Confidence or Confusion: How Well Are Today's Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?

ERIC Educational Resources Information Center

MacBlain, Sean; Purdy, Noel

2011-01-01

Faced with growing numbers of pupils with special needs, as well as those whose first language is not English, head teachers are increasingly faced with the challenge of employing Newly Qualified Teachers who require not only a different type of skills and knowledge base but the necessary personal qualities to effectively respond to the…

Confidence in leadership among the newly qualified.

PubMed

Bayliss-Pratt, Lisa; Morley, Mary; Bagley, Liz; Alderson, Steven

2013-10-23

The Francis report highlighted the importance of strong leadership from health professionals but it is unclear how prepared those who are newly qualified feel to take on a leadership role. We aimed to assess the confidence of newly qualified health professionals working in the West Midlands in the different competencies of the NHS Leadership Framework. Most respondents felt confident in their abilities to demonstrate personal qualities and work with others, but less so at managing or improving services or setting direction.

An analysis of delegation styles among newly qualified nurses.

PubMed

Magnusson, Carin; Allan, Helen; Horton, Khim; Johnson, Martin; Evans, Karen; Ball, Elaine

2017-02-15

Aim The aim of this research was to explore how newly qualified nurses learn to organise, delegate and supervise care in hospital wards when working with and supervising healthcare assistants. It was part of a wider UK research project to explore how newly qualified nurses recontextualise the knowledge they have gained during their pre-registration nurse education programmes for use in clinical practice. Method Ethnographic case studies were conducted in three hospital sites in England. Data collection methods included participant observations and semi-structured interviews with newly qualified nurses, healthcare assistants and ward managers. A thematic analysis was used to examine the data collected. Findings Five styles of how newly qualified nurses delegated care to healthcare assistants were identified: the do-it-all nurse, who completes most of the work themselves; the justifier, who over-explains the reasons for decisions and is sometimes defensive; the buddy, who wants to be everybody's friend and avoids assuming authority; the role model, who hopes that others will copy their best practice but has no way of ensuring how; and the inspector, who is acutely aware of their accountability and constantly checks the work of others. Conclusion Newly qualified nurses require educational and organisational support to develop safe and effective delegation skills, because suboptimal or no delegation can have negative effects on patient safety and care.

Successful preceptorship of newly qualified nurses.

PubMed

Price, Bob

There is widespread recognition that many newly qualified nurses find it difficult to make the transition from completing their university course to taking up their first registered nurse post. Preceptorship programmes during the first year of registered nurse practice have been recommended by the Department of Health. Preceptors have an important role in ensuring successful transition of the newly qualified nurse; however they also require practical guidance on how best to support the nurse. This article identifies aspects that need to be considered when guiding a registered nurse colleague rather than a student. Preceptorship concerns four main areas: orientation to patients and services provided locally, real-time clinical reasoning, skill review and refinement, and socialisation within the healthcare team. The article will explore each of these areas.

Competence of newly qualified registered nurses from a nursing college.

PubMed

Morolong, B G; Chabeli, M M

2005-05-01

The South African education and training system, through its policy of outcomes-based education and training, has made competency a national priority. In compliance to this national requirement of producing competent learners, the South African Nursing Council (1999 B) require that the beginner professional nurse practitioners and midwives have the necessary knowledge, skills, attitudes and values which will enable them to render efficient professional service. The health care system also demands competent nurse practitioners to ensure quality in health care. In the light of competency being a national priority and a statutory demand, the research question that emerges is, how competent are the newly qualified registered nurses from a specific nursing college in clinical nursing education? A quantitative, non-experimental contextual design was used to evaluate the competence of newly qualified registered nurses from a specific nursing college. The study was conducted in two phases. The first phase dealt with the development of an instrument together with its manual through the conceptualisation process. The second phase focused on the evaluation of the competency of newly qualified nurses using the instrument based on the steps of the nursing process. A pilot study was conducted to test the feasibility of the items of the instrument. During the evaluation phase, a sample of twenty-six newly qualified nurses was selected by simple random sampling from a target population of thirty-six newly qualified registered nurses. However, six participants withdrew from the study. Data was collected in two general hospitals where the newly qualified registered nurses were working. Observation and questioning were used as data collection techniques in accordance with the developed instrument. Measures were taken to ensure internal validity and reliability of the results. To protect the rights of the participants, the researcher adhered to DENOSA'S (1998:2.2.1) ethical standards

Professional socialization: the key to survival as a newly qualified nurse.

PubMed

Mooney, Mary

2007-04-01

The impact and prevalence of professional socialization in nursing has been written about extensively. Despite the many positive developments that have taken place in nursing within the past decade, the role of professional socialization remains heavily weighted and is of particular significance to those nurses who are newly qualified. The account given by newly registered nurses in this study demonstrates that their ability and willingness to become professionally socialized determines their ease of survival at clinical level. Twelve newly qualified Irish nurses, from two separate cohorts, were interviewed to ascertain their perceptions of becoming newly qualified nurses. A grounded theory approach was used and data were analysed using thematic analysis. A category that emerged was linked very strongly with professional socialization. The respondents did not refer to professional socialization per se, but through the coding process this emerged as the linchpin of the discussion.

Tricks of the trade: time management tips for newly qualified doctors.

PubMed

Offiah, Gozie; Doherty, Eva

2018-03-01

The transition from medical student to doctor is an important milestone. The discovery that their time is no longer their own and that the demands of their job are greater than the time they have available is extremely challenging. At a recent surgical boot camp training programme, 60 first-year surgical trainees who had just completed their internship were invited to reflect on the lessons learnt regarding effective time management and to recommend tips for their newly qualified colleagues. They were asked to identify clinical duties that were considered urgent and important using the time management matrix and the common time traps encountered by newly qualified doctors. The surgical trainees identified several practical tips that ranged from writing a priority list to working on relationships within the team. These tips are generic and so applicable to all newly qualified medial doctors. We hope that awareness of these tips from the outset as against learning them through experience will greatly assist newly qualified doctors. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Preparedness of newly qualified midwives to deliver clinical care: an evaluation of pre-registration midwifery education through an analysis of key events.

PubMed

Skirton, Heather; Stephen, Nicole; Doris, Faye; Cooper, Maggie; Avis, Mark; Fraser, Diane M

2012-10-01

this study was part of a larger project commissioned to ascertain whether midwife teachers bring a unique contribution to the preparation of midwives for practice. The aim of this phase was to determine whether the student midwives' educational programme had equipped them to practise competently after entry to the professional register. this was a prospective, longitudinal qualitative study, using participant diaries to collect data. data were collected from newly qualified midwives during the initial six months after they commenced their first post as a qualified midwife. the potential participants were all student midwives who were completing their education at one of six Universities (three in England, one in Scotland, one in Wales and one in Northern Ireland). Diary data were submitted by 35 newly qualified midwives; 28 were graduates of the three year programme and seven of the shortened programme. diary entries were analysed using thematic analysis (Braun and Clarke, 2006), with a focus on identification of key events in the working lives of the newly qualified midwives. A total of 263 key events were identified, under three main themes: (1) impact of the event on confidence, (2) gaps in knowledge or experience and (3) articulated frustration, conflict or distress. essentially, pre-registration education, delivered largely by midwife teachers and supported by clinical mentors, has been shown to equip newly qualified midwives to work effectively as autonomous practitioners caring for mothers and babies. While newly qualified midwives are able to cope with a range of challenging clinical situations in a safe manner, they lack confidence in key areas. Positive reinforcement by supportive colleagues plays a significant role in enabling them to develop as practitioners. whilst acknowledging the importance of normality in childbearing there is a need within the curriculum to enable midwives to recognise and respond to complex care situations by providing theory

'Practising under your own Pin'- a description of the transition experiences of newly qualified midwives.

PubMed

Avis, Mark; Mallik, Maggie; Fraser, Diane M

2013-11-01

Transition experiences of newly qualified midwives were examined in depth during the third phase of a UK evaluation study of midwifery education. The fitness to practise and the retention of newly qualified nursing and midwifery graduates are pressing concerns for health care managers. The advantages of preceptorship are reported in the literature but the content and timing of schemes remain unclear. A semi-structured diary was kept for up to 6 months by 35 newly qualified midwives in 18 work sites covering all countries in the UK. The preceptor and supervisor of midwives for each newly qualified midwife completed short questionnaires about their preceptee's performance, and a further sub-sample of newly qualified midwives and preceptors participated in a semi-structured interview. Data were analysed to elicit aspects of newly qualified midwives transition experiences. Findings confirm that structured preceptorship schemes are not widely available. Newly qualified midwives primarily obtained transition support from members of the midwifery team. Although perceived as competent, there is no demarcation point in becoming confident to practise as a registered practitioner. Implications for managers include the importance of a supportive culture within clinical teams for successful transition and the introduction of structured preceptorship schemes facilitated by appropriate rotation patterns. © 2012 John Wiley & Sons Ltd.

Enhancing the Employability of Newly Qualified Nurses: A Pilot Study

ERIC Educational Resources Information Center

Dray, Beattie; Burke, Linda; Hurst, Heather M.; Ferguson, Anne; Marks-Maran, Diane

2011-01-01

Vocationally based higher education programmes are meant to prepare people for employment in their chosen fields of study. In nursing, historically, employment after qualifying has been almost assured, with sufficient vacancies available for newly qualified nurses. Recently, however, for a number of reasons, primarily related to economic…

In Every Core Class, a Qualified Teacher...

ERIC Educational Resources Information Center

Keller, Bess

2006-01-01

This article reports the teacher-quality plans of putting a highly qualified teacher in every core class which were due to the Education Department in July 7. In the plans, states are required to describe which groups of teachers are not yet highly qualified according to the federal standard, how they would help--and prod--districts to use only…

Exploring selection and recruitment processes for newly qualified nurses: a sequential-explanatory mixed-method study.

PubMed

Newton, Paul; Chandler, Val; Morris-Thomson, Trish; Sayer, Jane; Burke, Linda

2015-01-01

To map current selection and recruitment processes for newly qualified nurses and to explore the advantages and limitations of current selection and recruitment processes. The need to improve current selection and recruitment practices for newly qualified nurses is highlighted in health policy internationally. A cross-sectional, sequential-explanatory mixed-method design with 4 components: (1) Literature review of selection and recruitment of newly qualified nurses; and (2) Literature review of a public sector professions' selection and recruitment processes; (3) Survey mapping existing selection and recruitment processes for newly qualified nurses; and (4) Qualitative study about recruiters' selection and recruitment processes. Literature searches on the selection and recruitment of newly qualified candidates in teaching and nursing (2005-2013) were conducted. Cross-sectional, mixed-method data were collected from thirty-one (n = 31) individuals in health providers in London who had responsibility for the selection and recruitment of newly qualified nurses using a survey instrument. Of these providers who took part, six (n = 6) purposively selected to be interviewed qualitatively. Issues of supply and demand in the workforce, rather than selection and recruitment tools, predominated in the literature reviews. Examples of tools to measure values, attitudes and skills were found in the nursing literature. The mapping exercise found that providers used many selection and recruitment tools, some providers combined tools to streamline process and assure quality of candidates. Most providers had processes which addressed the issue of quality in the selection and recruitment of newly qualified nurses. The 'assessment centre model', which providers were adopting, allowed for multiple levels of assessment and streamlined recruitment. There is a need to validate the efficacy of the selection tools. © 2014 John Wiley & Sons Ltd.

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2014 CFR

2014-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2013 CFR

2013-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2012 CFR

2012-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2011 CFR

2011-07-01

... subjects. For any public elementary or secondary school special education teacher teaching core academic... school or secondary school special education teacher teaching in a State, highly qualified requires that..., except that when used with respect to any teacher teaching in a public charter school, highly qualified...

A longitudinal, mixed methods investigation of newly qualified nurses' workplace stressors and stress experiences during transition.

PubMed

Halpin, Yvonne; Terry, Louise M; Curzio, Joan

2017-11-01

To investigate transition in newly qualified nurses through an exploration of their stressors and stress experiences during their first 12 months postqualifying. Globally, thousands of new nurses qualify annually. They are crucial for the profession and healthcare service delivery. Work-related stress has multiple serious consequences, yet there is a lack of robust, empirical evidence that directly analyses newly qualified nurses and the stress they feel and experience in the workplace. Understanding what causes newly qualified nurses' stress is vital to retaining and nurturing this vital component of the workforce. Longitudinal, explanatory sequential mixed methods, cohort study. At the point of qualification (n = 288), 6 months postqualifying (n = 107) and 12 months postqualifying (n = 86), newly qualified nurses completed the Nursing Stress Scale, with 14 completing a one-to-one interview at 12 months postqualifying. Data were collected from 2010 - 2012. Inferential statistics, "thematic analysis" and "side-by-side comparisons in a discussion" were used for analysis. Workload was consistently the highest reported stressor with inadequate staffing and managing multiple role demands given as explanations. Incivility within the workplace was a noted stressor. Conversely, being part of "a good team" provided a civil, supportive, facilitative work environment. Entering nurse education with previous healthcare experience had a mediating effect on the reported frequency of stressors. Newly qualified nurses encounter multiple work-related stressors over their first 12 months postqualifying, which are intrinsically entwined with their transition. Employing organizations need to be more proactive in managing their workload and addressing workplace incivility. © 2017 John Wiley & Sons Ltd.

34 CFR 300.18 - Highly qualified special education teachers.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Highly qualified special education teachers. 300.18... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE... special education teachers. (a) Requirements for special education teachers teaching core academic...

Rigor Disputed in Standards for Teachers: "Highly Qualified" Bar for Veterans Shifts

ERIC Educational Resources Information Center

Keller, Bess

2004-01-01

States have fashioned wildly different ways of judging whether teachers already in the classroom meet the federal standard of "highly qualified," raising the possibility that teachers in some states will not face the high hurdle that Congress intended. However, to be deemed highly qualified under the federal law, teachers must hold a…

Creating Highly Qualified Teachers: Maximizing University Resources to Provide Professional Development in Rural Areas

ERIC Educational Resources Information Center

Mollenkopf, Dawn L.

2009-01-01

The "highly qualified teacher" requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary…

'Doing the writing' and 'working in parallel': how 'distal nursing' affects delegation and supervision in the emerging role of the newly qualified nurse.

PubMed

Johnson, Martin; Magnusson, Carin; Allan, Helen; Evans, Karen; Ball, Elaine; Horton, Khim; Curtis, Kathy; Westwood, Sue

2015-02-01

The role of the acute hospital nurse has moved away from the direct delivery of patient care and more towards the management of the delivery of bedside care by healthcare assistants. How newly qualified nurses delegate to and supervise healthcare assistants is important as failures can lead to care being missed, duplicated and/or incorrectly performed. The data described here form part of a wider study which explored how newly qualified nurses recontextualise knowledge into practice, and develop and apply effective delegation and supervision skills. This article analyses team working between newly qualified nurses and healthcare assistants, and nurses' balancing of administrative tasks with bedside care. Ethnographic case studies were undertaken in three hospital sites in England, using a mixed methods approach involving: participant observations; interviews with 33 newly qualified nurses, 10 healthcare assistants and 12 ward managers. Data were analysed using thematic analysis, aided by the qualitative software NVivo. Multiple demands upon the newly qualified nurses' time, particularly the pressures to maintain records, can influence how effectively they delegate to, and supervise, healthcare assistants. While some nurses and healthcare assistants work successfully together, others work 'in parallel' rather than as an efficient team. While some ward cultures and individual working styles promote effective team working, others lead to less efficient collaboration between newly qualified nurses and healthcare assistants. In particular the need for qualified nurses to maintain records can create a gap between them, and between nurses and patients. Newly qualified nurses require more assistance in managing their own time and developing successful working relationships with healthcare assistants. Copyright © 2014 Elsevier Ltd. All rights reserved.

Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice.

PubMed

Burford, Bryan; Morrow, Gill; Morrison, Jill; Baldauf, Beate; Spencer, John; Johnson, Neil; Rothwell, Charlotte; Peile, Ed; Davies, Carol; Allen, Maggie; Illing, Jan

2013-09-01

Newly qualified doctors spend much of their time with nurses, but little research has considered informal learning during that formative contact. This article reports findings from a multiple case study that explored what newly qualified doctors felt they learned from nurses in the workplace. Analysis of interviews conducted with UK doctors in their first year of practice identified four overarching themes: attitudes towards working with nurses, learning about roles, professional hierarchies and learning skills. Informal learning was found to contribute to the newly qualified doctors' knowledge of their own and others' roles. A dynamic hierarchy was identified: one in which a "pragmatic hierarchy" recognising nurses' expertise was superseded by a "normative structural hierarchy" that reinforced the notion of medical dominance. Alongside the implicit learning of roles, nurses contributed to the explicit learning of skills and captured doctors' errors, with implications for patient safety. The findings are discussed in relation to professional socialisation. Issues of power between the professions are also considered. It is concluded that increasing both medical and nursing professions' awareness of informal workplace learning may improve the efficiency of education in restricted working hours. A culture in which informal learning is embedded may also have benefits for patient safety.

Meeting the Highly Qualified Teachers Challenge: The Secretary's Second Annual Report on Teacher Quality

ERIC Educational Resources Information Center

US Department of Education, 2003

2003-01-01

One of the most important provisions of the No Child Left Behind Act (NCLB) is the requirement that all teachers of core academic subjects be "highly qualified" by the end of school year 2005-2006. Key principles for recruiting and preparing future teachers have been identified as raising academic standards for teachers and lowering…

Health for all--interpretation of meaning by newly qualified general and staff certified nurses.

PubMed

Ndlovu, R J

1991-06-01

Zimbabwe adopted P.H.C. approach in 1980 in order to provide equitable distribution of health services and to achieve H.F.A. In 1985 new Nursing education curriculae were introduced to orient student nurses and their teachers to this approach. Between 1986 and 1990 a study was conducted in which 416 newly qualified General and State Certified Nurses answered a comprehensive questionnaire relating to how the nurse training programme prepared them for their work. One question from the self administered questionnaire required them to state their interpretation of H.F.A. and indicate whether they believed that such a goal was achievable by the year 2000. Over 50 pc of respondents from the new curriculae interpreted H.F.A. as physical and financial accessibility of health services and that this goal was not achievable by the year 2000. The interpretation by candidates from the old curriculae was divided among four concepts and over 50% of the respondents believed that the goal was achievable by the target date.

A systematic review of the effectiveness of strategies and interventions to improve the transition from student to newly qualified nurse.

PubMed

Edwards, Deborah; Hawker, Clare; Carrier, Judith; Rees, Colin

2015-07-01

The transition from student to newly qualified nurse can be stressful for many newly qualified nurses who feel inadequately prepared. A variety of support strategies to improve the transition process have been reported across the international literature but the effectiveness of such strategies is unknown. To determine the effectiveness of the main strategies used to support newly qualified nurses during the transition into the clinical workplace and, where identified, evaluate the impact of these on individual and organisational outcomes. Systematic review. A search of electronic databases to identify published studies (CINAHL, MEDLINE, British Nursing Index, Cochrane Library, EMBASE, PsychLit, PsychINFO, PsychARTICLES, Web Of Science, EBM Reviews, BioMed, TRIP, ERIC, SCOPUS (January 2000-April 2011) was conducted. Relevant journals were hand-searched and reference lists from retrieved studies were reviewed to identify any further studies. The search was restricted to English language papers. The key words used were words that described new graduate nurses and support strategies (e.g. internship, residency, orientation programmes). The inclusion criteria were quantitative studies that investigated the effectiveness of support strategies for newly qualified graduate nurses. Studies that involved students in their final year of graduate study were excluded (for example extern programmes). Extraction of data was undertaken independently by two reviewers. A further two reviewers assessed the methodological quality against agreed criteria. A total of 8199 studies were identified from the database search and 30 met the inclusion criteria for the review. The evidence suggests that transition interventions/strategies do lead to improvements in confidence and competence, job satisfaction, critical thinking and reductions in stress and anxiety for the newly qualified nurse. This systematic review demonstrates the beneficial effects of transitional support strategies for

How a mobile app supports the learning and practice of newly qualified doctors in the UK: an intervention study.

PubMed

Bullock, Alison; Dimond, Rebecca; Webb, Katie; Lovatt, Joseph; Hardyman, Wendy; Stacey, Mark

2015-04-08

The transition from medical school to the workplace can be demanding, with high expectations placed on newly qualified doctors. The provision of up-to-date and accurate information is essential to support doctors at a time when they are managing increased responsibility for patient care. In August 2012, the Wales Deanery issued the Dr.Companion© software with five key medical textbooks (the iDoc app) to newly qualified doctors (the intervention). The aim of the study was to examine how a smartphone app with key medical texts was used in clinical workplace settings by newly qualified doctors in relation to other information sources and to report changes over time. Participants (newly qualified - Foundation Year 1 - doctors) completed a baseline questionnaire before downloading the iDoc app to their own personal smartphone device. At the end of Foundation Year 1 participants (n = 125) completed exit questionnaires one year later. We used Wilcoxon Signed Rank test to analyse matched quantitative data. We report significant changes in our participants' use of workplace information resources over the year. Respondents reduced their use of hard-copy and electronic versions of texts on PCs but made more use of senior medical staff. There was no significant difference in the use of peers and other staff as information sources. We found a significant difference in how doctors felt about using a mobile device containing textbooks in front of patients and senior medical staff in the workplace. Our study indicates that a mobile app enabling timely, internet-free access to key textbooks supports the learning and practice of newly qualified doctors. Although participants changed their use of other resources in the workplace, they continued to consult with seniors. Rather than over-reliance on technology, these findings suggest that the app was used strategically to complement, not replace discussion with members of the medical team. Participants' uncertainty about using a

Maryland State Department of Education Reporting of Highly Qualified Teachers. Memorandum

ERIC Educational Resources Information Center

Starr, Joshua P.

2014-01-01

The federal "No Child Left Behind Act of 2001" (NCLB) legislation required school districts to ensure that all teachers of core academic subjects met the requirements to be designated highly qualified by July 1, 2006. However, because no Maryland counties were able to comply with the 100 percent highly qualified designation by July 1,…

Learning beyond Graduation: Exploring Newly Qualified Specialists' Entrance into Daily Practice from a Learning Perspective

ERIC Educational Resources Information Center

Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

2016-01-01

The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance…

Speaking of Salaries: What It Will Take to Get Qualified, Effective Teachers in All Communities

ERIC Educational Resources Information Center

Adamson, Frank; Darling-Hammond, Linda

2011-01-01

The fact that well-qualified teachers are inequitably distributed to students in the United States has received growing public attention. By every measure of qualifications--certification, subject matter background, pedagogical training, selectivity of college attended, test scores, or experience--less-qualified teachers tend to be found in…

Preceptors' perceptions of a preceptorship programme for newly qualified nurses.

PubMed

Muir, Jenny; Ooms, Ann; Tapping, Jen; Marks-Maran, Di; Phillips, Sonia; Burke, Linda

2013-06-01

A study was undertaken into preceptors' perceptions of a preceptorship programme for newly-qualified nurses. The preceptorship programme is designed to enable newly qualified nurses to make the transition from student to registered nurse. Preceptors undergo a training programme to take on the role of preceptor. To evaluate the preceptors' perception of the preceptorship programme. Mixed method evaluative research design was used. This study took place in one National Health Service Healthcare Trust in South West London, UK. Ninety preceptors were invited to participate in the study and the response rate was 44.4% (n=40). The study took place in 2011. Qualitative and quantitative data were collected through questionnaires and one-to-one interviews with a convenience sample of preceptors. Quantitative data were analysed using SPSS, version 18; qualitative data were analysed using the Framework Method. From the quantitative data seven themes emerged. These were preceptors' perceptions of: the personal development of preceptees; the role development of preceptees; the communication skills development of preceptees; the clinical development of preceptees; the development of professional relationships by preceptees; value of the preceptorship programme to the organisation and value of being a preceptor in terms of their own professional development. Qualitative analysis confirmed many of the findings from the statistical analysis and was used to triangulate those findings. The preceptors largely viewed the preceptorship programme and their role within this programme positively. Although difficulties in making time to meet with preceptees was an issue, the preceptorship experience was perceived to have a positive impact on several aspects of preceptee development as well as on the organisation and on the preceptors' own development. The study is unique when mapped against other research studies because there is little in the literature about studies into preceptors

Bringing Them in: The Experiences of Imported and Overseas-Qualified Teachers

ERIC Educational Resources Information Center

Sharplin, Elaine

2009-01-01

This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill "difficult-to-staff" Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six…

Outcome of career expectancies and early professional burnout among newly qualified dentists.

PubMed

Gorter, R C; Storm, M K; te Brake, J H M; Kersten, H W; Eijkman, M A J

2007-08-01

To measure burnout development, outcome of expectations with regard to dental career and feelings of being unprepared for practice among newly graduated general dental practitioners. In 1997, 50 dentists were approached to fill in the Maslach Burnout Inventory, Dutch version (UBOS) and some additional variables between six months and one year after graduation at the Academic Centre for Dentistry Amsterdam (ACTA) (76% response). Six years later, in 2003, the same 50 dentists, plus another 60 who had graduated in the same period at ACTA, were approached (78% response). Using Repeated Measures analysis, mean scores of dentists for whom two measurements were available on the three UBOS subscales (N=24) showed no statistically significant changes over six years on Emotional Exhaustion, Depersonalisation, or Personal Accomplishment. The same was true for group means of all in 1997 (N=33) compared with all in 2003 (N=82). However, according to manual criteria, varying percentages (7.2% - 24.4%) of dentists showed an unfavourable level on either one of the UBOS dimensions. Factors most frequently mentioned to be responsible for being unprepared for practice were: law and insurance matters (61.2%), practice organisation (56.6%) and staff management (55.2%). Most frequently reported factors that came out (much) worse than expected were: stressfulness of work (45.1%), and staff management (43.4%). Burnout appears no threat for the average newly qualified dentist. However, some individuals report alarmingly high burnout scores at an early professional stage. Practice management is the professional aspect about which young professionals worry most. It is recommended that dental schools pay attention to practice management skills and the stressfulness of work in the curriculum. Also, longitudinal monitoring of dental students and newly qualified dentists on burnout development is strongly advocated.

A critical analysis of the literature and theoretical perspectives on theory-practice gap amongst newly qualified nurses within the United Kingdom.

PubMed

Monaghan, Thomas

2015-08-01

This critical analysis of the literature examines the factors and theoretical perspectives contributing to the theory-practice gap for newly qualified nurses within the United Kingdom. This article aspires to inform, guide and promote effective nursing education both academically and practically. A systematic search strategy was conducted to identify relevant literature covering the period of 2000-2014, to include only contemporary theoretical perspectives coinciding with the dearth of contemporary literature post Project 2000. The literature was systematically investigated utilising nursing research databases, the Cumulative Index of Nursing and Allied Health Literature, Allied and Complementary Medicine, the U.S. National Library of Medicine and Internurse. To satisfy the search criteria only articles conducted within the United Kingdom and written in the English language were included. Only literature including nurses and newly qualified nurses were included. To identify relevant literature a series of key words were utilised. Systematic review of the literature revealed that newly qualified nurses feel unprepared for practice, lacking confidence in their own abilities. It was also felt by newly qualified nurses that not enough time was dedicated to the production of clinical skills during their training. The use of preceptorship programmes was found to reduce the transitional stress associated with becoming a qualified nursing practitioner. Despite the increasing research being undertaken in the area of theory-practice gap there is still a need for nursing educators, practice areas and regulatory bodies to invest further in research. The effects of preceptorship and simulation exercises in particular require more research to provide regulatory bodies with enough evidence to make an informed decision as to whether their use should be mandatory. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teachers: Point System Available to Earn "Qualified" Status

ERIC Educational Resources Information Center

Sack, Joetta L.

2005-01-01

When President Bush signed the No Child Left Behind Act into law with great fanfare in January 2002, plenty of skeptics said states and districts would not be able to meet its demanding expectations. They frequently pointed to the mandate that a "highly qualified" teacher be in every classroom in which a core subject is taught by the end…

Women, Education and the Law: Defining the "High Qualified" Teacher--No Child Left Behind's Requirements

ERIC Educational Resources Information Center

First, Patricia F.

