanum Mohd

    2016-01-01

    This study examined the utilisation of multicultural music education by Malaysian music teachers, with an emphasis on the relationship between music teachers' attitudes and their subsequent degree of effort in developing and implementing multicultural music education in their music classes. Respondents for the study were 456 music teachers;…

  7. Brain Changes in Responders vs. Non-Responders in Chronic Migraine: Markers of Disease Reversal

    PubMed Central

    Hubbard, Catherine S.; Becerra, Lino; Smith, Jonathan H.; DeLange, Justin M.; Smith, Ryan M.; Black, David F.; Welker, Kirk M.; Burstein, Rami; Cutrer, Fred M.; Borsook, David

    2016-01-01

    The aim of this study was to identify structural and functional brain changes that accompanied the transition from chronic (CM; ≥15 headache days/month) to episodic (EM; <15 headache days/month) migraine following prophylactic treatment with onabotulinumtoxinA (BoNT-A). Specifically, we examined whether CM patients responsive to prophylaxis (responders; n = 11), as evidenced by a reversal in disease status (defined by at least a 50% reduction in migraine frequency and <15 headache days/month), compared to CM patients whose migraine frequency remained unchanged (non-responders; n = 12), showed differences in cortical thickness using surface-based morphometry. We also investigated whether areas showing group differences in cortical thickness displayed altered resting-state functional connectivity (RS-FC) using seed-to-voxel analyses. Migraine characteristics measured across groups included disease duration, pain intensity and headache frequency. Patient reports of headache frequency over the 4 weeks prior to (pre-treatment) and following (post-treatment) prophylaxis were compared (post minus pre) and this measure served as the clinical endpoint that determined group assignment. All patients were scanned within 2 weeks of the post-treatment visit. Results revealed that responders showed significant cortical thickening in the right primary somatosensory cortex (SI) and anterior insula (aINS), and left superior temporal gyrus (STG) and pars opercularis (ParsOp) compared to non-responders. In addition, disease duration was negatively correlated with cortical thickness in fronto-parietal and temporo-occipital regions in responders but not non-responders, with the exception of the primary motor cortex (MI) that showed the opposite pattern; disease duration was positively associated with MI cortical thickness in responders versus non-responders. Our seed-based RS-FC analyses revealed anti-correlations between the SI seed and lateral occipital (LOC) and dorsomedial

  8. Professional Satisfaction of Secondary Education Teachers: The Case of Greece

    ERIC Educational Resources Information Center

    Koutrouba, Konstantina; Michala, Myrto

    2017-01-01

    The present questionnaire-based study examines 379 Greek teachers' perceptions about professional satisfaction and dissatisfaction. According to the results, teachers are professionally satisfied when they, firstly, feel able to effectively establish behaviour and communication rules in their classrooms, secondly, respond to students' expectations…

  9. Student Science Teachers' Accounts of a Well-Remembered Event about Classroom Management.

    ERIC Educational Resources Information Center

    Zuckerman, June Trop

    2000-01-01

    Discusses how 36 student science teachers described and responded to one of their own classroom management problems. Based on student teachers' written accounts of a well-remembered event about classroom management. (SAH)

  10. 77 FR 22359 - Innovative Technology Experiences for Students and Teachers (ITEST) Program; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-13

    ... NATIONAL SCIENCE FOUNDATION Innovative Technology Experiences for Students and Teachers (ITEST.... SUPPLEMENTARY INFORMATION: Title of Collection: Innovative Technology Experiences for Students and Teachers... for Students and Teachers (ITEST) is a National Science Foundation program that responds to current...

  11. Retention Issues: A Study of Alabama Special Education Teachers

    ERIC Educational Resources Information Center

    Plash, Shawn; Piotrowski, Chris

    2006-01-01

    This study investigated issues that impact attrition, migration and retention of special education teachers in Alabama. The sample comprised 70 teachers designated as "highly-qualified" who responded to a job satisfaction instrument, with a focus on retention issues, developed by Levine (2001). The results indicated that the major…

  12. Understanding Geometric Ideas: Pre-Service Primary Teachers' Knowledge as a Basis for Teaching

    ERIC Educational Resources Information Center

    Seah, Rebecca

    2015-01-01

    This paper reports part of an ongoing investigation into aspects of pre-service teachers' geometric knowledge. One hundred and fifty-two Australian pre-service teachers responded to a series of questions that reflect the type of knowledge teachers are expected to know and teach. Analysis of their responses shows that teacher knowledge can be…

  13. Meditation and Teacher Stress

    ERIC Educational Resources Information Center

    Csaszar, Imre Emeric; Buchanan, Teresa

    2015-01-01

    Early childhood teachers can be relaxed and peaceful as they create playful and harmonious classrooms, even if they work in stressful contexts. However, the stressors faced by teachers may lead to negative consequences that can undermine their ability to sustain personal health and positive interactions. In the absence of positive coping…

  14. The Teaching Habits of Mind, Their Relationship to Positive Behavior of Social Studies Teachers in Lower Basic Stage in University District--The Capital (Amman)

    ERIC Educational Resources Information Center

    Al-Assaf, Jamal Abd Al-Fattah

    2017-01-01

    The study aimed at finding out the relationship between teaching habits of mind and positive behavior among the teachers of social studies in the lower basic stage in the university district in the capital governorate (Amman). The sample of this study was composed of (60) teachers, both males and females, who were chosen by the Stratified Random…

  15. The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas

    NASA Astrophysics Data System (ADS)

    Longing, Jeffrey Lucian

    The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data

  16. Pedagogy of the Rural as a Lens for Understanding Beginning Teachers' Identity and Positionings in Rural Schools

    ERIC Educational Resources Information Center

    Walker-Gibbs, Bernadette; Ludecke, Michelle; Kline, Jodie

    2018-01-01

    Pedagogy of the Rural is an approach to capture the complexities of rural space and place by challenging simple understandings of what it means to be a teacher in rural settings. Using Harré's positioning theory, Baudrillard's concepts of simulation and simulacra, and Lefebvre's space and economic geographies to form a composite theory through…

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

    ERIC Educational Resources Information Center

    Allen, Rebecca; Burgess, Simon; Mayo, Jennifer

    2018-01-01

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

  18. Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?

    ERIC Educational Resources Information Center

    Skaalvik, Einar M.; Skaalvik, Sidsel

    2015-01-01

    This study explored job satisfaction, work-related stress, consequences of stress, and coping strategies among Norwegian teachers. The study is based on qualitative interviews with 30 working teachers and four retired teachers. The respondents reported high job satisfaction but also severe stress and exhaustion. Teachers of different ages or at…

  19. The Global Imperative for Teacher Education: Opportunities for Comparative and International Education

    ERIC Educational Resources Information Center

    Aydarova, Elena; Marquardt, Sheila K.

    2016-01-01

    In the context of globalization, teacher education has to respond to the global imperative by helping preservice teachers develop global consciousness and awareness (Apple, 2011; Zhao, 2010). This paper addresses this imperative by first identifying the spaces for global competencies in teacher education standards at the national, regional, state,…

  20. Beginning Generalist Teacher Self-Efficacy for Music Compared with Maths and English

    ERIC Educational Resources Information Center

    Garvis, Susanne

    2013-01-01

    In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of…

  1. The Significance of Emotions in Finnish Teachers' Stories about Their Intercultural Learning

    ERIC Educational Resources Information Center

    Jokikokko, Katri; Uitto, Minna

    2017-01-01

    The need to improve teachers' abilities to respond to the needs of diverse students has been widely acknowledged. To acquire these abilities teachers need ongoing reflection and opportunities to learn in practice in various contexts. However, earlier research has not extensively theorised teachers' intercultural learning as a holistic life-long…

  2. Teacher-Parent Partnerships. ERIC Digest.

    ERIC Educational Resources Information Center

    Swick, Kevin J.

    Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

  3. Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: two-year effects.

    PubMed

    Koka, Andre; Hein, Vello

    2006-10-01

    Relative change or stability of perceived positive general feedback and perceived informational feedback and their influence on students' intrinsic motivation in physical education over two years were examined. 302 students, ages 11 to 15 years, responded to the Perception of Teacher's Feedback questionnaire. Two years later, these students filled out the questionnaire again, along with a modified version of the Sport Motivation Scale. Analysis showed that both types of perceived feedback exhibited moderate stability over the two years. Perceived positive general feedback demonstrated a significant direct effect on students' intrinsic motivation measured concurrently in physical education. Further, fixing to zero the effect of perceived positive general feedback on intrinsic motivation measured concurrently, an effect emerged over the two years.

