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Sample records for newly qualified teachers

  1. The Induction of Newly Qualified Teachers in Wales.

    ERIC Educational Resources Information Center

    Harper-Jones, Gillian

    1994-01-01

    Discusses the importance of sound induction programs for newly qualified teachers and reports on a survey of 61 primary and 36 secondary schools in Wales concerning their policies governing new teachers. The survey found that only 37% of the primary schools claimed to have an induction policy, compared with 83% of the secondary schools. (MDM)

  2. The Newly Qualified Teacher in the Working Community

    ERIC Educational Resources Information Center

    Nyman, Tarja

    2014-01-01

    Focusing on the working community, this article concentrates on the newly qualified foreign language teachers' (NQT) experiences and on factors that promoted or prevented the development of professional expertise at the outset of their working life. It draws on a qualitative longitudinal study conducted at the University of Jyväskylä, Finland,…

  3. Newly qualified teachers' visions of science learning and teaching

    NASA Astrophysics Data System (ADS)

    Roberts, Deborah L.

    2011-12-01

    This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a

  4. Even while They Teach, Newly-Qualified Teachers Learn

    ERIC Educational Resources Information Center

    Barber, Nicola; Turner, Mark

    2007-01-01

    The Training and Development Agency sets national standards in the UK for qualified teacher status. These standards set out the areas of knowledge and skills that aspiring teachers should acquire during their training. One of these areas of knowledge and skills concerns the identification and teaching of pupils with special educational needs, yet…

  5. Choosing Teachers: Exploring Agency and Structure in the Distribution of Newly Qualified Teachers

    ERIC Educational Resources Information Center

    Noyes, Andrew

    2008-01-01

    This paper theorises aspects of the distribution of newly qualified teachers in England, which is not arbitrary but patterned with differential effects upon socially distanced learners. As part of a larger project exploring the sociological strategies and stratification whereby teachers choose, and are chosen, for their first teaching post, I…

  6. How Prepared Do Newly-Qualified Teachers Feel? Differences between Routes and Settings

    ERIC Educational Resources Information Center

    Gorard, Stephen

    2017-01-01

    Does it matter whether teachers are trained in schools or universities? In England, there is an ongoing change in the balance of routes to becoming a newly qualified teacher (NQT). Given this, and widely-reported problems with teacher supply, it is important to consider whether there are discernible differences between the routes in terms of their…

  7. How Prepared Do Newly-Qualified Teachers Feel? Differences between Routes and Settings

    ERIC Educational Resources Information Center

    Gorard, Stephen

    2017-01-01

    Does it matter whether teachers are trained in schools or universities? In England, there is an ongoing change in the balance of routes to becoming a newly qualified teacher (NQT). Given this, and widely-reported problems with teacher supply, it is important to consider whether there are discernible differences between the routes in terms of their…

  8. Plurilinguism in Teachers' Professionalization: Views of Newly Qualified Pedagogues of Social Work

    ERIC Educational Resources Information Center

    Zascerinskis, Mihails; Aleksejeva, Ludmila; Zascerinska, Jelena

    2012-01-01

    Teachers' professionalization is promoted by language education that includes mother tongue across the curriculum, foreign languages and professional language. Aim of the research is to analyze views of newly qualified pedagogues of social work on languages of professionalization. The object of the present research is views of newly qualified…

  9. The Positioning of Students in Newly Qualified Secondary Teachers' Images of Their "Best Teaching"

    ERIC Educational Resources Information Center

    Haigh, Mavis; Kane, Ruth; Sandretto, Susan

    2012-01-01

    Asking newly qualified teachers (NQTs) to provide images of their "best teaching", and encouraging subsequent reflection on these images, has the potential to enhance their understanding of themselves as teachers as they explore their often unconsciously held assumptions about students and classrooms. This paper reports aspects of a…

  10. Focus Groups as Temporal Ecosystems for Newly Qualified Early Childhood Teachers

    ERIC Educational Resources Information Center

    Farquhar, Sandy; Tesar, Marek

    2016-01-01

    This article reports on a focus group study of newly qualified early childhood teachers' experiences during their first year of teaching. It argues that focus groups have the potential to invite dialogical engagement in ways that support teachers' exploration of their own identities, and it emphasises the significant role group context plays in…

  11. The Importance of School Leaders' Engagement in Socialising Newly Qualified Teachers into the Teaching Profession

    ERIC Educational Resources Information Center

    Engvik, Gunnar; Emstad, Anne Berit

    2017-01-01

    This article focuses on the importance of school leaders' commitment to socialising newly qualified teachers (NQTs) into the teaching profession. Framed by a social constructivist perspective, the article is based on four challenges novice teachers face as described by four school leaders. The aim is to illuminate how school leaders have…

  12. Constructing Practical Knowledge of Teaching: Eleven Newly Qualified Language Teachers' Discursive Agency

    ERIC Educational Resources Information Center

    Ruohotie-Lyhty, Maria

    2011-01-01

    This paper explores the professional development of 11 newly qualified foreign language teachers. It draws on a qualitative longitudinal study conducted at the University of Jyvaskyla, Finland between 2002 and 2009. The paper concentrates on the personal side of teacher development by analysing participants' discourses concerning language…

  13. The Positioning of Students in Newly Qualified Secondary Teachers' Images of Their "Best Teaching"

    ERIC Educational Resources Information Center

    Haigh, Mavis; Kane, Ruth; Sandretto, Susan

    2012-01-01

    Asking newly qualified teachers (NQTs) to provide images of their "best teaching", and encouraging subsequent reflection on these images, has the potential to enhance their understanding of themselves as teachers as they explore their often unconsciously held assumptions about students and classrooms. This paper reports aspects of a…

  14. How Newly Qualified Primary Teachers Develop: A Case Study in Rural Eritrea

    ERIC Educational Resources Information Center

    Belay, Abraham; Ghebreab, Freweini; Ghebremichael, Tewolde; Ghebreselassie, Asmerom; Holmes, John; White, Goodith

    2007-01-01

    This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by…

  15. Focus Groups as Temporal Ecosystems for Newly Qualified Early Childhood Teachers

    ERIC Educational Resources Information Center

    Farquhar, Sandy; Tesar, Marek

    2016-01-01

    This article reports on a focus group study of newly qualified early childhood teachers' experiences during their first year of teaching. It argues that focus groups have the potential to invite dialogical engagement in ways that support teachers' exploration of their own identities, and it emphasises the significant role group context plays in…

  16. Constructing Practical Knowledge of Teaching: Eleven Newly Qualified Language Teachers' Discursive Agency

    ERIC Educational Resources Information Center

    Ruohotie-Lyhty, Maria

    2011-01-01

    This paper explores the professional development of 11 newly qualified foreign language teachers. It draws on a qualitative longitudinal study conducted at the University of Jyvaskyla, Finland between 2002 and 2009. The paper concentrates on the personal side of teacher development by analysing participants' discourses concerning language…

  17. The Importance of Networks for Newly Qualified Teachers in Upper Secondary Education

    ERIC Educational Resources Information Center

    Engvik, Gunnar

    2014-01-01

    Background and purpose: The interest in raising the competence of teachers through networks and network activities is increasing. This article is based on the voices of four newly qualified teachers who give us the opportunity to listen to experiences in authentic surroundings. The purpose of this article is to gain better insight into the type of…

  18. Newly Qualified Teachers' Work Engagement and Teacher Efficacy Influences on Job Satisfaction, Burnout, and the Intention to Quit

    ERIC Educational Resources Information Center

    Hoigaard, Rune; Giske, Rune; Sundsli, Kari

    2012-01-01

    Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this…

  19. Coping with Change in ICT-Based Learning Environments: Newly Qualified Rwandan Teachers' Reflections

    ERIC Educational Resources Information Center

    Mukama, E.; Andersson, S. B.

    2008-01-01

    The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice…

  20. Newly Qualified Teachers' Learning Related to Their Use of Information and Communication Technology: A Swedish Perspective

    ERIC Educational Resources Information Center

    Andersson, Sven B.

    2006-01-01

    This qualitative study focuses on newly qualified teachers' use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable…

  1. Encounters of Newly Qualified Teachers with Micro-Politics in Primary Schools in Zimbabwe

    ERIC Educational Resources Information Center

    Magudu, Snodia; Gumbo, Mishack

    2017-01-01

    This article demonstrates, through the example of Zimbabwe, the complexities of micro-political learning during induction. It reports on the experiences of ten newly qualified teachers with micro-politics or power relations in their schools during induction and locates these experiences within the broader context of their professional development.…

  2. How Can Online Discussion Support and Develop Newly Qualified Teachers? Research Briefing No. 51

    ERIC Educational Resources Information Center

    Unwin, Adam

    2013-01-01

    This research investigated newly qualified teachers (NQTs) experiences of participating in online discussions (ODs) that were part of their Master of Teaching (MTeach) course. [The project was partially funded by the Excellence in Work-Based Learning for Education Professionals (WLE) Centre in 2009.

  3. Newly Qualified South African Teachers: Staying or Leaving?

    ERIC Educational Resources Information Center

    Bertram, Carol; Wedekind, Volker; Muthukrishna, Nithi

    2007-01-01

    The international recruitment by countries of the North of teachers from less developed countries has become a controversial aspect of the problem of "brain drain". As a political and economic issue, the argument is that it reduces human capital within the education system and leads to the movement of highly skilled teachers from…

  4. What Kind of Learning Environment Do Newly Qualified Teachers Create?

    ERIC Educational Resources Information Center

    Nyman, Tarja; Kaikkonen, Pauli

    2013-01-01

    On the basis of recent studies, language teaching has educational, cultural, and social objectives. The purpose of this study was firstly to investigate whether the new objectives of foreign language learning and teaching are put into effect, and secondly to examine what kind of learning environments teachers create. The main research data…

  5. What Kind of Learning Environment Do Newly Qualified Teachers Create?

    ERIC Educational Resources Information Center

    Nyman, Tarja; Kaikkonen, Pauli

    2013-01-01

    On the basis of recent studies, language teaching has educational, cultural, and social objectives. The purpose of this study was firstly to investigate whether the new objectives of foreign language learning and teaching are put into effect, and secondly to examine what kind of learning environments teachers create. The main research data…

  6. Newly Qualified Teachers' Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium

    ERIC Educational Resources Information Center

    Harju, Vilhelmiina; Niemi, Hannele

    2016-01-01

    The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers' work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to…

  7. Underwhelmed and Playing It Safe: Newly Qualified Primary Teachers' Mentoring and Probationary-Related Experiences during Induction

    ERIC Educational Resources Information Center

    O'Sullivan, Dan; Conway, Paul F.