2003-01-01

The No Child Left Behind Act (NCLB) provided that by the end of the 2005-06 school year, all teachers in core content areas, teaching in public schools, must be "highly qualified" in each subject they teach. Under the law, "highly qualified" means that a teacher is fully licensed through a traditional or alternative route and…

Are Teachers Highly Qualified? A National Study of Secondary Public School Teachers Using SASS 1999-2000

ERIC Educational Resources Information Center

Lu, Xuejin; Shen, Jianping; Poppink, Sue

2007-01-01

In this study we inquired into the qualifications of public secondary school teachers by examining whether or not teachers met the No Child Left Behind Act's ([NCLB] 2002) definition of "highly qualified" immediately prior to the law's enactment. We examined this by core academic subjects (English, social studies, math, and science) and,…

"Qualified"? A Framework for Comparing ELT Teacher Preparation Courses

ERIC Educational Resources Information Center

Stanley, Phiona; Murray, Neil

2013-01-01

There is no standard via which to measure the "qualified" English language teacher in a way that is meaningful to institutions seeking to employ teaching staff. This is significant given that candidates may differ markedly in their language competence, knowledge about language, methodological skills and ability to explain and justify their praxis…

Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System

ERIC Educational Resources Information Center

Wilkins, Chris

2011-01-01

This paper explores the impact of the increasingly performative nature of the assessment of teachers' performance in England leading to the introduction of "Professional Standards for Teachers" in 2007. It reports the findings of a small-scale study of newly-qualified primary school teachers in the context of literature on teacher…

New Teacher Learning: Substantive Knowledge and Contextual Factors

ERIC Educational Resources Information Center

Wilson, Elaine; Demetriou, Helen

2007-01-01

This article brings together an overview of ideas about teacher learning from both teacher education and workplace learning literature, and examines what and how newly qualified secondary school teachers learn in the early years of their career. We discuss the types of knowledge new teachers encounter and present a typology of teacher learning.…

Thinking, Language and Learning in Initial Teacher Education

ERIC Educational Resources Information Center

Taylor, Nick

2016-01-01

Initial teacher education (ITE) serves as a bridge between prospective teachers exiting the school system to enrol in teacher education faculties, on the one hand and newly qualified teachers (NQTs) who are embarking on a career in schooling on the other. The present paper describes the language and thinking skills student teachers bring to their…

Beyond the Call: Preserving Reflection in the Preparation of "Highly Qualified" Teachers

ERIC Educational Resources Information Center

Amobi, Funmi A.

2006-01-01

Many teacher education programs are working at a feverish pitch to ensure that their graduates are considered "highly qualified" in light of the No Child Left Behind (NCLB) legislation, which reduces teacher competency to proof of subject matter knowledge as demonstrated by passing a state test and completing requisite number of courses in the…

Views of newly-qualified GPs about their training and preparedness: lessons for extended generalist training.

PubMed

Sabey, Abigail; Hardy, Holly

2015-04-01

General practice is becoming increasingly complex due to an ageing population with multiple morbidities and the shift of services from secondary to primary care, yet GP training remains largely the same. Extended training is now recommended, initially proposed as a fourth GP specialty trainee year, but more recently as a broad-based 4-year specialty training programme. To explore the views of newly-qualified GPs about their training and preparedness for specific aspects of the GP's role. Qualitative study with newly-qualified GPs who qualified with Severn Deanery between 2007 and 2010. Semi-structured interviews with 18 GPs between November 2011 and April 2012. Gaining experience in a variety of primary care environments widens insight into patient populations as well as helping GPs develop adaptability and confidence, although this is not routinely part of GP training. However, alongside variety, having continuity with patients in practice remains important. Opportunities to be involved in the management of a practice or to take on substantial leadership roles also vary widely and this may limit preparedness and development of generalist skills. Extended training could help prepare GPs for the current challenges of general practice. It could ensure all trainees are exposed to a greater variety of primary care settings including those outside GP practice, as well as experience of business, finance, and leadership roles. Collectively, these changes have the potential to produce GPs with both generalist and enhanced skills, who are better prepared to work collaboratively across the organisational boundaries between primary, secondary, and community care. © British Journal of General Practice 2015.

Establishing Respectful Educative Relationships: A Study of Newly Qualified Teachers in Ireland

ERIC Educational Resources Information Center

O'Grady, Emmanuel

2015-01-01

Interpersonal respect is a fundamental aspect of relating to others. This is especially true for teachers, as cultivating relationships is implicit in effective teaching. This three-year qualitative study examines a developing understanding of respect for pre-service teachers that progresses on to their first year's teaching to examine the…

25 CFR 292.13 - When can a tribe conduct gaming activities on newly acquired lands that do not qualify under one...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false When can a tribe conduct gaming activities on newly... 292.13 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR ECONOMIC ENTERPRISES GAMING ON....13 When can a tribe conduct gaming activities on newly acquired lands that do not qualify under one...

Delegation and supervision of healthcare assistants' work in the daily management of uncertainty and the unexpected in clinical practice: invisible learning among newly qualified nurses.

PubMed

Allan, Helen T; Magnusson, Carin; Evans, Karen; Ball, Elaine; Westwood, Sue; Curtis, Kathy; Horton, Khim; Johnson, Martin

2016-12-01

The invisibility of nursing work has been discussed in the international literature but not in relation to learning clinical skills. Evans and Guile's (Practice-based education: Perspectives and strategies, Rotterdam: Sense, 2012) theory of recontextualisation is used to explore the ways in which invisible or unplanned and unrecognised learning takes place as newly qualified nurses learn to delegate to and supervise the work of the healthcare assistant. In the British context, delegation and supervision are thought of as skills which are learnt "on the job." We suggest that learning "on-the-job" is the invisible construction of knowledge in clinical practice and that delegation is a particularly telling area of nursing practice which illustrates invisible learning. Using an ethnographic case study approach in three hospital sites in England from 2011 to 2014, we undertook participant observation, interviews with newly qualified nurses, ward managers and healthcare assistants. We discuss the invisible ways newly qualified nurses learn in the practice environment and present the invisible steps to learning which encompass the embodied, affective and social, as much as the cognitive components to learning. We argue that there is a need for greater understanding of the "invisible learning" which occurs as newly qualified nurses learn to delegate and supervise. © 2016 John Wiley & Sons Ltd.

A preceptorship programme for newly qualified nurses: a study of preceptees' perceptions.

PubMed

Marks-Maran, Di; Ooms, Ann; Tapping, Jen; Muir, Jenny; Phillips, Sonia; Burke, Linda

2013-11-01

This paper presents the evaluation of a preceptorship programme for newly-qualified nurses (NQNs) to determine preceptee engagement with the preceptorship programme, and the impact, value and sustainability of the programme from the preceptees' perspectives. The literature suggests that NQNs find the transition from student to qualified nurse to be stressful and that preceptorship can reduce this stress and promote adaptation to the new role. This study took place in one NHS Healthcare Trust in South West London, UK. Ninety NQNs were invited to participate in the study and the response rate was 48.9% (n=44). The study took place in 2011. Evaluative research design was used incorporating a fourfold evaluation framework of preceptee engagement, impact, value and sustainability (Ooms et al., 2011). This was a mixed methods study. Qualitative and quantitative data were collected through questionnaires, reflective journals and through personal audio recordings made by the preceptees. Quantitative data were analysed through descriptive statistics and t-tests, and Cronbach's alpha coefficient was used to assess reliability of impact and value scales. In addition analysis of open-ended questions and qualitative data was undertaken using the Framework Method of analysis. Findings show that preceptee engagement in the programme was high and preceptorship was highly valued by the majority of preceptees (85%). Preceptors played a positive role in terms of alleviating stress. Preceptorship impacted positively on preceptees in terms of development of communication skills and clinical skills, and role, personal and professional development. In addition, preceptees felt that the programme was of value despite acknowledging difficulties in making time to meet with preceptors. Preceptees also indicated that they would wish to be preceptors in the future and that they would recommend preceptorship to all nurses who are either newly qualified or new in role. Preceptees judged the

The Relationship between Highly Qualified Teachers and Student Academic Achievement

ERIC Educational Resources Information Center

Macken, Sherry Lou

2013-01-01

This study examined the relationship between the percentage of highly qualified teachers and standardized measures of student proficiency in the core academic subjects of mathematics, reading, science, social studies, and writing. Signed into law in January of 2002 by President George W. Bush, the No Child Left Behind (NCLB) Act requires teachers…

Harnessing OER to Develop Teachers: The Guyana Experience

ERIC Educational Resources Information Center

Butcher, Neil; Moore, Andrew; Hoosen, Sarah

2014-01-01

The Ministry of Education in Guyana has prioritised increasing the number of qualified teachers by providing opportunities to both pre- and in-service teachers to gain relevant qualifications. This paper describes the process used to redesign the teacher training curriculum in Guyana to achieve the goals of a newly-developed ICT Professional…

Meeting NCLB Goals for Highly Qualified Teachers: Estimates by State from Survey Data

ERIC Educational Resources Information Center

Blank, Rolf K.; Langesen, Doreen; Laird, Elizabeth; Toye, Carla; de Mello, Victor Bandeira

2004-01-01

This article presents results of survey data showing teacher qualifications for their assignments that are comparable from state-to-state as well as data trends over time. The analysis is intended to help state leaders, educators, and others obtain a picture of highly qualified teachers in their state, and to be able to compare their state…

Recruiting Highly Qualified African American Teachers in American Urban Public Schools: A Qualitative Collective Case Study

ERIC Educational Resources Information Center

James, LaNora Marcell

2011-01-01

The purpose of the qualitative collective case study is to identify the weaknesses in the methods used to recruit highly qualified African American preservice teachers in the Washington, DC metropolitan area. The data collection process consisted of one-on-one, open-ended interview questions with 10 highly qualified African American public school…

Managing Current Developments in SEN and Inclusion: Developing Confidence in New Teachers

ERIC Educational Resources Information Center

Richards, Gill

2010-01-01

Developments in special and inclusive education have lead to increasing challenges for teachers. Initial Teacher Education has struggled to keep pace with these developments and equip all newly qualified teachers with the skills required to meet the needs of children with SEN. This paper reflects upon recent national initiatives designed to…

A Study of Highly Qualified Science Teachers' Career Trajectory in the Deep, Rural South: Examining a Link between Deprofessionalization and Teacher Dissatisfaction

ERIC Educational Resources Information Center

Hodges, Georgia W.; Tippins, Deborah; Oliver, J. Steve

2013-01-01

Science teacher retention, attrition, and migration continue to perplex educational scholars, political entities, as well as the general public. This study utilized an interpretive methodological design to generate assertions regarding career choice made by highly qualified science teachers in the deep, rural South through analysis of documents,…

Learning beyond graduation: exploring newly qualified specialists' entrance into daily practice from a learning perspective.

PubMed

Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

2016-05-01

The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance into practice is scarce. This research aims to contribute to the framework of medical professionals' informal learning and outlines the results of an exploratory study on the nature of learning in daily practice beyond postgraduate training. Eleven newly qualified physicians from different specialized backgrounds participated in a phenomenographic study, using a critical incident method and a grounded theory approach. Results demonstrated that learning in the workplace is, to a large extent, informal and associated with a variety of learning experiences. Analysis shows that experiences related to diagnostics and treatments are important sources for learning. Furthermore, incidents related to communication, changing roles, policy and organization offer learning opportunities, and therefore categorized as learning experiences. A broad range of learning activities are identified in dealing with these learning experiences. More specifically, actively engaging in actions and interactions, especially with colleagues of the same specialty, are the most mentioned. Observing others, consulting written sources, and recognizing uncertainties, are also referred to as learning activities. In the study, interaction, solely or combined with other learning activities, are deemed as very important by specialists in the initial entrance into practice. These insights can be used to develop workplace structures to support the entrance into practice following postgraduate training.

Professional Identity and Engagement among Newly Qualified Teachers in Times of Uncertainty

ERIC Educational Resources Information Center

Correa Gorospe, José Miguel; Martínez-Arbelaiz, Asunción; Fernández-Olaskoaga, Lorea

2018-01-01

Social, political and economic conditions shape a context of permanent flux where early childhood education teachers have to join the labour market and build their professional identity while facing numerous challenges. The aim of this study is to investigate the effects that a changing world and precarious job conditions can have on newly…

Republication of "NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools"

ERIC Educational Resources Information Center

Brownell, Mary T.; Bishop, Anne M.; Sindelar, Paul T.

2018-01-01

Teacher shortages in special education have been a source of long-standing concern for professionals and parents involved in the education of students with disabilities. Because of their geographic location, culture, and lack of resources, rural administrators have always struggled to staff their schools with qualified special education teachers.…

Alternative Certified Teachers Who Became Administrators: Perceptions of Successes and Challenges in the Field

ERIC Educational Resources Information Center

Gracia, Lidamar M.

2015-01-01

Hiring alternative certified teachers has been a plausible solution to meeting the growing needs for highly qualified teachers in the classroom. Not only is there a need for teachers, there is also a need for strong leadership in education. Newly hired teachers must not only be prepared to tackle the everyday issues and responsibilities of the…

Preparing Highly Qualified Teachers for Students with Emotional or Behavioral Disorders: The Impact of NCLB and IDEA

ERIC Educational Resources Information Center

Rosenberg, Michael S.; Sindelar, Paul T.; Hardman, Michael L.

2004-01-01

No Child Left Behind (NCLB) and the reauthorization of the Individuals with Disabilities Education Act (IDEA) require that by 2005-2006 all teachers be highly qualified, a designation that for the first time in history is actually specified by federal statute. The authors discuss how the federal definition of highly qualified is influencing the…

The Acquaintance Level of Turkish Prospective Teachers with Qualified Works of Children's Literature

ERIC Educational Resources Information Center

Çer, Erkan; Sahin, Ertugrul

2016-01-01

The aim of this cross-sectional study is investigate to what extent acquainted prospective Turkish teachers are with qualified works of children's literature. A convenience sample of 146 university students studying at the Turkish teaching department at a university in the Central Black Sea Region completed a questionnaire to determine the…

Effective Middle Level Teaching: Perceptions on the Preparedness of Newly Hired Teachers

ERIC Educational Resources Information Center

Howell, Penny B.; Cook, Chris; Faulkner, Shawn A.

2013-01-01

This interpretive, exploratory study utilized survey methodology to document middle level principals' perceptions of effective teaching practices and the preparedness of newly hired middle level teachers. The findings suggest that principals' descriptions of effective teaching differ from their descriptions of effective teachers. Additionally,…

ePortfolios beyond Pre-Service Teacher Education: A New Dawn?

ERIC Educational Resources Information Center

Boulton, Helen

2014-01-01

The aim of this paper is to demonstrate the efficacy of using ePortfolios to enhance career skills for newly qualified teachers (NQTs). The context is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could…

Practices influenced by policy? An exploration of newly hired science teachers at sites in South Africa and the United States

NASA Astrophysics Data System (ADS)

Navy, S. L.; Luft, J. A.; Toerien, R.; Hewson, P. W.

2018-05-01

In many parts of the world, newly hired science teachers' practices are developing in a complex policy environment. However, little is known about how newly hired science teachers' practices are enacted throughout a cycle of instruction and how these practices can be influenced by macro-, meso-, and micro-policies. Knowing how policies impact practice can result in better policies or better support for certain policies in order to enhance the instruction of newly hired teachers. This comparative study investigated how 12 newly hired science teachers at sites in South Africa (SA) and the United States (US) progressed through an instructional cycle of planning, teaching, and reflection. The qualitative data were analysed through beginning teacher competency frameworks, the cycle of instruction, and institutional theory. Data analysis revealed prevailing areas of practice and connections to levels of policy within the instructional cycle phases. There were some differences between the SA and US teachers and among first-, second-, and third-year teachers. More importantly, this study indicates that newly hired teachers are susceptible to micro-policies and are progressively developing their practice. It also shows the importance of meso-level connectors. It suggests that teacher educators and policy makers must consider how to prepare and support newly hired science teachers to achieve the shared global visions of science teaching.

A private school leadership perspective on highly qualified middle school science teachers

NASA Astrophysics Data System (ADS)

Bogaski, Carolyn Siniscalchi

The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders' definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ. A convergent mixed methods survey design (Creswell, 2014) was used, in which qualitative and quantitative data were collected in parallel, analyzed separately, and then merged. Participants in the survey consisted of 119 leaders. A congruency rubric separated responses by religious affiliation and socioeconomic status (SES) level and matched responses with the percentage of congruency with the existing FL, national, and NSTA definitions of HQ. Descriptive statistics, paired samples t-test, and chi-squared test were used to analyze the quantitative and qualitative data. Qualitative data were coded into preliminary and final codes. Final codes were converted into magnitude codes, which allowed the researcher to analyze further the qualitative data statistically. Survey responses received were definitely congruent, except in ranking the importance of a candidate having an out-of-field degree with state certification, and in ranking the importance of a candidate being fully qualified to teach science in their state with a strong knowledge of science content. Segregating the survey responses into registered religious affiliations and SES levels found that the definition of a HQ MS science teacher was mostly congruent among all demographics, with only a couple of exceptions. The study found that these private school leaders' common definition of a HQ MS science teacher is one with adequate science content knowledge, pedagogy including engagement in laboratory activities, ability to relate to

Action Learning as an Element within an Assessed and Supported Year in Employment for Newly Qualified Social Workers: A Three-Role Perspective

ERIC Educational Resources Information Center

Wells, Carol; Animashaun, Ikedola; Gibb, Anneliese

2017-01-01

The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from…

Pre-registration paid employment choice: the views of newly qualified nurses.

PubMed

Phillips, Craig; Kenny, Amanda; Smith, Colleen; Esterman, Adrian

2012-01-01

In Australia, nurse education was transferred from hospital based nursing schools to the higher education sector. This transfer resulted in a change for students, from hospital employee to an unpaid, supernumerary role during professional placements. The majority of undergraduate nursing students now combine part time employment with their studies, working mainly within health settings or service sectors such as hospitality and retail. The aims of this study were to identify if newly qualified registered nurses engaged in paid employment during their final year of undergraduate studies, the types of employment they chose, reasons for that choice, skills acquired and their views on any link between employment choice and transition to practice. Focus group interviews involving sixty seven new graduates were conducted. From the data, four organising themes were identified; financial independence and autonomy, confidence and experience, future opportunity and ease of transition. The global theme maximising opportunity describes nurse's views about their decisions on student employment. Participants had differing views on employment choice and transition to practice. Further research is needed in the area to identify whether there is any link between student employment choice and transition to practice. Copyright © 2011 Elsevier Ltd. All rights reserved.

Newly qualified Irish nurses' interpretation of their preparation and experiences of registration.

PubMed

Mooney, Mary

2007-09-01

The aim of this paper is to report on the insights of newly qualified Irish nurses into their preparation for registration as general nurses and to develop insights into the postregistration experience. Nurse education in Ireland has undergone much reform over the past decade. These changes include the introduction of supernumerary status for nursing students and the formation of links with institutes of higher education. No Irish literature was found on this subject. Individual semi-structured, in-depth interviews were held with 12 newly registered nurses, from two cohorts, within 10 months of qualification. A grounded theory approach was adopted and content analysis employed to analyse the data. Two categories, entitled Learning the Ropes and The Metamorphosis emerged from the analysis of data. Within each of these categories there were two subcategories. All respondents reported that since qualification, they had become increasingly conscious of their isolation and unmet needs as nursing students. Postregistration, they enjoyed their increased status and widespread recognition by others. This study details how improvements can be made at clinical level to assist the preparation of nursing students for registration. The positive aspects of registration are revealed through descriptions of comparisons of pre- and postregistration experiences, while the shortcomings of the journey to registration are described. Pre-registration nurses have unmet clinical needs which, if fulfilled, would benefit them post-registration. Good ward morale is elementary for student learning and enhances the post-registration experience. Registered nurses are highly conscious of their altered status. These findings are pertinent to clinicians and educationalists as they prepare nursing students for practice.

Stress and stressors in the clinical environment: a comparative study of fourth-year student nurses and newly qualified general nurses in Ireland.

PubMed

Suresh, Patricia; Matthews, Anne; Coyne, Imelda

2013-03-01

To measure and compare the perceived levels of job-related stress and stressors of newly qualified nurses and fourth-year student nurses in the clinical environment and to explore the participants' views on stress and stressors. Stress in the nursing workplace has significant consequences for the person, the patient and the organisation, such as psychological and physical health deterioration and impaired professional practice. To address this problem, stress and stressors need to be measured and identified. This study used a cross-sectional survey design and self-reporting questionnaires to measure and compare levels of stress in both groups. Convenience sampling involved all newly qualified nurses (n = 120) and fourth-year student nurses (n = 128) in Dublin North-East region in Ireland. The instrument used was 'The Nursing Stress Scale' (Gray-Toft & Anderson 1981, Journal of Behavioral Assessment 3, 11-23). Descriptive, qualitative analysis was conducted on an open-ended question. Data were obtained from newly qualified nurses (n = 31) and fourth-year student nurses (n = 40) in six acute hospital sites. Levels of perceived stress and stressors were high in both groups. Themes identified from the responses to the open question by both groups included excessive workload, difficult working relationships and unmet clinical learning needs. Student nurses also reported the combination of academic demands with clinical placement as a major stressor. There was no significant difference between each group. Stress continues to be a problem for nurses in the clinical setting. Excessive workload requires urgent attention by hospital managers in view of widespread retention difficulties. Themes identified could provide a framework for possible interventions for improving the clinical environment for nurses. These results can help stakeholders in nurse education and practice to develop interventions to reduce stress for both groups and to ease the transition from student to

"I'm Tentatively Teaching": Crossing the Border from Student of Teaching to Teacher of Students

ERIC Educational Resources Information Center

Pietsch, Marilyn; Williamson, John

2009-01-01

The majority of newly qualified teachers in New South Wales, Australia, begin their careers as casual teachers in fragmented employment contexts which make it difficult to build on the knowledge base gained at university through continuous, and continuously evaluated, practice in a classroom. This study explored the experiences of early career…

Continuity, Support, Togetherness and Trust: Findings from an Evaluation of a University-Administered Early Professional Development Programme for Teachers in England

ERIC Educational Resources Information Center

McIntyre, Joanna; Hobson, Andrew J.; Mitchell, Nick

2009-01-01

This article discusses the evaluation of a unique university-based early professional development (EPD) programme in England that enabled newly and recently qualified teachers to have continued contact with their initial teacher preparation provider. The programme was designed to enhance the induction, EPD and retention of beginning teachers of…

The experience of a good day: a phenomenological study to explain a good day as experienced by a newly qualified RN.

PubMed

Jackson, Carole

2005-04-01

The main aim of this study was to provide an explanation of the newly qualified nurse's experience and description of a good day. Secondly, it sought to provide an explanation of how a good day made them feel about nursing. By identifying the main components of a good day and what positively effects the experience of a working day for a newly qualified nurse, it may be possible to move towards an increase in the occurrence of the components and emulation of a good day. While there is evidence to suggest that positive experiences within nursing increase job satisfaction and aid retention to the profession, the experience of a good day and what constitutes a good day for a newly qualified nurse has not been explored. The main components of a good day have not been identified and no work has been carried out to ascertain how these days make nurses feel about their chosen career. The aims of the study lent themselves to a phenomenological descriptive approach to research, the objective of which is identification of the essence of behaviour. Eight newly qualified nurses agreed to take part in the research. Each participant was interviewed twice, and in addition one group interview was arranged to clarify themes. The interviews, which were audio taped, were informal allowing the participants to answer in an open and unstructured manner. Once completed, all the tapes were transcribed and immersion and analysis of the data led to 5 themes naturally emerging as the components of a good day. The identified themes were, doing something well, good relationships with patients, feeling that you've achieved something, getting the work done and you need team work. In addition, although not a theme of a good day but of great importance was the description of 'that wonderful feeling at the end of a good day'. These themes contributed to feelings of job satisfaction and the pleasure of nursing. More specifically the concept of knowing the patient both from a personal level and

Closing the theory to practice gap for newly qualified doctors: evaluation of a peer-delivered practical skills training course for newly qualified doctors in preparation for clinical practice.

PubMed

Beane, A; Padeniya, A; De Silva, A P; Stephens, T; De Alwis, S; Mahipala, P G; Sigera, P C; Munasinghe, S; Weeratunga, P; Ranasinghe, D; Deshani, E M; Weerasinghe, T; Thilakasiri, K; Jayasinghe, Kas; Dondorp, A M; Haniffa, R

2017-10-01

The Good Intern Programme (GIP) in Sri Lanka has been implemented to bridge the 'theory to practice gap' of doctors preparing for their internship. This paper evaluates the impact of a 2-day peer-delivered Acute Care Skills Training (ACST) course as part of the GIP. The ACST course was developed by an interprofessional faculty, including newly graduated doctors awaiting internship (pre-intern), focusing on the recognition and management of common medical and surgical emergencies. Course delivery was entirely by pre-intern doctors to their peers. Knowledge was evaluated by a pre- and post-course multiple choice test. Participants' confidence (post-course) and 12 acute care skills (pre- and post-course) were assessed using Likert scale-based questions. A subset of participants provided feedback on the peer learning experience. Seventeen courses were delivered by a faculty consisting of eight peer trainers over 4 months, training 320 participants. The mean (SD) multiple choice questionnaire score was 71.03 (13.19) pre-course compared with 77.98 (7.7) post-course (p<0.05). Increased overall confidence in managing ward emergencies was reported by 97.2% (n=283) of respondents. Participants rated their post-course skills to be significantly higher (p<0.05) than pre-course in all 12 assessed skills. Extended feedback on the peer learning experience was overwhelmingly positive and 96.5% would recommend the course to a colleague. A peer-delivered ACST course was extremely well received and can improve newly qualified medical graduates' knowledge, skills and confidence in managing medical and surgical emergencies. This peer-based model may have utility beyond pre-interns and beyond Sri Lanka. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Human Elements and the Pragmatic Approach in the Australian, Scottish and Swedish Standards for Newly Qualified Teachers

ERIC Educational Resources Information Center

Fransson, Göran; Gallant, Andrea; Shanks, Rachel

2018-01-01

Teacher standards are used in many countries, but it has been argued that there is a disconnection between the standards and teachers' everyday practices. Mega-narratives about teachers' practices have been recognised as powerful for educational change and when implementing and legitimising standards. In this comparative study, the standards for…

Being Influenced or Being an Influence: New Teachers' Induction Experiences

ERIC Educational Resources Information Center

Keay, Jeanne

2009-01-01

This article draws on and develops the outcomes of previous research which concluded that school subject departments provide the setting for influential professional development and that experienced teachers strongly influence their newly qualified colleagues. The findings of two subsequent research projects, which used this as a starting point,…

Initiation into Teaching from the Perspective of Primary School Teachers: Differences between Newly Qualified and Experienced Teachers

ERIC Educational Resources Information Center

Rodríguez, Ruth Cañón; Mayo, Isabel Cantón; Gago, Ana Rosa Arias; Álvarez, Roberto Baelo

2017-01-01

This study consists of an investigation into the experiences of new teachers in primary education in the province of León, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the…

Indiana Teachers' Perspectives on Testing Accommodations for Limited English Proficient Students Taking the Graduation Qualifying Exam

ERIC Educational Resources Information Center

Hetler, Angela Dawn

2010-01-01

This qualitative case study examines teachers' perspectives on testing accommodations for Limited English Proficient (LEP) students taking Indiana's Graduation Qualifying Exam (GQE). The Indiana Department of Education (IDOE) states that the purpose of testing accommodations is to "level the playing field" between LEP students and their…

Assessing College Students' Perceptions of a Case Teacher's Pedagogical Content Knowledge Using a Newly Developed Instrument

ERIC Educational Resources Information Center

Jang, Syh-Jong

2011-01-01

Ongoing professional development for college teachers has been much emphasized. However, previous research on learning environments has seldom addressed college students' perceptions of teachers' PCK. This study aimed to evaluate college students' perceptions of a physics teacher's PCK development using a newly developed instrument and workshop…

Preparing Special Educators Highly Qualified in Content: Alternative Route Certification for Unlicensed Teachers in Rural Georgia

ERIC Educational Resources Information Center

Childre, Amy L.

2014-01-01

The shortage of highly qualified special educators is most pronounced in rural schools serving populations characterized by poverty, low achievement, disability, and cultural diversity. The result is often untrained teachers serving students with the greatest education needs. This article describes efforts by a university in rural middle Georgia…

Ethical erosion in newly qualified doctors: perceptions of empathy decline.