  4. Vocational Agriculture Teachers' Opinions Relative to Selected Animal Science Competencies.

    ERIC Educational Resources Information Center

    Thomas, Larry G.; Groves, Ramsey

    1986-01-01

    The attitudes of 107 vocational agriculture teachers toward animal science competencies were compared to those of respondents to the National Agriculture Occupations Competency Study. The areas of disagreement indicate a need for increased cooperation between agricultural education and animal science departments in teacher preparation. (SK)

  5. Race as a Factor in Teachers' Responses to Children's Grief.

    ERIC Educational Resources Information Center

    Atkinson, Trudie L.

    1982-01-01

    Investigated how teachers respond to children in death-related situations. When Black and non-Black teachers were compared, no differences were evident in attitudes toward death or belief in an afterlife. However, significant differences appeared in the responses they chose to children's grief. (Author)

  6. A Profile of In-House Teachers of Technical Communication.

    ERIC Educational Resources Information Center

    Mazzatenta, Ernest

    To develop a profile of inhouse, company teachers of technical communication, a six-page questionnaire was administered to technical writing teachers. Of the 52 respondents, 24 offered both formal inhouse courses and informal training while 22 conducted only formal courses. Titles, course outlines, and other survey comments revealed that many…

  7. Software Development through ACOT Teachers' Eyes. ACOT Report #4.

    ERIC Educational Resources Information Center

    Knapp, Linda

    Eight Apple Classrooms of Tomorrow (ACOT) teachers met with software developers at the Florida Instructional Computing Conference in January 1989. During the session, the panel of ACOT teachers expressed their wants and wishes for educational software and developers responded with their own concerns. The face-to-face communication provided a…

  8. Pupil Control Ideology and Teacher Influence in the Classroom.

    ERIC Educational Resources Information Center

    Goldenberg, Ronald

    A study investigated whether pupil control ideology of teachers differentially affected their operational behavior in the classroom. Elementary school teachers employed in a suburban St. Louis district (N=260) responded to the Pupil Control Ideology Form (PCI). From this group 20 were selected to comprise two experimental groups: those with…

  9. The Role of Teachers' Guided Reflection in Effecting Positive Program Change.

    ERIC Educational Resources Information Center

    Vogt, Lynn Allington; Au, Kathryn H. P.

    1995-01-01

    Examines the evolution of teacher support and development in the Kamehameha Elementary Education Program (KEEP) and Rough Rock Community School collaboration. Ongoing teacher development featured regular classroom observation and feedback with mentors and peers and self-reflection through videotaping and journal writing. (two references) (MDM)

  10. Indonesian Teacher Engagement Index (ITEI): An Emerging Concept of Teacher Engagement in Indonesia

    NASA Astrophysics Data System (ADS)

    Sasmoko; Doringin, F.; Indrianti, Y.; Goni, A. M.; Ruliana, P.

    2018-02-01

    This paper presents a new concept of teacher engagement in Indonesia. The various studies in this paper examine various perspectives and even criticize the initial research on teacher engagement, so as to build the concept of different teacher engagement and in accordance with the Indonesian context so that it can be implemented and has direct impact as a guideline on improving the quality of teachers and education personnel in Indonesia. The method used in this paper is the Neuroresearch research method focused on exploratory research. The conclusion of this research is the development of Indonesian Teacher Engagement Index concept (ITEI) as a concept that describes the condition of teachers who experienced various psychological conditions positively, actively participate in building positive education, able to show good performance, have supportive competence, have national character as Characteristic of Indonesia and able to show the nationalism leadership engagement.

  11. Teachers' Implementation of the Coaching Role: Do Teachers' Ownership, Sensemaking, and Agency Make a Difference?

    ERIC Educational Resources Information Center

    Ketelaar, Evelien; Beijaard, Douwe; Brok, Perry J.; Boshuizen, Henny P.

    2013-01-01

    The aim of this study was to explore whether teachers' positioning towards an innovation is related to their implementation of it. Positioning was reflected in terms of teachers' ownership, sensemaking, and agency. The innovation that was of central focus in this study pertained to the changing role of teachers towards a more coaching…

  12. Educational and Institutional Services Available to Navajo and Hopi People: Observations of Student Teachers.

    ERIC Educational Resources Information Center

    Mahan, James M.

    The personal, evaluative statements of student teachers were used to study the perceptions of newcomers to American Indian schools and communities. Respondents in this study were 90 Anglo preservice teachers from 10 universities, completing the final 17 weeks of their teacher preparation programs as full-time student teachers in Navajo and Hopi…

  13. Philosophy for Teachers (P4T)--Developing New Teachers' Applied Ethical Decision-Making

    ERIC Educational Resources Information Center

    Orchard, Janet; Heilbronn, Ruth; Winstanley, Carrie

    2016-01-01

    Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from "big" abstract questions about whether or not what they teach is inherently good, through to…

  14. Emotional Risks to Respondents in Survey Research: Some Empirical Evidence

    PubMed Central

    Labott, Susan M.; Johnson, Timothy P.; Fendrich, Michael; Feeny, Norah C.

    2014-01-01

    Some survey research has documented distress in respondents with pre-existing emotional vulnerabilities, suggesting the possibility of harm. In this study, respondents were interviewed about a personally distressing event; mood, stress, and emotional reactions were assessed. Two days later, respondents participated in interventions to either enhance or alleviate the effects of the initial interview. Results indicated that distressing interviews increased stress and negative mood, although no adverse events occurred. Between the interviews, moods returned to baseline. Respondents who again discussed a distressing event reported moods more negative than those who discussed a neutral or a positive event. This study provides evidence that, among nonvulnerable survey respondents, interviews on distressing topics can result in negative moods and stress, but they do not harm respondents. PMID:24169422

  15. Is Teacher Professional Development an Effective Way to Mitigate Teachers' Gender Differences in Technology? Result from a Statewide Teacher Professional Development Program

    ERIC Educational Resources Information Center

    Li, Yi

    2016-01-01

    This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses.…

  16. A Position Paper on Teacher Competencies for Cultural Diversity in Connection with the AACTE Multicultural Education/Competency-Based Teacher Education Project.

    ERIC Educational Resources Information Center

    Wynn, Cordell

    The objective of teacher education programs should be to assist prospective teachers in developing competencies needed to intervene successfully in the development of youth from diverse cultural backgrounds. This objective has a number of implications for teacher education programs and for school curriculum at all levels. Teacher education…

  17. Structural Peculiarities of Social Mental Abilities of Future Teachers

    ERIC Educational Resources Information Center

    Yermentayevaa, Ardakh Rizabekovna; Kenzhebayeva, Kundyz Serikovna; Umirbekova, Akerke Nurlanbekovna; Aubakirova, Zhanat Kanashovna; Iskakova, Akmaral Bakytbekovna

    2016-01-01

    The problem of social intelligence of researchers has attracted attention in recent years. Social intelligence is one of the most important characteristics of teachers. The aim of this research was to study features of structure of social intelligence of future teachers. The respondents in this study were selected 360 students of pedagogical…

  18. Current Practice of Extensive Reading in Asia: Teachers' Perceptions

    ERIC Educational Resources Information Center

    Chang, Anna C.-S.; Renandya, Willy A.

    2017-01-01

    This study investigated teachers' perceptions of the practice of extensive reading (ER) in the Asian context. One hundred and nineteen L2 teachers in Asia responded to an online questionnaire that probed into their reasons for implementing ER, the difficulties they encountered, and their perception about the effectiveness of different ways of…

  19. Professional Identity and Burnout among Pre-School, Elementary, and Post-Elementary School Teachers in Israel

    ERIC Educational Resources Information Center

    Fisherman, Shraga

    2015-01-01

    The novelty of the present study is its attempt to distinguish between pre-school, elementary, and post-elementary school teachers, regarding the relationship between professional identity and burnout. Two hundred and forty teachers responded to two questionnaires: professional identity and teacher burnout scales. Pre-school teachers were found to…

  20. The Teacher's Voice: Vocal Training in Teacher Education

    ERIC Educational Resources Information Center

    Bele, Irene Velsvik

    2008-01-01

    The voice is a basic tool in human communication and an important factor in a positive self-understanding and identity, both for the teacher's sense of profession and for the pupils' ability to express themselves orally; two perspectives of great importance in the Norwegian National Curriculum. Voice disorders are common among teachers world-wide…

  1. Do "placebo responders" exist?

    PubMed

    Kaptchuk, Ted J; Kelley, John M; Deykin, Aaron; Wayne, Peter M; Lasagna, Louis C; Epstein, Ingrid O; Kirsch, Irving; Wechsler, Michael E

    2008-07-01

    The placebo effect has been the subject of much controversy. For a scientific investigation of placebo effects to advance it is important to establish whether a placebo response in any particular illness is reliable - i.e., if there is a response to a single placebo administration there will also be a placebo response to the repeated administration of a similar placebo in similar conditions. A positive answer would allow more sophisticated clinical trial designs and more precise basic research experiments on the placebo effect. This article reviews experiments that used multiple administrations of placebo to answer the question "do reliable placebo responders exist?" This paper also examines the evidence for the existence of a consistent placebo responder, i.e. a person who responds to placebo in one situation will respond in another condition or using a different type of placebo ritual. Much of the existing evidence for these two questions was performed before 1967. This early evidence is contradictory, methodologically weak and is sufficiently old to be considered medical history. Since 1969, at least eight experiments exposed asthma patients to multiple administrations of placebo given with deceptive suggestions that the "treatment" was an active medication. While the results of this research are not unequivocal, and may not be equivalent to non-deceptive conditions, this line of inquiry suggests that if a reliable and consistent placebo response exists it could be detected within this population. Finally, this paper proposes one model to rigorously investigate the stability of placebo responses.