    2016-01-01

    Framed within the burgeoning policy and research literature on teacher induction internationally, this paper focuses on the mentoring and probationary-related experiences of nine newly qualified primary teachers in the Republic of Ireland, during the course of their initial year of workplace practice, post-graduation. Gleaning newly qualified…

  8. Discover--Deepen--Do: A 3D Pedagogical Approach for Developing Newly Qualified Teachers as Professional Learners

    ERIC Educational Resources Information Center

    Graham, Sally; Lester, Nicola; Dickerson, Claire

    2012-01-01

    This article presents a strategy for teaching newly qualified teachers (NQTs) during their first year of teaching, developed by teacher educators from the University of Hertfordshire School of Education. The strategy included a new learning and teaching approach designed to enable NQTs to: develop as critically reflective teachers; build…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  10. Struggling for a Professional Identity: Two Newly Qualified Language Teachers' Identity Narratives during the First Years at Work

    ERIC Educational Resources Information Center

    Ruohotie-Lyhty, Maria

    2013-01-01

    Although teachers' first years in the profession are a widely studied field, the factors that would help to understand the difficulty or the ease with which individuals enter full time teaching and construct their professional identity are still little studied. This narrative study approaches the topic by comparing two newly qualified teachers'…

  11. "When They First Come in What Do You Do?" English as an Additional Language and Newly Qualified Teachers

    ERIC Educational Resources Information Center

    Cajkler, Wasyl; Hall, Bernadette

    2009-01-01

    The Training and Development Agency for Schools (TDA), responsible for teacher training in England, requires all trainees to be prepared for the teaching of English as an additional language (EAL). This study investigated newly qualified teachers' (NQTs) continuing training needs in relation to the standards set by the TDA. One hundred and thirty…

  12. "When They First Come in What Do You Do?" English as an Additional Language and Newly Qualified Teachers

    ERIC Educational Resources Information Center

    Cajkler, Wasyl; Hall, Bernadette

    2009-01-01

    The Training and Development Agency for Schools (TDA), responsible for teacher training in England, requires all trainees to be prepared for the teaching of English as an additional language (EAL). This study investigated newly qualified teachers' (NQTs) continuing training needs in relation to the standards set by the TDA. One hundred and thirty…

  13. Framing Bodies of Knowledge within the "Acoustics" of the School: Exploring Pedagogical Transition through Newly Qualified Physical Education Teacher Experiences

    ERIC Educational Resources Information Center

    Aldous, David; Brown, David

    2010-01-01

    This article explores the sociological dynamics of pedagogic transition that occur with the passage of newly qualified teachers (NQTs) of Physical Education (PE) into their first posts. It draws its empirical illustration from life history and ethnographic data collected in 2006, from two first-post NQT status PE teachers with contrasting…

  14. Framing Bodies of Knowledge within the "Acoustics" of the School: Exploring Pedagogical Transition through Newly Qualified Physical Education Teacher Experiences

    ERIC Educational Resources Information Center

    Aldous, David; Brown, David

    2010-01-01

    This article explores the sociological dynamics of pedagogic transition that occur with the passage of newly qualified teachers (NQTs) of Physical Education (PE) into their first posts. It draws its empirical illustration from life history and ethnographic data collected in 2006, from two first-post NQT status PE teachers with contrasting…

  15. Opportunities for Practice and Development: Newly Qualified Teachers and the Use of Information and Communications Technologies in Teaching Foreign Languages in English Secondary School Contexts

    ERIC Educational Resources Information Center

    Slaouti, Diane; Barton, Amanda

    2007-01-01

    This study explores the experiences of newly qualified teachers of foreign languages in English secondary school contexts as they both seek opportunities and develop their abilities to use information and communications technologies (ICT) as a tool to support foreign language learning. A cohort of newly qualified foreign language teachers from the…

  16. Comparative Linguistic Analysis between Newly Qualified Teachers and Experienced Teachers: A Study of the Notion of Pelvic Retroversion in Physical Education

    ERIC Educational Resources Information Center

    Carnus, Marie-France

    2012-01-01

    Background: My theoretical background draws on physical education (PE) clinical didactics. It questions the specific nature of this academic subject matter, how it is transmitted and how it is internalized considering teachers' individuality. I intend to describe and understand how newly qualified and experienced PE teachers interact with their…

  17. Comparative Linguistic Analysis between Newly Qualified Teachers and Experienced Teachers: A Study of the Notion of Pelvic Retroversion in Physical Education

    ERIC Educational Resources Information Center

    Carnus, Marie-France

    2012-01-01

    Background: My theoretical background draws on physical education (PE) clinical didactics. It questions the specific nature of this academic subject matter, how it is transmitted and how it is internalized considering teachers' individuality. I intend to describe and understand how newly qualified and experienced PE teachers interact with their…

  18. What Can Experienced Teachers Learn from Newcomers? Newly Qualified Teachers as a Resource in Schools

    ERIC Educational Resources Information Center

    Ulvik, Marit; Langorgen, Ketil

    2012-01-01

    Research on beginning teachers often focuses on the problems they encounter. This study, however, is based on the view that it is better to build on what people do well rather than to focus on their failures and helplessness. The aim of the study is to investigate teachers' strengths by examining the areas in which new teachers in upper secondary…

  19. The Management of the Induction of Newly Qualified Teachers in Primary Schools.

    ERIC Educational Resources Information Center

    Turner, Mike

    1994-01-01

    Reports a study of new teachers employed in English primary schools. Case studies of inductees and interviews with all people involved in the management of the teachers' probation and induction indicated the linked importance of appropriate placement, affective human relationships, and inductees' attitudes in achieving success in the induction…

  20. 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…

  1. The practical skills of newly qualified nurses.

    PubMed

    Danbjørg, Dorthe Boe; Birkelund, Regner

    2011-02-01

    This paper reports the findings from a study of newly qualified nurses and which subjects the nurses regarded as the most important in order to be able to live up to the requirements of clinical practice, and how they experience their potential for developing practical and moral skills, after the decrease in practical training. A qualitative approach guided the research process and the analysis of the data. The data was collected by participant observation and qualitative interviews with four nurses as informants. The conclusions made in this study are based on the statements and the observations of the newly qualified nurses. Our findings are discussed in relation to the Aristotelian concept and other relevant literature. The main message is that the newly qualified nurses did not feel equipped when they finished their training. This could be interpreted as a direct consequence of the decrease in practical training. Our study also underlines that the way nursing theory is perceived and taught is problematic. The interviews revealed that the nurses think that nursing theories should be applied directly in practice. This misunderstanding is probably also applicable to the teachers of the theories.

  2. 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…

  3. 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…

  4. 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…

  5. 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.

  6. 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…

  7. Is the Glass Half Full or Half Empty: Newly Qualified Teachers' Perceptions of their Progress at the Midpoint of their Induction Year

    ERIC Educational Resources Information Center

    Merrill, Stephen

    2006-01-01

    In the USA, the attrition rates of teachers in the first 3-5 years of teaching are around 30%, and in Texas, 73% of teachers who did not experience a formal induction programme left the profession within 2 years. These statistics are a cause for concern and suggest that the first few years in teaching are crucial in teachers deciding whether to…

  8. 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…

  9. Twelve tips for running teaching programmes for newly qualified doctors.

    PubMed

    Kirkham, Deborah; Baker, Paul

    2012-01-01

    A teaching programme for newly qualified doctors is necessary for their continuing professional development and education. However, guidelines for the logistics and content of such teaching programmes are limited. These 12 tips provide advice and guidance for the creation and development of a successful programme. This article is intended for readers who are involved in teaching; programme directors, administrators, tutors and trainee doctors themselves. The principles included will also be useful for those involved in developing other types of teaching programmes. Engagement of trainees, the education department and other staff in the hospital is crucial for the success of teaching programmes. A culture of attendance and feedback may take time and effort to establish but is absolutely essential for long-term programme viability. Innovative approaches to teaching, a range of teaching staff and coverage of varied clinical and non-clinical topics, all contribute to a strong programme.

  10. The Highly Qualified Physical Education Teacher: Traveling the Professional Pathway

    ERIC Educational Resources Information Center

    Van Volkinburg, Pat; Marston, Rip; Napper-Owen, Gloria

    2008-01-01

    Defining the quantifiable elements of a highly qualified physical education teacher is challenging. For the past two years, a task force of the National Association for Sport and Physical Education (NASPE) has worked on describing characteristics associated with highly qualified physical education teachers. Highly qualified teachers are needed to…

  11. 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.

  12. People, liminal spaces and experience: understanding recontextualisation of knowledge for newly qualified nurses.

    PubMed

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

    2015-02-01

    Little is known about how newly qualified nurses delegate to health care assistants when delivering bedside care. To explore newly qualified nurses' experiences of delegating to, and supervising, health care assistants. Ethnographic case studies. In-patient wards in three English National Health Service (NHS) acute hospitals. 33 newly qualified nurses were observed, 10 health care assistants and 12 ward managers. Participant observation and in-depth interviews. We suggest that newly qualified nurses learn to delegate to, and supervise, health care assistants through re-working (`recontextualising') knowledge; and that this process occurs within a transitional (`liminal') space. Conceptualising learning in this way allows an understanding of the shift from student to newly qualified nurse and the associated interaction of people, space and experience. Using ethnographic case studies allows the experiences of those undergoing these transitions to be vocalised by the key people involved. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. Newly qualified midwives' transition to qualified status and role: assimilating the 'habitus' or reshaping it?

    PubMed

    Hobbs, Julie A

    2012-06-01

    to ascribe meaning to the everyday experiences of midwives during their first year of practice as they interact with their social environment. a qualitative, ethnographic study. a major maternity department located in the West Country, UK. seven newly qualified midwives working in the chosen setting. as befits an ethnographic approach, observant participation and interviews in the field were the selected data collection tools. Reflexivity was at the hub of the research process. A field diary was kept in order to ensure that the researcher took into account both her own perceptions and the interactions with participants and significant others. This paper draws on data that illustrates some of the predispositions that may constitute the midwifery habitus. the main themes that emerged from the data were in relation to the culture of midwifery, fitting into the culture and determining what type of midwife the neophytes wanted to be ('what is a midwife?'). To enhance transparency, the latter theme is focused upon in this paper using a model that is a synthesis of some of the findings and Bourdieu's notion of habitus. this research provides insight into the professional and cultural experiences of newly qualified midwives, especially how cultural interactions, education and expectations may shape the midwifery habitus. It would seem that midwives who take a critical and reflective approach to practice are key players in the cultural re-creation of midwifery. Accordingly, to enable the aforementioned approach to practice, it is important that reflective and reflexive practices are an integral part of midwifery education. Nevertheless, the implications for practice are not merely one-dimensional. Observations in the field suggest the importance of making the quality of midwives' working lives a priority by facilitating a more supportive working environment. Moreover, midwives should not be marginalised for preferring to work in the community, the birth centre or the high

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

    PubMed Central

    Stratta, Emily C.; Baker, Paul

    2016-01-01

    Objectives 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. Methods 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. Results 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.   Conclusions 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. PMID:27608488

  15. Hiring Highly Qualified Teachers Begins with Quality Interviews

    ERIC Educational Resources Information Center

    Clement, Mary C.

    2009-01-01

    School administrators have some tough hiring decisions to make, and an interview to select the most highly qualified applicants is critically important. Even before the mandates of No Child Left Behind, school administrators strove to hire the best new teachers. Competent, caring, qualified teachers are the keys to enhanced student achievement.…

  16. What Constitutes a Highly Qualified Physical Education Teacher?

    ERIC Educational Resources Information Center

    American Alliance for Health, Physical Education, Recreation and Dance (NJ1), 2007

    2007-01-01

    It is the position of the National Association for Sport and Physical Education (NASPE) that is it critical to have highly qualified physical education teachers delivering a standards-based curriculum that will assist children in adopting and maintaining healthy lifestyles. NASPE acknowledges that highly qualified physical education teachers will…

  17. Hiring Highly Qualified Teachers Begins with Quality Interviews

    ERIC Educational Resources Information Center

    Clement, Mary C.

    2009-01-01

    School administrators have some tough hiring decisions to make, and an interview to select the most highly qualified applicants is critically important. Even before the mandates of No Child Left Behind, school administrators strove to hire the best new teachers. Competent, caring, qualified teachers are the keys to enhanced student achievement.…

  18. 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…

  19. 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…

  20. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Highly qualified special education teachers. 300.18... special education teachers. (a) Requirements for special education teachers teaching core academic subjects. For any public elementary or secondary school special education teacher teaching core...

  1. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Highly qualified special education teachers. 300.18... special education teachers. (a) Requirements for special education teachers teaching core academic subjects. For any public elementary or secondary school special education teacher teaching core...

  2. 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…

  3. 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…

  4. What Is a Highly Qualified Adapted Physical Education Teacher?

    ERIC Educational Resources Information Center

    Lytle, Rebecca; Lavay, Barry; Rizzo, Terry

    2010-01-01

    This article presents information related to the new position statement on the definition of a "highly qualified adapted physical education teacher" published by the Adapted Physical Activity Council (a council of the American Alliance for Health, Physical Education, Recreation and Dance). It discusses the legal references for "highly qualified"…

  5. What Is a Highly Qualified Adapted Physical Education Teacher?

    ERIC Educational Resources Information Center

    Lytle, Rebecca; Lavay, Barry; Rizzo, Terry

    2010-01-01

    This article presents information related to the new position statement on the definition of a "highly qualified adapted physical education teacher" published by the Adapted Physical Activity Council (a council of the American Alliance for Health, Physical Education, Recreation and Dance). It discusses the legal references for "highly qualified"…

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

    PubMed

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

    2017-05-24

    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.