PubMed

Stratta, Emily C; Riding, David M; Baker, Paul

2016-09-06

This study sought to understand whether UK Foundation doctors perceived the phenomena of ethical erosion and empathy decline during their initial period of clinical practice, and if so, why this occurred. This qualitative study used semi-structured interviews with nine doctors in their first year of clinical practice at Royal Bolton Hospital, UK. Participants were invited to discuss the definition of empathy, how individuals acquire and maintain empathic ability, perceptions of ethical erosion in the self and others, and how clinical experiences have influenced their empathic ability. The interviews were transcribed, and analysed to identify emergent themes. Each participant reported a conscious acknowledgement of empathy decline in their own and their colleagues' early clinical experiences as doctors. Stressful working environments, the prioritisation of patients' physical rather than psychological well-being, and the attitudes of senior colleagues were all suggested as possible causes. Some doctors believed that specialties with reduced patient contact had a culture which precluded empathy, and influenced their own practice. In addition, some described how their value judgements of patients had affected their ability to empathise. However, all doctors perceived that empathy skills were desirable in senior clinicians, and some believed that educational interventions may be useful in arresting ethical erosion. Newly qualified doctors are aware of ethical erosion in themselves and their colleagues as they begin clinical practice. This has serious implications for patient care. Improving working conditions may reverse this trend. Empathy skills training within undergraduate and postgraduate curricula may be a useful intervention.

"Highly Qualified" to Do What? The Relationship between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics

ERIC Educational Resources Information Center

Smith, Thomas M.; Desimone, Laura M.; Ueno, Koji

2005-01-01

The federal No Child Left Behind Act of 2001 (NCLB) calls for a highly qualified teacher in every classroom. According to the legislation, "highly qualified" is defined as full certification, a bachelor's degree, and demonstrated content knowledge in all core subjects taught. States, district, and schools are spending considerable…

Being a team leader: newly registered nurses relate their experiences.

PubMed

Ekström, Louise; Idvall, Ewa

2015-01-01

This paper presents a study that explores how newly qualified registered nurses experience their leadership role in the ward-based nursing care team. A nurse's clinical leadership affects the quality of care provided. Newly qualified nurses experience difficulties during the transition period from student to qualified professional and find it challenging to lead nursing care. Twelve nurses were interviewed and the transcribed texts analysed using qualitative content analysis to assess both manifest and latent content. Five themes were identified: feeling stranded; forming well-functioning teams; learning to lead; having the courage, strength, and desire to lead; and ensuring appropriate care. The findings indicate that many factors limit nurses' leadership but some circumstances are supportive. The leadership prerequisites for newly registered nurses need to improve, emphasizing different ways to create a supportive atmosphere that promotes professional development and job satisfaction. To increase nurse retention and promote quality of care, nurse managers need to clarify expectations and guide and support newly qualified nurses in a planned way. © 2013 John Wiley & Sons Ltd.

Scenarios of Mentor Education in Romania--Towards Improving Teacher Induction

ERIC Educational Resources Information Center

Stîngu, Mihaela; Eisenschmidt, Eve; Iucu, Romi?a

2016-01-01

The aim of this paper is to examine the induction programme for newly qualified teachers and mentor education in Estonia, providing a comparative analysis of existing Estonian and possible Romanian models of mentoring. While the Estonian induction programme has been in place for more than ten years, induction in Romania is a relatively new and has…

Practices Influenced by Policy? An Exploration of Newly Hired Science Teachers at Sites in South Africa and the United States

ERIC Educational Resources Information Center

Navy, S. L.; Luft, J. A.; Toerien, R.; Hewson, P. W.

2018-01-01

In many parts of the world, newly hired science teachers' practices are developing in a complex policy environment. However, little is known about how newly hired science teachers' practices are enacted throughout a cycle of instruction and how these practices can be influenced by macro-, meso-, and micro-policies. Knowing how policies impact…

Pre-Service English Teachers' Perceptions of Newly Arrived Children from Mainland China

ERIC Educational Resources Information Center

Wing Chan, Yu; Gao, Xuesong

2014-01-01

The research reported here investigated pre-service English language teachers' perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their…

Newly qualified doctors' views on the significance and accessibility of career advice during medical training in Saudi Arabia.

PubMed

Mehmood, Syed Imran; Norcini, John J; Borleffs, Jan C C

2013-01-01

Career advice is an important instrument to help students with the proper specialty selection. The study aims (1) to explore the views of newly graduated doctors in Saudi Arabia about their experience with the current status of career support system during medical training and (2) to identify cross-cultural similarities and differences. A cross-sectional design study was conducted using a questionnaire to elicit the responses of participants from newly qualified doctors concerning the availability and significance of career advice. SPSS (version 11.0; Chicago, IL) was used to analyze the data and statistical tests, such as chi-square and unpaired t tests, were used to analyze the observations. A response rate of 94.7% was obtained. Among this group, 102 were males and 78 were females. Only 53% did receive career advice. The majority of men felt that career advice during medical studies was inadequate, while women were less negative (69% versus 32%; p = 0.0001). Furthermore, men were more disappointed about the possibilities for career advice after graduating than women (34% versus 13%, p = 0.0001). The results show that only half of newly graduated doctors had received any career advice during medical training. As the health care system cannot afford the potential waste of time and resources for doctors, career guidance should begin in undergraduate training so that the process of thinking about their future career starts longtime before they make their career choice.

Teachers' Perceptions on How to Improve Teacher Retention

ERIC Educational Resources Information Center

Wood, Jennifer L.

2014-01-01

The purpose of this qualitative descriptive case study was to research teachers' attrition in a central South Carolina school district by analyzing the experiences of 5 former teachers in the district. Highly qualified teachers are needed to educate students who come from diverse backgrounds. Unfortunately, many qualified teachers leave the…

Searching the Attic: How States Are Responding to the Nation's Goal of Placing a Highly Qualified Teacher in Every Classroom. NCTQ Reports

ERIC Educational Resources Information Center

Walsh, Kate; Snyder, Emma

2004-01-01

This report, the second in a series published by the National Council on Teacher Quality, examines states' progress in meeting the new federal requirement that by the end of the 2005-2006 school year there will be a "highly qualified teacher" in every classroom in the nation. This new requirement has led to some discomfort in more than a…

What advice is given to newly qualified doctors on Twitter? An analysis of #TipsForNewDocs tweets.

PubMed

Rashid, Mohammed Ahmed; McKechnie, Doug; Gill, Deborah

2018-07-01

Twitter is a social media platform on which users post very brief messages that can be rapidly communicated across wide geographical areas and audiences. Many doctors use Twitter for personal as well as professional communications and networking. The #TipsForNewDocs hashtag is used on Twitter to give advice to newly qualified doctors as they commence their careers. This study explores the nature and focus of such advice. An analysis of Twitter activity containing the #TipsForNewDocs hashtag was performed using Symplur health care analytics software. Tweets sent during a peak 48-hour period in 2016 (immediately preceding the first day of work for newly qualified UK doctors) were studied. The geographical locations and professional backgrounds of participants were categorised and the content of tweets was subjected to thematic analysis. During 1 and 2 August 2016, 661 unique #TipsForNewDocs tweets were posted. A total of 621 (94.0%) were posted by people in the UK; 522 (79.0%) were posted by doctors, and the remainder by allied health care professionals and patients. The majority of included tweets focused on aspects of professional development, improving personal or professional knowledge, particularly tacit knowledge, and developing 'know-how'. These aspects of professional knowledge have previously been described as fundamental to professional education and training. However, a significant subset of tweets focused on accelerating socialisation into the profession, an essential step in joining a professional community. The tweets relating to socialisation were often humorous and colloquial in nature. Despite their brief and often jocular nature, #TipsForNewDocs tweets provided meaningful advice for newcomers to the profession, often focusing on tacit learning and professional socialisation. Hashtag-driven enquiries can be a valuable and time-efficient way of accessing and sharing tacitly held knowledge. Social media content analysis can provide valuable insights

Using Maryland's HOUSSE (High, Objective, Uniform State Standard of Evaluation). Achieving "Highly Qualified" Status Under No Child Left Behind (NCLB). A Guide for Maryland Teachers.

ERIC Educational Resources Information Center

Maryland State Department of Education, 2004

2004-01-01

To assist teachers in achieving "highly qualified" status, the Maryland State Department of Education (MSDE) has created a single document that will give teachers the information they need to interpret the requirements of HOUSSE; assess their credentials, course work, experience, and professional activities; complete the HOUSSE rubric to achieve…

36 CFR 908.12 - Retention on the List of Qualified Persons.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 36 Parks, Forests, and Public Property 3 2011-07-01 2011-07-01 false Retention on the List of Qualified Persons. 908.12 Section 908.12 Parks, Forests, and Public Property PENNSYLVANIA AVENUE DEVELOPMENT... Qualified Person is relocated into or has a binding lease commitment for Newly Developed Space; (3) The...

36 CFR 908.12 - Retention on the List of Qualified Persons.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Retention on the List of Qualified Persons. 908.12 Section 908.12 Parks, Forests, and Public Property PENNSYLVANIA AVENUE DEVELOPMENT... Qualified Person is relocated into or has a binding lease commitment for Newly Developed Space; (3) The...

25 CFR 292.8 - How does a tribe qualify as having been federally recognized?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How does a tribe qualify as having been federally... Newly Acquired Lands Restored Landsâ Exception § 292.8 How does a tribe qualify as having been federally recognized? For a tribe to qualify as having been at one time federally recognized for purposes of § 292.7...

25 CFR 292.8 - How does a tribe qualify as having been federally recognized?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true How does a tribe qualify as having been federally... Newly Acquired Lands Restored Landsâ Exception § 292.8 How does a tribe qualify as having been federally recognized? For a tribe to qualify as having been at one time federally recognized for purposes of § 292.7...

Perceptions of newly-qualified nurses performing compulsory community service in KwaZulu-Natal.

PubMed

Govender, Selverani; Brysiewicz, Petra; Bhengu, Busisiwe

2015-07-08

Compulsory community service (CCS) for nurses commenced in South African January 2008 after it was legislated in the new Nursing Act (Act No. 33 of 2005). Nurses completing their registered nurse programme are registered as community nurse practitioners (CNPs) during the CCS period and make up the largest number of health professionals serving CCS. Whilst health institutions have welcomed CNPs as additional resources for the shortage of nursing staff, no structured guidelines have been provided at a regional level as to how these nurses should be utilised or managed during the CCS year. To date, no large-scale study has been conducted on nurses carrying out CCS in order to generalise the findings. To establish the perceptions of newly-qualified nurses carrying out CCS in KwaZulu-Natal, South Africa. A quantitative survey design was used to obtain data from a randomly selected sample of the 2012 cohort of nurses carrying out CCS in KwaZulu-Natal. CNPs have a positive attitude toward CCS and perceive themselves as being well prepared for the year of community service in terms of knowledge, skills and ability to administer nursing care. They identified positive benefits of the year of community service.The concerns raised were limited orientation and support; and a few CNPs experienced problems of acceptance by the nurses with whom they work. It is recommended that all health institutions who receive CNPs develop structured orientation and support for these nurses in order to promote their development, thereby enhancing their benefit to the communities they serve.

Who Is Qualified to Teach American Sign Language?

ERIC Educational Resources Information Center

Kanda, Jan; Fleischer, Larry

1988-01-01

Teachers of American Sign Language (ASL) can no longer qualify just by being able to sign well or by being deaf. ASL teachers must respect the language and its history, feel comfortable interacting with the deaf community, have completed formal study of language and pedagogy, be familiar with second-language teaching, and engage in personal and…

'Doing it for real now' - The transition from healthcare assistant to newly qualified nurse: A qualitative study.

PubMed

Draper, Jan

2018-07-01

There has been increasing international research and policy interest concerning the transition from student to newly qualified nurse (NQN). However, the influence of previous employment as a healthcare assistant (HCA) on students' experiences of this transition is comparatively under-researched. To explore the experiences of NQNs also employed as HCAs during their pre-registration education programme and how this prior and ongoing HCA experience influenced their transition experiences. Qualitative research design using a descriptive method. Former students (n = 14) of a unique four year, part-time, employer-sponsored pre-registration nursing programme, specifically designed for HCAs and delivered by supported open learning, located in different regions and nations of the United Kingdom who had qualified within the last two years. Telephone interviews, digitally recorded, transcribed verbatim and analysed using NVivo8. Four themes described participants' experiences of transition: In at the deep end, Changing identities, Coming together and Scaffolding. Findings confirm existing literature that all NQNs appear to experience a similar overarching experience of transition, including those with prior HCA experience. However, familiarity with people, place and routines afforded by this previous experience appeared to ease transition, particularly if the NQNs stayed in their previous HCA work location. However, managing the dual roles of being both HCA and student and adapting to their changing identities were frequently cited as particular challenges. Van Gennep's Rites de Passage and Bridge's work on organisational change were combined to theoretically analyse participants' accounts of transition. This illustrated that transition is not always linear with clearly defined and bounded stages but can also be seen as a more undulating or organic process with curving, slanting and overlapping phases. NQNs can therefore simultaneously occupy more than once phase in their

Supporting Newly Hired Science Teachers

ERIC Educational Resources Information Center

Luft, Julie A.; Nixon, Ryan S.; Dubois, Shannon L.; Campbell, Benjamin K.

2014-01-01

New teachers are common in the teaching workforce (Ingersoll and Merrill 2012). All new teachers will learn about the school curriculum and school policies in their first years. New science teachers, however, need to attend to the "Next Generation of Science Standards" (NGSS Lead States 2013) as they build their instruction and knowledge…

Can Closeness, Conflict, and Dependency Be Used to Characterize Students' Perceptions of the Affective Relationship with Their Teacher? Testing a New Child Measure in Middle Childhood

ERIC Educational Resources Information Center

Koomen, Helma M. Y.; Jellesma, Francine C.

2015-01-01

Background: The constructs of closeness, conflict, and dependency, which are derived from attachment theory, are widely used to qualify teachers' perceptions of relationships with individual children. Aims: Our main aim was to reveal whether similar and reliable dimensions could be identified in middle childhood with a newly developed student…

Motivation for career choice and job satisfaction of GP trainees and newly qualified GPs across Europe: a seven countries cross-sectional survey.

PubMed

Roos, Marco; Watson, Jessica; Wensing, Michel; Peters-Klimm, Frank

2014-07-01

Recruitment to general practice is a major concern in many countries. Cross-national exploration of motivation for career choice and career satisfaction could help inform workforce planning. Our aim was to explore motivation for career choice and job satisfaction of GP trainees and newly qualified GPs (NQGP) across seven European countries. We surveyed GP trainees and recently qualified GPs in the Czech Republic, Denmark, Germany, Italy, Norway, Portugal and the United Kingdom using a web-based questionnaire. The number of individuals who responded was 3722 (2533 GP trainees; 1189 NQGP). The most frequently cited reasons for choosing GP were 'compatibility with family life' (59.5%), 'challenging medically broad discipline' (58.9%), 'individual approach to people' (40.1%), 'holistic approach' (37.8%) and 'autonomy and independence' (30.4%). Despite differences in workload, work-life balance and earnings, overall job satisfaction was high, with over 80% saying that they would choose to be a doctor again; of these 78.4% would choose to be a GP again. In our sample reasons for choosing general practice as a career were strongly positive, with compatibility with family life the most frequently cited reason overall. This has implications for workforce planning. Further qualitative studies are needed to explore issues raised in more detail.

Teacher, parent, and child evaluative ratings of a school reintegration intervention for children with newly diagnosed cancer.

PubMed

Katz, E R; Varni, J W; Rubenstein, C L; Blew, A; Hubert, N

1992-01-01

The disruption of school participation and accompanying social experiences because of cancer and its treatment has been related to major problems in adaptation to the disease. For the child with cancer, continuation of his/her social and academic activities provides an important opportunity to normalize as much as possible a very difficult experience. The present study reports on the children's, parents', and teachers' subjective evaluations of the benefits of a comprehensive school reintegration intervention. Forty-nine children, newly diagnosed with cancer, received comprehensive school reintegration consisting of supportive counseling, educational presentations, systematic liaison between the hospital and the school, and periodic follow-ups. Children parents, and teachers were asked to rate their perceptions of the utility and value of the intervention approach. Overall subjective evaluations were very positive, providing support for the social validity of the school reintegration approach for children with newly diagnosed cancer.

A study of the relationships between "highly qualified" status, instructional practices, and students' science achievement in three high poverty Louisiana school systems

NASA Astrophysics Data System (ADS)

Clayton, Michelle

Using a mixed methods research design, the author examined the relationships between "highly qualified" status, instructional practices, and students' science achievement for six third grade teachers in three high poverty Louisiana school systems. The study analyzed qualitative and quantitative data for three science classes taught by "highly qualified" teachers and three science classes taught by "non-highly qualified" teachers. The qualitative portion of the study was conducted through classroom observations, teacher interviews, and lesson plan reviews. The qualitative data was coded and triangulated to determine whether the instructional practices of each teacher were more "teacher-centered" or "student-centered." The qualitative data analysis indicated various patterns and consistencies in the instructional practices used by the "highly qualified" and "non-highly qualified" teachers selected for this study. The quantitative portion of the study involved analysis of the students' science achievement data for the six third grade science teachers selected for the study. Science achievement was measured by the third grade Integrated Louisiana Education Assessment Program (iLEAP) scores. A two-way ANOVA indicated that there were statistically significant differences in the mean scores of the three high poverty Louisiana school systems as well as the students taught by "highly qualified" and "non-highly qualified" teachers and the interactions between the two: F(2, 123) = 46.99, p < 0.01; F(1, 123) = 4.54, p = 0.035; F(2, 123) = 3.73, p = 0.027. A separate one-way ANOVA indicated that statistically significant differences existed between the six participating teachers in the study: F (5, 123) = 20.386, p < 0.01). Tukey's HSD post-hoc tests and homogeneous subset analyses were conducted in order to determine which teachers' scores significantly differed from each other.

36 CFR 908.13 - Rights of Qualified Persons.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 36 Parks, Forests, and Public Property 3 2011-07-01 2011-07-01 false Rights of Qualified Persons. 908.13 Section 908.13 Parks, Forests, and Public Property PENNSYLVANIA AVENUE DEVELOPMENT CORPORATION... opportunities to occupy Newly Developed Space as opportunities become available. (b) As provided in §§ 908.14(d...

36 CFR 908.13 - Rights of Qualified Persons.

Code of Federal Regulations, 2010 CFR

2010-07-01

... POLICY AND PROCEDURES TO FACILITATE THE RETENTION OF DISPLACED BUSINESSES AND RESIDENTS IN THE... leasing plan which are, in the Corporation's opinion, major. (c) Each Qualified Person on the List, who is... opportunity to occupy Newly Developed Space shall not be limited to the square on which its previous location...

Highly Qualified Teachers Equity Plan Update

ERIC Educational Resources Information Center

Horne, Tom

2009-01-01

Ensuring that all Arizona children receive the high-quality education they deserve requires an effective teacher in every classroom along with school and district leadership that is focused on raising student achievement. Arizona's educators, from the classroom teacher to the district superintendent, are the most important component of the state's…

Meeting the Highly Qualified Teachers Challenge

ERIC Educational Resources Information Center

Toh, Kok-Aun; Ho, Boon-Tiong; Riley, Joseph P.; Hoh, Yin-Kiong

2006-01-01

The moulding of the future of a nation depends on the teachers and the education they provide in schools. Research evidence from the US. National Assessment of Educational Progress (NAEP) confirms this to be the case. Quantitative analysis of data indicates that measures associated with pre-service teacher preparation are by far the strongest…

What the Research Says about Class Size, Professional Development, and Recruitment, Induction, and Retention of Highly Qualified Teachers: A Compendium of the Evidence on Title II, Part A, Program-Funded Strategies

ERIC Educational Resources Information Center

Krasnoff, Basha

2015-01-01

States and districts have the flexibility to creatively use Title II, Part A funds to address teacher quality issues. Currently, three strategies predominate--class size reduction, professional development, and recruitment, induction, and retention of highly qualified teachers. Each strategy is implemented with the intention of improving teaching…

Transition to independent practice: a national enquiry into the educational support for newly qualified GPs.

PubMed

Griffin, Ann; Abouharb, Tareq; Etherington, Clare; Bandura, Induja

2010-09-01

The nature of the work that NQGPs are undertaking in their transition to independent practice is changing; current training may not fully prepare them for this new peripatetic role, as indicated by rising numbers of reports of poor performance in this group. Educational support at the time of transition from general practitioner (GP) training to independent practice had previously demonstrated benefits, but many formal schemes have finished. This study aimed to map out the current provision of educational support provided by the UK deaneries for NQGPs and to explore NQGPs' perceptions of the present transition from registrar to independent practitioner. Questionnaire surveys of deanery provision and semi-structured telephone interviews of a purposeful sample of newly qualified GPs across the UK. Interviews were thematically analysed. Deanery provision of educational support to NQGPs varies across the UK. Telephone interviews highlighted the transformation as problematic; NQGPs perceived that independent practice was substantially different from being in a training post - locum work, isolation and accessing educational opportunities were concerns. NQGPs frequently expressed a desire for more formalised relationships with mentors, senior colleagues or peer groups, to support their shift. As NQGPs increasingly find themselves working as locums, lacking the opportunity for stable work-based relationships, and with an increase in medical errors being reported in this group of doctors, it is suggested that there is a need to reconsider the educational support required to facilitate the transition in the early years of independent general practice.

Profitability of Qualified-Labour-Power Production

ERIC Educational Resources Information Center

Baldino, Roberto Ribeiro; Cabral, Tânia Cristina Baptista

2015-01-01

In Baldino and Cabral (2013) we introduced the concept of qualified labour-power as the commodity produced by the school system. In the present article we outline a quantitative model to evaluate the profit rate of educational programmes. We compare a medical school programme with a teacher education programme at a public university in Brazil,…

Estimating the Number of Newly Certified Teachers Who Do Not Enter Teaching in Michigan Public Schools.

ERIC Educational Resources Information Center

Smith, Gary R.

The purpose of this study was to provide an empirical estimate of the number of newly certified teachers in Michigan who did not enter teaching in the year in which they were initially certified and also to estimate the time this group remained active in seeking teaching positions. The study was limited by lack of data on private school teacher…

Dilemmas of a Newly Recruited Academic Qualified Professor: A Case

ERIC Educational Resources Information Center

Agrawal, Anand

2015-01-01

This case describes the situation of a newly recruited academic professor who volunteered to teach a course on Research Methods to first-term MBA students in a practitioner-oriented case method Business School. Research Methods is a unique course due to its relevance not only in business but also across all graduate programs. Instructional and…

The Role of Emotion in Teaching: Are There Differences between Male and Female Newly Qualified Teachers' Approaches to Teaching?

ERIC Educational Resources Information Center

Demetriou, Helen; Wilson, Elaine; Winterbottom, Mark

2009-01-01

Emotions play a crucial role in communication and engagement between people. This paper focuses on the extent to which new teachers consider and value the emotional component of teaching for the engagement and motivation of their students and themselves. Moreover, drawing on the literature on gender and emotion, which consistently cites females of…

States Still Ironing Out "Highly Qualified" Kinks

ERIC Educational Resources Information Center

Keller, Bess

2006-01-01

Even the last states to be reviewed on their progress for meeting the "highly qualified" teacher provisions of the No Child Left Behind Act have some distance to travel before satisfying the law, according to Department of Education documents and officials. A case in point is Connecticut, one of the final stops for the federal monitoring…

Discovering Quality in Teacher Education: Perceptions Concerning What Makes an Effective Cooperating Teacher

ERIC Educational Resources Information Center

Stewart, Josh; Lambert, Misty D.; Ulmer, Jonathan D.; Witt, Phillip A.; Carraway, Candis L.

2017-01-01

With a continuous shortage of qualified agricultural science teachers (Foster, Lawver, Smith, 2014; Kantrovich, 2010), it is imperative teacher preparation programs identify and utilize effective cooperating teachers, as well as develop training for in-service teachers that will assist in preparing more effective cooperating teachers. The purpose…

Do We Produce Enough Mathematics and Science Teachers?

ERIC Educational Resources Information Center

Ingersoll, Richard M.

2011-01-01

Empirical research on the supply and demand of math and science teachers finds some surprising results. The employment of qualified math and science teachers has more than kept pace with the demand, and most schools find qualified teachers for those positions. However, about a third of public schools--particularly high-poverty, high-minority, and…

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2014 CFR

2014-07-01

... five consecutive years— (i) At an eligible secondary school as a highly qualified mathematics or science teacher, or by an eligible educational service agency as a highly qualified teacher of mathematics... forgiveness if the borrower— (A) Demonstrated knowledge and teaching skills in reading, writing, mathematics...

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... eligible secondary school as a highly qualified mathematics or science teacher, or at an eligible educational service agency as a highly qualified teacher of mathematics or science to secondary school... borrower— (A) Demonstrated knowledge and teaching skills in reading, writing, mathematics, and other areas...

Challenges Faced by Prospective Teachers in Universities and Solution Proposals

ERIC Educational Resources Information Center

Kiral, Erkan

2016-01-01

The number of universities in Turkey has reached to 193, among which 72 of them have their own faculties of education. The problem of quantity in teacher training seems to be eliminated; however, training qualified teachers has become a prioritized issue. Many responsibilities fall to universities in training qualified teachers including…

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2013 CFR

2013-07-01

... consecutive years— (i) At an eligible secondary school as a highly qualified mathematics or science teacher, or at an eligible educational service agency as a highly qualified teacher of mathematics or science... borrower— (A) Demonstrated knowledge and teaching skills in reading, writing, mathematics, and other areas...

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2013 CFR

2013-07-01

... for five consecutive years— (i) At an eligible secondary school as a highly qualified mathematics or science teacher, or at an eligible educational service agency as a highly qualified teacher of mathematics... forgiveness if the borrower— (A) Demonstrated knowledge and teaching skills in reading, writing, mathematics...

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2014 CFR

2014-07-01

... consecutive years— (i) At an eligible secondary school as a highly qualified mathematics or science teacher, or for an eligible educational service agency as a highly qualified teacher of mathematics or science... borrower— (A) Demonstrated knowledge and teaching skills in reading, writing, mathematics, and other areas...

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2012 CFR

2012-07-01

... for five consecutive years— (i) At an eligible secondary school as a highly qualified mathematics or science teacher, or at an eligible educational service agency as a highly qualified teacher of mathematics... forgiveness if the borrower— (A) Demonstrated knowledge and teaching skills in reading, writing, mathematics...

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2012 CFR

2012-07-01

... consecutive years— (i) At an eligible secondary school as a highly qualified mathematics or science teacher, or at an eligible educational service agency as a highly qualified teacher of mathematics or science... borrower— (A) Demonstrated knowledge and teaching skills in reading, writing, mathematics, and other areas...

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... secondary school as a highly qualified mathematics or science teacher, or at an eligible educational service agency as a highly qualified teacher of mathematics or science to secondary school students; or (ii) At... in reading, writing, mathematics, and other areas of the elementary school curriculum, as certified...

Attitudes of newly qualified doctors towards a career in general practice: a qualitative focus group study.

PubMed

Merrett, Alexandra; Jones, Daniel; Sein, Kim; Green, Trish; Macleod, Una

2017-04-01

A key element of the NHS is universal access to a GP. Recently, UK general practice has been described as being in crisis, with training places unfilled and multiple practices reporting vacancies or facing closure. The recruitment of GPs continues to be a key focus for both the Royal College of General Practitioners (RCGP) and the government. To understand the attitudes of newly qualified doctors towards a career in general practice, to appreciate potential reasons for the crisis in GP recruitment, and to recommend ways to improve recruitment. A qualitative study comprising five focus groups with 74 Foundation Year 1 (FY1) doctors from one Yorkshire deanery. Audio recordings were transcribed verbatim and thematic analysis undertaken. Foundation Year 1 doctors' thoughts towards a career in general practice were summarised in four themes: quality of life, job satisfaction, uncertainty surrounding the future of general practice, and the lack of respect for GPs among both doctors and the public. Participants felt that general practice could provide a good work-life balance, fair pay, and job stability. Job satisfaction, with the ability to provide care from the cradle to the grave, and to work within a community, was viewed positively. Uncertainties around future training, skill levels, pay, and workload, together with a perceived stigma experienced in medical schools and hospitals, were viewed as a deterrent to a career in general practice. This study has gathered the opinions of doctors at a critical point in their careers, before they choose a future specialty. Findings highlight areas of concern and potential deterrents to a career in general practice, together with recommendations to address these issues. © British Journal of General Practice 2017.

26 CFR 1.144-1 - Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 26 Internal Revenue 2 2012-04-01 2012-04-01 false Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds. 1.144-1 Section 1.144-1 Internal Revenue INTERNAL...) Tax Exemption Requirements for State and Local Bonds § 1.144-1 Qualified small issue bonds, qualified...

26 CFR 1.144-1 - Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 2 2013-04-01 2013-04-01 false Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds. 1.144-1 Section 1.144-1 Internal Revenue INTERNAL...) Tax Exemption Requirements for State and Local Bonds § 1.144-1 Qualified small issue bonds, qualified...