  2. Teacher Investment in Learner Identity

    ERIC Educational Resources Information Center

    Reeves, Jenelle

    2009-01-01

    From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings…

  3. Contexts Matter: Two Teachers' Language Arts Instruction in This High-Stakes Era

    ERIC Educational Resources Information Center

    Dooley, Caitlin McMunn; Assaf, Lori Czop

    2009-01-01

    This retrospective cross-case analysis compares two fourth-grade language arts teachers' beliefs and practices as they respond to an influx of high-stakes tests, including district-mandated benchmark testing systems. One teacher works in a suburban school, the other in an urban school. Results from the study show that the teachers' beliefs about…

  4. ICT Teachers' Assigned Roles and Expectations from Them

    ERIC Educational Resources Information Center

    Topu, Fatma Burcu; Goktas, Yuksel

    2012-01-01

    The aim of this study was to provide a better understanding of ICT teachers' assigned position and to determine school administrators' and other teachers' perceptions towards ICT teachers and these teachers' positions, and to reveal the similar and discrepant aspects of their tertiary education and the roles (work and responsibilities) assigned to…

  5. Novice Teacher Leadership: Determining the Impact of a Leadership Licensure Requirement after One Year of Teaching

    ERIC Educational Resources Information Center

    Scales, Roya Q.; Rogers, Carrie

    2017-01-01

    This study of teacher leadership in first-year teachers included the following data sources: survey, follow-up telephone interviews, and teacher leader essays. Fifteen novice teachers responded to the survey, while three participated in follow-up interviews. Results suggest ideas of teacher leadership change from pre-service years to the end of…

  6. 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…

  7. The Sensitivity of Teacher Performance Ratings to the Design of Teacher Evaluation Systems

    ERIC Educational Resources Information Center

    Steinberg, Matthew P.; Kraft, Matthew A.

    2017-01-01

    In recent years, states and districts have responded to federal incentives and pressure to institute major reforms to their teacher evaluation systems. The passage of the Every Student Succeeds Act in 2015 now provides state policymakers with even greater autonomy to redesign existing evaluation systems. Yet, little evidence exists to inform…

  8. Examining Malaysian Teachers' Online Blogs for Reflective Practices: Towards Teacher Professional Development

    ERIC Educational Resources Information Center

    Nambiar, R. M. K.; Thang, S. M.

    2016-01-01

    Blogs are commonly used for online interaction because of their ease of use and access, which allow people to gather in a virtual space to share knowledge, experiences and practices. Teachers can also use blogs as an avenue to think, reflect and respond to views and comments regarding pedagogical practices and difficulties, thereby developing…

  9. The National Mathematics Curriculum for BEP (Basic Education Programme) and the MDG (Millennium Development Goals) for Mathematics Teachers in Nigeria: Teachers' Perception and Readiness

    ERIC Educational Resources Information Center

    Ekwueme, Cecilia Olunwa; Meremikwu, Anne; Kalu, Nnenna

    2013-01-01

    The study used a survey design. The instrument was teachers' questionnaire and interview on awareness and readiness. The interview was administered to the different categories of the respondents using a 4-point Likert scale. Two hundred mathematics teachers were randomly selected from 100 schools (public and private) using stratified random…

  10. Using Virtual Role-Play to Enhance Teacher Candidates' Skills in Responding to Bullying

    ERIC Educational Resources Information Center

    Schussler, Deborah; Frank, Jennifer; Lee, Tsan-Kuang; Mahfouz, Julia

    2017-01-01

    Nearly one in three students in the United States today is negatively impacted by bullying. Teachers can play a critical role in stopping bullying-related violence, but many struggle with how to engage students in difficult conversations. Traditional classroom-based pedagogy used to teach communication skills (e.g., modeling & role-play) is…

  11. Determinants of Differing Teacher Attitudes towards Inclusive Education Practice

    ERIC Educational Resources Information Center

    Gyimah, Emmanuel K.; Ackah, Francis R., Jr.; Yarquah, John A.

    2010-01-01

    An examination of literature reveals that teacher attitude is fundamental to the practice of inclusive education. In order to verify the extent to which the assertion is applicable in Ghana, 132 teachers were selected from 16 regular schools in the Cape Coast Metropolis using purposive and simple random sampling techniques to respond to a four…

  12. How Can Video Supported Reflection Enhance Teachers' Professional Development?

    ERIC Educational Resources Information Center

    McCullagh, John F.

    2012-01-01

    This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers'…

  13. The Mediation Effect of School Satisfaction in the Relationship between Teacher Support, Positive Affect and Life Satisfaction in Adolescents

    ERIC Educational Resources Information Center

    Telef, Bülent Baki; Arslan, Gökmen; Mert, Abdullah; Kalafat, Sezai

    2015-01-01

    The aim of this study is to examine the relationships among teacher support, positive emotions, school satisfaction and life satisfaction in adolescences. The study had the participation of 344 adolescents from different socio-economic levels studying in the sixth, seventh and eighth grades of three public middle schools in the province of…

  14. Student Vocational Teachers: The Significance of Individual Positions in Workplace Learning

    ERIC Educational Resources Information Center

    Goh, Adeline Yuen Sze; Zukas, Miriam

    2016-01-01

    In most initial teacher preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational…

  15. Relationships with Special Needs Students: Exploring Primary Teachers' Descriptions

    ERIC Educational Resources Information Center

    Lopez, Chevon; Corcoran, Tim

    2014-01-01

    Positive teacher-student relationships play an established role in the developmental outcomes of students. Ongoing research suggests that positive teacher-student relationships may be particularly beneficial for students with special educational needs [Baker, J. A. 2006. "Contributions of Teacher-Child Relationships to Positive School…

  16. Relating Use of Digital Technology by Pre-Service Teachers to Confidence: A Singapore Survey

    ERIC Educational Resources Information Center

    Yeung, Alexander Seeshing; Lim, Kam Ming; Tay, Eng Guan; Lam-Chiang, Audrey Cheausim; Hui, Chenri

    2012-01-01

    Teachers today are expected to be able to apply a wide range of digital technologies in the classroom. Initial teacher education programs should prepare teachers to apply them with confidence. Pre-service teachers in Singapore responded to a survey on use of technologies in their personal lives and in their teaching, and how confident they were in…

  17. Ideas of and Attitudes towards Projects and Changing Practices: Voices of Four Teachers

    ERIC Educational Resources Information Center

    Shome, Saurav; Natarajan, Chitra

    2013-01-01

    The paper reports a study of the project practices of four Indian middle school teachers, elicited through semi-structured interviews of individual teachers. The teachers also responded to a proposal to modify four aspects of existing project practices, viz. subject integration, assessment, group work, and management of resources. The aspects were…

  18. Primary School Teachers' Knowledge, Attitudes and Views on Barriers to Inclusion in Jordan

    ERIC Educational Resources Information Center

    Amr, Muna; Al-Natour, Mayada; Al-Abdallat, Bassam; Alkhamra, Hatem

    2016-01-01

    This study explores teachers' knowledge and attitudes toward the inclusion of students with special education needs (SEN) in mainstream schools in Jordan. It also examines the barriers the teachers perceived to hinder successful inclusions. The study sample consisted of 87 primary school teachers who responded to an open-ended questionnaire asking…

  19. Demographic Profile and Perceived Inset Needs of Secondary Mathematics Teachers in Limpopo Province

    ERIC Educational Resources Information Center

    Rakumako, Angeline; Laugksch, Rüdiger

    2010-01-01

    The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the "Science Teacher Inventory of Needs for Limpopo province" ("STIN-LP"). Most teachers who responded to this survey teach at a rural or township…

  20. Investigating Pre-Service Teachers' Mathematics Anxiety Using the Revised Mathematics Anxiety Scale (RMARS)

    ERIC Educational Resources Information Center

    Wilson, Sue

    2012-01-01

    Pre-service primary (elementary) teachers' mathematics anxiety affects their engagement with and future teaching of mathematics. The study measured the range of mathematics anxiety in 219 pre-service teachers starting a teacher education course in an Australian university. They responded to the Revised Mathematics Anxiety Scale (RMARS) and a set…

  1. Survey of What Secondary Teachers Read Aloud to Students.

    ERIC Educational Resources Information Center

    Carneal, Ann; Bohning, Gerry

    Prompted by the fact that short and interesting materials suitable for reading aloud to secondary school students are difficult to find, a survey was conducted to compile a list of such materials for dissemination. The 260 respondents included secondary school teachers in all curriculum areas. Results indicated that half the respondents read…

  2. Technoscientific French for Teachers.

    ERIC Educational Resources Information Center

    Muller, Brigitte D.