  7. 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…

  8. 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…

  9. Hiring a Qualified Interpreter. NETAC Teacher Tipsheet

    ERIC Educational Resources Information Center

    Downs, Sharon; West, John; Mile, Shana Kirksey

    2000-01-01

    Finding good help is difficult enough these days, but trying to hire a qualified sign language interpreter can be especially difficult if you don't know what to look for. This paper provides some ideas that may help in your search. These include such considerations as using an interpreter referral agency versus direct hiring and certification and…

  10. Supporting Newly Hired Teachers of Science: Attaining Teacher Professional Standards

    ERIC Educational Resources Information Center

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

    2015-01-01

    National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to…

  11. Can Teacher Qualifying Exams Improve Education?

    ERIC Educational Resources Information Center

    Watras, Joseph

    2003-01-01

    The author posits that testing teacher quality will not improve education unless people realize how current means of teacher testing could eliminate from teacher preparation the utopian elements that foundations courses present through material from authors such as Maxine Greene, Samuel Bowles, and Herbert Gintis. He presents a history of the…

  12. 78 FR 56222 - Agency Information Collection Activities; Comment Request; Highly Qualified Teachers Clearance

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-12

    ... Agency Information Collection Activities; Comment Request; Highly Qualified Teachers Clearance AGENCY... notice will be considered public records. Title of Collection: Highly Qualified Teachers Clearance OMB... disadvantaged students) are taught by teachers participating in an alternative route to certification...

  13. 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…

  14. 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…

  15. Is There a "Qualified Teacher" Shortage?: What Factors Do Affect the Market for Teachers, Anyway?

    ERIC Educational Resources Information Center

    Podgursky, Michael

    2006-01-01

    In the flurry of activity surrounding the implementation of No Child Left Behind's (NCLB) student proficiency mandates, the federal requirement to have a "highly qualified" teacher in every classroom by 2005 seemed like an impossible goal. However, 2005 has come and gone and the highly qualified teacher crisis never happened. In this…

  16. Supporting Newly Recruited Teachers in a Unique Area, the Northwest Territories in Canada

    ERIC Educational Resources Information Center

    Abu Rass, Rwaida

    2012-01-01

    Formal and mandatory induction programmes have been widely implemented in many countries to support newly qualified teachers as they cope with the stress and professional demands of their first year in the profession of teaching. This article presents the results of a quantitative and qualitative research study which examined the context of a…

  17. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... EDUCATION OF CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.18 Highly qualified... certification program under which— (i) The teacher— (A) Receives high-quality professional development that is... with respect to a special education teacher who teaches core academic subjects exclusively to...

  18. "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…

  19. "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…

  20. Supporting completion of an online continuing professional development programme for newly qualified practitioners: A qualitative evaluation.

    PubMed

    Erol, Rosie; Upton, Penney; Upton, Dominic

    2016-07-01

    Development programmes to support newly qualified practitioners gain confidence in their first professional role often show varied levels of engagement, due to competing priorities and demands. In Scotland, the Flying Start NHS® programme uses a structured programme of online and work-based learning with associated mentoring, to support individuals through an often difficult transition to become capable, confident practitioners. Whilst the programme was generally well received, the factors leading to widely varying completion rates between professions and organisations were not well understood. The aim of this study was to identify the factors leading to successful completion of Flying Start, a transition programme for newly qualified practitioners. A qualitative approach was adopted to gather data from two groups of participants. Semi-structured telephone interviews were conducted with strategic and management level participants (n=23), from five health boards in Scotland. Semi-structured interviews (n=22) and focus groups (n=11) were conducted with practitioners within 6months either side of completing the programme. The interviews were transcribed and analysed using framework analysis. Three key themes relating to successful completion emerged from the analysis: Management and Delivery; Content and Material; Participation and Completion. Factors leading to successful completion were identified at programme, organisational and individual levels. These included clear communication and signposting, up-to-date and relevant content, links with continuing professional development frameworks, effective leadership, mentor and peer support, setting clear standards for assessment, and facilitating appropriate IT access. A strong strategic commitment to embedding a development programme for newly qualified practitioners can ensure that the necessary support is available to encourage timely completion. The mentor's role - to provide face-to-face support - is identified as

  1. Perceptions of Administrators Regarding Hiring Highly Qualified Teachers for Rural High Needs Classrooms

    ERIC Educational Resources Information Center

    Gutierrez, Veronica

    2013-01-01

    Rural schools are struggling to fill their classrooms with highly qualified teachers. Although the criteria, as per the federal government, for identifying a teacher as highly qualified is quite simple the criteria in the perspective of rural administrators is rather complex. The challenge of identifying teachers as highly qualified to teach in…

  2. The preparedness of newly qualified doctors - Views of Foundation doctors and supervisors.

    PubMed

    Kellett, Joanne; Papageorgiou, Alexia; Cavenagh, Penny; Salter, Charlotte; Miles, Susan; Leinster, Sam J

    2015-01-01

    There is evidence that newly qualified doctors do not feel prepared to start work. This study examined the views of first year Foundation doctors (F1) and supervisors regarding how prepared they felt newly qualified doctors were for the early weeks of work. Fifty-two F1s took part in a focus group or individual interview during their first year of Foundation training. Twenty-two supervisors took part in an individual interview. The F1s struggled with new responsibilities, decision-making, time management, prioritizing tasks and the large administrative component to their role. They felt unprepared for making diagnoses, prescribing and acting in an emergency. Supervisors felt F1s were generally well prepared to start work, with skills improving through experience. However, F1s needed more practical experience with real patients and more opportunities to take responsibility, make decisions and perform some clinical skills. Supervisors did not feel that F1s accessed senior support appropriately. F1s indicated they preferred to go to peers for assistance in the first instance, and felt unsupported by seniors, particularly at weekends and on night shifts. Specific areas of unpreparedness were identified by both F1s and supervisors; leading to recommendations to enhance effective transition from medical student to F1.

  3. 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.

  4. 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.

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

    PubMed Central

    Sabey, Abigail; Hardy, Holly

    2015-01-01

    Background 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. Aim To explore the views of newly-qualified GPs about their training and preparedness for specific aspects of the GP’s role. Design and setting Qualitative study with newly-qualified GPs who qualified with Severn Deanery between 2007 and 2010. Method Semi-structured interviews with 18 GPs between November 2011 and April 2012. Results 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. Conclusion 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. PMID:25824188

  6. Reflection and Self-Efficacy: Enhancing the Retention of Qualified Teachers from a Teacher Education Perspective

    ERIC Educational Resources Information Center

    Yost, Deborah S.

    2006-01-01

    Teacher retention has been the subject of much study, yet recent estimates of teachers who choose to leave the profession within the first three years to pursue other careers remains at an unacceptably high level of 33.5 percent. These figures are alarming in light of the fact that schools desperately need qualified teachers. Several authors…

  7. 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…

  8. 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…

  9. Mentoring Teachers toward Excellence: Supporting and Developing Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Shulman, Judith H., Ed.; Sato, Mistilina, Ed.

    2006-01-01

    Every year, more than 15,000 teachers vie for the chance to become certified by the National Board for Professional Teaching Standards. Although the process is voluntary, National Board Certification is a widely recognized mark of distinction and is increasingly tied to leadership opportunities for teachers, salary increases, and improved student…

  10. Mentoring Teachers toward Excellence: Supporting and Developing Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Shulman, Judith H., Ed.; Sato, Mistilina, Ed.

    2006-01-01

    Every year, more than 15,000 teachers vie for the chance to become certified by the National Board for Professional Teaching Standards. Although the process is voluntary, National Board Certification is a widely recognized mark of distinction and is increasingly tied to leadership opportunities for teachers, salary increases, and improved student…

  11. An Entirely Different Reality: The Experience of 12 Newly Qualified Pedagogues on the Subject of Education and Work.

    ERIC Educational Resources Information Center

    Hjort, Katrin

    A study conducted qualitative interviews with 12 newly qualified pedagogues from 3 different training colleges in 3 different locations in Denmark. The project was launched because the formerly more specialized training program was being replaced by one standard education program that would be a general education in which students would gain a…

  12. 2005-2006 Highly Qualified Teacher Reporting Materials. How Will I know if I Meet the Federal Definition of a Highly Qualified Teacher?

    ERIC Educational Resources Information Center

    Ohio Department of Education, 2005

    2005-01-01

    The federal No Child Left Behind Act (NCLB), which took effect in 2002 and requires that all teachers be highly qualified in the core academic content area(s) they teach, places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of the research showing that teachers' mastery of the…

  13. 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

  14. Relationship between emotional intelligence and job satisfaction in newly qualified Malaysian dentists.

    PubMed

    Pau, Allan; Sabri, Budi Aslinie

    2015-03-01

    Job satisfaction (JS) is considered to be a key factor in workforce retention. This article reports on the association between emotional intelligence (EI) and JS in newly qualified dentistsemployed in the Malaysian 3-year compulsory service. A postal questionnaire survey collected data on sociodemographic and occupational characteristics, EI, and JS. In a sample of 342 (58.9%) respondents, sociodemographic characteristics were not statistically significantly associated with both EI and JS total scores, whereas overseas graduates scored more highly on the EI scale compared with local graduates. Linear regression analysis indicated that EI was the only statistically significant predictor of JS. EI was statistically significantly associated with JS with patient relationships (r = 0.28; P = .001), peer support (r = 0.30; P = .001), professional development (r = 0.21; P = .001), quality of care (r = 0.57; P = .001), supporting staff (r = 0.24;P = .001), overall JS (r = 0.28; P = .001), and total JS score (r = 0.40; P = .001). However, EI was not statistically significantly associated with JS with income (r = 0.06; P = .302). These findings have implications for the development of interventions to enhance EI and JS in order to promote retention of dentists in the public sector. © 2012 APJPH.

  15. 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.

  16. Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools

    ERIC Educational Resources Information Center

    Schultz, Lyndsie Marie

    2014-01-01

    The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005,…

  17. The Link of Teacher Career Paths on the Distribution of High Qualified Teachers: A Chilean Case Study

    ERIC Educational Resources Information Center

    Rivero, María del Rosario

    2015-01-01

    This paper uses rich data of 79,418 elementary teachers from 5,521 schools in Chile to study the extent of teacher sorting and its association with teacher career paths. A complete analysis of ten measures of teacher quality shows that highly qualified teachers are unequally distributed across schools. Some schools present a large concentration of…

  18. Qualifying Teacher Work: Everyday Work as Basis for the Autonomy of the Teaching Profession

    ERIC Educational Resources Information Center

    Aili, Carola; Brante, Goran

    2007-01-01

    Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's…

  19. Oh, Won't You Stay: A Multilevel Analysis of the Difficulties in Retaining Qualified Teachers

    ERIC Educational Resources Information Center

    Strunk, Katharine Omenn; Robinson, Joseph Paul

    2006-01-01

    The No Child Left Behind Act of 2001 requires that every classroom be staffed with a "qualified teacher." A growing literature is focusing on what causes teachers to leave their jobs and/or the teaching occupation, rather than solely on factors influencing teacher recruitment. This article uses nationally representative data from the…

  20. 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…

  1. 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,…

  2. 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…

  3. A Freirean Critique of the Competence Model of Teacher Education, Focusing on the Standards for Qualified Teacher Status in England

    ERIC Educational Resources Information Center

    Stevens, David

    2010-01-01

    The paper presents a radical critique of the competence-driven initial teacher education (ITE) paradigm, focusing on the official standards for qualified teacher status in England and Wales, the legal basis for teacher education courses, and specifically the Postgraduate Certificate in Education (PGCE). Broadly, the developing perspective here is…

  4. '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.

  5. 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, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 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...

  6. 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...

  7. 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, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true 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...

  8. 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, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 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...