26 CFR 1.144-1 - Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds. 1.144-1 Section 1.144-1 Internal Revenue INTERNAL...) Tax Exemption Requirements for State and Local Bonds § 1.144-1 Qualified small issue bonds, qualified...

26 CFR 1.144-1 - Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 2 2014-04-01 2014-04-01 false Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds. 1.144-1 Section 1.144-1 Internal Revenue INTERNAL...) Tax Exemption Requirements for State and Local Bonds § 1.144-1 Qualified small issue bonds, qualified...

26 CFR 1.144-1 - Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 2 2011-04-01 2011-04-01 false Qualified small issue bonds, qualified student loan bonds, and qualified redevelopment bonds. 1.144-1 Section 1.144-1 Internal Revenue INTERNAL...) Tax Exemption Requirements for State and Local Bonds § 1.144-1 Qualified small issue bonds, qualified...

Status on Texas Secondary Science Teachers

NASA Astrophysics Data System (ADS)

Mount, Jennifer; Fuller, Ed

2009-10-01

One of the most important challenges today facing public schools is the recruitment and retention of highly qualified science teachers. Policy makers in Texas adopted the 4x4 requirements for graduation, which will create an increase in the supply of science teachers. Dr. Fuller analyzed the topics concerning the shortage of secondary math and science teachers. Dr. Fuller's study clearly shows an acute shortage of well-qualified and adequately prepared secondary math and science teachers in Texas schools. The study also explains that schools serving large percentages of poor, minority, and/or low-achieving students have the least qualified teachers and the greatest shortages compared to other non-minority students. Recently, there has been a shift in teacher preparation programs. Most future teachers are being prepared by alternative certification programs and certification by exam. The attrition rates vary depending on teachers' route of certification. There is a shortage of math and science teachers in Texas, but is part of this shortage due to teacher migration? My research will expand on Dr. Fuller's study by looking at the attrition and migration rates on the subgroups of chemistry and physics teachers. Migration is typically overlooked in analytical studies because it does not change the overall supply of teachers. My study will investigate if science teachers are migrating to wealthier districts and/or higher achieving school. This presentation will summarize results found by Dr. Fuller's study as well as look at further research in science teacher attrition and migration rates.

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

ERIC Educational Resources Information Center

Engel, Mimi

2012-01-01

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

Evaluation of Pre-Service Teachers' Opinions about Teaching Methods and Techniques Applied by Instructors

ERIC Educational Resources Information Center

Aykac, Necdet

2016-01-01

Problem Statement: Training qualified teachers depends on the quality of the trainers. From this point of view, the quality of teacher educators and their instruction in the classroom are important to train qualified teachers. This is because teachers tend to see teacher educators who have trained them as role models, and during their school…

Certified but Not Qualified? EFL Pre-Service Teachers in Liminality

ERIC Educational Resources Information Center

Chang, Yu-jung

2018-01-01

Research on novice ESL/EFL teachers' identity development often characterizes the teaching practicum/internship as a boundary-crossing period in which pre-service teachers move out of the sheltered environment of education to become in-service teachers in real classrooms. Nevertheless, many prospective teachers experience a prolonged pre-service…

The quality of on-line communication in a national learning programme for newly qualified nurses, midwives and allied health professionals.

PubMed

Lauder, W; Roxburgh, M; Atkinson, John; Banks, Pauline; Kane, Helen

2011-05-01

Asynchronous communication has become the dominant mode of on-line instruction and has been incorporated into Flying Start NHS, an on-line programme for newly qualified NMAHPs in the transition phase from student to registered practitioner. On-line programmes have a number of objectives including the delivery of educational materials and the development of on-line communities. This study sought to provide a direct and objective understanding of the quality of the on-line community within Flying Start NHS and give an indication of areas of strength and weakness. The study used mixed methods including a Gricean analysis of on-line communication focusing on quantity, quality, relevance, and manner, and a thematic analysis of communication content. There was little evidence that students engaged in the type of interactive communication essential for creating on-line learning communities. The majority of postings related to progression through Flying Start. The small number of communications which did begin to engage with the learning materials were limited with little evidence of the development of critical debate. Analysis of the qualitative data indicates that the period of transition continues to be stressful with Flying Start NHS being undertaken concurrently with local CPD being seen as duplication of effort. Copyright © 2010 Elsevier Ltd. All rights reserved.

Proceedings of Training Institute for Rehabilitation Teachers of the Blind Teaching the Newly Blinded Homemaker (Lincoln, Nebraska, July 12-17, 1970).

ERIC Educational Resources Information Center

Schwab, Lois O.

The proceedings are composed of nine papers that discuss different aspects of the rehabilitation teacher of the blind in his effort to teach the newly blinded homemaker. The introductory paper explains briefly the way in which different sources work together toward rehabilitating the blind homemaker. The following three papers then discuss, in…

Improving Teacher Quality for Colorado Science Teachers in High Need Schools

ERIC Educational Resources Information Center

Stevenson, Mark; Stevenson, Cerissa; Cooner, Donna

2015-01-01

This article describes the evaluation of an online professional development program funded by the State of Colorado to address the need for highly qualified science teachers in high need and/or rural school districts. Recruitment and the retention of highly qualified educators in high need and/or rural school districts is a critical factor…

No Teacher Left Behind: A Study of Teacher Attrition in Public Schools

ERIC Educational Resources Information Center

Heck, Barbara J.

2010-01-01

In 2002, President George W. Bush signed into law the No Child Left Behind Act (NCLB), which is intended to ensure that each classroom has a highly qualified teacher. Current research, however, shows approximately 27% of teachers hired each year leave the profession; in addition, approximately 50% of teachers with less than five years experience…

The Relationship between Job Satisfaction and Educational Leadership among Teachers in Secondary Education

ERIC Educational Resources Information Center

Stevens, Jessica Ann

2013-01-01

The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who…

Secondary Education Teacher Preparation Programs Should Differentiate Curriculum and Instruction for Traditional and Nontraditional Preservice Teachers

ERIC Educational Resources Information Center

Schairer-Kessler, Cynthia J.

2013-01-01

Much demand remains for teacher education programs to produce highly qualified teachers. Current trends show that almost half of today's preservice teachers are considered nontraditional in terms of age and life experience. The purpose of this study was to determine whether secondary education teacher preparation programs should differentiate…

New Evidence on Teacher Labor Supply

ERIC Educational Resources Information Center

Engel, Mimi; Jacob, Brian A.; Curran, F. Chris

2014-01-01

Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective…

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2013 CFR

2013-07-01

... BULK Response Plans for Oil Facilities § 154.1026 Qualified individual and alternate qualified individual. (a) The response plan must identify a qualified individual and at least one alternate who meet... implementation of the facility response plan; and (4) Be trained in the responsibilities of the qualified...

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2012 CFR

2012-07-01

... BULK Response Plans for Oil Facilities § 154.1026 Qualified individual and alternate qualified individual. (a) The response plan must identify a qualified individual and at least one alternate who meet... implementation of the facility response plan; and (4) Be trained in the responsibilities of the qualified...

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2011 CFR

2011-07-01

... BULK Response Plans for Oil Facilities § 154.1026 Qualified individual and alternate qualified individual. (a) The response plan must identify a qualified individual and at least one alternate who meet... implementation of the facility response plan; and (4) Be trained in the responsibilities of the qualified...

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2014 CFR

2014-07-01

... BULK Response Plans for Oil Facilities § 154.1026 Qualified individual and alternate qualified individual. (a) The response plan must identify a qualified individual and at least one alternate who meet... implementation of the facility response plan; and (4) Be trained in the responsibilities of the qualified...

Access to Qualified Special Educators across Elementary Neighborhood and Exclusionary Schools

ERIC Educational Resources Information Center

Mason-Williams, Loretta; Bettini, Elizabeth; Gagnon, Joseph Calvin

2017-01-01

In this study, we investigate the distribution of qualified special educators across elementary neighborhood schools and exclusionary public and private special education schools. Using the 2011-2012 Schools and Staffing Survey, we provide a descriptive analysis of measurable teacher qualifications (e.g., years of experience, preparation type,…

Teachers' and School Counselors' Perceptions of Their Cultural Competence in Working with Newly Arrived Latino Immigrant Students: A Mixed Methods Research Study

ERIC Educational Resources Information Center

Guardiola Castillo, Irma V.

2014-01-01

The purpose of this study was to explore teachers' and school counselors' perceptions of their cultural competence in working with newly arrived Latino immigrant students by using a mixed instrument with closed-ended and open-ended items. Multicultural Counseling Competencies (MCC) served as the theoretical framework for this study (Sue,…

Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe

ERIC Educational Resources Information Center

Chitiyo, Morgan; Odongo, George; Itimu-Phiri, Ambumulire; Muwana, Florence; Lipemba, Mary

2015-01-01

Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special…

Teachers Wanted: Must Like Snow.

ERIC Educational Resources Information Center

Jarrett, Denise

1999-01-01

Profiles Mary Ellen Darling, an exceptional teacher at Clark Middle School in Anchorage (Alaska). Addresses the difficulties in recruiting qualified teachers for the Anchorage School District, where 20 percent of students speak 85 different languages. Describes successful efforts to recruit teachers and professional staff from states with similar…

Teacher (In)Competence: An Analysis and Comparison of the Educational, Legal, and Practical Definitions

ERIC Educational Resources Information Center

Ferchen, Megan Hollingsworth

2012-01-01

Teacher incompetence and the identification of incompetent teachers have become major educational issues. With the implementation of No Child Left Behind (NCLB), every student is expected to be taught by a "highly qualified" teacher. Although "highly qualified" does not guarantee competent teaching, the two often go…

Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

NASA Astrophysics Data System (ADS)

Cothron, J.

2007-12-01

A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

Preventing Teacher Failure: Six Keys to Success in Moving beyond the "Sink or Swim" Mentality

ERIC Educational Resources Information Center

Strawn, Candace A.; Fox, Rebecca K.; Duck, Lloyd

2008-01-01

One controversial aspect of No Child Left Behind is the highly qualified provision. The 2001 act required that teachers of core academic subjects be highly qualified by 2006 or school districts would lose federal funding. Virginia districts are still scrambling to hire qualified teachers. Although the federal government has modified the 2006…

Innovation and Impact in Teacher Education: Community-Based Organizations as Field Placements for Preservice Teachers

ERIC Educational Resources Information Center

McDonald, Morva A.; Tyson, Kersti; Brayko, Kate; Bowman, Michael; Delport, John; Shimomura, Fuyu

2011-01-01

Background: Research shows that students who are overrepresented when it comes to failure are underrepresented when it comes to being taught by highly qualified teachers who are well prepared to teach students from diverse backgrounds. Teacher education, as one aspect of the educational system, plays a critical role in preparing teachers with the…

New Teachers: From Surviving to Thriving.

ERIC Educational Resources Information Center

Northwest Education, 2001

2001-01-01

This journal examines promising approaches to supporting beginning teachers. It contains the following articles: "Facing the Future" (Suzie Boss), which discusses meeting the need for qualified teachers by using fresh ideas such as better support for novices and more training for mentors; "Building a Teacher's 'Repertoire' Takes…

The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas

ERIC Educational Resources Information Center

Hauber, Jennifer Alward; Mehta, Smita Shukla; Combes, Bertina H.

2015-01-01

An increase in the prevalence rate of autism is not necessarily matched by a concurrent increase in the rate of highly qualified special education teachers, resulting in chronic teacher shortages in this area. Alternative certification (AC) is used as a mechanism to alleviate the demand for highly qualified special education teachers. However, AC…

Impact of Teacher Qualification on Student Achievement at the Elementary and Middle School Levels

ERIC Educational Resources Information Center

Andrews, Sandra L.

2012-01-01

Although the federal No Child Left Behind (NCLB) Act requires that classroom teachers be highly qualified, the assumption that achieving the highly qualified endorsement equates to teacher effectiveness in the classroom is unverified. The purpose of this study was to compare the effect of teacher qualification, as defined by the NCLB Act and…

The Chilean Teacher Labor Market

ERIC Educational Resources Information Center

Rivero, Maria del Rosario

2013-01-01

In Chile, as many other countries, understanding how high-qualified teachers are distributed across schools and which are the relationships that may lead to teachers' potential sorting are key aspect of the teacher labor market and it is central to addressing student achievement gaps. The first paper uses rich new data on all elementary public…

The Demand for Special Education Teachers in Rural Schools Revisited: An Update on Progress

ERIC Educational Resources Information Center

Sindelar, Paul T.; Pua, Daisy J.; Fisher, Tiffany; Peyton, David J.; Brownell, Mary T.; Mason-Williams, Loretta

2018-01-01

In this commentary, we revisit "NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools," an article we published in this journal in 2005. We consider the predictions we made then about the impact of the Highly Qualified Teacher mandate on special education teacher (SET) shortages in rural states and…

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2012 CFR

2012-07-01

... REGULATIONS FOR VESSELS Tank Vessel Response Plans for Oil § 155.1026 Qualified individual and alternate qualified individual. (a) The response plan must identify a qualified individual and at least one alternate... familiar with the implementation of the vessel response plan; and (4) Be trained in the responsibilities of...

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2011 CFR

2011-07-01

... REGULATIONS FOR VESSELS Tank Vessel Response Plans for Oil § 155.1026 Qualified individual and alternate qualified individual. (a) The response plan must identify a qualified individual and at least one alternate... familiar with the implementation of the vessel response plan; and (4) Be trained in the responsibilities of...

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2014 CFR

2014-07-01

... REGULATIONS FOR VESSELS Tank Vessel Response Plans for Oil § 155.1026 Qualified individual and alternate qualified individual. (a) The response plan must identify a qualified individual and at least one alternate... familiar with the implementation of the vessel response plan; and (4) Be trained in the responsibilities of...

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2013 CFR

2013-07-01

... REGULATIONS FOR VESSELS Tank Vessel Response Plans for Oil § 155.1026 Qualified individual and alternate qualified individual. (a) The response plan must identify a qualified individual and at least one alternate... familiar with the implementation of the vessel response plan; and (4) Be trained in the responsibilities of...

User Guide for the 2014-15 Teacher Median Student Growth Percentile Report

ERIC Educational Resources Information Center

New Jersey Department of Education, 2016

2016-01-01

On March 22, 2016, the New Jersey Department of Education ("the Department") published a broadcast memo sharing secure district access to 2014-15 median Student Growth Percentile (mSGP) data for all qualifying teachers. These data describe student growth from the last school year, and comprise 10% of qualifying teachers' 2014-15…

Toward a Comprehensive Strategy for Addressing the Teacher Shortage.

ERIC Educational Resources Information Center

Hawley, Willis D.

1986-01-01

The likely consequences of different educational policies affecting teacher supply and demand are examined in relation to the predicted teacher shortage. Includes a table describing 23 policies and practices of schools that attract qualified teachers. (MD)

Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

ERIC Educational Resources Information Center

Crisan, Cosette; Rodd, Melissa

2017-01-01

A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education

ERIC Educational Resources Information Center

Tessier, Damien; Sarrazin, Philippe; Ntoumanis, Nikos

2010-01-01

Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers' interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study…

Principals' Hiring of Teachers in Philadelphia Schools: A Research Report on Improving Teacher Quality

ERIC Educational Resources Information Center

Ramirez, Heidi A.; Schofield, Lynne Steuerle; Black, Melissa

2009-01-01

The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Toward the goal of improving teacher quality and the experience balance, particularly in hard-to-staff schools, the Philadelphia…

Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education

ERIC Educational Resources Information Center

Yuan, Huanshu

2018-01-01

This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum,…

Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level

ERIC Educational Resources Information Center

Brumen, Mihaela; Fojkar, Mateja Dagarin

2012-01-01

The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to…

Does the Discussion of Socio-Scientific Issues require a Paradigm Shift in Science Teachers' Thinking?

NASA Astrophysics Data System (ADS)

Day, Stephen P.; Bryce, Tom G. K.

2011-08-01

The purpose of this study was to characterise secondary school science teachers' conceptual models of discussion, against the background that a number of researchers have found that discussion of socio-scientific issues in science classrooms is rare, somewhat discomforting for teachers and its purpose unclear. Recent research indicates that when science teachers do engage in socio-scientific discussion, the quality is poor and is teacher-centred where pupils' views do not figure prominently (far less be clarified and integrated with their scientific learning). This has led to calls for such dialogue to be conducted by humanities teachers. The question arising from such thinking is: Do science teachers hold different conceptual models of discussion from their humanities colleagues? Using semi-structured interviews, three groups each of six teachers (experienced science teachers, experienced humanities teachers, and newly qualified science teachers) were interviewed in-depth in order to characterise their conceptual understanding of discussion as a teaching strategy. Analysis of the interview transcripts utilised the constant comparison approach of grounded theory. Five conceptual models of discussion emerged from an analysis of the data-discussion: (1) as a teacher-mediated discourse; (2) as open-ended inquiry; (3) for the development of reasoning skills; (4) as mediated transfer of knowledge to real-life contexts; and (5) as practice for democratic citizenship. The results confirmed that the science teachers' emphasis tended to stress practice for democratic citizenship whereas the humanities teachers' emphasis was more towards open-ended inquiry and for the development of reasoning skills.

Time-Out on Timing: The Relationship between the Timing of Teacher Hires and Teacher Quality. Working Paper 2009-04

ERIC Educational Resources Information Center

Engel, Mimi

2009-01-01

Interest in understanding how principals and school districts hire teachers has increased as empirical evidence on teacher effectiveness has grown. Case studies suggest late hiring timelines are pervasive in large urban school districts and result in the loss of more qualified teachers to surrounding suburbs. This paper uses labor market fixed…

Pre-Service Preschool Teachers' Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia

ERIC Educational Resources Information Center

Fojkar, Mateja Dagarin; Skubic, Darija

2017-01-01

The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper…

Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany

ERIC Educational Resources Information Center

Mischo, Christoph; Wahl, Stefan; Strohmer, Janina; Wolf, Carina

2014-01-01

Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for…

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

ERIC Educational Resources Information Center

Akçadag, Tuncay

2012-01-01

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

The effect of teacher quality on the achievement of students in Integrated Physics and Chemistry

NASA Astrophysics Data System (ADS)

Alexander, Rima

For many years, researchers, policy makers, and the education community have explored various school variables and their impact on student achievement (Darling-Hammond, 2000; Ferguson and Womack 1993; Ferguson and Ladd 1996; Rice, 2003; Rockoff, 2003; Rowan, Chiang, and Miller 1997; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Invariably, the issue of teacher quality arises. Teacher quality is the single most influential factor under school control that affects student achievement (Darling-Hammond, 2000; Rice, 2003; Rockoff, 2003; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Generally, students taught by highly qualified teachers perform better on standardized tests than students with less qualified teachers (Ferguson and Womack 1993; Ferguson and Ladd 1996; Rowan, Chiang, and Miller 1997). Previous research indicates that teachers indeed matter for the improvement of student achievement, but getting good measures of what is meant by teacher quality is a continuing challenge (Goldhaber, 2002). The purpose of this study was to describe the effect of teacher quality on the achievement of students in Integrated Physics and Chemistry (IPC). In order to achieve this purpose, this study addressed the following research question: chemistry and physics teachers compare to the achievement of students taught by less-qualified IPC teachers? A causal-comparative methodology was employed to address this research question. The independent variable was teacher quality---highly-qualified or less qualified. The teacher attributes that were examined in this study are: (1) teachers' educational background; (2) content knowledge; (3) pedagogical knowledge; and (4) certification. The dependent variable was student achievement in integrated physics and chemistry, as measured by an end-of-course IPC District Assessment of Curriculum, IPC DAC. Descriptive statistics were computed for the independent variable in the study. A Chi Square was performed on the data

17 CFR 240.3b-8 - Definitions of “Qualified OTC Market Maker, Qualified Third Market Maker” and “Qualified Block...

Code of Federal Regulations, 2010 CFR

2010-04-01

... Market Maker, Qualified Third Market Makerâ and âQualified Block Positionerâ. 240.3b-8 Section 240.3b-8... “Qualified Block Positioner”. For the purposes of Regulation U under the Act (12 CFR part 221): (a) The term... inventory turnover in such security. (c) The term Qualified Block Positioner means a dealer who (1) is a...

The Effectiveness of Mentoring in the Distance Teacher Education Programme at the Lesotho College of Education: Student Teachers' and Tutors' Perceptions

ERIC Educational Resources Information Center

Mohono-Mahlatsi, Lydia; van Tonder, Fanus

2006-01-01

In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DT EP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 200 student teachers who were…

Factors Influencing Teachers' Use of Multimedia Enhanced Content in Secondary Schools in Tanzania

ERIC Educational Resources Information Center

Mtebe, Joel S.; Mbwilo, Betty; Kissaka, Mussa M.

2016-01-01

Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project…

Trends and Challenges in Teacher Preparation in Deaf Education

ERIC Educational Resources Information Center

Lenihan, Susan

2010-01-01

Recent developments in deaf education are influencing teacher preparation programs, which are facing challenges in meeting the critical need for highly qualified teachers. Of approximately 65 teacher preparation programs in the United States, 11 programs focus primarily on preparing teachers to work with children who are deaf or hard of hearing…

Impact of Teacher Supports and Workplace Settings on Retaining Teachers in New Jersey Schools

ERIC Educational Resources Information Center

Cheasty, Michelle E.

2011-01-01

Teacher turnover in New Jersey public schools continues to grow every year. As a result, schools and school districts are continuously seeking ways to ensure that every position available is staffed with highly qualified teachers. In addition, schools seek to provide familiarity and stability to those involved with the schools. In an effort to…

Promoting teacher quality and retention in special education.

PubMed

Billingsley, Bonnie S

2004-01-01

Qualified special educators are needed to carry out research-based practices in schools. The shortage of special educators, the high numbers of uncertified teachers, and high attrition rates threaten the practice of science in the schoolhouse and, consequently, the education that students with disabilities receive. If teachers are to use research-based practices to benefit students with disabilities, care must be directed toward teachers, what they do, and the complex conditions in which their practice occurs. In this discussion, I focus on four factors that are important to special education teacher retention--responsive induction programs, deliberate role design, positive work conditions and supports, and professional development. These retention-enhancing factors also serve to cultivate qualified special educators by providing the conditions in which they can thrive and grow professionally.

The Disintegration of Teacher Preparation

ERIC Educational Resources Information Center

Baines, Lawrence A.

2010-01-01

The disintegration of teacher certification programs in the united States holds an eerie similarity to the recent meltdown of American financial institutions. Similarly, the No Child Left Behind Act of 2001, whose purported purpose was to ensure that all students get highly qualified teachers (HQT), has had an unintentionally devastating effect on…

The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

NASA Astrophysics Data System (ADS)

Urquhart, Mary L.; Bober, Kendra M.

2006-02-01

The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

Do Future Teachers Choose Wisely? A Study of Pre-Service Teachers' Personality Preference Profiles

ERIC Educational Resources Information Center

Thornton, Bill; Peltier, Gary; Hill, Gus

2005-01-01

The No Child Left Behind Act requires that all teachers in core academic subjects to be "highly qualified" by the end of the 2005-06 school year. New teacher leave the profession at an alarming rate--research indicates that 50% have left within five years of their first job. This article explores the personality types of pre-service…

Alternative Teacher Certification: Secondary School Principals' Perspective in Indiana

ERIC Educational Resources Information Center

Newblom, Jane Corinne

2013-01-01

As teacher recruitment intensifies to locate qualified teachers for our nation's classrooms, alternative teacher certification programs are becoming prevalent. Initially these programs were designed to attract professionals and college graduates to enter urban classrooms. However, what has occurred is that over 140 alternative certification…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Expert clinician to clinical teacher: developing a faculty academy and mentoring initiative.

PubMed

Reid, Tina P; Hinderer, Katherine A; Jarosinski, Judith M; Mister, Brenda J; Seldomridge, Lisa A

2013-07-01

The lack of sufficient numbers of qualified nursing faculty to prepare nursing students for entry into the field of nursing is of national and international concern. Recruiting expert clinicians and preparing them as clinical teachers is one approach to addressing the faculty shortage. Adequate training for the new role is paramount to promote job satisfaction and reduce attrition. Various models for orienting and preparing expert nurse clinicians as clinical educators are reported in the literature with little consensus or research to support a single approach. This paper describes a collaborative effort to prepare experienced registered nurse clinicians for new roles as part-time clinical faculty. Using a blend of learning strategies (face-to-face, online, simulation, and group mentoring sessions), this training experience was designed to cover content while promoting discussion of issues and challenges and providing much-needed mentorship. Outcomes include 12 new clinical faculty, 25% from groups underrepresented in nursing, with nine newly employed as part-time clinical teachers. Copyright © 2013 Elsevier Ltd. All rights reserved.

Compassion Fatigue among Secondary Special Education Teachers: A Case Study about Job Stress and Burnout

ERIC Educational Resources Information Center

Davis, Kimberly C.; Palladino, John M.

2011-01-01

In an age with increased teacher preparation requirements, and ever-growing student populations, a great need exists to adequately train and retain highly qualified special education teachers. Special Education is a profession that has long been plagued by shortages of qualified personnel. Many factors contribute to the shortfall of educators in…

Preservice Teachers' Conceptions of Effective and Ineffective Teaching Practices

ERIC Educational Resources Information Center

Sandholtz, Judith Haymore

2011-01-01

Given the focus on developing highly-qualified teachers to improve education, teacher education programs face increasing responsibility to prepare new teachers who can effectively enhance learning in all students. Standards and assessment criteria developed by national organizations in the United States address the qualifications of beginning as…

Refueling the STEM and Special Education Teacher Pipelines

ERIC Educational Resources Information Center

Goldhaber, Dan; Krieg, John; Theobald, Roddy; Brown, Nate

2016-01-01

Improving the quality of the teacher workforce is high on the nation's education policy agenda, but school systems continue to face difficulties in staffing STEM and special education classrooms with qualified teachers. This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State,…

Availability of Special Education Teachers: Trends and Tests.

ERIC Educational Resources Information Center

Katsiyannis, Antonis; Zhang, Dalun; Conroy, Maureen A.

2003-01-01

A study examined trends in teacher availability in special education by analyzing data from annual reports to Congress from 1988-1989 to 1998- 1999. Findings indicate a nationwide shortage of teacher qualified to teach across all disabilities and a dramatic decrease in the teacher shortage rate beginning in the 1993-1994 year. (Contains…

Teacher Compensation around the Globe

ERIC Educational Resources Information Center

Sclafani, Susan

2010-01-01

Nations around the world are experimenting with ways to use salary incentives to recruit and retain teachers, fill vacancies in hard-to-staff areas, and improve student learning. These experiments come at a time when qualified teachers are in short supply and when teaching appears to be a less popular professional choice for young people. Programs…

The Coming Teacher Shortage: What Schools Can Do about It.

ERIC Educational Resources Information Center

Dunlap, Diane M.

1986-01-01

Increased enrollments combined with teacher retirements and resignations are creating a strain on the current supply of qualified teachers. As the demand for new teachers is increasing, the number of new teaching graduates is decreasing proportionally. A national teacher shortage is imminent and already exists is some locations and in some…

Child Protection in Primary Schools: A Contradiction in Terms or a Potential Opportunity?

ERIC Educational Resources Information Center

Buckley, Helen; McGarry, Kathryn

2011-01-01

This paper deals with the topic of child protection in Irish primary schools, and reports on a recently completed survey of newly qualified teachers' knowledge of and familiarity with their school's child protection policies and procedures. The study was undertaken by means of a questionnaire survey, and conducted with 103 teachers from different…

Preliminary Development of an Attrition Risk Assessment Instrument for Secondary Agricultural Educators

ERIC Educational Resources Information Center

Greenhaw, Laura L.; Brashears, M. Todd; Burris, Scott; Meyers, Courtney; Morrison, Carley C.

2017-01-01

Secondary agricultural education has consistently faced a shortage of teachers for the past several decades. Because there are not enough newly qualified teachers certified annually to fill all the vacancies, attrition must be addressed. The purpose of this research was to develop and pilot test an attrition risk assessment instrument. Items were…

The Secretary's Seventh Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2010

2010-01-01

This seventh report on the quality of America's teacher preparation programs and novice teachers presents data reported to the U.S. Department of Education (the Department) in October 2007 by all 50 states, the District of Columbia, Puerto Rico and the outlying areas, which include American Samoa, the Federated States of Micronesia, Guam, the…

Costs of chronic disease management for newly insured adults.