    A two-semester sequence of courses in French and Spanish for science and technology at Eastern Michigan University responds to alumni demands for better linguistic and cultural preparation for increasingly global business and industry. In addition, high schools teacher enrolled in the courses find they answer a need for professional upgrading of…

  3. Shifts in Teaching Motivation and Sense of Self-as-Teacher in Initial Teacher Education

    ERIC Educational Resources Information Center

    Tang, Sylvia Y. F.; Cheng, May M. H.; Cheng, Annie Y. N.

    2014-01-01

    This article presents four student teacher cases using an examination of the nature of shifts in student teachers' motivation for choosing teaching as a career in relation to the development of their sense of self-as-teacher. The analysis relates positive and negative shifts in teaching motivation and sense of self-as-teacher to variation in…

  4. Dental trauma management awareness among primary school teachers in the Emirate of Ajman, United Arab Emirates.

    PubMed

    Hashim, R

    2011-06-01

    To assess, by means of self-administered structured questionnaire, the level of knowledge of primary schools teachers in Ajman with regards to the immediate emergency management of dental trauma. The questionnaire was sent to teachers in randomly selected primary schools in Ajman. A total of 161 teachers responded (response rate 84.4%). The questionnaire surveyed teachers' background, knowledge and management of tooth fracture, avulsion, and also investigated teachers' attitudes and self-assessed knowledge. Ninety-one percent of the teachers were females, 51.6% in their thirties and 61.5% had university qualification. Fifty teachers had received formal first aid training, and only thirteen of them recalled that they had received training on the management of dental trauma. Concerning the management of tooth fracture, 138 respondents (85.8%) gave the appropriate management for fractured tooth. One hundred twenty-one (75%) of the respondents indicated that is very urgent to seek professional assistance if a permanent tooth is avulsed, but they had little knowledge on the correct media for transporting the avulsed tooth. Most teaches were unsatisfied with their level of knowledge for dental trauma and the majority were interested in having further education on the topic. The findings revealed that the level of knowledge of management of dental trauma (especially tooth avulsion) among school teachers in Ajman is inadequate, and education campaigns are necessary to improve their emergency management of dental injuries.

  5. Pre-Service Teachers' Implicit and Explicit Attitudes toward Obesity Influence Their Judgments of Students

    ERIC Educational Resources Information Center

    Glock, Sabine; Beverborg, Arnoud Oude Groote; Müller, Barbara C. N.

    2016-01-01

    Obese children experience disadvantages in school and discrimination from their teachers. Teachers' implicit and explicit attitudes have been identified as contributing to these disadvantages. Drawing on dual process models, we investigated the nature of pre-service teachers' implicit and explicit attitudes, their motivation to respond without…

  6. Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty

    ERIC Educational Resources Information Center

    Lang, Lucinda Anne; Bell, Sherry Mee

    2017-01-01

    Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating…

  7. Oral health activities of early head start teachers directed toward children and parents.

    PubMed

    Kranz, Ashley M; Rozier, R Gary; Zeldin, Leslie P; Preisser, John S

    2011-01-01

    This cross-sectional study examined Early Head Start (EHS) teachers' oral health program activities and their association with teacher and program characteristics. Self-completed questionnaires were distributed to the staff in all EHS programs in North Carolina. Variables for dental health activities for parents (four items) and children (four items) were constructed as the sum of responses to a 0-4 Likert-type scale (never to very frequently). Ordinary least squares regression models examined the association between teachers' oral health program activities and modifiable teacher (oral health knowledge, values, self-efficacy, dental health training, perceived barriers to dental activities) and program (director and health coordinator knowledge and perceived barriers to dental activities) characteristics. Teachers in the parent (n=260) and child (n=231) analyses were a subset of the 485 staff respondents (98 percent response rate). Teachers engaged in child oral health activities (range = 0-16; mean = 9.0) more frequently than parent activities (range = 0-16; mean = 6.9). Teachers' oral health values, perceived oral health self-efficacy, dental training, and director and health coordinator knowledge were positively associated with oral health activities (P < 0.05). Perceived barriers were negatively associated with child activities (P < 0.05). The level of oral health activity in EHS programs is less than optimal. Several characteristics of EHS staff were identified that can be targeted with education interventions. Evidence for effectiveness of EHS interventions needs to be strengthened, but results of this survey provide encouraging findings about the potential effects of teacher training on their oral health practices.

  8. iPads in the Classroom: What Do Teachers Think?

    ERIC Educational Resources Information Center

    Ferguson, Janet M.; Oigara, James N.

    2017-01-01

    In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad…

  9. Primary Sources. Update: Teachers' Views on Common Core State Standards

    ERIC Educational Resources Information Center

    Scholastic Inc. and the Bill & Melinda Gates Foundation, 2014

    2014-01-01

    Scholastic and the Bill & Melinda Gates Foundation fielded the third edition of the "Primary Sources" survey of America's teachers in July 2013 (see ED562664). Twenty thousand pre-K through grade 12 public school teachers responded, sharing their perspectives on issues important to their profession, including the Common Core State…

  10. Reading Assessment: Principles and Practices for Elementary Teachers. Second Edition

    ERIC Educational Resources Information Center

    Barrentine, Shelby J., Ed.; Stokes, Sandra M., Ed.

    2005-01-01

    How do teachers respond to the competing pressures of school accountability, high-stakes testing, classroom assessment and instruction? This updated collection of articles from The Reading Teacher can help. Readers will find tools for: (1) Building school assessment policies; (2) Helping students succeed on high-stakes tests; (3) Using assessment…

  11. Child-to-teacher ratio and day care teacher sickness absenteeism.

    PubMed

    Gørtz, Mette; Andersson, Elvira

    2014-12-01

    The literature on occupational health points to work pressure as a trigger of sickness absence. However, reliable, objective measures of work pressure are in short supply. This paper uses Danish day care teachers as an ideal case for analysing whether work pressure measured by the child-to-teacher ratio, that is, the number of children per teacher in an institution, affects teacher sickness absenteeism. We control for individual teacher characteristics, workplace characteristics, and family background characteristics of the children in the day care institutions. We perform estimations for two time periods, 2002-2003 and 2005-2006, by using generalized method of moments with lagged levels of the child-to-teacher ratio as instrument. Our estimation results are somewhat mixed. Generally, the results indicate that the child-to-teacher ratio is positively related to short-term sickness absence for nursery care teachers, but not for preschool teachers. Copyright © 2013 John Wiley & Sons, Ltd.

  12. Responding to NCLB in Alaska: A Three-Pronged, Teacher-Focused Approach Yields Success

    ERIC Educational Resources Information Center

    Sees, Jennifer

    2012-01-01

    At the beginning of the 2011-2012 school year, the Alaska State School for the Deaf and Hard of Hearing (ASSDHH) was informed that they had met Alaska's Annual Yearly Progress as required by No Child Left Behind (NCLB) for the first time ever. This was incredibly exciting and worth celebrating since teachers had invested so much "blood,…

  13. Moral Imagination in Education: A Deweyan Proposal for Teachers Responding to Hate Speech

    ERIC Educational Resources Information Center

    Arneback, Emma

    2014-01-01

    This article is about moments when teachers experience hate speech in education and need to act. Based on John Dewey's work on moral philosophy and examples from teaching practice, I would like to contribute to the discussion about moral education by emphasizing the following: (1) the importance of experience, (2) the problem with prescribed…

  14. The enlightenment revolution: A historical study of positive change through science teacher education

    NASA Astrophysics Data System (ADS)

    Rillero, Peter

    1993-03-01

    The impact of Pestalozzian theory as embodied in object teaching was only significantly felt in America when teacher-education institutions began teaching the spirit and techniques of this method. Sheldon and his colleagues helped spread object teaching across America by utilizing inservice teacher education, preservice teacher education, a Practice School, and education of teacher educators. This enlightenment in education shifted the instructional focus to the child, stressing activity and concrete experiences, rather than dull rote memorization. Elementary school science evolved from object teaching, and methods of science instruction were influenced by the object teaching movement. Educational reform may never again occur as swiftly or as dramatically; however, the message is clear: Significant, meaningful change can occur in schools through teacher education.