  9. 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…

  10. ADHD and the Role of Medication: Knowledge and Perceptions of Qualified and Student Teachers

    ERIC Educational Resources Information Center

    Akram, Gazala; Thomson, A. H.; Boyter, A. C.; McLarty, Marion

    2009-01-01

    Attention-deficit hyperactivity disorder (ADHD) is thought to affect 3-5% of school-aged children. A sound knowledge of both the disorder and its treatment would appear to be useful for school teachers. This study compared the knowledge and attitudes of Scottish qualified and student teachers towards ADHD and its pharmacological treatment. Data…

  11. 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…

  12. 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…

  13. ADHD and the Role of Medication: Knowledge and Perceptions of Qualified and Student Teachers

    ERIC Educational Resources Information Center

    Akram, Gazala; Thomson, A. H.; Boyter, A. C.; McLarty, Marion

    2009-01-01

    Attention-deficit hyperactivity disorder (ADHD) is thought to affect 3-5% of school-aged children. A sound knowledge of both the disorder and its treatment would appear to be useful for school teachers. This study compared the knowledge and attitudes of Scottish qualified and student teachers towards ADHD and its pharmacological treatment. Data…

  14. A Comprehensive Induction System: A Key to the Retention of Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Gujarati, Joan

    2012-01-01

    Studies have shown that teacher quality is the single greatest factor affecting student achievement. However, it is not simply enough to recruit highly qualified candidates and place them into the schools where they are needed the most; the United States needs a system to support and retain these teachers. This essay posits that school districts…

  15. Learning Informally to Use Teaching Games for Understanding: The Experiences of a Recently Qualified Teacher

    ERIC Educational Resources Information Center

    O'Leary, Nick

    2014-01-01

    This article reports on a study of one recently qualified teacher's employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational…

  16. Has the No Child Left Behind Law Produced More Qualified Teachers?

    ERIC Educational Resources Information Center

    Lyttle, LeighAnne

    2011-01-01

    This literature review seeks to find if the No Child Left Behind Act (NCLB) of 2001 has produced more qualified teachers since before its enactment. The impact of the NCLB on student achievement and teacher quality needs have been examined since there have been 10 years after the law was enacted. Only 11% reported that the NCLB highly qualified…

  17. Learning Informally to Use Teaching Games for Understanding: The Experiences of a Recently Qualified Teacher

    ERIC Educational Resources Information Center

    O'Leary, Nick

    2014-01-01

    This article reports on a study of one recently qualified teacher's employment of the Teaching Games for Understanding (TGfU) model in a UK secondary school. The study sought to examine how the teacher, not formally educated in its use, delivered TGfU and to identify those factors that led to this interpretation of the model. Occupational…

  18. Washington Commentary: Highly Qualified Teachers--We Know 'Em when We See 'Em

    ERIC Educational Resources Information Center

    Lewis, Anne C.

    2005-01-01

    NCLB's emphasis on seeing to it that all classrooms are staffed by highly qualified teachers is commendable. Teacher competence is the most important factor in student learning. The ability to define that competence had been gradually emerging from research and policy making before NCLB, but the law, unfortunately, is loosening its grasp on a…

  19. 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.

  20. 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,…

  1. Career choices for ophthalmology made by newly qualified doctors in the United Kingdom, 1974–2005

    PubMed Central

    Lambert, Trevor W; Goldacre, Michael J; Bron, Anthony J

    2008-01-01

    Background The paper aims to report trends in career choices for ophthalmology among UK medical graduates. Methods Postal questionnaire surveys were undertaken of qualifiers from all UK medical schools in nine qualification years since 1974. Data were analysed by univariate cross-tabulation. The significance of comparisons between groups of doctors were calculated by the use of chi-squared tests and adjusted residuals. Results Ophthalmology was the first choice of long term career for 2.3% of men and 1.5% of women one year after qualification; 2.0% of men and 1.4% of women three years after; and 1.8% of men and 1.2% of women at five years. Comparing early choices with eventual destinations, 64% who chose ophthalmology in year one, 84% in year three, and 92% in year five eventually practised in the specialty. The concordance between year one choice and eventual destination was higher for ophthalmology than for most other specialties. 'Enthusiasm for and commitment to the specialty' was the most important single factor in influencing career choice. The prospect of good working hours and conditions was also an important influence: it influenced career choice a great deal for a higher percentage of those who chose ophthalmology (66% in the third year) than those who made other surgical choices (23%). Conclusion Those choosing ophthalmology show a high level of commitment to it. Their commitment is strengthened by the prospect of attractive hours and working conditions. Many doctors who become ophthalmologists have already made their choice by the end of their first post-qualification year. PMID:18318905

  2. Career choices for ophthalmology made by newly qualified doctors in the United Kingdom, 1974-2005.

    PubMed

    Lambert, Trevor W; Goldacre, Michael J; Bron, Anthony J

    2008-03-04

    The paper aims to report trends in career choices for ophthalmology among UK medical graduates. Postal questionnaire surveys were undertaken of qualifiers from all UK medical schools in nine qualification years since 1974. Data were analysed by univariate cross-tabulation. The significance of comparisons between groups of doctors were calculated by the use of chi-squared tests and adjusted residuals. Ophthalmology was the first choice of long term career for 2.3% of men and 1.5% of women one year after qualification; 2.0% of men and 1.4% of women three years after; and 1.8% of men and 1.2% of women at five years. Comparing early choices with eventual destinations, 64% who chose ophthalmology in year one, 84% in year three, and 92% in year five eventually practised in the specialty. The concordance between year one choice and eventual destination was higher for ophthalmology than for most other specialties. 'Enthusiasm for and commitment to the specialty' was the most important single factor in influencing career choice. The prospect of good working hours and conditions was also an important influence: it influenced career choice a great deal for a higher percentage of those who chose ophthalmology (66% in the third year) than those who made other surgical choices (23%). Those choosing ophthalmology show a high level of commitment to it. Their commitment is strengthened by the prospect of attractive hours and working conditions. Many doctors who become ophthalmologists have already made their choice by the end of their first post-qualification year.

  3. Monitoring the newly qualified nurses in Sweden: the Longitudinal Analysis of Nursing Education (LANE) study

    PubMed Central

    2010-01-01

    Background The Longitudinal Analysis of Nursing Education (LANE) study was initiated in 2002, with the aim of longitudinally examining a wide variety of individual and work-related variables related to psychological and physical health, as well as rates of employee and occupational turnover, and professional development among nursing students in the process of becoming registered nurses and entering working life. The aim of this paper is to present the LANE study, to estimate representativeness and analyse response rates over time, and also to describe common career pathways and life transitions during the first years of working life. Methods Three Swedish national cohorts of nursing students on university degree programmes were recruited to constitute the cohorts. Of 6138 students who were eligible for participation, a total of 4316 consented to participate and responded at baseline (response rate 70%). The cohorts will be followed prospectively for at least three years of their working life. Results Sociodemographic data in the cohorts were found to be close to population data, as point estimates only differed by 0-3% from population values. Response rates were found to decline somewhat across time, and this decrease was present in all analysed subgroups. During the first year after graduation, nearly all participants had qualified as nurses and had later also held nursing positions. The most common reason for not working was due to maternity leave. About 10% of the cohorts who graduated in 2002 and 2004 intended to leave the profession one year after graduating, and among those who graduated in 2006 the figure was almost twice as high. Intention to leave the profession was more common among young nurses. In the cohort who graduated in 2002, nearly every fifth registered nurse continued to further higher educational training within the health professions. Moreover, in this cohort, about 2% of the participants had left the nursing profession five years after

  4. 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…

  5. 78 FR 67344 - Highly Qualified Teachers Clearance; Extension of Public Comment Period; Correction

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-12

    ... Highly Qualified Teachers Clearance; Extension of Public Comment Period; Correction AGENCY: Department of... published a 60-day comment period notice in the Federal Register (Page 56222, Column 1) seeking public.... The comment period for this information collection request has been extended to November 18, 2013 due...

  6. When Highly Qualified Teachers Use Prescriptive Curriculum: Tensions between Fidelity and Adaptation to Local Context

    ERIC Educational Resources Information Center

    Maniates, Helen

    2010-01-01

    Learning to read marks a critical transition in a child's educational trajectory that has long term consequences. This dissertation analyzes how California's current policies in beginning reading instruction impact two critical conditions for creating opportunity--access to qualified teachers and rigorous academic curriculum--by examining the…

  7. Actual Measure of "Highly Qualified" Teachers Just Beginning to Come to Light across Nation

    ERIC Educational Resources Information Center

    Keller, Bess

    2005-01-01

    If the No Child Left Behind law's prescription for "highly qualified" teachers had worked out the way it appears on paper, states would have gotten a good look at how far they had to go as far back as 2003. Then, as envisioned by Congress' 2001 overhaul of the Elementary and Secondary Education Act, they would have marched steadily…

  8. The Distribution of Highly Qualified, Experienced Teachers: Challenges and Opportunities. TQ Research & Policy Brief

    ERIC Educational Resources Information Center

    Imazeki, Jennifer; Goe, Laura

    2009-01-01

    States have been working on strategies to address the equitable distribution of teachers for a number of years. The Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind (NCLB) Act of 2001, specifically calls for states to identify and address the inequitable distribution of highly qualified, experienced…

  9. Actual Measure of "Highly Qualified" Teachers Just Beginning to Come to Light across Nation

    ERIC Educational Resources Information Center

    Keller, Bess

    2005-01-01

    If the No Child Left Behind law's prescription for "highly qualified" teachers had worked out the way it appears on paper, states would have gotten a good look at how far they had to go as far back as 2003. Then, as envisioned by Congress' 2001 overhaul of the Elementary and Secondary Education Act, they would have marched steadily…

  10. University-Qualified Indigenous Early Childhood Teachers Voices of Resilience

    ERIC Educational Resources Information Center

    Fleet, Alama; Kitson, Ros; Cassady, Bevan; Hughes, Ross

    2007-01-01

    Demonstrating persistence and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as…

  11. University-Qualified Indigenous Early Childhood Teachers Voices of Resilience

    ERIC Educational Resources Information Center

    Fleet, Alama; Kitson, Ros; Cassady, Bevan; Hughes, Ross

    2007-01-01

    Demonstrating persistence and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as…

  12. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... profession under 34 CFR 200.56(c) which may include a single, high objective uniform State standard of... secondary school teacher under 34 CFR 200.56(c), which may include a single HOUSSE covering multiple... described in paragraph (e)(1) of this section may include single HOUSSE evaluations that cover multiple...

  13. 34 CFR 300.18 - Highly qualified special education teachers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... profession under 34 CFR 200.56(c) which may include a single, high objective uniform State standard of... secondary school teacher under 34 CFR 200.56(c), which may include a single HOUSSE covering multiple... described in paragraph (e)(1) of this section may include single HOUSSE evaluations that cover multiple...

  14. 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…

  15. 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.

  16. Entry into Nursing: An Ethnographic Study of Newly Qualified Nurses Taking on the Nursing Role in a Hospital Setting

    PubMed Central

    Bjerknes, Mari Skancke; Bjørk, Ida Torunn

    2012-01-01

    The transition from student to working nurse has long been recognized as challenging. This paper presents the findings of research into the opportunities and limitations encountered by newly qualified nurses when taking on the nursing role. The study had an ethnographic design. Observation, interviews, and document analysis were used to gain insight into nurses' daily work from the perspective of recently graduated nurses. Thirteen nurses were monitored closely during their first year in a hospital setting in Norway. These new nurses generally entered the field with empathy for their patients, enthusiasm for the profession, and readiness to learn more about being a good nurse. However, their more experienced colleagues seemed to neither respect nor nurture this attitude. The new nurses experienced heavier responsibilities than expected, fragmentation of patient care, and stressful interactions with colleagues. The lack of a supportive work environment and role models increased the new nurses' experience of overwhelming responsibility in their daily work situations. The nurses learned to cope the hard way, despite the organizational culture, not because of it. Adjusting the profession's expectations of new nurses, and offering good role models and more comprehensive support programmes, would markedly ease the transition for new nurses. PMID:23050136

  17. 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.

  18. Interpreting the Meaning of the Terms "Certified" and "Highly Qualified" for Teachers of Students with Visual Impairments

    ERIC Educational Resources Information Center

    Pogrund, Rona L.; Wibbenmeyer, Kristina A.

    2008-01-01

    This article investigates the value of the term "highly qualified" as it relates to teachers of students with visual impairments. Routes to certification of teachers of students with visual impairments in the United States are not uniform and may not always reflect high-quality teacher preparation. A rationale for more stringent national…

  19. The effect of an extended hospital induction on perceived confidence and assessed clinical skills of newly qualified pre-registration house officers.