PubMed

Gilmer, Todd

2011-09-01

Healthcare reform will result in substantial numbers of newly insured, low-income adults with chronic conditions. This paper examines the costs of a chronic disease management program among newly insured adults with diabetes and/or hypertension. Low-income adults with diabetes and/or hypertension were provided County-sponsored health insurance coverage and access to disease management. Health econometric methods were used to compare costs among participants in disease management to nonparticipants, both overall and in comparison between those who were newly insured versus previously insured under an alternative County-sponsored insurance product. Costs were also compared between those who qualified for County-sponsored coverage due to diabetes versus hypertension. Annual inpatient costs were $1260 lower, and outpatient costs were $723 greater, among participants in disease management (P<0.001 each). Participants in disease management without previous County-sponsored coverage had higher pharmacy costs ($154, P=0.002) than nonparticipants; whereas participants with diabetes had marginally significant lower overall costs compared with nonparticipants ($-685, P=0.070). Disease management was successful in increasing the use of outpatient services among participants. The offsetting costs of the program suggest that disease management should be considered for some newly insured populations, especially for adults with diabetes.

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

ERIC Educational Resources Information Center

Perkins, Britine; Arvidson, Cody

2017-01-01

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

Teacher Professional Development outside the Lecture Room: Voices of Professionally Unqualified Practicing Teachers in Rural Zimbabwe Secondary Schools

ERIC Educational Resources Information Center

Mukeredzi, Tabitha Grace

2016-01-01

Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition, qualified, competent teachers shun working in rural settings. While recruitment of professionally unqualified…

A Collaborative, Alternative Teacher Certification Program.

ERIC Educational Resources Information Center

Securro, Samuel, Jr.; And Others

In the summer of 1986, three institutions (West Virginia State College, West Virigina College of Graduate Studies, and West Virgina Institute of Technology) consorted to design an alternative teacher certification program to attract and retain a qualified pool of mathematics and science teachers. Known as the Field-Based Training Program (FBTP),…

Willingness to join and pay for the newly proposed social health insurance among teachers in Wolaita Sodo Town, South Ethiopia.

PubMed

Agago, Tesfamichael Alaro; Woldie, Mirkuzie; Ololo, Shimeles

2014-07-01

Cost-sharing between beneficiaries and governments is critical to achieve universal health care coverage. To address this, Ethiopia is currently introducing Social Health Insurance. However, there has been limited evidence on willingness to join the newly proposed insurance scheme in the country. The purpose of this study is to assess willingness to join and pay for the scheme among teachers in Wolaita Sodo Town government educational institutions, South Ethiopia. A cross-sectional study was conducted from February 5 to March 10, 2012 on 335 teachers. Stratified simple random sampling technique was used and data were collected using structured interviewer administered questionnaire. Binary and multiple logistic regressions were used to estimate the crude and adjusted odds ratios for willingness to pay. Three hundred twenty-eight teachers participated in the study with response rate of 98%. About 55% of the teachers had never heard of any type of health insurance scheme. However, 74.4% of them were willing to pay for the suggested insurance scheme. About 47% of those who were willing to pay agreed to contribute greater than or equal to 4% of their monthly salaries. Willingness to pay was more likely among those who had heard about health insurance, had previous history of inability to pay for medical bills and achieved higher educational status. The majority of the teachers were willing to join social health insurance; however, adequate awareness creation and discussion should be made with all employees at various levels for the successful implementation of the scheme.

Leading the Teacher Induction and Mentoring Program. Second Edition

ERIC Educational Resources Information Center

Sweeny, Barry W.

2007-01-01

While resources are abundant for helping the mentor and the new teacher, very little has been written to guide the leaders of teacher and mentor development. This book provides an effective, proven model for developing, implementing, evaluating, and sustaining an induction and mentoring program that results in highly qualified teachers. A…

Voices in Education: Teacher Shortage--Myth or Reality?

ERIC Educational Resources Information Center

Martin, Linda E.; Mulvihill, Thalia M.

2016-01-01

It appears that a teacher shortage is on the rise in the nation's schools. This is not a new issue or concern; teacher shortages have occurred off and on for some time for a variety of reasons. But this particular shortage of qualified teachers does appear to be important and different than previously reported shortages ("The Washington…

Tracking the Career Paths of Physics Teachers in Texas

ERIC Educational Resources Information Center

Mount, Jennifer; Marshall, Jill; Fuller, Edward

2013-01-01

In Texas, and some other states, there is a documented shortage of physics teachers, in terms of both number and qualifications. The shortage in Texas is due as much to teachers leaving the field (attrition) as to a lack of teachers entering. There are efforts under way to prepare more and better-qualified physics teachers who will stay in the…

Newly graduated nurses' job satisfaction: comparison with allied hospital professionals, social workers, and elementary school teachers.

PubMed

Park, Mihyun; Lee, Ji Yun; Cho, Sung-Hyun

2012-09-01

The purposes of this study are to examine differences in job satisfaction among professional groups including nurses, allied hospital professionals, social workers, and elementary school teachers, and to identify specific characteristics of job satisfaction of nurses. The study design was a cross-sectional exploratory study using secondary data analysis with the 2009 Graduates Occupational Mobility Survey. The sample was female new graduates. The differences in job satisfaction among professional groups were analyzed using logistic regression (satisfied vs. not satisfied). Overall, 41.5% of nurses, 50.1% of allied hospital professionals, 58.2% of social workers, and 89% of elementary school teachers were satisfied with their job. Nurses were significantly less satisfied than the other professionals in 5 of the 11 job characteristics and had the lowest odds ratio (OR) when compared with elementary school teachers: work content (OR = 0.197, 95% CI [0.128, 0.304]), physical work environment (OR = 0.353, 95% CI [0.236, 0.529]), working hours (OR = 0.054, 95% CI [0.033, 0.088]), personal growth (OR = 0.242, 95% CI [0.160, 0.366]), and autonomy (OR = 0.188, 95% CI [0.123, 0.288]). Work content, physical work environment, interpersonal relationship, advancement system, and autonomy were significantly associated with the overall job satisfaction of nurses. Relatively dissatisfying job characteristics in nursing work environment that were significant predictors for nurses' job satisfaction should be improved. Newly graduated nurses are at risk for job dissatisfaction. This can result in high turnover rates and can exacerbate the nursing shortage. Efforts to improve the work environment are needed. Copyright © 2012. Published by Elsevier B.V.

42 CFR 495.204 - Incentive payments to qualifying MA organizations for qualifying MA-EPs and qualifying MA...

Code of Federal Regulations, 2013 CFR

2013-10-01

... methodological proposal for estimating the portion of each qualifying MA EP's salary or revenue attributable to... enrollees of the MA organization in the payment year. The methodological proposal— (i) Must be approved by... account for the MA-enrollee related Part B practice costs of the qualifying MA EP. (iii) Methodological...

42 CFR 495.204 - Incentive payments to qualifying MA organizations for qualifying MA-EPs and qualifying MA...

Code of Federal Regulations, 2014 CFR

2014-10-01

... methodological proposal for estimating the portion of each qualifying MA EP's salary or revenue attributable to... enrollees of the MA organization in the payment year. The methodological proposal— (i) Must be approved by... account for the MA-enrollee related Part B practice costs of the qualifying MA EP. (iii) Methodological...

Induction of Teachers into 21st Century Learning Communities: Creating the Next Generation of Educational Practice

ERIC Educational Resources Information Center

Carroll, Thomas G.

2005-01-01

Every child deserves a quality education. Providing competent, caring, qualified teachers in schools organized for success is the way to get there, but the devil is in the details. By tinkering on the edges, adopting piecemeal approaches to attracting, supporting, and retaining highly qualified teachers for the students who need them most, the…

Teacher Retention in Zimbabwe: Love for Teaching or Incentives?

ERIC Educational Resources Information Center

Gomba, Clifford

2017-01-01

This qualitative interpretive study investigated the lived experiences of qualified teachers who have remained in teaching for more than 10 years in Zimbabwean rural secondary schools. In understanding how teachers make meaning of their remaining in teaching, the focus is also on the role and place of teachers in society. The experiences were…

Persisting mathematics and science high school teachers: A Q-methodology study

NASA Astrophysics Data System (ADS)

Robbins-Lavicka, Michelle M.

There is a lack of qualified mathematics and science teachers at all levels of education in Arkansas. Lasting teaching initiative programs are needed to address retention so qualified teachers remain in the classroom. The dearth of studies regarding why mathematics and science teachers persist in the classroom beyond the traditional 5-year attrition period led this Q-methodological study to evaluate the subjective perceptions of persistent mathematics and science teachers to determine what makes them stay. This study sought to understand what factors persisting mathematics and science teachers used to explain their persistence in the classroom beyond 5 years and what educational factors contributed to persisting mathematics and science teachers. Q-methodology combines qualitative and quantitative techniques and provided a systematic means to investigate personal beliefs by collecting a concourse, developing a Q-sample and a person-sample, conducting a Q-sorting process, and analyzing the data. The results indicated that to encourage longevity within mathematics and science classrooms (a) teachers should remain cognizant of their ability to influence student attitudes toward teaching; (b) administrators should provide support for teachers and emphasize the role and importance of professional development; and (c) policy makers should focus their efforts and resources on developing recruitment plans, including mentorship programs, while providing and improving financial compensation. Significantly, the findings indicate that providing mentorship and role models at every level of mathematics and science education will likely encourage qualified teachers to remain in the mathematics and science classrooms, thus increasing the chance of positive social change.

Crossing the Primary and Secondary School Divide in Teacher Preparation

ERIC Educational Resources Information Center

Knipe, Sally

2012-01-01

Teacher education courses at universities qualify graduates to teach in age-related contexts of primary/early childhood/secondary that reflect the organisational structure of schools. In terms of teacher employment, for some considerable time, these longstanding organisational divisions have been by-passed whereby a shortage of teachers in…

Cascading the Use of Web 2.0 Technology in Secondary Schools in the United Kingdom: Identifying the Barriers beyond Pre-Service Training

ERIC Educational Resources Information Center

Boulton, Helen; Hramiak, Alison

2014-01-01

This paper reports on research that took place at two universities in the United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically blogs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this…

Assessing the Relationship of Teacher Self-Efficacy, Job Satisfaction, and Perception of Work-Life Balance of Louisiana Agriculture Teachers

ERIC Educational Resources Information Center

Blackburn, J. Joey; Bunchm, J. C.; Haynes, J. Chris

2017-01-01

Agricultural education has faced a national shortage of qualified teachers since 1965. Initiatives, such as NAAE's TeachAg Campaign, seek to alleviate this shortage through recruitment of new agriculture teachers. However, turnover in the teaching profession remains a problem, with attrition rates approaching 60% reported in some research studies.…

Building professional identity as computer science teachers: Supporting high school computer science teachers through reflection and community building

NASA Astrophysics Data System (ADS)

Ni, Lijun

Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue to teach CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their

The Challenges Faced by New Science Teachers in Saudi Arabia

ERIC Educational Resources Information Center

Alsharari, Salman

2016-01-01

Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions…

Admission Requirements for Teacher Education as a Factor of Achievement

ERIC Educational Resources Information Center

Lukaš, Mirko; Samardžic, Darko

2015-01-01

Numerous researches have demonstrated the enormous role of teachers in achievements of students. Educated and motivated teacher that cares about the success of students devotes more effort to preparing the lesson and thus provides the students better conditions for achieving results. The problem occurs when teachers are not equally qualified,…

Technological and Vocational Teacher Education in Taiwan, R.O.C.

ERIC Educational Resources Information Center

Lee, Lung-Sheng Steven; Hwang, Jenq-Jye

According to Taiwan's Teacher Preparation Law, anyone who has met the following requirements must pass certification examinations and internship to become a qualified vocational school teacher: graduation from a normal university or teacher college or other college or university with a major in a program designed to train vocational school…

Teacher Evaluation as Policy Target: Viable Reform Venue or Just Another Tap Dance?

ERIC Educational Resources Information Center

Hazi, Helen M.; Rucinski, Daisy Arredondo

2009-01-01

In this No Child Left Behind era of renewed emphasis on the search for the "highly qualified" teacher, governors, legislators, and state department of education officials have an incentive to focus on improving teacher quality through teacher evaluation. While teacher evaluation practices have been traditionally problematic "based…

Teacher Perceptions of Factors That Influence Job Satisfaction and Retention Decisions

ERIC Educational Resources Information Center

Williams, Jill R.

2012-01-01

Retaining qualified teachers in America's schools is one of the nation's challenges in education. Current research revealed teacher turnover had risen to 16.9% nationally, which equates to 2.7 million teachers, including 2.1 million who left the profession before retirement. In order to make a positive change in teacher retention,…

Efforts to Recruit Secondary STEM Teachers at Columbus State University

NASA Astrophysics Data System (ADS)

Webster, Zodiac T.; MaSST Preparation Council

2006-12-01

Physics as a discipline is not alone in having difficulty finding qualified teachers. Under-qualified teachers are present in high school Mathematics, Chemistry, Biology, and Earth-science classrooms as well. Columbus State University (CSU) has formed the Mathematics and Science Secondary Teachers (MaSST) Preparation Council to recruit more majors into our existing secondary teaching programs: Mathematics, Biology, Chemistry, and Geology. College of Education and College of Science faculty are working together to create a higher profile for these majors at our institution within the state of Georgia. In addition, we are planning an aggressive campaign to recruit from within by implementing a peer-tutoring program using outstanding students who have completed introductory math and science courses. Our group’s organization and initiatives can serve as a model for other institutions concerned about recruiting more high-school teachers.

The Problem of Underqualified Teachers: A Sociological Perspective

ERIC Educational Resources Information Center

Ingersoll, Richard M.

2005-01-01

Few educational problems have received more attention than has the failure to ensure that the nation's classrooms are staffed by qualified teachers. Many states have pushed for more-rigorous preservice teacher education, training, and certification standards. Moreover, a host of recruitment initiatives have attempted to increase the supply of…

Preparing Minority Teachers: Law and out of Order

ERIC Educational Resources Information Center

Barnes-Johnson, Joy M.

2008-01-01

The inability of American colleges and universities to produce teachers for America's urban classrooms has reached epidemic proportions. This article seeks to describe the legal effects of policies and laws designed to create conditions for highly qualified teaching professionals. Issues germane to the topic of urban teacher preparation and…

Building an "Intercultural Ethos" in Teacher Education

ERIC Educational Resources Information Center

Tarozzi, Massimiliano

2014-01-01

Both in Europe and in North America, teacher education plays a key role in guaranteeing an inclusive school for all and, in particular, is crucial for preparing teachers working with diverse students. However, because of the lack of consistent empirical research in this field, the elements that qualify an effective initial training for teachers…

Effects of Self-Perceptions on Self-Learning among Teacher Education Students

ERIC Educational Resources Information Center

Liu, Shih-Hsiung

2015-01-01

This study evaluates the multivariate hypothesized model that predicts the significance of, and relationships among, various self-perception factors for being a qualified teacher and their direct and mediated effects on self-learning activities among teacher education students. A total of 248 teacher education students enrolled at an education…

Immigrant Teachers Who Find It's Temp Work or Nothing.

ERIC Educational Resources Information Center

Rai, Usha

1978-01-01

A 1977 survey of 102 immigrant teachers in London showed that ethnic minority teachers have great difficulty finding jobs, although they are adequately qualified. Those who do find work are mainly employed in ghetto areas and kept on the lowest pay scale. (Author/SJL)

Teacher Evaluation Reform: Principals' Beliefs about Newly Adopted Teacher Evaluation Systems

ERIC Educational Resources Information Center

Young, Suzanne; Range, Bret G.; Hvidston, David; Mette, Ian M.

2015-01-01

Principals in one Western state were surveyed about teacher evaluation systems commonly used across the state. Findings suggest that principals' beliefs about aligning practice to performance expectations, about how much the view of professional practice is growth-oriented, and the degree to which systems use multiple measures are the variables…

Medical student teaching in the UK: how well are newly qualified doctors prepared for their role caring for patients with cancer in hospital?

PubMed Central

Cave, J; Woolf, K; Dacre, J; Potts, H W W; Jones, A

2007-01-01

A number of studies have identified problems with undergraduate oncology teaching. We have investigated how well prepared newly qualified doctors (first foundation year, or FY1 doctors) are for treating patients with cancer. Twenty-five FY1 doctors and 15 senior doctors participated in interviews. We turned the emergent themes into a questionnaire for all 5143 UK FY1 doctors in 2005. The response rate was 43% (2062 responses). Sixty-one percent of FY1 doctors had received oncology teaching at medical school, but 31% recalled seeing fewer than 10 patients with cancer. Forty percent of FY1 doctors felt prepared for looking after patients with cancer. Sixty-five percent felt prepared for diagnosing cancer, 15% felt they knew enough about chemotherapy and radiotherapy, and 11% felt prepared for dealing with oncological emergencies. Respondents believed medical students should learn about symptom control (71%) and communication skills (41%). Respondents who had received oncology teaching were more likely to feel prepared for looking after patients with cancer (OR 1.52; 95% CI 1.14–2.04). Preparedness also correlated with exposure to patients with cancer (OR 1.48; 95% CI 1.22–1.79). We have found worryingly low levels of exposure of medical students to patients with cancer. First foundation year doctors lack knowledge about cancer care and symptom control. Oncologists should maintain involvement in undergraduate teaching, and encourage greater involvement of patients in this teaching. PMID:17667931

Medical student teaching in the UK: how well are newly qualified doctors prepared for their role caring for patients with cancer in hospital?

PubMed

Cave, J; Woolf, K; Dacre, J; Potts, H W W; Jones, A

2007-08-20

A number of studies have identified problems with undergraduate oncology teaching. We have investigated how well prepared newly qualified doctors (first foundation year, or FY1 doctors) are for treating patients with cancer. Twenty-five FY1 doctors and 15 senior doctors participated in interviews. We turned the emergent themes into a questionnaire for all 5143 UK FY1 doctors in 2005. The response rate was 43% (2062 responses). Sixty-one percent of FY1 doctors had received oncology teaching at medical school, but 31% recalled seeing fewer than 10 patients with cancer. Forty percent of FY1 doctors felt prepared for looking after patients with cancer. Sixty-five percent felt prepared for diagnosing cancer, 15% felt they knew enough about chemotherapy and radiotherapy, and 11% felt prepared for dealing with oncological emergencies. Respondents believed medical students should learn about symptom control (71%) and communication skills (41%). Respondents who had received oncology teaching were more likely to feel prepared for looking after patients with cancer (OR 1.52; 95% CI 1.14-2.04). Preparedness also correlated with exposure to patients with cancer (OR 1.48; 95% CI 1.22-1.79). We have found worryingly low levels of exposure of medical students to patients with cancer. First foundation year doctors lack knowledge about cancer care and symptom control. Oncologists should maintain involvement in undergraduate teaching, and encourage greater involvement of patients in this teaching.

Investigation of Demographic Properties and Motivation Factors of Physics Teachers

ERIC Educational Resources Information Center

Guzel, Hatice

2011-01-01

Scientific and technological developments resulted in an increase in the requirement of education in the society. In addition to this, the expectations from teachers differed and the need for more qualified teachers also increased. One of the factors affecting the quality of teachers is their motivation. In this research, it was aimed to reveal…

Deconstructing Teacher Certification

ERIC Educational Resources Information Center

Baines, Lawrence A.

2006-01-01

In this article, the author takes a close look at alternative certification programs and is convinced that, because they vary so extremely in their requirements, all of them cannot possibly be producing highly qualified teachers. Here, he talks about Non-University Certification Programs (NUCPs). These are alternative certification programs that…

Shifting Roles: From Language Teachers to Learning Advisors

ERIC Educational Resources Information Center

Morrison, Brian R.; Navarro, Diego

2012-01-01

Although learning advisors are often qualified teachers, the skills they apply, such as those discussed by Kelly (1996), require a significant shift in approach regarding interaction with students. As teachers reorient themselves to advising, their role changes quite markedly from teaching language to advising on learning (Mozzon-McPherson, 2001).…

National Agenda: Minority Teacher Recruitment, Development, and Retention

ERIC Educational Resources Information Center

Branch, Robert M.; Kritsonis, William Allan

2006-01-01

Student diversity is significantly different than diversity in the teaching staff. Educational leaders must identify methods to bridge the gap in teacher diversity so that students of all backgrounds see adult role models and images of themselves in the classroom. Recruiting, developing, and retaining qualified minority teachers is an important…

Professional Training of Foreign Languages Teachers in Austria

ERIC Educational Resources Information Center

Byndas, Olena

2014-01-01

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

Opening Pandora's Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education

NASA Astrophysics Data System (ADS)

Brown, Linda Lou

Federal educational policy, No Child Left Behind Act of 2001, focused attention on America's education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students' learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey(c) and the Texas Elementary Campus Administrator Survey(c) with results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly's Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students' achievement and teachers' PD learning science content. Some constructs included the use of data

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits with...

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 1 2011-04-01 2011-04-01 false Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits with...

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 1 2014-04-01 2012-04-01 true Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits with...

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 1 2013-04-01 2012-04-01 true Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits with...

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 1 2012-04-01 2012-04-01 false Qualifying conditions. 302.3 Section 302.3 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD UNEMPLOYMENT INSURANCE ACT QUALIFIED EMPLOYEE § 302.3 Qualifying conditions. (a) Basic requirements. To qualify for benefits with...

Hiring Teachers from Abroad

ERIC Educational Resources Information Center

Charney, Jonathan

2009-01-01

Schools in America, especially in communities far from urban centers, are working harder to find highly qualified and culturally proficient staff to prepare students successfully for an increasingly interconnected world. Apart from offering teachers more professional development and hiring educators with international travel experience, public…

The Clubbers' Guide: New Academic Year, New Science/STEM Club?

ERIC Educational Resources Information Center

Scott, Linda; Howarth, Sue

2011-01-01

In this article, the authors present some ideas to help one start (or continue) a successful science/STEM club. Some "tips" are given by Mike Bullock, a teacher from the West Midlands, who set up a STEM club after his NQT (newly qualified teacher) year and whose club members went on to do well in the STEM Challenges. Information is provided about…

Reporting the "Exodus": News Coverage of Teacher Shortage in Australian Newspapers

ERIC Educational Resources Information Center

Shine, Kathryn

2015-01-01

Many developed countries, including Australia, struggle to recruit and retain adequate numbers of school teachers. Over the past decade every Australian state has experienced teacher shortages and, at various times, there has been a national shortfall of qualified teaching staff. This paper considers the reporting of teacher shortage in four…

New Evidence on Teacher Labor Supply. NBER Working Paper No. 16802

ERIC Educational Resources Information Center

Engel, Mimi; Jacob, Brian A.

2011-01-01

Recent evidence on the large variance in teacher effectiveness has spurred renewed interest in teacher labor market policies. A substantial body of prior research documents that more highly qualified teachers tend to work in more advantaged schools, although this literature cannot determine the relative importance of supply versus demand factors…

Teachers on the Move: International Migration of School Teachers from India

ERIC Educational Resources Information Center

Sharma, Rashmi

2013-01-01

Emigration of qualified teachers from developing countries is a double loss for the source countries, not only leading to emigration of high-skill labour but also affecting their future developmental base when these countries are already struggling to meet the millennium development goals (MDGs) in education. This article discusses emigration of…

Pragmatism and Feminism as Qualified Relativism.

ERIC Educational Resources Information Center

Thayer-Bacon, Barbara

2003-01-01

Explores pragmatism's association with relativism in order to highlight how aspects of the classis pragmatists' positions support qualified relativism. Addresses qualified relativism and the characteristics of qualified relativists. States that qualified relativists can claim roots to their position in Peirce, James, and Dewey, some of the…

Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development

ERIC Educational Resources Information Center

Childre, Amy L.; Van Rie, Ginny L.

2015-01-01

In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the…

Contributing Factors to Teacher Satisfaction for Jewish Day School Educators

ERIC Educational Resources Information Center

Lanner, Malka

2010-01-01

At a time of rising concern for hiring and retaining qualified Jewish educators, this study looked at factors contributing to the decision to enter or remain in the field of Jewish education. If Jewish day school administrators can determine what characteristics attract and retain qualified teachers then perhaps they can mitigate the current…

Why Teacher Leaders Don't Want to Be Principals

ERIC Educational Resources Information Center

Hewitt, Paul M.; Denny, George S.; Pijanowski, John C.

2011-01-01

This article examines reasons why teachers who were identified by their school principal as leaders or having leadership potential, chose not to become school principals. While the literature reports a shortage of qualified applicants for school administrative positions, the deterrents that teacher leaders most often identify include…

Confronting Challenges at the Intersection of Rurality, Place, and Teacher Preparation: Improving Efforts in Teacher Education to Staff Rural Schools

ERIC Educational Resources Information Center

Azano, Amy Price; Stewart, Trevor Thomas

2016-01-01

Recruiting and retaining highly qualified teachers in rural schools is a persistent struggle in many countries, including the U.S. Salient challenges related to poverty, geographic isolation, low teacher salaries, and a lack of community amenities seem to trump perks of living in rural communities. Recognizing this issue as a complex and hard to…

Subject Qualification Vexing for Teachers in Special Education

ERIC Educational Resources Information Center

Samuels, Christina A.

2005-01-01

Subject qualification for teachers in special education is a requirement that comes from the federal No Child Left Behind Act and the reauthorized Individuals With Disabilities Education Act (IDEA). Both laws require states to define what makes a highly qualified teacher. Meeting the standard may be a particular challenge for special education…

Alternative Routes to Teaching: Mapping the New Landscape of Teacher Education

ERIC Educational Resources Information Center

Grossman, Pam, Ed.; Loeb, Susanna, Ed.

2008-01-01

Over the past 20 years, alternative certification for teachers has emerged as a major avenue of teacher preparation. The proliferation of new pathways has spurred heated debate over how best to recruit, prepare, and support qualified teachers. "Alternative Routes to Teaching" provides a thorough and dispassionate review of the research evidence on…

The Causes and Effects of English Teachers' Turnover: A Case from Afghanistan

ERIC Educational Resources Information Center

Khawary, Omidullah; Ali, Sajid

2015-01-01

One of the challenging issues that educational organizations in developing countries face in staffing classrooms with qualified teachers is the high rate of teachers' turnover. It creates problems for schools, which eventually leads to substandard instruction and low student achievement. This research explores the causes of English teachers'…

Common Planning Time for High School Teachers. Research Brief

ERIC Educational Resources Information Center

Dotson, Michael

2007-01-01

Research says that there are measurable benefits to student outcomes that are the result of programs which provide time for teachers to collaborate successfully. According to Jane Belmore, focused and goal-driven collaborative planning time helps teachers become more highly qualified by improving teaching strategies, among other results. These…

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…

'It gives you an understanding you can't get from any book.' The relationship between medical students' and doctors' personal illness experiences and their performance: a qualitative and quantitative study.

PubMed

Woolf, Katherine; Cave, Judith; McManus, I Chris; Dacre, Jane E

2007-12-05

Anecdotes abound about doctors' personal illness experiences and the effect they have on their empathy and care of patients. We formally investigated the relationship between doctors' and medical students' personal illness experiences, their examination results, preparedness for clinical practice, learning and professional attitudes and behaviour towards patients. Newly-qualified UK doctors in 2005 (n = 2062/4784), and two cohorts of students at one London medical school (n = 640/749) participated in the quantitative arm of the study. 37 Consultants, 1 Specialist Registrar, 2 Clinical Skills Tutors and 25 newly-qualified doctors participated in the qualitative arm. Newly-qualified doctors and medical students reported their personal illness experiences in a questionnaire. Doctors' experiences were correlated with self-reported preparedness for their new clinical jobs. Students' experiences were correlated with their examination results, and self-reported anxiety and depression. Interviews with clinical teachers, newly-qualified doctors and senior doctors qualitatively investigated how personal illness experiences affect learning, professional attitudes, and behaviour. 85.5% of newly-qualified doctors and 54.4% of medical students reported personal illness experiences. Newly-qualified doctors who had been ill felt less prepared for starting work (p < 0.001), but those who had only experienced illness in a relative or friend felt more prepared (p = 0.02). Clinical medical students who had been ill were more anxious (p = 0.01) and had lower examination scores (p = 0.006). Doctors felt their personal illness experiences helped them empathise and communicate with patients. Medical students with more life experience were perceived as more mature, empathetic, and better learners; but illness at medical school was recognised to impede learning. The majority of the medical students and newly qualified doctors we studied reported personal illness experiences, and these

42 CFR 435.116 - Qualified pregnant women and children who are not qualified family members.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 4 2011-10-01 2011-10-01 false Qualified pregnant women and children who are not... Categorically Needy Mandatory Coverage of Pregnant Women, Children Under 8, and Newborn Children § 435.116 Qualified pregnant women and children who are not qualified family members. (a) The agency must provide...