  15. Teacher Salaries and Teacher Aptitude: An Analysis Using Quantile Regressions

    ERIC Educational Resources Information Center

    Gilpin, Gregory A.

    2012-01-01

    This study investigates the relationship between salaries and scholastic aptitude for full-time public high school humanities and mathematics/sciences teachers. For identification, we rely on variation in salaries between adjacent school districts within the same state. The results indicate that teacher aptitude is positively correlated with…

  16. At Cross-Purposes: What Do Teachers Need, Want, and Get from Supervision?

    ERIC Educational Resources Information Center

    Zepeda, Sally J.; Ponticelli, Judith A.

    1998-01-01

    Surveyed 114 teachers regarding their supervisory needs, wants, and expectations. Writing exercises revealed teachers' perceptions of best and worst experiences and of administrator behaviors. Respondents viewed "best" supervision as validation, empowerment, visible presence, coaching, and professionalism vehicle and "worst"…

  17. Knowledge, attitudes and perceptions of the teacher's role in sexuality education in public schools in Nigeria.

    PubMed

    Asekun-Olarinmoye, Esther O; Fawole, Olufunmilayo I; Dairo, Magbagbeola D; Amusan, Oluwatoyin A

    2007-01-01

    The purpose of this study was to describe the knowledge, attitude, and perception of teachers of their role in the sexuality education of secondary school students with a viewto suggesting strategies for improvement. The study was a descriptive cross-sectional survey. Information was collected from 305 secondary school teachers selected by multi-stage random sampling method from Osun state, Nigeria using a pre-tested semi-structured questionnaire. Median age of respondents was 36 +/- 8.18 years. Male/female ratio was 1:1.2. Knowledge about key reproductive issues was poor and inadequate. Knowledge of more than one contraceptive method was low (39.0%), Condom was the most frequently mentioned (59.3%). The teachers exhibited poor perception of their role in sexuality education of their students. 52.8% placed the sole responsibility for sexuality education on parents and only 20.7% found that it should start before age 10 years. Mean menarcheal age was 13.1 +/- 1.7 y. A statistically significant association was found between respondents' gender and knowledge of menarcheal age (p = .03); and between class taught and knowledge of menarcheal age (p = .003). 86.90% had positive attitude towards inclusion of sexuality education in the school curriculum; however, 43.6% felt that contraceptive methods should not be part of the course content. An urgent need exists for education and re-orientation of teachers through seminars and workshops, in-service training education program to equip them properly for the task. Policy makers need to formulate a definite, explicit, and workable sexuality education policy.

  18. The influence of teacher feedback on children's perceptions of student-teacher relationships.

    PubMed

    Skipper, Yvonne; Douglas, Karen

    2015-09-01

    Teachers can deliver feedback using person ('you are clever') or process terms ('you worked hard'). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship. We examined the effects of person, process, and no feedback on children's perceptions of their relationship with a (fictional) teacher following success and failure. Participants were British children (145 aged 9-11 in experiment 1 and 98 aged 7-11 in experiment 2). In experiment 1, participants read three scenarios where they succeeded and received one of two types of praise (person or process) or no praise. Participants then read two scenarios where they failed. In experiment 2, participants read that they had failed in three tasks and received one of two types of criticism (person or process) or no criticism. Participants then read two scenarios where they succeeded. They rated how much they liked the teacher and how much they felt that the teacher liked them. Children felt more positive about the student-teacher relationship following success than failure. Type of praise did not influence perceptions of the student-teacher relationship following success or failure. However, person criticism led children to view the student-teacher relationship more negatively following failure and maintain this negative view following the first success. Success appears to be important for developing positive student-teacher relationships. In response to failure, teachers could avoid person criticism which may negatively influence the student-teacher relationship. © 2015 The British Psychological Society.

  19. Numeracy and Australian Teachers

    ERIC Educational Resources Information Center

    Forgasz, Helen; Leder, Gilah

    2016-01-01

    Australian teachers, recruited via Facebook, completed an online survey about aspects of numeracy. The survey was designed to explore views on numeracy and capacity to respond to numeracy tasks. In this paper, we focus primarily on responses to two numeracy tasks--one numerical, the other requiring critical evaluation. On the first item, 40%…

  20. Reduction in Force: An Exploratory Study of Suburban Teachers and Implications for Teacher Education.

    ERIC Educational Resources Information Center

    Darr, Alice Dozier; Bond, Cynthia

    A study of 80 teachers who were part of a reduction in force (RIF) effort in a large midwestern city was conducted. The study investigated: (1) characteristics of the RIF'd teachers; (2) reactions to RIF notice; (3) steps taken by teachers to prevent the RIF action; (4) resources used by RIF teachers to seek new positions; and (5) characteristics…

  1. No Longer a Teacher Monologue--Involving EFL Writing Learners in Teachers' Assessment and Feedback Processes

    ERIC Educational Resources Information Center

    Huang, Shu-Chen

    2016-01-01

    This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment…

  2. "I Just See All Children as Children": Teachers' Perceptions about Inclusion

    ERIC Educational Resources Information Center

    Leatherman, Jane M.

    2007-01-01

    This narrative study examined teachers' perceptions of their inclusive classrooms. Eight early childhood teachers responded to open-ended interview questions about their experiences teaching children with and without disabilities in the same classroom environment. The social constructivist view of teaching and learning is highlighted as the…

  3. Teacher perceptions and practices regarding school bullying prevention.

    PubMed

    Dake, Joseph A; Price, James H; Telljohann, Susan K; Funk, Jeanne B

    2003-11-01

    This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities.

  4. Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying?

    ERIC Educational Resources Information Center

    Styron, Ronald A., Jr.; Bonner, Jessica L.; Styron, Jennifer L.; Bridgeforth, James; Martin, Cecelia

    2016-01-01

    The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on…

  5. Purposeful Action Research: Reconsidering Science and Technology Teacher Professional Development

    ERIC Educational Resources Information Center

    vanOostveen, Roland

    2017-01-01

    Initial plans for this project arose from a need to address issues of professional development of science and technology teachers that went beyond the norm available within school board settings. Two teams of 4 teachers responded to an invitation to participate in a collaborative action research project. Collaborative action research was chosen in…

  6. A Discrepancy in Teachers and Principals Perceptions of Educational Initiatives

    ERIC Educational Resources Information Center

    Ifat, Linder; Eyal, Weissblueth

    2017-01-01

    The current study was set to examine the role of school principals in Israel in the professional development process of their teachers following the implementation of a new professional reform. 159 teachers and 13 principals responded to a questionnaire designed to collect data concerning the involvement of principals in initiatives developed by…

  7. Smoking Habits among Teachers in Primary Schools in Norway 1977.

    ERIC Educational Resources Information Center

    Seip, Anne Karen

    1982-01-01

    A representative sample (N=1988) of members of the two main teachers' organizations in Norway were mailed questionnaires in the spring of 1977 regarding their past and present smoking habits, and 92 percent responded. The percentage of daily smokers among the teachers was approximately half of that found in the general population. (BRR)

  8. Diagnostic Competence of Primary School Mathematics Teachers during Classroom Situations

    ERIC Educational Resources Information Center

    Hoth, Jessica; Döhrmann, Martina; Kaiser, Gabriele; Busse, Andreas; König, Johannes; Blömeke, Sigrid

    2016-01-01

    One of the main challenges for teachers during teaching in class is the diagnosis of students' learning and thinking processes. For this purpose, teachers must perceive relevant information, they need to interpret this information and finally, they need to respond and select suitable opportunities to learn. In this paper, diagnostic processes in…

  9. Perspectives on Failure in the Classroom by Elementary Teachers New to Teaching Engineering

    ERIC Educational Resources Information Center

    Lottero-Perdue, Pamela S.; Parry, Elizabeth A.