    PubMed

    Evans, Dason E; Wood, Diana F; Roberts, C Michael

    2004-09-01

    Recent studies raise concerns over the preparedness of newly qualified doctors for the role of the pre-registration house officer (PRHO). This study aimed to assess self-perception of preparedness, objective assessment of core clinical skills and the effect of an extended clinical induction programme prior to commencing full duties. A group of 26 newly qualified doctors from 1 district general hospital underwent an extended 5-day, ward-based induction programme. The participants completed questionnaires on their own perceptions of their preparedness for PRHO duties and underwent an objective structured clinical examination (OSCE) of 4 core clinical skills prior to induction, on completion of induction and 1 month into working life. At the outset PRHOs had low perceptions of their own capabilities in all clinical scenarios and skills. Most perceptions improved after induction, although in 2 clinical areas they felt even less confident. One month into post there were significant improvements in all areas. Only 1 PRHO passed all 4 clinical skills assessments at the pre-induction assessment. Seven (26%) failed on 1 or more skills at the post-induction assessment. However, all participants were deemed competent in all skills at the 1-month assessment. Newly qualified doctors do not feel prepared for PRHO duties and objectively are not competent in basic clinical skills. An extended induction improves preparedness in some but not all clinical areas and improves performance of objectively assessed clinical skills.

  20. DOD Overseas Schools: Compensation Adequate for Recruiting and Retaining Well-Qualified Teachers. Report to Congressional Requesters.

    ERIC Educational Resources Information Center

    Shaul, Marnie S.

    The National Defense Authorization Act for Fiscal Year 2002 directed the U.S. General Accounting Office to determine whether the Department of Defense (DOD) overseas teachers' compensation package is adequate to recruit and retain qualified teachers. The Act also required GAO to determine whether or not any revisions to the law governing DOD…

  1. Arkansas Teacher Licensure Cut Scores, Do They Indicate Highly Qualified Teachers?

    ERIC Educational Resources Information Center

    Morton, Karen K.

    2012-01-01

    The highly qualified provision of the 2001 No Child Left Behind Act promoted licensure exams on a national level. The present study is an effort to explore the most commonly used Praxis licensure exams and their passing scores. Hypothesized was that passing scores are set at such a minimal level that they are ineffectual in identifying highly…

  2. 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…

  3. 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

  4. 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…

  5. Inclusion in Mexico: Ensuring Supportive Attitudes by Newly Graduated Teachers

    ERIC Educational Resources Information Center

    Forlin, Chris; Cedillo, Ismael Garcia; Romero-Contreras, Silvia; Fletcher, Todd; Hernandez, Humberto Javier Rodriguez

    2010-01-01

    The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training…

  6. Inclusion in Mexico: Ensuring Supportive Attitudes by Newly Graduated Teachers

    ERIC Educational Resources Information Center

    Forlin, Chris; Cedillo, Ismael Garcia; Romero-Contreras, Silvia; Fletcher, Todd; Hernandez, Humberto Javier Rodriguez

    2010-01-01

    The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training…

  7. The provision of anaesthesia for children by non-subspecialist anaesthetists: expectations of newly qualified consultant anaesthetists and their prospective employers in Victoria.

    PubMed

    Castanelli, D J; Stevenson, K; Monagle, J P

    2010-09-01

    We surveyed newly qualified consultant anaesthetists and their prospective employers in Victoria, regarding their expectations for the provision of paediatric anaesthesia by anaesthetists who have not completed subspecialty training in paediatric anaesthesia (generally-trained anaesthetists). Responses were received from 15 of 19 (79%) eligible Directors and 26 of 37 (70%) newly qualified Australian and New Zealand College of Anaesthetists (ANZCA) Fellows. Of those responding, 80% of Directors and 82% of Fellows would expect a generally-trained anaesthetist to anaesthetise children two years of age or older Regional Directors expected generally-trained anaesthetists to anaesthetise younger children than metropolitan Directors, and Directors' expectations were not influenced by their own practice. Testing these age limits with a series of simple case descriptions showed there is recognition from both Directors and Fellows that the stated age limits would be modified in both directions by case complexity and comorbidities. The new consultants who responded were significantly less confident than Directors in their ability to resuscitate and stabilise a critically ill child prior to transfer if required. Only 50% agreed they still met all the requirements of the ANZCA paediatric module and only 37.5% had the level of confidence they achieved during their paediatric rotations. We suggest that current training provides capacity to routinely anaesthetise well children two years of age or older However it appears more training would be required for most anaesthetists undertaking anaesthesia for younger patients or more complex paediatric cases. This raises the question of subspecialty endorsements within ANZCA Fellowship.

  8. 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.

  9. 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…

  10. 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…

  11. 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.

  12. Issues and Trends in Science Education: The Shortage of Qualified Science Teachers

    ERIC Educational Resources Information Center

    Mangrubang, Fred R.

    2005-01-01

    Science teachers are leaving their profession. They feel overwhelmed by the expectations and scope of the job and isolated and unsupported in their classrooms. They also feel that expectations are unclear. The statistics on turnover among new teachers are startling. School administrators, science teacher leaders, and teacher education programs can…

  13. Recruiting and Retaining "Highly Qualified Teachers" for Hard-to-Staff Schools

    ERIC Educational Resources Information Center

    Berry, Barnett

    2004-01-01

    What is known about recruiting and retaining teachers for hard-to-staff-schools runs counter to many of the assumptions undergirding the teacher quality provisions of No Child Left Behind. Evidence regarding incentives, recruitment pathways, new teacher induction programs, and alternative routes shed considerable light on what needs to be done to…

  14. Behind Every Silver Lining: The Other Side of Highly Qualified Teachers

    ERIC Educational Resources Information Center

    Carpenter, Wade A.

    2004-01-01

    For teachers and schools and schoolchildren, the politics of education is a no-win situation. Public schools serve public purposes. That mission makes them political, so the interests of the children and teachers are at best secondary. This document explores the author's opinion about teacher educators and their default into the hands of the…

  15. Addressing the Inequitable Distribution of Teachers: What It Will Take to Get Qualified, Effective Teachers in All Communities. Research Brief

    ERIC Educational Resources Information Center

    Adamson, Frank; Darling-Hammond, Linda

    2011-01-01

    Students of color in low-income schools are 3 to 10 times more likely to have unqualified teachers than students in predominantly White schools. These disparities in teacher distribution matter greatly: Research consistently shows that teacher quality is one of the most important variables for student success and that teachers with stronger…

  16. Examining educators of the deaf as "highly qualified" teachers: roles and responsibilities under IDEA and NCLB.

    PubMed

    Luft, Pamela

    2008-01-01

    Educators of the deaf were long considered "highly qualified" if they obtained state licensure from approved deaf education programs. But the No Child Left Behind Act (2001) redefined qualifications based on core academic content areas, without recognizing disability-specific expertise. NCLB's reauthorization will provide opportunities for examining definitions of "highly qualified" and ensuring that both general and special educators are appropriately prepared. Under the Individuals With Disabilities Education Act, educators of the deaf are primarily responsible for supporting implementation of each assigned student's individualized education program. When done skillfully and knowledgeably, IEP execution maximizes learning outcomes, and therefore would support NCLB mandates for improved student achievement. Instead of academic attainment alone, the primary "qualification" of educators of the deaf should be training and expertise in providing communication, learning, and assistive technology supports that allow access to academic content and, ultimately, address deaf students' historical underachievement.

  17. Highly Qualified Teacher Status and the Reading Achievement of Students with Disabilities

    ERIC Educational Resources Information Center

    Robinson, Helene

    2011-01-01

    The purpose of this study was to examine teacher qualification factors believed to affect reading achievement of students with disabilities in intensive reading classes after controlling for certain student and teacher demographics using ANCOVA. Results indicated that there was no statistically significant difference between the reading…

  18. 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…

  19. Speaking the Same Language: Bringing Together Highly-Qualified Secondary English and Special Education Teachers

    ERIC Educational Resources Information Center

    Dieker, Lisa A.; Ousley, Denise M.

    2006-01-01

    The focus of this article is to provide practical tools to assist secondary special educators and English teachers to more effectively meet the needs of students with disabilities in the area of English/Language Arts. The articles focuses on ideas that emerged as two teacher educators brought together 6-12 English and special education preservice…

  20. 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…

  1. Viewing Recently Qualified Teachers and Their Networks as a Resource for a School

    ERIC Educational Resources Information Center

    Fox, Alison; Wilson, Elaine

    2008-01-01

    The work of Lave and Wenger (1991; Wenger 1998) sets out a view of thinking about the development of professional expertise. In the case of novice teachers this considers them to be participating increasingly centrally in communities of fellow practitioners or "communities of practice". Lave and Wenger's view is that teachers, on joining schools,…

  2. Correlation between Transformational Leadership Practices of Teachers and Administrators of a Large Suburban Newly Established High School

    ERIC Educational Resources Information Center

    Garity, Thomas C.

    2011-01-01

    The purpose of the research study was to determine the correlation between transformational leadership practices of teachers and administrators of a large suburban newly established high school. Twenty-one certified teachers and two certified administrators completed Kouzes and Posner's Leadership Practices Inventory self-rating scale to rate…

  3. 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…

  4. 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…

  5. The Importance of Relationships in Teacher Education.

    ERIC Educational Resources Information Center

    Oberski, Iddo; Ford, Kate; Higgins, Steve; Fisher, Peter

    1999-01-01

    Describes the concerns and achievements of a cohort of newly qualified teachers in England, examining their perceptions of the New Teacher in School course for beginning teachers. Data from surveys and interviews indicate that beginning teachers' main concerns relate to maintaining classroom discipline and main achievements relate to relationships…

  6. 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

    ERIC Educational Resources Information Center

    Brown, Linda Lou

    2009-01-01

    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…

  7. 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

    ERIC Educational Resources Information Center

    Brown, Linda Lou

    2009-01-01

    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…

  8. Recruiting, Retaining, and Supporting Qualified Teachers: No. 3 in the Harvard Education Letter Spotlight Series

    ERIC Educational Resources Information Center

    Chauncey, Caroline, Ed.

    2005-01-01

    This volume provides a tool kit for principals and administrators seeking to improve the quality of classroom teaching in an era of increasing accountability, as well as an overview of the historical and cultural factors that shape teaching as a profession. The No Child Left Behind Act of 2002 mandates that all teachers be "highly…

  9. Rolling Back Advances in Multicultural Education: No Child Left Behind and "Highly Qualified Teachers"

    ERIC Educational Resources Information Center

    Copenhaver-Johnson, Jeane

    2007-01-01

    What are the relationships between the No Child Left Behind Act of 2001 (NCLB) and the core tenets of multicultural education? One way to evaluate the degree to which NCLB helps support goals consistent with multicultural education is to assess how teacher candidates are identified and prepared for teaching under the new "highly qualified…

  10. Recruiting, Retaining, and Supporting Qualified Teachers: No. 3 in the Harvard Education Letter Spotlight Series

    ERIC Educational Resources Information Center

    Chauncey, Caroline, Ed.