42 CFR 435.116 - Qualified pregnant women and children who are not qualified family members.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Qualified pregnant women and children who are not... Categorically Needy Mandatory Coverage of Pregnant Women, Children Under 8, and Newborn Children § 435.116 Qualified pregnant women and children who are not qualified family members. (a) The agency must provide...

42 CFR 435.116 - Qualified pregnant women and children who are not qualified family members.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 4 2012-10-01 2012-10-01 false Qualified pregnant women and children who are not... Categorically Needy Mandatory Coverage of Pregnant Women, Children Under 8, and Newborn Children § 435.116 Qualified pregnant women and children who are not qualified family members. (a) The agency must provide...

Preparing teachers of the gifted

NASA Astrophysics Data System (ADS)

Cropley, Arthur; McLeod, John

1986-06-01

There is widespread agreement that gifted children are best served by specially qualified teachers. In addition to special knowledge and skills, such teachers need special personal qualities, which means that it may not be possible for all teachers to be equally effective with gifted youngsters. In the case of teacher training, this raises the question of whether there may not be `personal characteristics' whose presence prior to commencement of training is necessary for, or at least helpful in, the development of appropriate `professional characteristics' during the course of training. Other important issues in the training of teachers of the gifted are those of whether it should be delivered at undergraduate or postgraduate level, whether or not all teachers should receive certain basic training, and what role is to be played by in-service training.

A Study of Variables That Influence Teacher Turnover in the Little Municipal School District

ERIC Educational Resources Information Center

Stokes, Paula Hollingsworth

2013-01-01

A teacher shortage is a recognized problem in research on public schools. Schools across the United States must hire and retain highly qualified teachers, but the literature indicates teachers with fewer than 3 years of experience are often leaving teaching, creating a possible teacher shortage of 4.2 million teachers by the year of 2016.…

Can Pay Incentives Improve the Recruitment of Teachers in America's Hard-to-Staff Schools? "A Research Summary": Policy Matters

ERIC Educational Resources Information Center

Wheeler, Justin; Glennie, Elizabeth

2007-01-01

The No Child Left Behind Act of 2001 (NCLB) has increased concern about the staffing difficulties faced by schools that serve a high percentage of low-achieving students. NCLB requires each student be taught in all core academic subjects by a highly-qualified teacher by the 2005-06 school year. The law defines highly-qualified teachers as those…

Identifying, Monitoring, and Benchmarking Teacher Retention and Turnover: Guidelines for TIF Grantees

ERIC Educational Resources Information Center

Finster, Matthew

2015-01-01

Having a well-qualified, effective teacher in every classroom is a cornerstone of current educational reforms. Clearly, retaining these effective teachers is critical to achieving this goal. This brief presents a strategic accountability approach to managing teacher talent retention and turnover. The brief begins with an overview of a strategic…

Recruiting Effective Math Teachers: Evidence from New York City

ERIC Educational Resources Information Center

Boyd, Donald; Grossman, Pamela; Hammerness, Karen; Lankford, Hamilton; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, James

2012-01-01

For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. In response to the need for qualified math teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore,…

Pensions under Pressure: Charter Innovation in Teacher Retirement Benefits

ERIC Educational Resources Information Center

Podgursky, Michael; Aud Pendergrass, Susan; Hesla, Kevin

2018-01-01

Public school districts are facing twin challenges: maintaining a labor supply of qualified teachers while shoring up the deteriorating system that compensates them. Keeping public-school teachers' pensions plans flush is expensive, and it accounts for a growing share of education spending. In some states, public charter schools provide an…

Preparing Preservice Teachers to Address Bullying through Cartoon Lessons

ERIC Educational Resources Information Center

Rule, Audrey C.; Logan, Stephanie R.; Kohler, Frank W.

2013-01-01

Students who qualify for special education services are at risk for being bullied because of their cognitive, emotional, behavioral, or physical differences. Currently, teachers are not effective enough in reducing bullying; better preservice teacher preparation in this area may help to alleviate the problem. The current study explored the effects…

Study Abroad as Professional Development for FSL Teachers

ERIC Educational Resources Information Center

Wernicke, Meike

2010-01-01

In July 2009, a group of over 80 FSL teachers from British Columbia (BC) participated in a two-week sojourn at the "Centre d'Approches vivantes des Langues et des Medias" (CAVILAM) in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades…

An Examination of Teacher Retention and Attrition in School Settings

ERIC Educational Resources Information Center

Harper, Melinda L.

2009-01-01

U.S. society proposes that all students should have equal opportunities to achieve academically; therefore, urban and rural schools that serve socio-economically disadvantaged students must employ highly qualified teachers who are prepared to teach in those particular school environments. Recruitment practices, teacher preparation programs, and…

Diversity and Complexity: Becoming a Teacher in England in 2015-2016

ERIC Educational Resources Information Center

Whiting, Caroline; Whitty, Geoff; Menter, Ian; Black, Pat; Hordern, Jim; Parfitt, Anne; Reynolds, Kate; Sorensen, Nick

2018-01-01

This paper is based on a profile of Initial Teacher Training (ITT) provision in England, which was developed as part of a wider research programme on Diversity in Teacher Education (DiTE) based at Bath Spa University. It provides a new topography of routes to qualified teacher status (QTS) in England for the academic year 2015-2016, along similar…

Mentor Preparation: A Qualitative Study of STEM Master Teacher Professional Development

ERIC Educational Resources Information Center

Click-Cuellar, Heather Lynn

2014-01-01

The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in…

Highly qualified does not equal high quality: A study of urban stakeholders' perceptions of quality in science teaching

NASA Astrophysics Data System (ADS)

Miranda, Rommel Joseph

By employing qualitative methods, this study sought to determine the perceptions that urban stakeholders hold about what characteristics should distinguish a high school science teacher whom they would consider to demonstrate high quality in science teaching. A maximum variation sample of six science teachers, three school administrators, six parents and six students from a large urban public school district were interviewed using semi-structured, in-depth interview techniques. From these data, a list of observable characteristics which urban stakeholders hold as evidence of high quality in science teaching was generated. Observational techniques were utilized to determine the extent to which six urban high school science teachers, who meet the NCLB Act criteria for being "highly qualified", actually possessed the characteristics which these stakeholders hold as evidence of high quality in science teaching. Constant comparative analysis was used to analyze the data set. The findings suggest that urban stakeholders perceive that a high school science teacher who demonstrates high quality in science teaching should be knowledgeable about their subject matter, their student population, and should be resourceful; should possess an academic background in science and professional experience in science teaching; should exhibit professionalism, a passion for science and teaching, and a dedication to teaching and student learning; should be skillful in planning and preparing science lessons and in organizing the classroom, in presenting the subject matter to students, in conducting a variety of hands-on activities, and in managing a classroom; and should assess whether students complete class goals and objectives, and provide feedback about grades for students promptly. The findings further reveal that some of the urban high school science teachers who were deemed to be "highly qualified", as defined by the NCLB Act, engaged in practices that threatened quality in science

The Influence of a Reform-Based Mathematics Methods Course on Preservice Teachers' Beliefs

ERIC Educational Resources Information Center

Evans, Brian R.; Leonard, Jacqueline; Krier, Kathleen; Ryan, Steve

2013-01-01

Beliefs about teaching mathematics and urban students' ability to learn mathematics are often overlooked in the discourse on highly qualified teachers. Altering teacher experiences has the potential to change their beliefs. It was found in this qualitative case study that preservice teachers' beliefs about teaching mathematics to urban students…

Using Virtual Technology to Enhance Field Experiences for Pre-Service Special Education Teachers

ERIC Educational Resources Information Center

Billingsley, Glenna M.; Scheuermann, Brenda K.

2014-01-01

Teacher educators of pre-service teachers of students with special needs face challenges in providing the unique knowledge and skills required of highly qualified special education teachers. The emerging use of various forms of virtual technology, however, offers realistic solutions to these problems. This systematic review of literature examines…

Review of "Assessing the Compensation of Public-School Teachers"

ERIC Educational Resources Information Center

Keefe, Jeffrey H.

2012-01-01

This report compares the pay, pension costs and retiree health benefits of teachers with those of similarly qualified private-sector workers. The study concludes that teachers receive total compensation 52% greater than fair market levels, which translates into a $120 billion annual "overcharge" to taxpayers. Built on a series of faulty analyses,…

Key Issue: Recruiting Teachers for Urban and Rural Schools

ERIC Educational Resources Information Center

Hayes, Kathleen

2009-01-01

Teacher shortages are essentially a problem of distribution (Darling-Hammond, 2001; Ingersoll, 2001; National Association of State Boards of Education, 1998; Olson, 2000; Reeves, 2003; Voke, 2002). According to recent studies, hardest to find are teachers who are both qualified and willing to teach in hard-to-staff schools, which included those in…

Mandatory Accreditation for Special Educational Needs Co-Ordinators: Biopolitics, Neoliberal Managerialism and the Deleuzo-Guattarian "War Machine"

ERIC Educational Resources Information Center

Done, Elizabeth J.; Murphy, Mike; Knowler, Helen

2015-01-01

Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational…

Clear Mentoring: Contributing to Mentees' Professional Self-Confidence and Intention to Stay in Their Job

ERIC Educational Resources Information Center

Lejonberg, Eli; Tiplic, Dijana

2016-01-01

Researchers have highlighted developmental mentoring as being beneficial and judgmental mentoring as hampering the potential positive outcomes of mentoring. We introduce the construct "clear mentoring" as a beneficial form of mentoring. The findings suggest that newly qualified teachers who perceive higher levels of mentoring…

The Flow of Higher Qualified New Teachers into Challenging UK High Schools

ERIC Educational Resources Information Center

Brown, John

2015-01-01

If every child is to have a fairly even chance of a good education, every child must have a fairly even chance of being taught by high-quality teachers. However, high levels of social segregation in UK schools concentrate disadvantaged young people in some schools creating conditions that may deter many teachers. This study investigates whether…

Why and How Teachers Transform Their Instruction

NASA Astrophysics Data System (ADS)

Light, Barbara J.

In his 2011 book The highly qualified teacher: What is teacher quality and how do we measure it? Strong argues that as a profession, education has struggled to measure teacher quality and therefore cannot provide a proven system to consistently develop high-quality teachers. In order to move toward an operational definition of teacher quality, Kennedy, in her 2008 journal article entitled "Contributions of qualitative research to research on teacher qualifications" suggests that the causal mechanisms of the development of teachers who are identified as high-quality teachers must be researched, documented, and then used in teacher preparation and development. Instructional ability is a key component of teacher effectiveness. This case study examines instructional transformations made by four teachers to explore why and how teachers make transformations in their teaching. The overarching conclusion of the study is the importance of student-centeredness as a component of teacher effectiveness.

Professional paradox: identity formation in qualified doctors pursuing further training.

PubMed

Chan, Mercedes; Pratt, Dan; Poole, Gary; Sidhu, Ravi

2018-03-01

Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors' experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level. This phenomenological study involved interviews with seven qualified Canadian specialists (three were female) who pursued additional training in response to a lack of available positions in their respective specialties. Template analysis generated theoretical constructs of influences on their PIF, and characteristics of their lived experiences. Four themes shaped PIF: setting and context; language and communication; responsibilities and privileges; and participants' visions of their future selves. Professional identity formation (PIF) continued to develop in further training, but was inconsistently affirmed by participants' communities of practice. Four major themes characterised training experiences: prescription; managing multiple masters; limiting access to others and community ties; and constantly questioning the value of extra training. Qualified doctors traverse professional paradoxes as they seek further education with no guarantee of employment and provide consultant-level care as 'trainees'. An identity dissonance emerges that may continue until a clear identity is prescribed for them. Although disruptive to these doctors' PIF and personal and professional lives, the long-term effects of additional training are unknown. Its utility and influence on securing employment and future job satisfaction are areas for further research. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice

ERIC Educational Resources Information Center

Wang, Yan; Mu, Guanglun Michael

2014-01-01

The preparation, recruitment, work, and career of teachers are important in education. This is no exemption for special education. However, the shortage of qualified teachers serving students with disabilities has long been an international problem. In China, both the quantity and the quality of special education teachers are of concern. This…

Best Teachers in Bad Schools Win without NCLB Funding

ERIC Educational Resources Information Center

Chmelynski, Carol

2004-01-01

To lure highly qualified teachers to low-performing schools, the Mobile County, Alabama, school board did what a small but growing number of districts are considering: pay teachers more money for working in what are considered less attractive jobs. As school districts are more pressured to raise achievement among all student groups, more are…

Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience?

ERIC Educational Resources Information Center

Kissau, Scott P.; King, Elena Tosky

2015-01-01

Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The…

At the Bridging Point: Tutoring Newly Arrived Students in Sweden

ERIC Educational Resources Information Center

Avery, Helen

2017-01-01

In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the…

Qualified nurses' perceptions of nursing graduates' abilities vary according to specific demographic and clinical characteristics. A descriptive quantitative study.

PubMed

Missen, Karen; McKenna, Lisa; Beauchamp, Alison; Larkins, Jo-Ann

2016-10-01

Evidence from the literature and anecdotally from clinical settings suggests that newly graduated nurses are not fully prepared to be independent practitioners in healthcare settings. The aim of this study was to explore perceptions of qualified nurses in relation to the practice readiness of newly registered nursing graduates and determine whether these views differ according to specific demographic characteristics, clinical settings, and geographical locations. A descriptive quantitative design was used. An online survey tool was used to assess how qualified nurses (n=201) in Victoria, Australia, rated newly graduated nurses' abilities on 51 individual clinical skills/competencies in eight key skill areas. A composite score was calculated for each skill area and a comparative analysis was undertaken on the various cohorts of participants according to their demographic and clinical characteristics using one-way ANOVA and post hoc tests. Newly graduated nurses were found to be lacking competence in two key skill areas and were rated as performing adequately in the remaining six skill areas assessed. Significant differences (p≤0.05) in performance were found according to the age of the nurse, number of years registered, the educational setting in which they undertook their nurse education, their role, and the clinical area in which they worked. There were no significant differences according to whether the nurse worked in the private or public healthcare sector. Few differences were found between nurses working in a metropolitan vs. regional/rural healthcare setting. This is the first study to quantify the scale of this problem. Our findings serve as a reference for both nurse education providers and healthcare settings in better preparing nursing graduates to be competent, safe practitioners in all clinical areas. Copyright © 2016 Elsevier Ltd. All rights reserved.

Investigating the School Teacher's Preparation in Mathematics Pedagogy in Ukraine

ERIC Educational Resources Information Center

Tarasenkova, N. A.; Akulenko, I. A.

2015-01-01

Teacher education has become an area of considerable interest among policymakers in many countries over recent years. Teacher's knowledge and skills in qualified teaching is of great importance. The main purpose was to study the level and depth of the school mathematics and related teaching knowledge attained by prospective Ukrainian secondary…

2014 Teacher Prep Review: A Review of the Nation's Teacher Preparation Programs. Revised

ERIC Educational Resources Information Center

Greenberg, Julie; Walsh, Kate; McKee, Arthur

2015-01-01

Ever so slowly, the United States is taking a harder look at how its teacher preparation schools are improving the quality of the teachers they produce. The signs are everywhere--from proposed federal action to state legislatures and school boards passing new oversight laws and regulations, to a newly marshaled push for stronger accreditation by…

Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions

ERIC Educational Resources Information Center

Adamson, Frank; Darling-Hammond, Linda

2012-01-01

The inequitable distribution of well-qualified teachers to students in the United States is a longstanding issue. Despite federal mandates under the No Child Left Behind Act and the use of a range of incentives to attract teachers to high-need schools, the problem remains acute in many states. This study examines how and why teacher quality is…

7 CFR 1150.109 - Qualified program.

Code of Federal Regulations, 2014 CFR

2014-01-01

... AGREEMENTS AND ORDERS; MILK), DEPARTMENT OF AGRICULTURE DAIRY PROMOTION PROGRAM Dairy Promotion and Research Order Definitions § 1150.109 Qualified program. Qualified program means any dairy product promotion, research or nutrition education program which is certified as a qualified program pursuant to § 1150.153...

7 CFR 1150.109 - Qualified program.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Agreements and Orders; Milk), DEPARTMENT OF AGRICULTURE DAIRY PROMOTION PROGRAM Dairy Promotion and Research Order Definitions § 1150.109 Qualified program. Qualified program means any dairy product promotion, research or nutrition education program which is certified as a qualified program pursuant to § 1150.153...

7 CFR 1150.109 - Qualified program.

Code of Federal Regulations, 2013 CFR

2013-01-01

... AGREEMENTS AND ORDERS; MILK), DEPARTMENT OF AGRICULTURE DAIRY PROMOTION PROGRAM Dairy Promotion and Research Order Definitions § 1150.109 Qualified program. Qualified program means any dairy product promotion, research or nutrition education program which is certified as a qualified program pursuant to § 1150.153...

Exploring Transitions in Notions of Identity as Perceived by Beginning Post-Compulsory Teachers

ERIC Educational Resources Information Center

Wright, Victoria; Loughlin, Theresa; Hall, Val

2018-01-01

This paper reports on Phase Two of a small-scale qualitative research project. Phase One (2015-2016) focused on pre-service student teachers' perceptions of observation and feedback in relation to their developing identity as teachers. In Phase Two, two previous participants reflected on the research findings as qualified and beginning teachers.…

26 CFR 1.936-10 - Qualified investments.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 10 2011-04-01 2011-04-01 false Qualified investments. 1.936-10 Section 1.936... (CONTINUED) INCOME TAXES (CONTINUED) Possessions of the United States § 1.936-10 Qualified investments. (a) In general. [Reserved] (b) Qualified investments in Puerto Rico. [Reserved] (c) Qualified investment...

Mid- and Late-Career Teachers Struggle with Paltry Incomes

ERIC Educational Resources Information Center

Boser, Ulrich; Straus, Chelsea

2014-01-01

Low teacher pay is not news. Over the years, all sorts of observers have argued that skimpy teacher salaries keep highly qualified individuals out of the profession. One recent study found that a major difference between the education system in the United States and those in other nations with high-performing students is that the United States…

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 15 2012-01-01 2012-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. Link to an amendment..., that its current or proposed management team is qualified and has the knowledge, experience, and...

Uncle Sam Wants You: Looking for a Few Good Teachers.

ERIC Educational Resources Information Center

Della-Piana, Connie Kubo; Blake, Sally; Lopez, Jorge; Hurley, Sandra

This paper discusses the need for qualified teachers in specific areas, examining factors that motivate students to choose to teach (e.g., desire to work with people, value to society, and family influence). The Partnership for Excellence in Teacher Education promotes reform in science and mathematics teaching and learning in regard to preparing…

Improving Teacher Quality: Lessons from America's "No Child Left Behind"

ERIC Educational Resources Information Center

Smith, Emma; Gorard, Stephen

2007-01-01

How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are "highly qualified" by the…

Scaffolding Preschool Children's Problem Solving: A Comparison between Chinese Mothers and Teachers across Multiple Tasks

ERIC Educational Resources Information Center

Sun, Jin; Rao, Nirmala

2012-01-01

This study compared Chinese mothers' and teachers' scaffolding of preschool children in different problem solving tasks. Participants were 57 children (including 29 girls) from seven kindergartens in Beijing, their mothers and teachers. Mothers varied in educational levels while all teachers were professionally qualified. Children solved four…

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 15 2013-01-01 2013-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and has...

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 15 2014-01-01 2014-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and has...

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 15 2011-01-01 2011-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and has...

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 15 2010-01-01 2010-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and has...

Breaking from Traditionalism: Strategies for the Recruitment of Physical Education Teachers

ERIC Educational Resources Information Center

O'Neil, Kason; Richards, K. Andrew R.

2018-01-01

Teacher education programs across the country are being asked to systematically and deliberately recruit teacher candidates who are not only highly qualified, but represent diverse backgrounds. Coupled with dwindling enrollments, these programs may want to reevaluate the types of students recruited into a career in physical education. This article…

Constructing the Academic Category of Teacher Educator in Universities' Recruitment Processes in Aotearoa, New Zealand

ERIC Educational Resources Information Center

Gunn, Alexandra C.; Berg, David; Hill, Mary F.; Haigh, Mavis

2015-01-01

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic.…

The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership

ERIC Educational Resources Information Center

Winstead, Robert A.

2013-01-01

Over the past few decades thousands of special education teachers have been teaching students with disabilities on emergency or temporary certificates (Barnes, Crow, & Schaefer, 2007). The majority of these teachers entered the field of education with little to no preparation. Most of these under qualified teachers were hired in rural areas.…

The Link between Teacher Quality and Student Outcomes: A Research Synthesis

ERIC Educational Resources Information Center

Goe, Laura

2007-01-01

Federal law emphasizes the need for states and districts to ensure that "all" students--particularly at-risk students, minority students, and students in high-poverty areas--have access to highly qualified, experienced teachers. But is it sufficient for a teacher to have "paper" qualifications and teaching experience? After all, appropriate…

Post-Baccalaureate Teacher Certification Programs: Strategies for Enhancement, Improvement, and Peaceful Co-existence with Traditional Teacher Certification Programs.

ERIC Educational Resources Information Center

Duhon-Haynes, Gwendolyn; And Others

This paper examines alternative certification programs in terms of entrance requirements, supervision and mentoring, and post-certification professional support. A good alternative program uses rigorous screening processes to ensure the selection of qualified teacher interns; provides high-quality preservice training in methodology, classroom…

The Principle-Practical Discourse Edge: Elementary Preservice and Mentor Teachers Working Together on Colearning Tasks

ERIC Educational Resources Information Center

Gunckel, Kristin L.; Wood, Marcy B.

2016-01-01

A major challenge in preparing elementary teachers to teach inquiry-based science is finding qualified mentor teachers who use research-based approaches to teach science in their classrooms. This situation means preservice teachers often see few connections between the research-based principles for teaching science they learn in university-based…

Mentoring for Quality Improvement: A Case Study of a Mentor Teacher in the Reform Process

ERIC Educational Resources Information Center

Ryan, Sharon; Hornbeck, Amy

2004-01-01

As qualified teachers are central to children receiving a high-quality preschool education, many policy initiatives aimed at improving program quality are thwarted when insufficient attention is paid to the professional development of the workforce. One response to this issue has been to create teacher leadership roles so that teachers mentor…

Making the Instructional Curriculum as an Interactive, Contextualized Process: Case Studies of Seven ESOL Teachers

ERIC Educational Resources Information Center

Wette, Rosemary

2009-01-01

This article reports on data from interpretive case studies of seven well-qualified, experienced teachers of adult ESOL, collected through weekly interviews and analysis of documents and materials produced over the duration of a whole course for each teacher. Teachers' knowledge and experience was apparent in their ability to conceptualize and…

Teachers' Expectations and School Administration: Keys of Better Communication in Schools

ERIC Educational Resources Information Center

Aslanargun, Engin

2015-01-01

Problem Statement: The quality of education carried out in schools depends largely on the performance of teachers and school principals in cooperation. It is possible to say that a qualified education of students depends on the performance and compliance degree of these two groups. In this process, teachers' having the primary responsibility for…

Preparing and Licensing High Quality Teachers in Pacific Region Jurisdictions. Issues & Answers. REL 2007-No. 031

ERIC Educational Resources Information Center

Heine, Hilda C.; Emesiochl, Masa Akii

2007-01-01

The provisions of the No Child Left Behind Act (NCLB) of 2001 for teacher quality direct that all students in U.S. public schools be taught by highly qualified teachers. Although the Pacific Region entities are trying to meet this teacher-quality mandate, most are still far from fulfilling the minimum education requirements for their teachers. By…

Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: A South African Experience

ERIC Educational Resources Information Center

Schoeman, Sonja

2015-01-01

This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners' academic engagement and performance. A non-experimental survey research…

Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278

ERIC Educational Resources Information Center

Baker, Eva L.; Barton, Paul E.; Darling-Hammond, Linda; Haertel, Edward; Ladd, Helen F.; Linn, Robert L.; Ravitch, Diane; Rothstein, Richard; Shavelson, Richard J.; Shepard, Lorrie A.

2010-01-01

Every classroom should have a well-educated, professional teacher, and school systems should recruit, prepare, and retain teachers who are qualified to do the job. Yet in practice, American public schools generally do a poor job of systematically developing and evaluating teachers. Many policy makers have recently come to believe that this failure…

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

ERIC Educational Resources Information Center

Harrison, Jamie; Lakin, Joni

2018-01-01

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

Missing Elements in the Discussion of Teacher Shortages

ERIC Educational Resources Information Center

Cowan, James; Goldhaber, Dan; Hayes, Kyle; Theobald, Roddy

2016-01-01

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher…

Using Mentoring and Professional Development Approaches to Educate Urban Mathematics Teachers

ERIC Educational Resources Information Center

Fraser-Abder, Pamela

2005-01-01

Due to the dearth of qualified professional teachers, policymakers and professional development programs need to focus on improving the quality of high school mathematics teaching in order to diffuse this crisis. In the middle of this crisis, the demand for new teachers is predicted to rise significantly in the next ten years. Based on the…

Teachers in School Sports: Between the Fields of Education and Sport?

ERIC Educational Resources Information Center

Ferry, Magnus

2016-01-01

According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this is normally indicated by a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available, which is the case for the subject of…

Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

ERIC Educational Resources Information Center

Maderick, Joseph Andrew

2013-01-01

Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

Why Teacher Leaders Don't Want to Be Principals: Evidence from Arkansas

ERIC Educational Resources Information Center

Hewitt, Paul M.; Pijanowski, John C.; Denny, George S.

2009-01-01

This study investigates why teachers, identified by their school principal as being leaders or having leadership potential, chose not to become school principals. At a time in which the literature is reporting a shortage of qualified applicants for school administrative positions the identified reasons most cited by teacher leaders include…

Preservice Preparation of Teachers of the Visually Handicapped in a Rural State.

ERIC Educational Resources Information Center

Alcorn, Dewaine A.

The University of Nebraska (with the help of the University of Northern Colorado) has established a program to provide practicing teachers with training qualifying them for the teaching certificate endorsement for teaching the visually handicapped. The program was especially designed to fill a state need for teachers of the visually handicapped…

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2010 CFR

2010-07-01

...-hoisting engineer; or (2) If a State has no program for qualifying persons as electric-hoisting engineers... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Qualified hoisting engineer; qualifications. 75... Persons § 75.155 Qualified hoisting engineer; qualifications. (a)(1) A person is a qualified hoisting...

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2012 CFR

2012-07-01

...-hoisting engineer; or (2) If a State has no program for qualifying persons as electric-hoisting engineers... 30 Mineral Resources 1 2012-07-01 2012-07-01 false Qualified hoisting engineer; qualifications. 75... Persons § 75.155 Qualified hoisting engineer; qualifications. (a)(1) A person is a qualified hoisting...

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2013 CFR

2013-07-01

...-hoisting engineer; or (2) If a State has no program for qualifying persons as electric-hoisting engineers... 30 Mineral Resources 1 2013-07-01 2013-07-01 false Qualified hoisting engineer; qualifications. 75... Persons § 75.155 Qualified hoisting engineer; qualifications. (a)(1) A person is a qualified hoisting...

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2011 CFR

2011-07-01

...-hoisting engineer; or (2) If a State has no program for qualifying persons as electric-hoisting engineers... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Qualified hoisting engineer; qualifications. 75... Persons § 75.155 Qualified hoisting engineer; qualifications. (a)(1) A person is a qualified hoisting...

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2014 CFR

2014-07-01

...-hoisting engineer; or (2) If a State has no program for qualifying persons as electric-hoisting engineers... 30 Mineral Resources 1 2014-07-01 2014-07-01 false Qualified hoisting engineer; qualifications. 75... Persons § 75.155 Qualified hoisting engineer; qualifications. (a)(1) A person is a qualified hoisting...

Culture-Specificity of Teacher Demotivation: Iranian Junior High School Teachers Caught in the Newly-Introduced CLT Trap!

ERIC Educational Resources Information Center

Yaghoubinejad, Hadi; Zarrinabadi, Nourollah; Nejadansari, Dariush

2017-01-01

Research has shown that lack of motivation on either students or teachers' part negatively influences language learning. The latter case is a serious problem in this regard, since an unmotivated teacher will extinguish his learners' enthusiasm and energy for learning. This study employed a mixed-method approach to investigate the demotivating…

Exploring the "New" Unionism: Perceptions of Recently Tenured Teachers.

ERIC Educational Resources Information Center

Murray, Christine E.