    2017-01-01

    This mixed methods study examines perspectives on failure in the classroom by elementary teachers new to teaching engineering. The study participants included 254 teachers in third, fourth, and fifth grade who responded to survey questions about failure, as well as a subset of 38 of those teachers who participated in interviews about failure. The…

  10. Acceptability of Language Interventions: A Comparison of Preschool and Elementary Teachers' Responses

    ERIC Educational Resources Information Center

    Turan, Yasemin; Ostrosky, Michaelene M.; Halle, James W.; DeStefano, Lizanne

    2004-01-01

    This study used structured analogue situations to examine factors that might influence teachers' preferences and opinions about language interventions. These factors included respondent groups (preschool vs. elementary school teachers), type of treatment approach (naturalistic vs. therapeutic), person delivering the intervention (classroom teacher…

  11. Acceptability Of Language Interventions: A Comparison Of Preschool And Elementary Teachers' Responses

    ERIC Educational Resources Information Center

    Turan, Yasemin; Ostrosky, Michaelene M.; Halle, James W.; DeStefano, Lizanne

    2004-01-01

    This study used structured analogue situations to examine factors that might influence teachers? preferences and opinions about language interventions. These factors included respondent groups (preschool vs. elementary school teachers), type of treatment approach (naturalistic vs. therapeutic), person delivering the intervention (classroom teacher…

  12. Mischievous responding in Internet Gaming Disorder research.

    PubMed

    Przybylski, Andrew K

    2016-01-01

    The most recent update to the American Psychiatric Association's (APA) Diagnostic and Statistical Manual of Mental Disorders (DSM-5) included Internet Gaming Disorder as a new potential psychiatric condition that merited further scientific study. The present research was conducted in response to the APA Substance-Related Disorders Working Group's research call to estimate the extent to which mischievous responding-a known problematic pattern of participant self-report responding in questionnaires-is relevant to Internet Gaming Disorder research. In line with a registered sampling and analysis plan, findings from two studies (n tot = 11,908) provide clear evidence that mischievous responding is positively associated with the number of Internet Gaming Disorder indicators participants report. Results are discussed in the context of ongoing problem gaming research and the discussion provides recommendations for improving the quality of scientific practice in this area.

  13. Intersections of Life Histories and Science Identities: The Stories of Three Preservice Elementary Teachers

    ERIC Educational Resources Information Center

    Avraamidou, Lucy

    2016-01-01

    Grounded within Connelly and Clandinin's conceptualization of teachers' professional identity in terms of "stories to live by" and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as future science teachers? (b) How have the…

  14. Teacher Behaviours Observed by Teacher Candidates throughout Their Primary and Secondary School Years

    ERIC Educational Resources Information Center

    Güven, Semra

    2015-01-01

    The aim of this study is to determine the positive/negative teacher behaviours which teacher candidates observed during their primary and secondary school years and the effects of these behaviours on themselves. The research was conducted in the spring term of 2012-2013 academic year with 88 teacher candidates (52 females and 36 males), studying…

  15. New Lives of Teachers

    ERIC Educational Resources Information Center

    Day, Christopher

    2012-01-01

    The work and lives of teachers have always been subject to external influence as those who are nearing the end of their careers will attest, but it is arguable that what is new over the last two decades is the pace, complexity, and intensity of change as governments have responded to the shrinking world of economic competitiveness and social…

  16. Observation and Teacher Quality: Critical Analysis of Observational Instruments in Preservice Teacher Performance Assessment

    ERIC Educational Resources Information Center

    Caughlan, Samantha; Jiang, Heng

    2014-01-01

    Teacher preparation programs commonly use observational instruments to assess the progress and the exit performances of teacher candidates. However, while these instruments have been described and several have been studied for effectiveness, the field lacks a close examination of how they position participants: teacher candidates, K-12 pupils, and…

  17. [Profiles of factors enhancing teachers' occupational wellbeing and their use in health promoting schools].

    PubMed

    Woynarowska-Sołdan, Magdalena; Weziak-Białowolska, Dorota

    2012-01-01

    The aim of this article is to present the results of survey on general occupational being and factors contributing to the enhancement of teachers' occupational wellbeing. The authors also address the issue how to work out, analyze, present and use the survey results in health promotion at schools. Teachers of four selected health promoting schools (HPS) were surveyed and the results were analyzed. The Factors Enhancing Teachers's Occupational Wellbeing Scale was used. This instrument consisted of 45 statements on 5 subscales (working conditions, teachers' community, students' and parents' community, organization and workload, professional competences). They were measured from two points of view, the assessment of a current situation and the assessment of needs for the improvement. The scale was preceded by questions concerning the assessment of general occupational being and the assessment of general occupational being of other teachers at school. The self-assessment of the respondents' own and other teachers' occupational being was positive. The current situation related to factors influencing teachers' wellbeing was recognized by teachers as rather good and the need for change was rather low. There were differences between schools in the majority of analyzed factors. An easy method of analyzing data as numerical values and graphic profiles was proposed to be used in HPS. Factors influencing teachers' occupational wellbeing differed between schools. The results of their assessment should be analyzed in each school taking account of its individual context. The proposed instrument and method of data analysis are useful in the planning of teachers' health promotion projects, diagnosis of the initial status ("pre-test") and evaluation of their outcomes ("post-test").

  18. Standards for Competence in Braille Literacy Skills in Teacher Preparation Programs.

    ERIC Educational Resources Information Center

    Amato, Sheila

    2002-01-01

    A survey was conducted with 45 instructors from teacher training programs for teaching students with visual impairments. Respondents evidenced a strong commitment to Braille literacy and teacher preparation, however, findings indicate a lack of consistency in Braille courses with respect to standards and criteria for competence in Braille…

  19. The Education of Deaf-Blind Youth: Teacher Characteristics and Program Issues.

    ERIC Educational Resources Information Center

    Maxson, B. J.; And Others

    1989-01-01

    Teachers (n=124) of deaf-blind students responded to a survey regarding their experience, training, program characteristics, communication methods, certification, and prevalence of deaf-blind students in their programs. Results indicated a high number of certifications for teachers, and a steady incidence of deaf-blind students across age groups…

  20. Teachers' Perceptions of Female Student Aggression at an All-Girls School

    ERIC Educational Resources Information Center

    Winter, Clare Rebecca; McKenzie, Karen

    2017-01-01

    There has been limited research into how teachers view and respond to relational aggression in girls. The existing research is largely quantitative and questionnaire based and has indicated that gender stereotypes may influence teachers' perceptions of female aggression. The present study adopted a qualitative approach, using semi-structured…

  1. Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know?

    ERIC Educational Resources Information Center

    Garriott, Pamela Pruitt; Snyder, Lynne; Miller, Maurice

    2003-01-01

    Examined preservice teachers' beliefs about inclusive education for students with mild disabilities. Surveys of 239 undergraduate and graduate students indicated that while many preservice teachers held positive attitudes toward inclusive education, nearly half considered the special education classroom to be the optimum placement for students…

  2. Career Plans of Final-Year South African Student Teachers: Migration to "Greener Pastures"?

    ERIC Educational Resources Information Center

    de Villiers, J. J. R.

    2017-01-01

    Teacher loss due to migration is a global phenomenon that impacts both developed and developing nations the world over. The aim of this study was to find out about the career plans of final-year South African student teachers. A group of final-year Bachelor of Education student teachers from a South African university responded to a questionnaire…

  3. South African Teachers' Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

    ERIC Educational Resources Information Center

    Donohue, Dana K.; Bornman, Juan

    2015-01-01

    This research sought to examine South African teachers' attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers' Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting…

  4. INTASC's Model Standards for Beginning Teacher Licensing and Development: One Model for Teacher Preparation Programming.

    ERIC Educational Resources Information Center

    Gunzenhauser, Georg W.; And Others

    The Department of Educational Foundations at Western Illinois University developed a model preservice curriculum to respond to the problem of preparing teachers who can influence their environment rather than be victims of it and who can effectively transmit that message to students. Entitled Empowerment through Cognitive and Social Management…

  5. Differences in change in coping styles between good responders, moderate responders and non-responders to pulmonary rehabilitation.

    PubMed

    Stoilkova-Hartmann, Ana; Janssen, Daisy J A; Franssen, Frits M E; Wouters, Emiel F M

    2015-12-01

    Pulmonary rehabilitation (PR) improves exercise tolerance and health status in patients with chronic obstructive pulmonary disease (COPD). Data on the effects of PR on coping styles are limited. Aim of the present study was to compare changes in coping styles between patients who had a good, moderate and no improvement in either exercise tolerance or health status after PR. Coping styles of 439 COPD patients undergoing PR were assessed by the Utrecht Coping List (UCL) at baseline and after PR. Patients' pulmonary function, six-minute walking distance (6MWD), St. George's Respiratory Questionnaire (SGRQ) and Hospital Anxiety and Depression Scale (HADS-A and HADS-D) were recorded. Good, moderate and non-responders were defined on the basis of minimally clinically important difference (MCID) for SGRQ total score and/or 6MWD. Overall, 54.0% of the patients fulfilled the criteria for good responders, while 22.1% were moderate responders. Change in passive reaction pattern coping style differed significantly between good responders and non-responders following PR (p < 0.001). Moreover, within the groups, changes in coping styles after PR occurred among the good responders, whereas the majority of moderate responders' and non-responders' coping styles were not significantly influenced by PR. Good responders decreased their passive reaction pattern coping style in contrast to non-responders after PR. In general, PR did not change the coping among moderate and non-responders. Further research is warranted to determine whether including interventions targeting coping styles may modify coping behaviour of COPD patients, as well as improvement in exercise tolerance or health status after PR. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Pupil Control Ideology among Prospective South African and Indian Teachers

    ERIC Educational Resources Information Center

    Cherian, L.