    2005-01-01

    This volume provides a tool kit for principals and administrators seeking to improve the quality of classroom teaching in an era of increasing accountability, as well as an overview of the historical and cultural factors that shape teaching as a profession. The No Child Left Behind Act of 2002 mandates that all teachers be "highly…

  11. "Learning Together, Shaping Tomorrow": New Teachers Try New Ways

    ERIC Educational Resources Information Center

    Cooper, Maxine; Stewart, Joan

    2009-01-01

    Teacher induction programs provide the critical support that new teachers need as they move from university teacher education studies to the everyday realities of teaching. Newly Qualified Teachers (NQTs) work through a range of new and challenging experiences as they explore their sense of themselves as professionals. Their identities are being…

  12. Everything Is Fine: The Experience of Teacher Induction

    ERIC Educational Resources Information Center

    Martin, Margaret; Rippon, Janice

    2005-01-01

    Scotland has a new system of teacher induction, introduced in 2002. Whilst recognising the many benefits for newly qualified teachers, we aim to explore some of the real experiences of teachers in the new system. This article recognises the power relationships involved and therefore aims to allow the submerged voices of probationer teachers to be…

  13. A Non-Econometric Analysis with Algebraic Models to Forecast the Numbers of Newly Hired and Retirement of Public Primary School Teachers in Taiwan

    ERIC Educational Resources Information Center

    Lung-Hsing, Kuo; Hung-Jen, Yang; Ying-Wen, Lin; Shang-Ming, Su

    2011-01-01

    In recent years, the "street teachers" issue has caused social concern in Taiwan. This study estimates the retirement of and needs for newly hired and public primary school teachers in 2010 using an algebraic model from the paper by Husssar (1999). This recursive methodology predicts the number of newly hired public primary school…

  14. Development of ODL in a Newly Industrialized Country According to Face-to-Face Contact, ICT, and E-Readiness

    ERIC Educational Resources Information Center

    van Zyl, J. Marinda; Els, Christoffel Johannes; Blignaut, Anita Seugnet

    2013-01-01

    A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives…

  15. Induction Needs of a Group of Teachers at Different Career Stages in a School in the Republic of Ireland: Challenges and Expectations

    ERIC Educational Resources Information Center

    Aitken, Ro; Harford, Judith

    2011-01-01

    This study examines the induction needs of a group of teachers at different career stages working in a socially disadvantaged secondary school in the Republic of Ireland. 44 teachers participated in the study, 11 of whom were student teachers, 11 of whom were newly qualified teachers and 22 of whom were experienced teachers returning to the school…

  16. Teacher Turnover in School Divisions and Districts in Manitoba, 1971-107972. Occasional Paper No. 15.

    ERIC Educational Resources Information Center

    Coleman, Peter

    A survey of 58 senior school administrators was conducted to test opinions commonly held in Manitoba regarding teacher turnover. Among the opinions tested were a) that teacher turnover is presently declining rapidly, b) that few tenured teachers are released, and c) that it is becoming increasingly difficult for newly qualified teachers to obtain…

  17. 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.…

  18. 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.…

  19. 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…

  20. 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…

  1. Job Analysis of the Knowledge Important for Newly Licensed Physical Education Teachers.

    ERIC Educational Resources Information Center

    Norback, Judith Shaul; Wattay, Diane

    1994-01-01

    A job analysis helped develop specifications for physical education (PE) assessment of the Praxis Series for beginning teacher evaluation. A national sample of PE teachers, administrators, and college faculty judged knowledge domains for importance and created 128 crucial knowledge statements for beginning PE teachers. An appendix provides the…

  2. 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…

  3. 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.

  4. Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program

    ERIC Educational Resources Information Center

    Cook-Sather, Alison

    2006-01-01

    Through an analysis of a contemporary rite of passage--the final stage of teacher preparation--I develop a new theory of liminality that both builds on and extends Victor Turner's enduring insights. The analysis focuses on how preservice teachers in an undergraduate education program engage in a process of identity formation within an…

  5. Newly Betwixt and Between: Revising Liminality in the Context of a Teacher Preparation Program

    ERIC Educational Resources Information Center

    Cook-Sather, Alison

    2006-01-01

    Through an analysis of a contemporary rite of passage--the final stage of teacher preparation--I develop a new theory of liminality that both builds on and extends Victor Turner's enduring insights. The analysis focuses on how preservice teachers in an undergraduate education program engage in a process of identity formation within an…

  6. 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…

  7. Discovering the Needs Assessment of Qualified STEM Teachers for the High-Need Schools in South Texas

    ERIC Educational Resources Information Center

    Yang, Jeong; Lee, Young; Park, Sung; Wong-Ratcliff, Monica; Ahangar, Reza; Mundy, Marie-Anne

    2015-01-01

    Concerns are arising in the United States that a majority of secondary school students fail to achieve mathematics and science proficiency due to teachers who lack adequate knowledge of the subjects. The concerns over shortages of mathematics and science teachers have also reached new heights. In Texas high schools, the teaching areas in…

  8. Using Computers in the Programming of Qualifying Teachers of Arabic in the Faculties of Education in Egypt.

    ERIC Educational Resources Information Center

    Mahmoud, Abdelrahman Kamel Abdelrahman

    In Egypt, teachers of Arabic do not study the computer in the syllabus of their preparation in Faculties of Education. Moreover, they do not use it in studying any of the syllabi until they graduate as teachers. This issue seems to have been lost between the extreme simplification of technicians from one side, and the sharp overlook of linguistics…

  9. Teaching the Content in Context: Preparing "Highly Qualified" and "High Quality" Teachers for Instruction in Underserved Secondary Science Classrooms

    ERIC Educational Resources Information Center

    Tolbert, Sara E.

    2011-01-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are…

  10. Self-Reported Handling of Bullying among Junior High School Teachers in Finland

    ERIC Educational Resources Information Center

    Sairanen, Leena; Pfeffer, Karen

    2011-01-01

    Teachers play an important role in bullying prevention. This study examines teachers' views on the extent and ways in which they would intervene in bullying situations. The sample comprised 136 teachers from junior high schools in Finland (107 females and 29 males). Years of service ranged from newly qualified to over 20 years of experience.…

  11. Self-Reported Handling of Bullying among Junior High School Teachers in Finland

    ERIC Educational Resources Information Center

    Sairanen, Leena; Pfeffer, Karen

    2011-01-01

    Teachers play an important role in bullying prevention. This study examines teachers' views on the extent and ways in which they would intervene in bullying situations. The sample comprised 136 teachers from junior high schools in Finland (107 females and 29 males). Years of service ranged from newly qualified to over 20 years of experience.…

  12. The predictive effect of fear-avoidance beliefs on low back pain among newly qualified health care workers with and without previous low back pain: a prospective cohort study

    PubMed Central

    Jensen, Jette Nygaard; Albertsen, Karen; Borg, Vilhelm; Nabe-Nielsen, Kirsten

    2009-01-01

    Background Health care workers have a high prevalence of low back pain (LBP). Although physical exposures in the working environment are linked to an increased risk of LBP, it has been suggested that individual coping strategies, for example fear-avoidance beliefs, could also be important in the development and maintenance of LBP. Accordingly, the main objective of this study was to examine (1) the association between physical work load and LBP, (2) the predictive effect of fear-avoidance beliefs on the development of LBP, and (3) the moderating effect of fear-avoidance beliefs on the association between physical work load and LBP among cases with and without previous LBP. Methods A questionnaire survey among 5696 newly qualified health care workers who completed a baseline questionnaire shortly before completing their education and a follow-up questionnaire 12 months later. Participants were selected on the following criteria: (a) being female, (b) working in the health care sector (n = 2677). Multinomial logistic regression analysis was used to evaluate the effect of physical work load and fear-avoidance beliefs on the severity of LBP. Results For those with previous LBP, physical work load has an importance, but not among those without previous LBP. In relation to fear-avoidance beliefs, there is a positive relation between it and LBP of than 30 days in both groups, i.e. those without and with previous LBP. No moderating effect of fear-avoidance beliefs on the association between physical work load and LBP was found among cases with and without LBP. Conclusion Both physical work load and fear-avoidance beliefs matters in those with previous LBP. Only fear-avoidance beliefs matters in those without previous LBP. The study did not find a moderating effect of fear-avoidance beliefs on the association between physical work load and LBP. PMID:19778413

  13. 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

  14. Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers' Opinions

    ERIC Educational Resources Information Center

    Altintas, Esra; Ozdemir, Ahmet S.

    2015-01-01

    This study aims to evaluate a differentiation approach that was recently developed to teach mathematics to gifted middle school students in terms of its practice by teachers by studying the effect of the approach on achievement among both gifted and non-gifted students. From mixed research methods, the study used an explanatory design. It was…

  15. Effects of Student Achievement on Satisfaction of Newly Appointed Teachers: A Cognitive Dissonance Perspective

    ERIC Educational Resources Information Center

    Young, I. Phillip; Chounet, F. Paul; Buster, Amy; Sailor, Scott

    2005-01-01

    Research addressing attraction and selection of employees within the public school setting seems to indicate that the higher a school's student achievement the more likely a potential job candidate is to assess a position at that school favorably. However, the validity of this finding has failed to be assessed with "real teachers" accepting actual…

  16. Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

    NASA Astrophysics Data System (ADS)

    Tolbert, Sara E.

    2011-12-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

  17. Correlation between Teacher Turnover Rates in the State of Alaska and Standardized Test Scores in the Area of Mathematics on the Standards Based Assessments/High School Qualifying Exam

    ERIC Educational Resources Information Center

    Roehl, Roy F., II

    2010-01-01

    This study utilized bivariate correlations, partial correlations, multivariate analysis including Hotelling-T, and observed power to investigate the possible correlations and connections of teacher turnover in Alaska's public school system to performance on the standards-based assessment of the Alaska High School Qualifying Exam (HSQE). The study…

  18. "Being Professional": RE Teachers' Understandings of Professionalism 1997-2014

    ERIC Educational Resources Information Center

    Everington, Judith

    2016-01-01

    The article draws on a series of qualitative studies undertaken between 1997 and 2014 in order to contribute to knowledge of, and debate about, Religious Education(RE) and professionalism from the perspective of teachers of RE. The findings of research undertaken with successive cohorts of English trainee and newly qualified teachers is used to…

  19. "Being Professional": RE Teachers' Understandings of Professionalism 1997-2014

    ERIC Educational Resources Information Center

    Everington, Judith

    2016-01-01

    The article draws on a series of qualitative studies undertaken between 1997 and 2014 in order to contribute to knowledge of, and debate about, Religious Education(RE) and professionalism from the perspective of teachers of RE. The findings of research undertaken with successive cohorts of English trainee and newly qualified teachers is used to…

  20. Developing Conceptual Frameworks for Creativity, ICT and Teacher Education

    ERIC Educational Resources Information Center

    Loveless, Avril; Burton, Jeremy; Turvey, Keith

    2006-01-01

    This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development…

  1. Developing Conceptual Frameworks for Creativity, ICT and Teacher Education

    ERIC Educational Resources Information Center

    Loveless, Avril; Burton, Jeremy; Turvey, Keith

    2006-01-01

    This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development…

  2. A Descriptive Study of the Effects of Mentoring and Induction Programs on Novice Teacher Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Ackermann, John M.

    2012-01-01

    This study examined the effects of mentoring and induction programs on the self-efficacy beliefs of novice teachers. As school districts in Pennsylvania attempt to maintain highly qualified staff in all curricular areas, supporting newly hired teachers is at the forefront of educational policy in the United States. Beyond training novice teachers,…

  3. Trainee Teachers, Gender and Becoming the "Right" Person for the Job: Care and Authority in the Vocational Habitus of Teaching

    ERIC Educational Resources Information Center

    Braun, Annette

    2012-01-01

    Drawing on a qualitative study of 32 UK student teachers, this paper asks what constitutes the vocational culture of teaching by exploring contradictory discourses of care and authority as they are presented to, and interpreted by, trainee teachers along their journey to becoming newly qualified teachers. Introducing the concept of…

  4. A Descriptive Study of the Effects of Mentoring and Induction Programs on Novice Teacher Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Ackermann, John M.

    2012-01-01

    This study examined the effects of mentoring and induction programs on the self-efficacy beliefs of novice teachers. As school districts in Pennsylvania attempt to maintain highly qualified staff in all curricular areas, supporting newly hired teachers is at the forefront of educational policy in the United States. Beyond training novice teachers,…

  5. Roundtable Discussion: Meeting the Highly Qualified Teacher Criteria for Special Education Teachers. Hearing before the Subcommittee on Education and Early Childhood Development of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Ninth Congress, First Session (April 27, 2005) S. Hrg. 109-78

    ERIC Educational Resources Information Center

    US Senate, 2005

    2005-01-01

    The purpose of this countable was to discuss the requirements of No Child Left Behind that about 200,000 teachers--special education teachers who teach children in special education classes or who are severely disabled and who teach multiple subjects in middle school and in high school--be "highly qualified," and what exactly that…

  6. A museum-based urban teacher residency program's approach to strengthening the STEM pipeline: Channeling highly qualified Earth Science teachers into high needs schools

    NASA Astrophysics Data System (ADS)

    Ustunisik, G. K.; Zirakparvar, N. A.