A study analyzed recently tenured teachers' perceptions about union reform, examining factors shaping their beliefs and noting efforts of Rochester, New York's Rochester Teachers' Association (RTA) to promote reform and foster new leadership. Newly tenured teachers completed interviews on: the RTA's role; a description of the RTA; what influenced…

Engaging Second-Stage Teachers in Their Work: The Role of Professional Culture in Schools

ERIC Educational Resources Information Center

Kirkpatrick, Cheryl Lynne

2009-01-01

Educational researchers acknowledge that teachers make a difference in the educational outcomes of youth (Boyd, Lankford, Loeb, Rockoff, & Wyckoff, 2008; Darling-Hammond, 2000; Hanushek, 1992; Hanushek & Rivkin, 2007; Johnson, 2006; Sanders & Rivers, 1996; Sanders & Horn, 1998). However, staffing schools with qualified teachers has proven…

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Qualified handicapped person. 1151.12 Section 1151... AND THE HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS NONDISCRIMINATION ON THE BASIS OF HANDICAP Standards for Determining Who Are Handicapped Persons § 1151.12 Qualified handicapped person. Qualified...

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 28 Judicial Administration 1 2014-07-01 2014-07-01 false Qualified handicapped person. 41.32..., NONDISCRIMINATION ON THE BASIS OF HANDICAP IN FEDERALLY ASSISTED PROGRAMS Standards for Determining Who Are Handicapped Persons § 41.32 Qualified handicapped person. Qualified handicapped person means: (a) With respect...

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 28 Judicial Administration 1 2013-07-01 2013-07-01 false Qualified handicapped person. 41.32..., NONDISCRIMINATION ON THE BASIS OF HANDICAP IN FEDERALLY ASSISTED PROGRAMS Standards for Determining Who Are Handicapped Persons § 41.32 Qualified handicapped person. Qualified handicapped person means: (a) With respect...

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false Qualified handicapped person. 1151.12 Section 1151... AND THE HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS NONDISCRIMINATION ON THE BASIS OF HANDICAP Standards for Determining Who Are Handicapped Persons § 1151.12 Qualified handicapped person. Qualified...

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false Qualified handicapped person. 1151.12 Section 1151... AND THE HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS NONDISCRIMINATION ON THE BASIS OF HANDICAP Standards for Determining Who Are Handicapped Persons § 1151.12 Qualified handicapped person. Qualified...

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 28 Judicial Administration 1 2010-07-01 2010-07-01 false Qualified handicapped person. 41.32..., NONDISCRIMINATION ON THE BASIS OF HANDICAP IN FEDERALLY ASSISTED PROGRAMS Standards for Determining Who Are Handicapped Persons § 41.32 Qualified handicapped person. Qualified handicapped person means: (a) With respect...

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 28 Judicial Administration 1 2011-07-01 2011-07-01 false Qualified handicapped person. 41.32..., NONDISCRIMINATION ON THE BASIS OF HANDICAP IN FEDERALLY ASSISTED PROGRAMS Standards for Determining Who Are Handicapped Persons § 41.32 Qualified handicapped person. Qualified handicapped person means: (a) With respect...

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false Qualified handicapped person. 1151.12 Section 1151... AND THE HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS NONDISCRIMINATION ON THE BASIS OF HANDICAP Standards for Determining Who Are Handicapped Persons § 1151.12 Qualified handicapped person. Qualified...

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false Qualified handicapped person. 1151.12 Section 1151... AND THE HUMANITIES NATIONAL ENDOWMENT FOR THE ARTS NONDISCRIMINATION ON THE BASIS OF HANDICAP Standards for Determining Who Are Handicapped Persons § 1151.12 Qualified handicapped person. Qualified...

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 28 Judicial Administration 1 2012-07-01 2012-07-01 false Qualified handicapped person. 41.32..., NONDISCRIMINATION ON THE BASIS OF HANDICAP IN FEDERALLY ASSISTED PROGRAMS Standards for Determining Who Are Handicapped Persons § 41.32 Qualified handicapped person. Qualified handicapped person means: (a) With respect...

Pre-Service Teachers' Knowledge, Misconceptions and Gaps about Autism Spectrum Disorder

ERIC Educational Resources Information Center

Sanz-Cervera, Pilar; Fernández-Andrés, María-Inmaculada; Pastor-Cerezuela, Gemma; Tárraga-Mínguez, Raúl

2017-01-01

The inclusive education framework and the increase in autism diagnoses have led to an overwhelming challenge for pre-service teachers who need to be qualified to teach all children. To test the quality of their training, the main purpose of this study was to compare 866 pre-service teachers' knowledge, misconceptions, and gaps about autism in…

NEWS: Teachers' Awards 2001

NASA Astrophysics Data System (ADS)

2000-09-01

Every year, as the result of an Education Group initiative, the UK Institute of Physics honours a small number of practising teachers in both the primary and secondary sectors. Nominations come from a variety of sources: students, pupils, head teachers, colleagues, governors, advisers, Institute branches and parents. Selection is by a panel of teachers and former teachers, people fully aware of the real work and rewards of being a teacher. To qualify for a Teacher's Award there is one basic criterion: is this person an exceptional teacher? It is not a competition, merely a wish to spotlight and celebrate the work of physics teachers in the classroom. This year nine awards were made, one for primary science and the rest for teaching physics in secondary schools and colleges. This was a higher number than in previous years and reflects the increased number of nominations received. If you know of a teacher who deserves recognition then please tell us. We are looking for teachers who inspire in their students a love of science (at the primary level) or physics (at the secondary level). We would particularly welcome more nominations from the primary sector. If you, or any of your children or relatives, can think of such a teacher then please contact Steven Chapman (Steven.Chapman@iop.org) for more details or a nomination form.

26 CFR 54.4980B-3 - Qualified beneficiaries.

Code of Federal Regulations, 2012 CFR

2012-04-01

... qualified beneficiary is— (i) Any individual who, on the day before a qualifying event, is covered under a... qualifying event that is the bankruptcy of the employer, a covered employee who had retired on or before the... bankruptcy qualifying event, the spouse, surviving spouse, or dependent child is a beneficiary under the plan...

26 CFR 54.4980B-3 - Qualified beneficiaries.

Code of Federal Regulations, 2013 CFR

2013-04-01

... qualified beneficiary is— (i) Any individual who, on the day before a qualifying event, is covered under a... qualifying event that is the bankruptcy of the employer, a covered employee who had retired on or before the... bankruptcy qualifying event, the spouse, surviving spouse, or dependent child is a beneficiary under the plan...

What the Research Says about Alternative Teacher Certification Programs. Information Capsule. Volume 1104

ERIC Educational Resources Information Center

Blazer, Christie

2012-01-01

The shortage of qualified teachers across the U.S. has contributed to the popularity of alternative certification programs. These programs are designed to attract individuals into the teaching profession by allowing candidates to become certified without having to complete a traditional teacher education program. This Information Capsule reviewed…

National Board Certification: The Impact on Teaching Practices of Three Elementary Teachers

ERIC Educational Resources Information Center

Hall, Amy W.

2012-01-01

During the past century the educational reform movements focused on the need for highly qualified teachers based on research surrounding the effects on student achievement related to the quality of the teacher (Busatto, 2004). The National Board for Professional Teaching Standards (NBPTS) was created in 1987 in response to the increasing focus…

Don't Get Left Behind! Improve Your Experiences as a New Teacher

ERIC Educational Resources Information Center

Chorzempa, Barbara Fink

2011-01-01

Teachers today are expected to meet the diverse needs of all of their students and know an array of instructional methods, which requires continual professional development (Darling-Hammond 1998). Darling-Hammond (1998, 7) stated that the "strongest predictor of student achievement is the percentage of well-qualified teachers in a school,…

Can Teacher Evaluation Improve Teaching?

ERIC Educational Resources Information Center

Principal Leadership, 2013

2013-01-01

The answer to the question, Can evaluation improve teaching? is a qualified yes. Teacher evaluation has changed and the role of the principal has changed as well; the focus now is on evidence, not merely good judgment. With the right tools, systems, and support, it should be possible to help improve teaching performance and student learning…

How Do We Get Them on the Farm? Efforts to Improve Rural Teacher Recruitment and Retention in Arkansas

ERIC Educational Resources Information Center

Maranto, Robert; Shuls, James V.

2012-01-01

Rural schools, particularly high poverty rural schools, often have difficulty hiring and retaining qualified teachers. Here, we discuss three programs the Arkansas Department of Education has used to attract teachers to teacher Geographic Shortage Districts (GSDs) through material incentives. Unfortunately, none of the programs have had much…

10 CFR 436.32 - Qualified contractors lists.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 3 2010-01-01 2010-01-01 false Qualified contractors lists. 436.32 Section 436.32 Energy... Procedures for Energy Savings Performance Contracting § 436.32 Qualified contractors lists. (a) DOE shall... energy savings performance contracts. (c) DOE may remove a firm from DOE's list of qualified contractors...

12 CFR 583.17 - Qualified thrift lender.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Qualified thrift lender. 583.17 Section 583.17 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY DEFINITIONS FOR REGULATIONS AFFECTING SAVINGS AND LOAN HOLDING COMPANIES § 583.17 Qualified thrift lender. The term qualified thrift...

5 CFR 2634.403 - Qualified blind trusts.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 5 Administrative Personnel 3 2012-01-01 2012-01-01 false Qualified blind trusts. 2634.403 Section... Qualified blind trusts. (a) Definition. A qualified blind trust is a trust in which the filer, his spouse... instrument which establishes a blind trust must adhere substantively to model drafts circulated by the Office...

26 CFR 54.4980B-4 - Qualifying events.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 26 Internal Revenue 17 2012-04-01 2012-04-01 false Qualifying events. 54.4980B-4 Section 54.4980B... EXCISE TAXES (CONTINUED) PENSION EXCISE TAXES § 54.4980B-4 Qualifying events. The determination of what constitutes a qualifying event is addressed in the following questions and answers: Q-1: What is a qualifying...

26 CFR 54.4980B-4 - Qualifying events.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 17 2013-04-01 2013-04-01 false Qualifying events. 54.4980B-4 Section 54.4980B... EXCISE TAXES (CONTINUED) PENSION EXCISE TAXES § 54.4980B-4 Qualifying events. The determination of what constitutes a qualifying event is addressed in the following questions and answers: Q-1: What is a qualifying...

26 CFR 54.4980B-4 - Qualifying events.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 17 2011-04-01 2011-04-01 false Qualifying events. 54.4980B-4 Section 54.4980B... EXCISE TAXES (CONTINUED) PENSION EXCISE TAXES § 54.4980B-4 Qualifying events. The determination of what constitutes a qualifying event is addressed in the following questions and answers: Q-1: What is a qualifying...

26 CFR 54.4980B-4 - Qualifying events.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 17 2014-04-01 2014-04-01 false Qualifying events. 54.4980B-4 Section 54.4980B... EXCISE TAXES (CONTINUED) PENSION EXCISE TAXES § 54.4980B-4 Qualifying events. The determination of what constitutes a qualifying event is addressed in the following questions and answers: Q-1: What is a qualifying...

Evaluating Teacher-Leaders for Careers as Administrators: Effects of Job Attributes, Teacher Leader Role, and Teaching Assignment Area

ERIC Educational Resources Information Center

Shumate, Brian T.; Munoz, Marco A.; Winter, Paul A.

2005-01-01

Recruitment of public school administrators is an important issue due to the shortage of qualified job applicants nationwide. The shortage of applicants requires school districts to evaluate their internal pools of potential applicants for administrative vacancies. This evaluation research addressed the recruitment of teacher-leaders to serve as…

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…

The Impact of Professional Development on Performance and Evaluation of Substitute Teachers in a Public School System

ERIC Educational Resources Information Center

Brown, Rhonda

2012-01-01

Research suggests that many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered highly qualified by the No Child Left Behind Act of 2001. To address that concern, professional development training for substitute teachers who lack proper certification and educational pedagogy has become an…

42 CFR 436.121 - Qualified family members.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 4 2011-10-01 2011-10-01 false Qualified family members. 436.121 Section 436.121... Coverage of the Categorically Needy § 436.121 Qualified family members. (a) Definition. A qualified family member is any member of a family, including pregnant women and children eligible for Medicaid under § 436...

42 CFR 435.119 - Qualified family members.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 4 2011-10-01 2011-10-01 false Qualified family members. 435.119 Section 435.119... Family Members § 435.119 Qualified family members. (a) Definition. A qualified family member is any member of a family, including pregnant women and children eligible for Medicaid under § 435.116 of this...

26 CFR 1.46-3 - Qualified investment.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Qualified investment. 1.46-3 Section 1.46-3... Computing Credit for Investment in Certain Depreciable Property § 1.46-3 Qualified investment. (a) In general. (1) With respect to any taxable year, the qualified investment of the taxpayer is the aggregate...

42 CFR 436.121 - Qualified family members.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Qualified family members. 436.121 Section 436.121... Coverage of the Categorically Needy § 436.121 Qualified family members. (a) Definition. A qualified family member is any member of a family, including pregnant women and children eligible for Medicaid under § 436...

42 CFR 435.119 - Qualified family members.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Qualified family members. 435.119 Section 435.119... Family Members § 435.119 Qualified family members. (a) Definition. A qualified family member is any member of a family, including pregnant women and children eligible for Medicaid under § 435.116 of this...

26 CFR 25.2702-3 - Qualified interests.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 14 2011-04-01 2010-04-01 true Qualified interests. 25.2702-3 Section 25.2702-3... GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Special Valuation Rules § 25.2702-3 Qualified interests. (a) In general. This section provides rules for determining if an interest is a qualified annuity...

Strategies for Recruitment and Retention of Secondary Teachers in Central Region Rural Schools

ERIC Educational Resources Information Center

Beesley, Andrea; Atwill, Kim; Blair, Pamela; Barley, Zoe

2008-01-01

Recruiting and retaining teachers is a nationwide issue for schools in all locales. For rural schools, however, lower salaries, small school sizes, and geographic isolation can make it even more difficult to recruit and retain a qualified teaching staff. This study sought to quantify and characterize differences in recruiting teachers between…

An Investigation of Factors Related to Teachers' Organizational Commitment in Rural High Schools

ERIC Educational Resources Information Center

Walker, Victoria LaShawn

2013-01-01

Relevant literature indicates that teachers who are not committed to their organization do not perform, do not provide a quality education for their students, and do not remain members of the organization; thus, making staffing, retaining, and maintaining highly qualified teachers problematic for rural schools. Limited research has been conducted…

Special Education Teacher Burnout and ACT

ERIC Educational Resources Information Center

Emery, Debra W.; Vandenberg, Brian

2010-01-01

Special educators are a high risk group, prone to low job satisfaction, low self-efficacy, and increased stress and burnout. The attrition rate of special educators is particularly high, contributing to an overall shortage of qualified teachers throughout the United States. While the problems of special educators are widely discussed in the…

Teachers' Health.

PubMed

Scheuch, Klaus; Haufe, Eva; Seibt, Reingard

2015-05-15

Almost 800,000 teachers were working in Germany in the 2012-13 school year. A determination of the most common medical problems in this large occupational group serves as the basis for measures that help maintain teachers' health and their ability to work in their profession. We present our own research findings, a selective review of the literature, and data derived from the German statutory health insurance scheme concerning medical disability, long-term illness, and inability to work among teachers. Compared to the general population, teachers have a more healthful lifestyle and a lower frequency of cardiovascular risk factors (except hypertension). Like non-teachers, they commonly suffer from musculoskeletal and cardiovascular diseases. Mental and psychosomatic diseases are more common in teachers than in non-teachers, as are nonspecific complaints such as exhaustion, fatigue, headache, and tension. It is commonly said that 3-5% of teachers suffer from "burnout," but reliable data on this topic are lacking, among other reasons because the term has no standard definition. The percentage of teachers on sick leave is generally lower than the overall percentage among statutory insurees; it is higher in the former East Germany than in the former West Germany. The number of teachers taking early retirement because of illness has steadily declined from over 60% in 2001 and currently stands at 19%, with an average age of 58 years, among tenured teachers taking early retirement. The main reasons for early retirement are mental and psychosomatic illnesses, which together account for 32-50% of cases. Although German law mandates the medical care of persons in the teaching professions by occupational physicians, this requirement is implemented to varying extents in the different German federal states. Teachers need qualified, interdisciplinary occupational health care with the involvement of their treating physicians.

42 CFR 436.120 - Qualified pregnant women and children who are not qualified family members.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 4 2013-10-01 2013-10-01 false Qualified pregnant women and children who are not... to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for an... RICO, AND THE VIRGIN ISLANDS Mandatory Coverage of the Categorically Needy § 436.120 Qualified pregnant...

42 CFR 436.120 - Qualified pregnant women and children who are not qualified family members.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 4 2011-10-01 2011-10-01 false Qualified pregnant women and children who are not... to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for an... RICO, AND THE VIRGIN ISLANDS Mandatory Coverage of the Categorically Needy § 436.120 Qualified pregnant...

42 CFR 436.120 - Qualified pregnant women and children who are not qualified family members.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Qualified pregnant women and children who are not... to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for an... RICO, AND THE VIRGIN ISLANDS Mandatory Coverage of the Categorically Needy § 436.120 Qualified pregnant...

42 CFR 436.120 - Qualified pregnant women and children who are not qualified family members.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 4 2012-10-01 2012-10-01 false Qualified pregnant women and children who are not... to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for an... RICO, AND THE VIRGIN ISLANDS Mandatory Coverage of the Categorically Needy § 436.120 Qualified pregnant...

42 CFR 436.120 - Qualified pregnant women and children who are not qualified family members.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 4 2014-10-01 2014-10-01 false Qualified pregnant women and children who are not... to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for an... RICO, AND THE VIRGIN ISLANDS Mandatory Coverage of the Categorically Needy § 436.120 Qualified pregnant...

The Examination of Physical Education Teachers' Perceptions of Their Teacher Training to Include Students with Disabilities in General Physical Education

ERIC Educational Resources Information Center

Townsend, Amy

2017-01-01

Despite legislative mandates, only 32% of states require specific licensure in adapted physical education (APE); consequently, general physical educators are challenged with including students with disabilities into regular classrooms. Although physical education teachers are considered qualified personnel to teach students with disabilities in…

Measuring Teacher Effectiveness When Comparing Alternatively and Traditionally Licensed High School Technology Education Teachers in North Carolina

ERIC Educational Resources Information Center

Bowen, Bradley

2013-01-01

According to No Child Left Behind (NCLB), the definition of a highly qualified teacher includes three components: obtaining a bachelor's degree; having full licensure as defined by the state; and demonstrating competency, as defined by the state, in each subject taught (U.S. Department of Education, 2004). However, NCLB does not specifically…

Highlights: 1985 Recent College Graduates Survey.

ERIC Educational Resources Information Center

Porter, Joanell T.

Highlights of a survey of 1983 and 1984 college graduates at the bachelor's or master's degree level are presented. Information is provided on types of jobs and starting salaries of degree recipients, with comparisons by sex, along with data on newly qualified and beginning teachers. The survey, which was conducted by the Center for Education…

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2010 CFR

2010-07-01

... familiar with the implementation of the vessel response plan; and (4) Be trained in the responsibilities of... vessel may designate an organization to fulfill the role of the qualified individual and alternate...

Implementing Geographical Key Concepts: Design of a Symbiotic Teacher Training Course Based on Empirical and Theoretical Evidence

ERIC Educational Resources Information Center

Fögele, Janis; Mehren, Rainer

2015-01-01

A central desideratum for the professionalization of qualified teachers is an improved practice of further teacher education. The present work constitutes a course of in-service training, which is built upon both a review of empirical findings concerning the efficacy of in-service training courses for teachers and theoretical assumptions about the…

Initial Teacher Education in the University "My Little Ship, How Ill-Laden You Are"

ERIC Educational Resources Information Center

Franchi, Leonardo

2016-01-01

Initial teacher education programmes in universities must meet the needs of varying constituencies. Politicians, school leaders and academics, for example, understandably seek to influence how these programmes should look. Given the importance of well-qualified teachers for the building of effective schools, it is right that a range of…

Construction of the Entrepreneurship Education Teachers Based on the Characteristics of Business Education Level

ERIC Educational Resources Information Center

Wei, Yaping; Guo, Wenting

2010-01-01

College entrepreneurship education relatively lags behind in China at present. The main reason is that the lack of qualified teachers. For the construction of teachers' team training, firstly analysis the characteristics of the entrepreneurship education level, and then divide into two relatively independent levels which are basic entrepreneurship…

Prospective Chemistry Teachers' Misconceptions about Colligative Properties: Boiling Point Elevation and Freezing Point Depression

ERIC Educational Resources Information Center

Pinarbasi, Tacettin; Sozbilir, Mustafa; Canpolat, Nurtac

2009-01-01

This study aimed at identifying prospective chemistry teachers' misconceptions of colligative properties. In order to fulfill this aim, a diagnostic test composed of four open-ended questions was used. The test was administered to seventy-eight prospective chemistry teachers just before qualifying to teaching in secondary schools. Nine different…

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2010 CFR

2010-01-01

... MARKETING SERVICE (MARKETING AGREEMENTS AND ORDERS; MISCELLANEOUS COMMODITIES), DEPARTMENT OF AGRICULTURE... qualified State-legislated sorghum promotion, research, and education commission or organization, approved... education commission or organization, qualified sorghum producer organization means any qualified...

Beginning Teachers' Self-Efficacy and Stress and the Supposed Effects of Induction Arrangements

ERIC Educational Resources Information Center

Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther T.

2012-01-01

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This…

Evaluating the Efficacy of Mathematics, Science and Technology Teacher Preparation Academies in Texas

ERIC Educational Resources Information Center

Brown, Danielle Bairrington; Alford, Beverly L.; Rollins, Kayla Braziel; Stillisano, Jacqueline R.; Waxman, Hersh C.

2013-01-01

The purpose of this mixed-methods study was to evaluate the efficacy of 14 Mathematics, Science and Technology Teacher Preparation (MSTTP) academies located across the state of Texas. The aim of the academies was to increase the number of highly qualified mathematics, science and technology teachers, while also improving the quality of certified…

Solving the Teacher Shortage Problem in Ghana: Critical Perspectives for Understanding the Issues

ERIC Educational Resources Information Center

Cobbold, Cosmas

2015-01-01

The problem of getting sufficient numbers of qualified teachers to staff classrooms is one of the most significant public policy issues facing many countries. In Ghana, the problem of teacher shortage has been a perennial one, necessitated by educational expansion as well as adverse socio-economic and political circumstances, and exacerbated by…

Middle School Principals' Perceptions and Preferences When Hiring Teachers

ERIC Educational Resources Information Center

Mee, Molly; Haverback, Heather Rogers

2017-01-01

The purpose of this study was to investigate middle school principals' knowledge of the state's new middle level teacher certification, their hiring preferences for newly certified teachers, and their perceptions of middle certified teacher' competencies in teaching various subject areas to middle school students. Survey data indicated that the…

The Equitable Distribution of Effective Teachers: Can States Meet the Research Challenges Required for Success?

ERIC Educational Resources Information Center

Allen, Michael

2011-01-01

One of the provisions of the No Child Left Behind Act that has gained prominence as a policy focus only in the last several years is the requirement that poor and minority children be served by highly qualified teachers to no less a degree than other, more affluent children. Under the Obama administration, the focus on "highly qualified"…

Teacher Labor Markets in Developing Countries

ERIC Educational Resources Information Center

Vegas, Emiliana

2007-01-01

Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S.…

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2010 CFR

2010-07-01

... alternate must: (1) Be located in the United States; (2) Speak fluent English; (3) Be familiar with the... facility may designate an organization to fulfill the role of the qualified individual and the alternate...

Helping Preservice Teachers (PSTs) Understand the Realities of Poverty: Innovative Curriculum Modules

ERIC Educational Resources Information Center

Cho, Moon-Heum; Convertino, Christina; Khourey-Bowers, Claudia

2015-01-01

The purpose of this study was to develop an innovative addition to the curriculum to help preservice teachers cultivate an understanding of poverty. Using technology, an interdisciplinary team created two online learning modules entitled Teacher as Learning Facilitator and Teacher as Anthropologist. Preservice teachers valued the newly developed…

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2013 CFR

2013-01-01

... qualified State-legislated sorghum promotion, research, and education commission or organization, approved... education commission or organization, qualified sorghum producer organization means any qualified organization that has the primary purpose of representing sorghum producers, has sorghum producers as members...

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2011 CFR

2011-01-01

... qualified State-legislated sorghum promotion, research, and education commission or organization, approved... education commission or organization, qualified sorghum producer organization means any qualified organization that has the primary purpose of representing sorghum producers, has sorghum producers as members...

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2014 CFR

2014-01-01

... qualified State-legislated sorghum promotion, research, and education commission or organization, approved... education commission or organization, qualified sorghum producer organization means any qualified organization that has the primary purpose of representing sorghum producers, has sorghum producers as members...

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2012 CFR

2012-01-01

... qualified State-legislated sorghum promotion, research, and education commission or organization, approved... education commission or organization, qualified sorghum producer organization means any qualified organization that has the primary purpose of representing sorghum producers, has sorghum producers as members...

40 CFR 1400.12 - Qualified researchers.

Code of Federal Regulations, 2012 CFR

2012-07-01

...); DISTRIBUTION OF OFF-SITE CONSEQUENCE ANALYSIS INFORMATION DISTRIBUTION OF OFF-SITE CONSEQUENCE ANALYSIS INFORMATION Other Provisions § 1400.12 Qualified researchers. The Administrator is authorized to provide OCA information, including facility identification, to qualified researchers pursuant to a system developed and...

40 CFR 1400.12 - Qualified researchers.

Code of Federal Regulations, 2013 CFR

2013-07-01

...); DISTRIBUTION OF OFF-SITE CONSEQUENCE ANALYSIS INFORMATION DISTRIBUTION OF OFF-SITE CONSEQUENCE ANALYSIS INFORMATION Other Provisions § 1400.12 Qualified researchers. The Administrator is authorized to provide OCA information, including facility identification, to qualified researchers pursuant to a system developed and...

40 CFR 1400.12 - Qualified researchers.

Code of Federal Regulations, 2011 CFR

2011-07-01

...); DISTRIBUTION OF OFF-SITE CONSEQUENCE ANALYSIS INFORMATION DISTRIBUTION OF OFF-SITE CONSEQUENCE ANALYSIS INFORMATION Other Provisions § 1400.12 Qualified researchers. The Administrator is authorized to provide OCA information, including facility identification, to qualified researchers pursuant to a system developed and...

40 CFR 1400.12 - Qualified researchers.

Code of Federal Regulations, 2014 CFR

2014-07-01

...); DISTRIBUTION OF OFF-SITE CONSEQUENCE ANALYSIS INFORMATION DISTRIBUTION OF OFF-SITE CONSEQUENCE ANALYSIS INFORMATION Other Provisions § 1400.12 Qualified researchers. The Administrator is authorized to provide OCA information, including facility identification, to qualified researchers pursuant to a system developed and...

Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation

ERIC Educational Resources Information Center

Scheeler, Mary Catherine

2008-01-01

A clear need to teach preservice teachers to generalize newly acquired teaching skills across time and settings has been well established in the literature. Few empirical studies exist that inform teacher educators on ways to promote generalization of teaching skills with beginning teachers, however. Programming for generalization continues to be…

Perfectly Reasonable in a Practical World: Understanding Chemistry Teacher Responses to a Change Proposal

NASA Astrophysics Data System (ADS)

Westbroek, Hanna; Janssen, Fred; Doyle, Walter

2017-12-01

Curriculum ideals often get compromised as a curriculum moves through its various levels of representation. Across the different science reforms, this process of slippage is clearly present. Research shows that teacher subject matter knowledge, PCK, beliefs and context factors all influence implementation. Professional development arrangements focus on fixing deficiencies in teachers' knowledge, beliefs or work context. This approach has not solved the problem of slippage, as we still do not understand what mechanisms operate when teachers make decisions about change proposals. In this study, we unpacked the decision mechanisms of three highly qualified chemistry teachers who subsequently adapted an innovative context-based chemistry unit. In spite of a state of the art professional development arrangement and the teachers being highly qualified, slippage occurred. The teachers' goal systems were used to interpret their reasoning. A goal system is a context-dependent, within-person mental construct that consists of a hierarchy of a person's goals and means in pursuit of a task. We showed that all three teachers adopted or redesigned elements of the change proposals to meet their core goals, i.e., goals that had multiple connections with other goals. This indicated that the adaptations teachers made were perfectly reasonable ways to serve their professional goals. For change to happen, we contend that one should begin with ways to connect teachers' core goals with the lesson or unit goal demands of a proposed innovation. Change emerges from the adaptions teachers make in the service of their core goals.

We're PSQM Silver--So What?