    2011-01-01

    The purpose of teacher training programmes is to instil a humanistic ideology into the school curriculum. Unfortunately however, this is not always able to change the culture of a school. The Pupil Control Ideology (PCI) scale was designed to measure the pupil control orientation of the respondents (teachers) on a humanistic-custodial continuum.…

  7. "Trust the Teachers, Mother!": The Leading Learning Project in Leeds

    ERIC Educational Resources Information Center

    Beckett, Lori

    2012-01-01

    This article is concerned to respond to recent UK governments' attitudes to teachers, who are predominantly women, and who are denied a voice and sense of professionalism. It looks to the role of teacher research in school decision-making, including school improvement, historically in England, which set a pioneering example in years before the…

  8. Teaching Oral English in Higher Education: Challenges to EFL Teachers

    ERIC Educational Resources Information Center

    Chen, Zan; Goh, Christine

    2011-01-01

    This paper investigates difficulties that teachers encounter in teaching oral English in higher education in the English as a foreign language (EFL) context. Open-ended question surveys and semi-structured interviews were used to elicit data. There were 331 EFL teachers from 44 universities in 22 cities across China that responded to the survey…

  9. A national perspective on teachers' efficacy beliefs in deaf education.

    PubMed

    Garberoglio, Carrie Lou; Gobble, Mark E; Cawthon, Stephanie W

    2012-01-01

    Teachers' sense of efficacy, or the belief that teachers have of their capacity to make an impact on students' performance, is an unexplored construct in deaf education research. This study included data from 296 respondents to examine the relationship of teacher and school characteristics with teachers' sense of efficacy in 80 different deaf education settings in the US. Deaf education teachers reported high overall efficacy beliefs but significantly lower efficacy beliefs in the area of student engagement than in instructional strategies and classroom management. Teachers' years of experience showed a significant relationship with efficacy beliefs, yet it was the teachers' perceived collective efficacy of their educational setting that ultimately predicted teachers' sense of efficacy. These findings lend credence to the need for further examination of school processes that influence teacher beliefs and attitudes in deaf education settings.

  10. The Influence of Personal Characteristics on Secondary School Teachers' Beliefs about School Guidance and Counselling Programs

    ERIC Educational Resources Information Center

    Aluede, Oyaziwo; Egbochuku, ELizabeth

    2007-01-01

    This paper investigated how personal characteristics of secondary school teachers influence their beliefs about their school guidance and counselling programs. Two hundred and sixteen senior secondary school teachers responded to the "Teachers Beliefs about School Guidance and Counselling Programs Inventory (TBSG &CI)". When…

  11. Increasing Educator Effectiveness: Lessons Learned from Teacher Incentive Fund Sites

    ERIC Educational Resources Information Center

    Eckert, Jonathan

    2013-01-01

    Created by the U.S. Congress in 2006, the Teacher Incentive Fund (TIF) represents the first federal initiative targeted directly at state and district efforts to introduce performance measures into educator compensation. TIF responds to a growing body of evidence that existing pay structures do not respond to labor force realities or adequately…

  12. Finding a Teaching Position: Strategies for Success

    ERIC Educational Resources Information Center

    Kersten, Thomas A.

    2008-01-01

    Whether nearing the completion of a teacher education program, already teaching and considering changing school districts, or relocating, teachers share a common interest--finding a teaching position. At first, the prospect may appear somewhat overwhelming. They may wonder whether sufficient positions are available or whether certain grade levels…

  13. E-Portfolios as a Pedagogical Device in Primary Teacher Education: The AUT University Experience

    ERIC Educational Resources Information Center

    Maher, Marguerite; Gerbic, Philippa

    2009-01-01

    Portfolios have a long tradition in teacher education and now these are available in electronic form. At the same time, there are increasing demands for primary teachers to be technologically capable and confident in classrooms. When teacher educators wish to respond through the introduction of new technologies such as e-portfolios, there are…

  14. The Identity of Catholic Schools as Seen by Teachers in Catholic Schools in Queensland

    ERIC Educational Resources Information Center

    Gleeson, Jim; O'Gorman, John; O'Neill, Maureen

    2018-01-01

    This paper reports on the opinions of teachers in Queensland Catholic schools regarding the identity, purposes and characteristics of Catholic schools. It draws on survey data from 2287 teachers in Catholic schools as well as semi-structured interviews with 20 teachers. Respondents were asked about their reasons for working in Catholic Education…

  15. Boys in the Club: Exploring Positive Male Archetypes with Preschool Males

    ERIC Educational Resources Information Center

    Hansen, Cory Cooper; Zambo, Debby

    2010-01-01

    Relatively unexplored by research is how young boys transact and respond to literacy experiences during read-alouds. Some teachers perceive boys to be less interested in literacy and to prefer different kinds of stories than young girls. The purpose of this study was to analyze how two groups of preschool boys responded to different texts and how…

  16. At Risk Teachers.

    ERIC Educational Resources Information Center

    Hammond, Ormond W.; Onikama, Denise L.

    This paper examines research on risk factors affecting teachers, noting that teachers encounter daily challenges and stresses in working with today's students. Risk is difficult to define. Consequences of risk can include stress and burnout, absenteeism, and attrition. Research shows that everyday events, even positive ones, cause stress, and…

  17. Discipline Problems at Teachers' Colleges: Lessons for Lecturers and Students

    ERIC Educational Resources Information Center

    Yariv, Eliezer

    2010-01-01

    This case study worked with 80 lecturers drawn from Israeli teachers' colleges who reported that they face relatively few discipline problems; most appeared to be related to low motivation and/or dishonest behaviour. They treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers'…

  18. Turkish Teachers' Awareness and Perceptions of Open Educational Resources

    ERIC Educational Resources Information Center

    Ozdemir, Ozgur; Bonk, Curtis J.

    2017-01-01

    The purpose of this study is to explore K-12 teachers' awareness of open educational resources (OER) as well as their perceptions of its potential opportunities and challenges for teaching practices. Data were gathered from 99 online survey respondents and six interviewees in this study. Findings showed that teachers are aware of OER to a certain…

  19. Twelve Steps toward Revitalization for Teachers.

    ERIC Educational Resources Information Center

    Newbrough, Art

    1983-01-01

    A dozen common sense ways to respond to and counter the teacher burnout syndrome are briefly discussed. Strategies include physical exercise, stress controls, recultivating special relationships, self-expressions, celebrations, enthusiasm maintenance, and professional support. The aticle is designed to help educators maintain a perspective on…

  20. Looking Back: Six Teachers Reflect on the Action Research Experience in Their Teacher Education Programs.

    ERIC Educational Resources Information Center

    Kosnick, Clare

    2000-01-01

    Followed up six graduates from a teacher education program with an action research focus, following them through their first teaching year. Respondents felt action research was a process that helped them acquire skills, attitudes, and knowledge for teaching, especially in language arts. The study reveals lack of transference of skills learned…

  1. Identified Phases in the Building and Maintaining of Positive Teacher-Student Relationships

    ERIC Educational Resources Information Center

    Newberry, Melissa

    2010-01-01

    Teacher-student relationships are accepted as influential but the dynamics of those relationships are not well understood, especially with difficult students. A series of interviews were combined with classroom observations and written reflections to understand in what ways a teacher negotiated her relationship with a behaviorally challenging…

  2. Indicators of Successful Teacher Recruitment and Retention in Oklahoma Rural Schools. REL 2018-275

    ERIC Educational Resources Information Center

    Lazarev, Valeriy; Toby, Megan; Zacamy, Jenna; Lin, Li; Newman, Denis

    2017-01-01

    Recruiting and retaining effective teachers are serious concerns throughout Oklahoma. The Oklahoma State School Boards Association (2016) reported 500 teacher vacancies at the beginning of the 2015/16 school year, according to a survey of school districts, and 53 percent of respondents said the teacher shortage was worse than in the previous year.…

  3. Special Education Teachers' Perceptions of Preparedness to Teach Students with Severe Disabilities

    ERIC Educational Resources Information Center

    Ruppar, Andrea L.; Neeper, Lance S.; Dalsen, Jennifer

    2016-01-01

    In the current study, special education teachers' perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to…

  4. Risk and Resilience in Beginning Special Education Teachers

    ERIC Educational Resources Information Center

    Belknap, Bridget; Taymans, Juliana

    2015-01-01

    Special education teachers leave the field at a rate that outpaces their general education teacher counterparts, with special education teaching positions unfilled at a rate 5.5 times greater than general education positions (Boe, 2006). This study identified perceptions of risk and resilience in nine first year special education teachers in order…