    2015-12-01

    Channeling better prepared Earth Science teachers into secondary schools with low achievement rates in STEM subjects is essential to ensuring that the students attending these schools are ultimately afforded the opportunity to take advantage of projected growth in the global geoscience workforce. Here, a museum-based urban teacher residency (UTR) program's approach to building subject specific content knowledge and research experience in Earth Science teacher candidates is described. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty. Because these courses and research experiences are designed specifically for the teacher candidates, they are different than many science courses and research experiences available to pre-service teachers in a university setting. At the same time, the museum-based program is the only UTR to incorporate such a rigorous science curriculum, and some possible advantages and disadvantages of the program's approach are also considered here. While the impact of the program's approach on student achievement rates has yet to be evaluated, there is promise in the well documented links between a teacher's own experience with the practice of science and that teacher's ability to leverage effective pedagogical content knowledge in the teaching of science. Because the museum-based program's science curriculum is balanced against the educational coursework and teaching residencies that necessarily form the program's backbone, the museum's approach to strengthening the teacher candidate's science background may also inform the faculty and administration of other UTRs in cases where one of their program goals is to further expand their teacher candidate's content knowledge and practical subject matter experience.

  7. 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,…

  8. 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…

  9. 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,…

  10. More than a Shortage of Early Childhood Teachers: Looking beyond the Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care

    ERIC Educational Resources Information Center

    Fenech, Marianne; Waniganayake, Manjula; Fleet, Alma

    2009-01-01

    In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and…

  11. More than a Shortage of Early Childhood Teachers: Looking beyond the Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care

    ERIC Educational Resources Information Center

    Fenech, Marianne; Waniganayake, Manjula; Fleet, Alma

    2009-01-01

    In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and…

  12. An Evaluation of the Primary School Teacher Induction Training Program in Belize

    ERIC Educational Resources Information Center

    Samuels, Sheldon James

    2011-01-01

    Scope and Method of Study. The purpose of the evaluation study was to determine the effectiveness of the Belize Primary School Teacher Induction Program through the perceptions of three participant groups; newly qualified teachers, their mentors, and their principals. Evaluation methods were used, including a researcher developed survey. Findings…

  13. Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development

    ERIC Educational Resources Information Center

    Morrison, Chad M.

    2013-01-01

    Early career teaching is a difficult phase to navigate with many newly qualified teachers choosing to leave the profession within the first few years. The professional identities of these and other teachers are shaped by challenging and unanticipated experiences. The schools where this teaching takes place also have profound influence on these…

  14. Training Teachers to Use New Technologies Impacts Multiple Ecologies: Evidence from a National Initiative

    ERIC Educational Resources Information Center

    Davis, Niki; Preston, Christina; Sahin, Ismail

    2009-01-01

    A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel…

  15. The Power of the "Object" to Influence Teacher Induction Outcomes

    ERIC Educational Resources Information Center

    Anthony, Glenda; Haigh, Mavis; Kane, Ruth

    2011-01-01

    In this paper we explore newly qualified New Zealand secondary teachers' varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary "objects" of induction that were…

  16. Academic Induction for Professional Educators: Supporting the Workplace Learning of Newly Appointed Lecturers in Teacher and Nurse Education

    ERIC Educational Resources Information Center

    Boyd, Pete

    2010-01-01

    In the UK, most initial nurse and teacher education is provided by university departments working in partnership with local health trusts and schools. New university lecturers in these professional fields are generally selected due to their successful performance as practitioners, as nurses or school teachers, rather than on more traditional…

  17. Academic Induction for Professional Educators: Supporting the Workplace Learning of Newly Appointed Lecturers in Teacher and Nurse Education

    ERIC Educational Resources Information Center

    Boyd, Pete

    2010-01-01

    In the UK, most initial nurse and teacher education is provided by university departments working in partnership with local health trusts and schools. New university lecturers in these professional fields are generally selected due to their successful performance as practitioners, as nurses or school teachers, rather than on more traditional…

  18. Once & For All: Placing a Highly Qualified Teacher in Every Philadelphia Classroom. What We Know and Need to Do. A Report from "Learning from Philadelphia's School Reform"

    ERIC Educational Resources Information Center

    Neild, Ruth Curran; Useem, Elizabeth; Travers, Eva F.; Lesnick, Joy

    2003-01-01

    This report examines the current status of teacher quality in the city and what the School District of Philadelphia is now doing to ensure that all classrooms have highly trained, motivated, and knowledgeable teachers ready to boost the achievement of the district's 188,000 students.The report shows that teacher quality in Philadelphia has not…

  19. A Tale of Two Pathways: The Perceptions of Newly Graduated Traditional and in Place Special Education Teacher Candidates on Their Teacher Preparation Experiences

    ERIC Educational Resources Information Center

    Oshita, Linda

    2013-01-01

    The special education teacher shortage prompted school districts to hire unlicensed teachers on the condition they earn their credentials on-the-job (in place). Although the benefits of traditional student teaching is well documented, little is known about how in place arrangements prepare individuals for teaching special education. Given that…

  20. 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,…

  1. 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,…

  2. The Started Newly and Retired Primary School Teachers' Opinions Related to Occupational Values and Analyzing the Chance of These Values

    ERIC Educational Resources Information Center

    Koybasi, Fatma; Donmez, Burhanettin

    2012-01-01

    Aim of this research is to present what the occupational values are and changes in these values according to the opinions of the teachers who retired in the last five years and who have started the job in the last five years. This study was designed to determine the levels of factors concerning quality in research methods and phenomenology model…

  3. AN EXPERIMENTAL VOCATIONAL EDUCATION INSTITUTE FOR THE PREPARATION OF TEACHER COORDINATORS OF NEWLY EMERGING HIGH SCHOOL VOCATIONAL PROGRAMS. FINAL REPORT.

    ERIC Educational Resources Information Center

    SAMSON, HARLAND E.

    AN 8-WEEK INSTITUTE WAS HELD TO PREPARE SELECTED HIGH SCHOOL TEACHERS TO INITIATE AND DEVELOP VOCATIONAL PROGRAMS. THE PROJECT INCLUDED FOLLOWUP ACTIVITY FOR 1 YEAR TO IDENTIFY THE APPLICATION OF LEARNINGS ACQUIRED IN THE SUMMER INSTITUTE. THE INSTITUTE PROGRAM WAS WELL RECEIVED, AND ITS GENERAL EVALUATION WAS HIGHLY FAVORABLE. IT WAS RECOMMENDED,…

  4. Preparing Teachers for Children in Poverty: The Nashville District Picks up the Mantle for Qualified Instruction in High-Needs Schools

    ERIC Educational Resources Information Center

    Holt, Camille B.; Garcia, Pedro

    2005-01-01

    The U.S. Department of Education's "1999-2000 Schools and Staffing Survey" indicated that teacher shortages are 50 percent higher in urban schools than in suburban schools. Almost a third of the teachers leave the profession during the first three years and nearly half leave after five years. In schools serving low-income communities,…

  5. An "Education Professions Performance Development Act": A Prospectus for Providing "Highly Qualified" and More Motivated Teachers and Leaders for America's Schools

    ERIC Educational Resources Information Center

    Guthrie, James W.

    2005-01-01

    Classroom teachers are among the few remaining employee groups whose evaluations and remuneration are generally unrelated to their performance. However, it is difficult to appraise a teacher's effectiveness by achievement of pupils because learning is not under an instructor's complete influence. New measurement techniques are emerging, however,…

  6. 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…

  7. Classroom-Based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

    ERIC Educational Resources Information Center

    Palardy, Gregory J.

    2015-01-01

    Background: An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the…

  8. Classroom-Based Inequalities and Achievement Gaps in First Grade: The Role of Classroom Context and Access to Qualified and Effective Teachers

    ERIC Educational Resources Information Center

    Palardy, Gregory J.

    2015-01-01

    Background: An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the…

  9. The Science Shortfall: An Analysis of the Shortage of Suitably Qualified Science Teachers in Australian Schools and the Policy Implications for Universities

    ERIC Educational Resources Information Center

    Harris, Kerri-Lee; Farrell, Kelly

    2007-01-01

    Declining enrollment in the physical sciences at university is causing concern among higher education institutions, governments and industry. In response, renewed attention is being paid to the tertiary science background of school teachers, given their key role in both preparing and enthusing students for tertiary science study. A recent study,…

  10. 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…

  11. Student life - Student to newly qualified nurse: make a checklist.

    PubMed

    Ross, Jessica

    2017-04-05

    It is natural to feel nervous and apprehensive on your first day in uniform, but hopefully you will also feel excited. Your first day is a celebration of all the hard-won achievements throughout your training, so here are a few tips to help you make the most of it: » Organise a ward induction beforehand, or have a look around. Knowing where you are going and what your workplace looks like can help quell your nerves. » Running around trying to find a pair of scrubs to wear during handover is not ideal, so see if you can get your uniform in advance. » Hopefully your manager will introduce themselves to you, but if not, introduce yourself. Getting to know them early is beneficial and helps to make a good impression. » Learn the ward layout and where things are kept. The locations of emergency and fire equipment, and fire escapes, should be covered in your induction, but also find out where the staff room and toilets are. » Memorise the emergency number for cardiac arrest or fire. » Get your identity pass and note the key codes for restricted areas, if needed. Keep these somewhere safe and confidential. » Sort out your parking permit or other travel arrangements. Make sure you know how long your journey to work will take, and aim to arrive before your shift is due to start, so you can get settled. » Taking sick leave in the first few days of a job is not ideal, but it does happen. Knowing when and how to report it makes it less daunting to call in sick, and senior staff will appreciate your efforts to help resolve staffing issues. » If you have a preceptorship team, keep the contact details safe and don't be afraid to ask them for help. » Give yourself time to socialise on your days off, but recuperation and relaxation are also important. You will be inundated with new information, especially in your first few weeks, so expect to feel tired. Having adequate time to rest is vital. » Chat with other new starters to discover their experiences.

  12. QF monitoring. [Qualifying Facilities

    SciTech Connect

    Greenwald, S. ); Hoffman, B. )

    1991-10-01

    This article examines the effects on project financing of independent power projects of the California Public Utilities Commission decision to grant authority to California utilities to monitor and enforce compliance with the Federal Energy Regulatory Commission Qualifying Facility standards. The topics of the article include monitoring proposals, monitoring guidelines, the effects of monitoring, minimizing status loss and monitoring requirements.

  13. 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…

  14. Do Principal Preparation Programs Influence Student Achievement through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis

    ERIC Educational Resources Information Center

    Fuller, Ed; Young, Michelle; Baker, Bruce D.

    2011-01-01

    Purpose: The primary purpose of this study is to explore how the characteristics of the principal preparation programs of newly hired elementary school principals might influence school achievement through the development of well-qualified teams of teachers by the school. Of primary interest is whether elementary school principals from preparation…

  15. Hot Billet Surface Qualifier

    SciTech Connect

    Tzyy-Shuh Chang

    2007-04-30

    OG Technologies, Inc. (OGT), developed a prototype of a Hot Billet Surface Qualifier (“Qualifier”) based on OGT’s patented HotEye™ technology and other proprietary imaging and computing technologies. The Qualifier demonstrated its ability of imaging the cast billets in line with high definition pictures, pictures capable of supporting the detection of surface anomalies on the billets. The detection will add the ability to simplify the subsequent process and to correct the surface quality issues in a much more timely and efficient manner. This is challenging due to the continuous casting environment, in which corrosive water, temperature, vibration, humidity, EMI and other unbearable factors exist. Each installation has the potential of 249,000 MMBTU in energy savings per year. This represents a cost reduction, reduced emissions, reduced water usage and reduced mill scale.

  16. 36 CFR 908.13 - Rights of Qualified Persons.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... opportunity to occupy Newly Developed Space shall not be limited to the square on which its previous location... absolute right to return to the square where previous location was situated. (f) A Qualified Person's opportunity to occupy space may be exercised in the Development Area at any time during the Corporation's...