ERIC Educational Resources Information Center

Church, David

2017-01-01

Having just completed his newly qualified teacher certification (NQT), David Church was grateful to be given the role of science subject leader at his school. As it was his first subject leader role, he was unsure about how to proceed with improving the teaching and learning of science. Aware of the Primary Science Quality Mark award (PSQM) and…

An Examination of the Impact of Teacher Quality and "Opportunity Gap" on Student Science Achievement in China

ERIC Educational Resources Information Center

Zhang, Danhui; Campbell, Todd

2015-01-01

This study aims to better understand questions related to the impact of teacher quality and access to qualified teachers in China. A large-scale data set collected in 2010 in China was used along with concurrently collected teacher questionnaires. In total, surveys from 9,943 8th grade students from 343 middle schools in 6 provinces were used,…

Factors That Affect Retention of Novice Teachers in Hard-to-Staff High Schools in Virginia

ERIC Educational Resources Information Center

Blunt, Mechelle Savedge

2013-01-01

The mobility rates within the Kindergarten-Grade 12 teacher workforce are distressing, and the teaching profession has a relatively high turnover rate compared to other occupations. The Commonwealth of Virginia encounters many challenges when attempting to retain highly qualified teachers in schools. Despite the state's efforts to staff all…

Resident Teachers Take an Inquiry Stance: The Impact of Guided Collaborative Inquiry Groups on the Development of Guided Reading Instructional Practices

ERIC Educational Resources Information Center

Crain de Galarce, Patricia

2014-01-01

Urban schools are struggling to hire and retain effective literacy teachers. Alternative certification programs throughout the country seek to bridge the achievement gap and to bring qualified teachers to underserved classrooms. This dissertation explores the transformative inquiry of developing "resident" teachers in their journey as…

26 CFR 1.179A-1 - Recapture of deduction for qualified clean-fuel vehicle property and qualified clean-fuel vehicle...

Code of Federal Regulations, 2011 CFR

2011-04-01

... longer be propelled by a clean-burning fuel; (B) The vehicle is used by the taxpayer in a manner... vehicle property and qualified clean-fuel vehicle refueling property. 1.179A-1 Section 1.179A-1 Internal... of deduction for qualified clean-fuel vehicle property and qualified clean-fuel vehicle refueling...

Mentor preparation: A qualitative study of STEM master teacher professional development

NASA Astrophysics Data System (ADS)

Click-Cuellar, Heather Lynn

The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in trying to maintain highly qualified status, but also to the continuity and effective education of students. Mentoring has been identified by many researchers as a plausible solution to reducing attrition rates for beginning teachers. In this dissertation, I conducted qualitative research to explore and understand the perceptions of STEM (science, technology, engineering, and mathematics) Master Teachers' mentoring professional development in the context of the Master Teacher Academies program situated at Desert State University (pseudonym), a large institution located on the Texas-Mexico border. Additionally, I examined the reported teaching self-efficacy of STEM Master Teachers (mentors), as well as that of their novice teachers (mentees). Another purpose of the study was to investigate the forms and elements of interactions between these mentors and their mentees. Participants of this study were Texas certified Master Mathematics or Master Science Teachers, and their novice mathematics or science teacher mentees; all of whom teach in a high need U.S. Mexico border city school district serving a student population that is over 93% Hispanic. A grounded theory approach was used in examining and analyzing mentor and mentee perceptions and experiences through case studies. A constructivist framework was utilized to derive findings from interviews and the review of documents and contribute a diverse context and population to the literature. The study reveals conclusions and recommendations that will benefit educators, universities, school districts, and policy makers in regard to teacher mentor preparation.

48 CFR 14.210 - Qualified products.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Qualified products. 14.210 Section 14.210 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACTING METHODS AND CONTRACT TYPES SEALED BIDDING Solicitation of Bids 14.210 Qualified products. See subpart 9.2. ...

49 CFR 604.7 - Qualified human service organizations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 7 2011-10-01 2011-10-01 false Qualified human service organizations. 604.7... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION CHARTER SERVICE Exceptions § 604.7 Qualified human service organizations. (a) A recipient may provide charter service to a qualified human service organization (QHSO) for...

49 CFR 604.7 - Qualified human service organizations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 49 Transportation 7 2012-10-01 2012-10-01 false Qualified human service organizations. 604.7... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION CHARTER SERVICE Exceptions § 604.7 Qualified human service organizations. (a) A recipient may provide charter service to a qualified human service organization (QHSO) for...

49 CFR 604.7 - Qualified human service organizations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 49 Transportation 7 2013-10-01 2013-10-01 false Qualified human service organizations. 604.7... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION CHARTER SERVICE Exceptions § 604.7 Qualified human service organizations. (a) A recipient may provide charter service to a qualified human service organization (QHSO) for...

49 CFR 604.7 - Qualified human service organizations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 49 Transportation 7 2014-10-01 2014-10-01 false Qualified human service organizations. 604.7... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION CHARTER SERVICE Exceptions § 604.7 Qualified human service organizations. (a) A recipient may provide charter service to a qualified human service organization (QHSO) for...

Contents Exploring the Preservice Science Teachers' Written Argumentation Skills: The Global Climate Change Issue

ERIC Educational Resources Information Center

Karisan, Dilek; Topcu, Mustafa S.

2016-01-01

The pedagogical methods and techniques used in teacher training programs are important tools to graduate qualified teachers. Argumentation, which is known as evidence based scientific discussions, is one of the most widely used tools in national and international literature. The aim of the present study is to explore the quality of Preservice…

26 CFR 1.179A-1 - Recapture of deduction for qualified clean-fuel vehicle property and qualified clean-fuel vehicle...

Code of Federal Regulations, 2010 CFR

2010-04-01

...-burning fuel; (B) The vehicle is used by the taxpayer in a manner described in section 50(b); (C) The... vehicle property and qualified clean-fuel vehicle refueling property. 1.179A-1 Section 1.179A-1 Internal... for qualified clean-fuel vehicle property and qualified clean-fuel vehicle refueling property. (a) In...

7 CFR 1450.101 - Qualified biomass conversion facility.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 10 2011-01-01 2011-01-01 false Qualified biomass conversion facility. 1450.101... (BCAP) Matching Payments § 1450.101 Qualified biomass conversion facility. (a) To be considered a qualified biomass conversion facility, a biomass conversion facility must enter into an agreement with CCC...

46 CFR 4.03-6 - Qualified medical personnel.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 46 Shipping 1 2012-10-01 2012-10-01 false Qualified medical personnel. 4.03-6 Section 4.03-6... AND INVESTIGATIONS Definitions § 4.03-6 Qualified medical personnel. The term qualified medical personnel means a physician, physician's assistant, nurse, emergency medical technician, or other person...

46 CFR 4.03-6 - Qualified medical personnel.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 46 Shipping 1 2010-10-01 2010-10-01 false Qualified medical personnel. 4.03-6 Section 4.03-6... AND INVESTIGATIONS Definitions § 4.03-6 Qualified medical personnel. The term qualified medical personnel means a physician, physician's assistant, nurse, emergency medical technician, or other person...

46 CFR 4.03-6 - Qualified medical personnel.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 46 Shipping 1 2011-10-01 2011-10-01 false Qualified medical personnel. 4.03-6 Section 4.03-6... AND INVESTIGATIONS Definitions § 4.03-6 Qualified medical personnel. The term qualified medical personnel means a physician, physician's assistant, nurse, emergency medical technician, or other person...

30 CFR 795.10 - Qualified laboratories.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 3 2011-07-01 2011-07-01 false Qualified laboratories. 795.10 Section 795.10... laboratories. (a) Basic qualifications. To be designated a qualified laboratory, a firm shall demonstrate that... necessary field samples and making hydrologic field measurements and analytical laboratory determinations by...

7 CFR 802.1 - Qualified laboratories.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Qualified laboratories. 802.1 Section 802.1... REQUIREMENTS FOR GRAIN WEIGHING EQUIPMENT AND RELATED GRAIN HANDLING SYSTEMS § 802.1 Qualified laboratories. (a) Metrology laboratories. (1) Any State metrology laboratory currently approved by the NBS ongoing...

Predicting Influential Factors of Secondary Career and Technical Education Teachers' Intent to Stay in the Profession

ERIC Educational Resources Information Center

Dainty, Julie D.

2012-01-01

Retaining highly qualified career and technical education teachers is important in maintaining and growing quality secondary career and technical education programs. Therefore, the purpose of this study was to identify factors contributing to teacher retention specifically in the area of career and technical education (CTE) and determine…

Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood.

PubMed

Koomen, Helma M Y; Jellesma, Francine C

2015-12-01

The constructs of closeness, conflict, and dependency, which are derived from attachment theory, are widely used to qualify teachers' perceptions of relationships with individual children. Our main aim was to reveal whether similar and reliable dimensions could be identified in middle childhood with a newly developed student measure Student Perception of Affective Relationship with Teacher Scale (SPARTS). Additional validity support was sought by examining gender differences and associations with (1) teacher relationship perceptions and (2) problem and prosocial behaviours in children. Factor structure was determined in a sample of 586 children (46.5% boys) from 26 regular elementary Dutch classrooms (grade 4-6). Associations with teacher relationship reports (n = 82) and child behaviours (n = 64) were analysed in random subsamples. Students' relationship perceptions were assessed with the SPARTS; teachers' relationship perceptions with the Student-Teacher Relationship Scale (STRS; closeness, conflict, and dependency); and problem and prosocial behaviours in children with the teacher-reported Strengths and Difficulties Questionnaire. Exploratory factor analysis and confirmatory factor analysis supported a 3-factor model of conflict, closeness, and a third factor, unexpectedly reflecting negative expectations of the student instead of dependency. Satisfactory internal consistency was found for all three scales. Additional validity evidence included the following: Substantial student-teacher agreement for conflict and closeness; meaningful associations with problem and prosocial behaviours in children; and expected gender differences showing that, compared to boys, girls share more favourable relationships (more closeness and less conflict) with teachers. The 3-dimensional SPARTS comes close to the attachment-derived teacher STRS, as far as conflict and closeness are concerned. The third dimension, negative expectations, represents a new and relevant attachment

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Electrical work; qualified person. 77.103... SAFETY AND HEALTH MANDATORY SAFETY STANDARDS, SURFACE COAL MINES AND SURFACE WORK AREAS OF UNDERGROUND COAL MINES Qualified and Certified Persons § 77.103 Electrical work; qualified person. (a) Except as...

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Electrical work; qualified person. 77.103... SAFETY AND HEALTH MANDATORY SAFETY STANDARDS, SURFACE COAL MINES AND SURFACE WORK AREAS OF UNDERGROUND COAL MINES Qualified and Certified Persons § 77.103 Electrical work; qualified person. (a) Except as...

Pathways to Teacher Certification: Does It Really Matter when It Comes to Efficacy and Effectiveness?

ERIC Educational Resources Information Center

Tournaki, Nelly; Lyublinskaya, Irina; Carolan, Brian V.

2009-01-01

The pressure to provide qualified teachers for all students has resulted in reform efforts, including the upgrading of credential and course requirements, as well as the proliferation of so-called alternative routes to teacher certification, which seek to create differentiated pathways into the classroom. In the present study, we compared teacher…

Better Teachers for Today's Classroom: How to Make it Happen. Hearing on Examining Proposals To Provide More Qualified Teachers in the American Classroom, Focusing on Certain Provisions on the Proposed Higher Education Amendments of 1998 (S. 1882 and H.R. 6) Affecting Institutional Eligibility for Student Aid under Title IV of the Higher Education Act. Committee on Labor and Human Resources. United States Senate, One Hundred Fifth Congress, Second Session (May 7, 1998).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

The Committee on Labor and Human Resources examined the need for more qualified teachers in America's classrooms. Senators Bingaman and Jeffords made opening statements regarding the importance of the issue, then Margot Schenet, a specialist in social legislation with the Congressional Research Service, discussed the need for program quality in…

Nominal Group as Qualifier to "Someone"

ERIC Educational Resources Information Center

Sujatna, Eva Tuckyta Sari; Wahyuni, Sri

2017-01-01

The paper titled "Nominal Group as Qualifier to 'Someone'" investigated types of qualifiers which are embedded to the head "someone" in a nominal group. This research was conducted in the light of Systemic Functional Linguistics analysis. The data was analyzed, classified then described using descriptive qualitative method.…

A Delphi Approach to the Preparation of Early-Career Agricultural Educators in the Curriculum Area of Agricultural Mechanics: Fully Qualified and Highly Motivated or Status Quo?

ERIC Educational Resources Information Center

Saucier, P. Ryan; McKim, Billy R.; Tummons, John D.

2012-01-01

According to the National Research Agenda for Agricultural Education and Communication, preservice agriculture teacher education programs should "prepare and provide an abundance of fully qualified and highly motivated agricultural educators at all levels" (Osborne, 2007, 8). The lack of preparation of entry career agricultural educators…

Becoming an English Language Teacher: Linguistic Knowledge, Anxieties and the Shifting Sense of Identity

ERIC Educational Resources Information Center

Giovanelli, Marcello

2015-01-01

English language is a fast-growing and popular subject at A level, but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers who discuss the strategies they used when taking on the responsibility of A-level English language…

Synchronous Teaching Techniques from the Perspective and Observation of Virtual High School Teachers: An Investigative Study

ERIC Educational Resources Information Center

O'Brien, Amy; Fuller, Richard

2018-01-01

This article describes how there are specific tools and techniques used by teachers in synchronous-live-virtual classroom environments. Those items were investigated in this article. Data was collected from semi-structured, one-on-one interviews conducted with a purposeful sample of twelve identified "highly-qualified" teachers at a…

Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

ERIC Educational Resources Information Center

Bannister, Nicole A.

2009-01-01

This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

Primary care guidelines on consultation practices: the effectiveness of computerized versus paper-based versions. A cluster randomized controlled trial among newly qualified primary care physicians.

PubMed

Jousimaa, Jukkapekka; Mäkelä, Marjukka; Kunnamo, Ilkka; MacLennan, Graeme; Grimshaw, Jeremy M

2002-01-01

To compare the effects of computerized and paper-based versions of guidelines on recently qualified physicians' consultation practices. Two arm cluster randomized controlled trial. Physicians were randomized to receive computerized or textbook-based versions of the same guidelines for a 4-week study period. Physicians' compliance with guideline recommendations about laboratory, radiological, physical and other examinations, procedures, nonpharmacologic and pharmacologic treatments, physiotherapy, and referrals were measured by case note review. There were 139 recently qualified physicians working in 96 primary healthcare centers in Finland who participated in the study. Data on 4,633 patient encounters were abstracted, of which 3,484 were suitable for further analysis. Physicians' compliance with guidelines was high (over 80% for use of laboratory, radiology, physical examinations, and referrals). There were no significant differences in physicians' consultation practices in any of the measured outcomes between the computerized and textbook group. Guidelines are a useful source of information for recently qualified physicians working in primary care. However, the method of presentation of the guidelines (electronic or paper) does not have an effect on guideline use or their impact on decisions. Other factors should be considered when choosing the method of presentation of guidelines, such as information-seeking time, ease of use during the consultation, ability to update, production costs, and the physician's own preferences.

Barriers and Challenges Facing Pre-Service Teachers Use of Mobile Technologies for Teaching and Learning

ERIC Educational Resources Information Center

Burden, Kevin; Hopkins, Paul

2016-01-01

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed…

Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?

ERIC Educational Resources Information Center

Moon, Bob; Villet, Charmaine

2017-01-01

Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying…

Teacher Perceptions of the Impact of Digital Photo Stories on Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Conn, Julie J.

2015-01-01

This study employed a qualitative method, multiple case study design to examine teacher perceptions of the impact of digital photo stories used as an instructional strategy with students with Autism Spectrum Disorder (ASD). Five highly qualified teachers of students with ASD from four public schools in a western North Carolina school district…

Robert Noyce Mathematics and Science Teacher Preparation and Retention at Two California State University Campuses

ERIC Educational Resources Information Center

Arvizu, Jaime

2013-01-01

There is a persistent and growing shortage in the supply of "highly qualified" future science and mathematics teachers in the nation's classrooms. As a consequence, as many as 53% science and 23% math students take classes from teachers who are teaching out-of-field. Currently, there are many established programs that provide incentives…

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 1 2014-07-01 2014-07-01 false Electrical work; qualified person. 77.103... COAL MINES Qualified and Certified Persons § 77.103 Electrical work; qualified person. (a) Except as... Subparts F, G, H, I, and J of this Part 77 to perform electrical work (other than work on energized surface...

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 1 2014-07-01 2014-07-01 false Electrical work; qualified person. 75.153....153 Electrical work; qualified person. (a) Except as provided in paragraph (f) of this section, an individual is a qualified person within the meaning of §§ 75.511 and 75.512 to perform electrical work (other...

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 1 2013-07-01 2013-07-01 false Electrical work; qualified person. 77.103... COAL MINES Qualified and Certified Persons § 77.103 Electrical work; qualified person. (a) Except as... Subparts F, G, H, I, and J of this Part 77 to perform electrical work (other than work on energized surface...

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 1 2012-07-01 2012-07-01 false Electrical work; qualified person. 77.103... COAL MINES Qualified and Certified Persons § 77.103 Electrical work; qualified person. (a) Except as... Subparts F, G, H, I, and J of this Part 77 to perform electrical work (other than work on energized surface...

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 1 2012-07-01 2012-07-01 false Electrical work; qualified person. 75.153....153 Electrical work; qualified person. (a) Except as provided in paragraph (f) of this section, an individual is a qualified person within the meaning of §§ 75.511 and 75.512 to perform electrical work (other...

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 1 2013-07-01 2013-07-01 false Electrical work; qualified person. 75.153....153 Electrical work; qualified person. (a) Except as provided in paragraph (f) of this section, an individual is a qualified person within the meaning of §§ 75.511 and 75.512 to perform electrical work (other...

26 CFR 1.132-9 - Qualified transportation fringes.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 26 Internal Revenue 2 2012-04-01 2012-04-01 false Qualified transportation fringes. 1.132-9... Qualified transportation fringes. (a) Table of contents. This section contains a list of the questions and answers in § 1.132-9. (1) General rules. Q-1. What is a qualified transportation fringe? Q-2. What is...

26 CFR 1.132-9 - Qualified transportation fringes.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 2 2014-04-01 2014-04-01 false Qualified transportation fringes. 1.132-9... Qualified transportation fringes. (a) Table of contents. This section contains a list of the questions and answers in § 1.132-9. (1) General rules. Q-1. What is a qualified transportation fringe? Q-2. What is...

26 CFR 1.132-9 - Qualified transportation fringes.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 2 2013-04-01 2013-04-01 false Qualified transportation fringes. 1.132-9... Qualified transportation fringes. (a) Table of contents. This section contains a list of the questions and answers in § 1.132-9. (1) General rules. Q-1. What is a qualified transportation fringe? Q-2. What is...

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Electrical work; qualified person. 75.153....153 Electrical work; qualified person. (a) Except as provided in paragraph (f) of this section, an individual is a qualified person within the meaning of §§ 75.511 and 75.512 to perform electrical work (other...

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Electrical work; qualified person. 75.153....153 Electrical work; qualified person. (a) Except as provided in paragraph (f) of this section, an individual is a qualified person within the meaning of §§ 75.511 and 75.512 to perform electrical work (other...

They "Really" Don't Speak English: Helping Preservice Teachers Experience Cultural and Linguistic Diversity

ERIC Educational Resources Information Center

Scott, Jill; Scott, Bruce

2015-01-01

The needs of urban schools are the focus of educators. Of primary concern is the lack of qualified teachers who are prepared to meet the needs of learners in U.S. classrooms. One factor of policymakers' concern is the mismatch between the experiences and backgrounds of many teachers versus those of students they will teach. Preservice teachers…

Research on U.S. physics teacher education

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2014-03-01

College and university physics departments have long been the primary source of physics-specific education received by the nation's high school physics teachers, who now number nearly 30,000. Since the 1880s, U.S. physicists have set out specific expectations and recommendations for the education of physics teachers, and various methods and programs have been utilized to prepare these teachers. However, relatively little research has been done regarding the effectiveness of the various instructional methods. Only rarely have there been investigations of links between physics teacher education programs, and the learning outcomes of students taught by teachers who were educated in those programs. The available evidence suggests that physics teacher education programs that utilize materials and methods developed and validated through physics education research (PER) have been particularly effective in preparing well-qualified teachers. I will give an up-to-date review of the research in this area, and discuss relevant details of the investigation recently reported by the APS/AAPT/AIP Task Force on Teacher Education in Physics (T-TEP) [D. Meltzer, M. Plisch, and S. Vokos, editors, Transforming the Preparation of Physics Teachers: A Call to Action (APS, College Park, 2012)].

State Policies to Screen and Attract Teachers. Issuegram 23.

ERIC Educational Resources Information Center

Palaich, Robert

Most states have already implemented policies to recruit, select, and retain better teachers. The majority of these policies raise standards for entry or recertification. Another approach provides incentives to attract qualified college graduates into teaching. Offering scholarships in exchange for five-year teaching commitments and offering…

Free Teacher Education Policy Implementation in China

ERIC Educational Resources Information Center

Hagin, Dean A.

2012-01-01

In 2007 the Chinese central government implemented the Free Teacher Education Policy (FTEP), which offered qualifying students admission to prestigious national universities, four years of free tuition, room and board, and a stipend in exchange for a commitment to teach in their home province for ten years; the first two of those years in a rural…

Fast-Track Teacher Recruitment.

ERIC Educational Resources Information Center

Grant, Franklin Dean

2001-01-01

Schools need a Renaissance human-resources director to implement strategic staffing and fast-track teacher-recruitment plans. The HR director must attend to customer satisfaction, candidate supply, web-based recruitment possibilities, stabilization of newly hired staff, retention of veteran staff, utilization of retired employees, and latest…

The Norm of Teacher Autonomy/Equality: Measurement & Findings.

ERIC Educational Resources Information Center

Packard, John S.

As part of a larger investigation of the effects of introducing a formal unit structure into elementary schools, an attempt was made to predict in which of the newly unitized schools teachers would first show an increase in task interdependence. Prominent among the various features under consideration in the prediction study are teacher norms…

Pre-service Science Teacher Preparation in China: Challenges and Promises

NASA Astrophysics Data System (ADS)

Liu, Enshan; Liu, Cheng; Wang, Jian

2015-02-01

The purpose of this article was to present an overview of pre-service science teacher preparation in China, which is heavily influenced by Chinese tradition, Confucianism, and rapid social and economic development. The policies, science teacher education systems and related programs jointly contribute to producing enough science teachers for hundreds of thousands of schools at different levels. At the same time, some important reforms should be undertaken, and more candidates with the ability to do educational research should be trained. These qualified science teachers not only face the challenges of the new round of science education reform, but also take opportunities to implement new science curriculum effectively. Therefore, it will facilitate professional development and improve science education in turn.

Increasing Student Access to Qualified Science and Mathematics Teachers through an Urban School-University Partnership

ERIC Educational Resources Information Center

Cavallo, Ann M. L.; Ferreira, Maria M.; Roberts, Sally K.

2005-01-01

Urban schools across the United States face a pervasive problem in their science and mathematics programs-a disproportionate number of the teachers in these classrooms are not certified, thus making them underqualified to teach these subject areas. Furthermore, urban schools deal with teacher shortages and attrition in these critical areas. The…

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 26 Internal Revenue 1 2012-04-01 2012-04-01 false Buildings qualifying for carryover allocations... TAX INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 1 2013-04-01 2013-04-01 false Buildings qualifying for carryover allocations... TAX INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

Evaluating Urban Teacher Recruitment Programs: An Application of Private Sector Recruitment Theories

ERIC Educational Resources Information Center

Winter, Paul A.; Ronau, Robert N.; Munoz, Marco A.

2004-01-01

This teacher recruitment study was conducted in one of the largest school districts in the United States. The participants (N = 152) were newly hired teachers. Findings revealed the participants considered economic (e.g., teacher salary schedule), school (e.g., location), and community (e.g., cultural opportunities) attributes important in their…

Capacity Building for Primary Languages through Initial Teacher Education: Could Specialist and Non-Specialist Student Teachers' Complementary Skills Provide a Winning Combination?

ERIC Educational Resources Information Center

Rowe, Jan; Herrera, Maria; Hughes, Bernie; Cawley, Michael

2012-01-01

There has been much debate about the development of a suitably qualified workforce to deliver the objectives of the Key Stage 2 language learning entitlement in England. The model of a skilled primary languages subject leader, working in collaboration with enthusiastic generalist class teachers is emerging as a consistent preference. Relatively…

Marginalizing English as a Second Language Teacher Expertise: The Exclusionary Consequence of "No Child Left Behind"

ERIC Educational Resources Information Center

Harper, Candace A.; de Jong, Ester J.; Platt, Elizabeth J.

2008-01-01

"No Child Left Behind" (NCLB, 2001) fails to recognize English as a second language (ESL) as a specialized academic discipline in which teachers should be "highly qualified." In this paper we examine the impact of this policy failure on the practice of teachers of K-12 English language learners (ELLs), particularly in the…

Intersecting Global and Local: The Intercultural and Intersubjective Constructions of "Expatriate" and "Local" Teachers in the Search for the "X Factor"

ERIC Educational Resources Information Center

Bridges, Susan; emerald, elke

2013-01-01

In 1998, the government of the Hong Kong Special Administrative Region began a large-scale project to import qualified, experienced native-speaking teachers of English into Hong Kong secondary schools. The Native-speaking English Teacher (NET) scheme later expanded to include Hong Kong primary schools. Currently, teachers from around the world are…

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 1 2011-04-01 2009-04-01 true Buildings qualifying for carryover allocations. 1... INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a) Carryover... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Buildings qualifying for carryover allocations. 1... INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a) Carryover... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 1 2014-04-01 2013-04-01 true Buildings qualifying for carryover allocations. 1... INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a) Carryover... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View

ERIC Educational Resources Information Center

Iancu-Haddad, Debbie; Oplatka, Izhar

2009-01-01

The purpose of this paper is to present the major motives leading senior teachers to be involved in a mentoring process of newly appointed teachers and its benefits for the mentor teacher. Based on semi-structured interviews with 12 experienced teachers who participated in a university-based mentoring program in Israel, the current study found a…

Recruiting and Retaining Highly Qualified Special Education Teachers for High-Poverty Districts and Schools: Recommendations for Educational Leaders

ERIC Educational Resources Information Center

Fall, Anna-Maria

2010-01-01

Teacher turnover disproportionately impacts high poverty districts, where teachers hold fewer professional credentials and working conditions are more challenging. The disparities in teacher quality and working conditions likely contribute to teacher turnover and workplace instability as well as limit students' opportunities to learn.…

29 CFR 2550.407a-2 - Limitation with respect to the acquisition of qualifying employer securities and qualifying...

Code of Federal Regulations, 2010 CFR

2010-07-01

... FIDUCIARY RESPONSIBILITY UNDER THE EMPLOYEE RETIREMENT INCOME SECURITY ACT OF 1974 RULES AND REGULATIONS FOR FIDUCIARY RESPONSIBILITY § 2550.407a-2 Limitation with respect to the acquisition of qualifying employer... employer securities and qualifying employer real property. 2550.407a-2 Section 2550.407a-2 Labor...

26 CFR 1.127-2 - Qualified educational assistance program.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 2 2011-04-01 2011-04-01 false Qualified educational assistance program. 1.127... Qualified educational assistance program. (a) In general. A qualified educational assistance program is a plan established and maintained by an employer under which the employer provides educational assistance...

Science Teachers' Response to the Digital Education Revolution

ERIC Educational Resources Information Center

Nielsen, Wendy; Miller, K. Alex; Hoban, Garry

2015-01-01

We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the "Digital Education Revolution," Australia's national one-to-one laptop program initiated in 2009. When a large-scale investment is made in a significant educational change,…

Retaining Effective Urban Teachers in the Age of Accountability: How Do Successful Urban Schools Address Staffing Challenges?

ERIC Educational Resources Information Center

Davis, Cove Johnstone

2010-01-01

Many urban schools struggle to retain their best teachers because of challenging work environments, poor salaries, and ineffective school leadership. The additional requirements of the No Child Left Behind legislation for teachers to be highly qualified and the increased academic requirements of raising students to a proficient level in reading…

How Can Intercultural School Development Succeed? The Perspective of Teachers and Teacher Educators

ERIC Educational Resources Information Center

Kiel, Ewald; Syring, Marcus; Weiss, Sabine

2017-01-01

The large number of newly arrived individuals from other countries, particularly of young people, has had an enormous impact on the school system in Germany. The present study investigated requirements for successful intercultural school development. The study used investigative group discussions, where the groups were composed of teachers and…

A Research Brief: "Principals' Hiring of Teachers in Philadelphia"