  5. Qualitative study about the ways teachers react to feedback from resident evaluations

    PubMed Central

    2013-01-01

    Background Currently, one of the main interventions that are widely expected to contribute to teachers’ professional development is confronting teachers with feedback from resident evaluations of their teaching performance. Receiving feedback, however, is a double edged sword. Teachers see themselves confronted with information about themselves and are, at the same time, expected to be role models in the way they respond to feedback. Knowledge about the teachers’ responses could be not only of benefit for their professional development, but also for supporting their role modeling. Therefore, research about professional development should include the way teachers respond to feedback. Method We designed a qualitative study with semi-structured individual conversations about feedback reports, gained from resident evaluations. Two researchers carried out a systematic analysis using qualitative research software. The analysis focused on what happened in the conversations and structured the data in three main themes: conversation process, acceptance and coping strategies. Results The result section describes the conversation patterns and atmosphere. Teachers accepted their results calmly, stating that, although they recognised some points of interest, they could not meet with every standard. Most used coping strategies were explaining the results from their personal beliefs about good teaching and attributing poor results to external factors and good results to themselves. However, some teachers admitted that they had poor results because of the fact that they were not “sharp enough” in their resident group, implying that they did not do their best. Conclusions Our study not only confirms that the effects of feedback depend first and foremost on the recipient but also enlightens the meaning and role of acceptance and being a role model. We think that the results justify the conclusion that teachers who are responsible for the day release programmes in the three

  6. Schaefer Behavior Inventory. Teacher's Manual.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; And Others

    This 15-item teacher rating scale measures three behavior traits: task orientation (how a child attends to and stays with classroom activities), extraversion (how readily a child interacts with other people), and hostility (how a child responds to some of the adjustments and conflict problems encountered in group activities). The scale is based…

  7. Considering the Role of Self-Study of Teaching and Teacher Education Practices Research in Transforming Urban Classrooms

    ERIC Educational Resources Information Center

    Hamilton, Mary Lynn; Pinnegar, Stefinee

    2015-01-01

    We explore the first four articles in this Special Issue of "Studying Teacher Education" to identify challenges to the self-study of teaching and teacher education practices (S-STEP) methodology, and how this methodology supports the work of teachers and teacher educators working in urban settings. We respond to these articles by…

  8. Chinese Students' Perceptions of Native English-Speaking Teachers in EFL Teaching

    ERIC Educational Resources Information Center

    Rao, Zhenhui

    2010-01-01

    The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural…

  9. The Learning Needs of Beginning Teachers in the United Arab Emirates

    ERIC Educational Resources Information Center

    Ibrahim, Ali S.

    2012-01-01

    Beginning teachers have legitimate learning needs that cannot be grasped in advance or outside the school context. These needs are documented in Western literature, but the skills required by beginning teachers in the United Arab Emirates (UAE) have not been investigated. The present study responds to this research gap. Data were collected through…

  10. Value Preferences of Teachers and Their Attitudes towards Individuals with Disabilities

    ERIC Educational Resources Information Center

    Parchomiuk, Monika

    2015-01-01

    The article presents results of a study on the correlation between value preferences and attitudes towards individuals with a disability. Five hundred and eighty respondents took part in the research, among them 300 special needs teachers (SNT) and 280 general teachers (GT). Attitudes towards Individuals with a Disability Scale and Brzozowski's…

  11. Altruism and the Flourishing Teacher: Exploring a Christian Theology of Love

    ERIC Educational Resources Information Center

    Matthias, Laurie R.

    2016-01-01

    This article responds to Chris Higgins' (2010) claim that perpetuating the myth of altruism is a factor that leads to teacher burnout, thus making "flourishing teacher" an oxymoron. It does so by exploring various views of the Christian concepts of agape, kenosis, and desire, debunking some persistent definitions that linger in Christian…

  12. Aftershocks: The Role of State Labor Policies in Shaping Teacher Sensemaking, Satisfaction and Exit Decisions in North Carolina

    ERIC Educational Resources Information Center

    Feldman, Rachel Carly

    2017-01-01

    This dissertation examines how teachers respond to state-wide labor reforms. In 2013 and 2014, the state of North Carolina drastically altered compensation for teachers. Policymakers affected labor by attempting to revoke tenure for all teachers (and succeeded in eliminating it for new teachers), discontinuing supplemental pay for advanced…

  13. Teachers' roles in supporting children's literacy development through play.

    PubMed

    Saracho, Olivia N

    2002-04-01

    This study focused on the roles five kindergarten teachers assumed to promote literacy. Data were collected through systematic videotaped observations during the children's play periods. Saracho's analysis of the transcriptions in identifying the roles of the teachers suggested teachers' roles in the children's literacy-play include director of instructions (instructing students to follow directions and learn concepts), transition director (directing students to make smooth transitions), supporter of learning (acknowledging and praising students' work to promote learning), storyteller (reading or telling a story and encouraging children to respond), and instructional guide (providing instructional guidance for learning).

  14. School Neighbourhood Socio-Economic Status and Teachers' Work Commitment in Finland: Longitudinal Survey with Register Linkage

    ERIC Educational Resources Information Center

    Linnansaari-Rajalin, Terhi; Kivimäki, Mika; Ervasti, Jenni; Pentti, Jaana; Vahtera, Jussi; Virtanen, Marianna

    2015-01-01

    The extent to which school neighbourhood affects teachers' work commitment is poorly known. In the current study, we investigated whether school neighbourhood socio-economic characteristics predicted teachers' organizational and professional commitment. Primary school teachers (n?=?1042) responded to surveys in 2000-2001 (baseline) and 2004…

  15. Integrating the teaching role into one's identity: a qualitative study of beginning undergraduate medical teachers.

    PubMed

    van Lankveld, T; Schoonenboom, J; Kusurkar, R A; Volman, M; Beishuizen, J; Croiset, G

    2017-08-01

    Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers' identity was hampered by the idea that teaching is perceived by others as a low status occupation. Some teachers experienced significant tension because of this, while others showed resilience in resisting the negative associations that were thought to exist regarding teaching. The teachers used five different identity narratives in order to integrate the teacher role into their identity, in which the positions of teacher and doctor or researcher were found to be combined, adopted or rejected in diverse ways. The five identity narratives were: (1) coalition between the I-position of teacher and other I-positions; (2) no integration of the I-position of teacher: holding on to other I-positions; (3) construction of the I-position of teacher and other I-positions as opposites; (4) coalition between the I-position of teacher and a third position of coordinator; and (5) meta-position: trivialising the importance of status. These identity narratives offer starting points for supporting undergraduate teachers during their early professional years.

  16. The Relationship between Teachers' Personality Factors and Their Compliance with Administrative Directives.

    ERIC Educational Resources Information Center

    Henderson, Janet C.

    The relationship between teachers' personality factors and their willingness to comply with administrative directives is examined in this report. A random sample of 200 elementary school teachers in Mississippi received mailed questionnaires, of which 158, or 79 percent, responded. Survey instruments included the Wilkes and Blackbourn Zones of…

  17. A Research Note: A Regional Response to National Concerns in Teacher Education

    ERIC Educational Resources Information Center

    Hunt, Anne-Marie

    2011-01-01

    How can tertiary education in regions respond innovatively and collaboratively to issues regarding teacher supply and quality, especially in regions of teacher shortages? This research report focuses on one response. The Rotorua regional primary teaching flexible learning option was established by the Christchurch College of Education (CCE) in…

  18. Working through Whiteness, Race and (Anti) Racism in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Flintoff, Anne; Dowling, Fiona; Fitzgerald, Hayley

    2015-01-01

    Background: The persistent gaps between a largely white profession and ethnically diverse school populations have brought renewed calls to support teachers' critical engagement with race. Programmes examining the effects of racism have had limited impact on practice, with student teachers responding with either denial, guilt or fear; they also…

  19. Assessing Pronunciation in an EFL Context: Teachers' Orientations towards Nativeness and Intelligibility

    ERIC Educational Resources Information Center

    Bøhn, Henrik; Hansen, Thomas

    2017-01-01

    This study investigated EFL teachers' orientations toward the assessment of pronunciation at the upper-secondary school level in Norway. Data were gathered from purposeful samples of 24 interview informants and 46 questionnaire respondents. The teachers were asked about their attitudes toward the assessment of nativeness and intelligibility,…

  20. Middle School Teachers' Expectations of Organizational Behaviors of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    McMullen, Rebecca C.; Shippen, Margaret E.; Dangel, Harry L.

    2007-01-01

    The purpose of this pilot study was to investigate the specific classroom organizational behaviors that middle school inclusive teachers report as expectations for students with learning disabilities. Practicing middle school science and social studies teachers (n = 12) responded to a survey about organization behaviors of students with learning…