  17. 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…

  18. 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…

  19. No Substitute Teacher Left behind

    ERIC Educational Resources Information Center

    O'Connor, Kevin

    2009-01-01

    Schools and districts routinely recruit, retain, and support highly qualified teachers to ensure that students receive the best learning opportunities. However, even if one's school employs highly qualified full-time teachers, it is important to acknowledge that substitute teachers also have a significant impact on the education of students. One…

  20. 77 FR 39143 - Executive Branch Qualified Trusts

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-02

    ... continues to read as follows: Authority: 5 U.S.C. App. (Ethics in Government Act of 1978); 26 U.S.C. 1043... excess of the diversification standards. (c) Hybrid qualified trust. A qualified trust may contain both a... to this arrangement as a hybrid qualified trust. Sec. 2634.407 Certification of qualified trust...

  1. 7 CFR 1786.154 - Qualified Notes.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 12 2011-01-01 2011-01-01 false Qualified Notes. 1786.154 Section 1786.154... Discounted Prepayments on RUS Electric Loans § 1786.154 Qualified Notes. An eligible borrower may prepay Qualified Notes under this subpart at the discounted present value. A Qualified Note is a note evidencing an...

  2. 7 CFR 1786.154 - Qualified Notes.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 12 2013-01-01 2013-01-01 false Qualified Notes. 1786.154 Section 1786.154... Discounted Prepayments on RUS Electric Loans § 1786.154 Qualified Notes. An eligible borrower may prepay Qualified Notes under this subpart at the discounted present value. A Qualified Note is a note evidencing an...

  3. 7 CFR 1786.154 - Qualified Notes.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 12 2014-01-01 2013-01-01 true Qualified Notes. 1786.154 Section 1786.154 Agriculture... Prepayments on RUS Electric Loans § 1786.154 Qualified Notes. An eligible borrower may prepay Qualified Notes under this subpart at the discounted present value. A Qualified Note is a note evidencing an RUS...

  4. 75 FR 27934 - Qualified Nonpersonal Use Vehicles

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-19

    ... driver and all passengers of a qualified nonpersonal use vehicle. However, a working condition fringe... Internal Revenue Service 26 CFR Part 1 RIN 1545-BH65 Qualified Nonpersonal Use Vehicles AGENCY: Internal... regulations relating to qualified nonpersonal use vehicles as defined in section 274(i). Qualified...

  5. 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...

  6. 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...

  7. 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...

  8. 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...

  9. Sources of Newly Hired Teachers in the United States: Results from the Schools and Staffing Survey, 1987-88 to 2011-12. NCES 2016-876

    ERIC Educational Resources Information Center

    Warner-Griffin, Catharine; Noel, Amber; Tadler, Chrystine

    2016-01-01

    There are at least four ways teachers may enter a new school: directly after receiving a new degree, exiting a different career, transferring from another school or type of position in a school, or after a break from teaching. The data used in this report span 25 years, from 1987 to 2012, providing an overview of these four key sources of newly…

  10. Responding to Teacher Quality and Accountability Mandates: The Perspective of School Administrators and Classroom Teachers

    ERIC Educational Resources Information Center

    Roellke, Christopher; Rice, Jennifer King

    2008-01-01

    In this article, we examine how the federal, state, and district policy environments affect the decisions and work of principals and teachers. Specifically, we examine principal and teacher perceptions of policies and practices focused on: (1) increasing the overall supply of qualified teachers; (2) recruiting qualified teachers; (3) distributing…

  11. Teacher Recruitment: Staffing Classrooms with Quality Teachers.

    ERIC Educational Resources Information Center

    Hirsch, Eric

    This strategy brief identifies current strategies developed by states to recruit and hire quality teachers. It describes innovative efforts to attract students and mid-career professionals to the teaching profession, as well as incentives to lure well-qualified and experienced teachers to hard-to-staff schools and subject areas where teachers are…

  12. Paralinguistic Qualifiers: Our Many Voices.

    ERIC Educational Resources Information Center

    Poyatos, Fernando

    1991-01-01

    A case is made for the increased study of paralinguistic voice qualifiers, which include variations in breathing, laryngeal, esophageal, pharyngeal, velopharyngeal, lingual, labial, mandibular, articulatory, articulatory tension, and objectual control. It is proposed that attention to these voice qualities has a variety of practical, literary,…

  13. Canada's Highly Qualified Manpower Resources.

    ERIC Educational Resources Information Center

    Atkinson, A. G.; And Others

    The purpose of this report is to assemble basic statistics on highly qualified manpower resources in Canada, especially focusing on scientists and engineers, for the development of policies and research in this field. The economic background contributing to the growth of the white-collar and professional labor force is discussed, and the roles of…

  14. 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.

  15. The Graduate Student as Teacher.

    ERIC Educational Resources Information Center

    Clark, Kenneth E.

    College Teaching today is in many ways a primitive profession, for there are no standards to insure that only qualified practitioners enter the "guild." The prevailing stereotypes give the impression that only those with certain formal credentials are qualified as teachers. Teachers should be selected on the basis of natural…

  16. 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

    ... hospitals for which such qualifying organizations received incentive payments were meaningful EHR users in... of EHR incentive payment due the MA organization. (c) Amount payable to qualifying MA organization... for qualifying MA-affiliated eligible hospitals under the Medicare FFS EHR hospital incentive program...

  17. 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

    ... hospitals for which such qualifying organizations received incentive payments were meaningful EHR users in... of EHR incentive payment due the MA organization. (c) Amount payable to qualifying MA organization... for qualifying MA-affiliated eligible hospitals under the Medicare FFS EHR hospital incentive program...

  18. 46 CFR 391.5 - Qualified withdrawals.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 46 Shipping 8 2014-10-01 2014-10-01 false Qualified withdrawals. 391.5 Section 391.5 Shipping... TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.5 Qualified withdrawals. (a) In general. (1) A qualified withdrawal is one made from the fund during the taxable year which is in accordance with...

  19. 46 CFR 391.5 - Qualified withdrawals.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 46 Shipping 8 2013-10-01 2013-10-01 false Qualified withdrawals. 391.5 Section 391.5 Shipping... TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.5 Qualified withdrawals. (a) In general. (1) A qualified withdrawal is one made from the fund during the taxable year which is in accordance with...

  20. 46 CFR 391.5 - Qualified withdrawals.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 46 Shipping 8 2011-10-01 2011-10-01 false Qualified withdrawals. 391.5 Section 391.5 Shipping... TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.5 Qualified withdrawals. (a) In general. (1) A qualified withdrawal is one made from the fund during the taxable year which is in accordance with...

  1. 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...

  2. 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,...

  3. Let Teachers Pick Principals.

    ERIC Educational Resources Information Center

    Raisch, C. Daniel

    1993-01-01

    If a school and community are qualified enough to hire teachers, counselors, and secretaries through school-based-management processes, they are equally qualified to hire the school principal. This article describes a site-based team-selection process designed to identify optimal administrator characteristics, advertise the job opening, handle…

  4. (A)broad Teacher Education

    ERIC Educational Resources Information Center

    Ling, Lorraine; Burman, Eva; Cooper, Maxine; Ling, Peter

    2006-01-01

    In this article, the implications of international students undertaking teacher education in Australian universities are discussed as an example of global teacher education and its consequences for teacher educators and students. Increasing numbers of international students come to Australia to qualify as teachers and this has consequences for the…

  5. ISS qualified thermal carrier equipment

    NASA Astrophysics Data System (ADS)

    Deuser, Mark S.; Vellinger, John C.; Jennings, Wm. M.

    2000-01-01

    Biotechnology is undergoing a period of rapid and sustained growth, a trend which is expected to continue as the general population ages and as new medical treatments and products are conceived. As pharmaceutical and biomedical companies continue to search for improved methods of production and, for answers to basic research questions, they will seek out new avenues of research. Space processing on the International Space Station (ISS) offers such an opportunity! Space is rapidly becoming an industrial laboratory for biotechnology research and processing. Space bioprocessing offers exciting possibilities for developing new pharmaceuticals and medical treatments, which can be used to benefit mankind on Earth. It also represents a new economic frontier for the private sector. For over eight years, the thermal carrier development team at SHOT has been working with government and commercial sector scientists who are conducting microgravity experiments that require thermal control. SHOT realized several years ago that the hardware currently being used for microgravity thermal control was becoming obsolete. It is likely that the government, academic, and industrial bioscience community members could utilize SHOT's hardware as a replacement to their current microgravity thermal carrier equipment. Moreover, SHOT is aware of several international scientists interested in utilizing our space qualified thermal carrier. SHOT's economic financing concept could be extremely beneficial to the international participant, while providing a source of geographic return for their particular region. Beginning in 2000, flight qualified thermal carriers are expected to be available to both the private and government sectors. .

  6. 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…

  7. Teachers Wanted: Attracting and Retaining Good Teachers

    ERIC Educational Resources Information Center

    Heller, Daniel A.

    2004-01-01

    Just as the pool of qualified teacher applicants is shrinking and attrition rates are soaring, new standards are making entry into the teaching profession more difficult. Teachers can make sure their school system doesn't get caught in the crunch by implementing the approach from this visionary guide. Daniel A. Heller describes a top-to-bottom…

  8. A Logic for Qualified Syllogisms

    NASA Astrophysics Data System (ADS)

    Schwartz, Daniel G.

    In various works, L.A. Zadeh has introduced fuzzy quantifiers, fuzzy usuality modifiers, and fuzzy likelihood modifiers. This paper provides these notions with a unified semantics and uses this to define a formal logic capable of expressing and validating arguments such as 'Most birds can fly; Tweety is a bird; therefore, it is likely that Tweety can fly'. In effect, these are classical Aristotelean syllogisms that have been "qualified" through the use of fuzzy quantifiers. It is briefly outlined how these, together with some likelihood combination rules, can be used to address some well-known problems in the theory of nonmonotonic reasoning. The work is aimed at future applications in expert systems and robotics, including both hardware and software agents.

  9. A Longitudinal Investigation of Factors That Influence Teacher Retention at Schools in Selected Areas in North Carolina

    ERIC Educational Resources Information Center

    Jackson, Walter Turner, III

    2010-01-01

    Rural schools, have the hardest time retaining qualified teachers. As a result, under-qualified teachers or those with emergency licenses work disproportionately in high-poverty and urban schools (U.S. Department of Education, 1998) Students in high-poverty schools are less likely to be taught by a qualified teacher (Ingersoll, 1999); they may be…

  10. 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...

  11. 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...

  12. 30 CFR 795.10 - Qualified laboratories.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 30 Mineral Resources 3 2012-07-01 2012-07-01 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...

  13. 7 CFR 802.1 - Qualified laboratories.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 7 2012-01-01 2012-01-01 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...

  14. 30 CFR 795.10 - Qualified laboratories.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 30 Mineral Resources 3 2013-07-01 2013-07-01 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...

  15. 7 CFR 802.1 - Qualified laboratories.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 7 2014-01-01 2014-01-01 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...

  16. 30 CFR 795.10 - Qualified laboratories.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 30 Mineral Resources 3 2014-07-01 2014-07-01 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...

  17. 7 CFR 802.1 - Qualified laboratories.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 7 2013-01-01 2013-01-01 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...

  18. 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...

  19. 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...

  20. 46 CFR 390.9 - Qualified withdrawals.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 8 2010-10-01 2010-10-01 false Qualified withdrawals. 390.9 Section 390.9 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION REGULATIONS UNDER PUBLIC LAW 91-469 CAPITAL CONSTRUCTION FUND § 390.9 Qualified withdrawals. (a) In general—(1) Defined. In accordance with 46 U.S.C....

  1. 46 CFR 391.5 - Qualified withdrawals.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 8 2010-10-01 2010-10-01 false Qualified withdrawals. 391.5 Section 391.5 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION REGULATIONS UNDER PUBLIC LAW 91-469 FEDERAL INCOME TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.5 Qualified withdrawals. (a) In general. (1)...

  2. 12 CFR 1808.200 - Qualified Issuers.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 12 Banks and Banking 10 2014-01-01 2014-01-01 false Qualified Issuers. 1808.200 Section 1808.200 Banks and Banking COMMUNITY DEVELOPMENT FINANCIAL INSTITUTIONS FUND, DEPARTMENT OF THE TREASURY COMMUNITY DEVELOPMENT FINANCIAL INSTITUTIONS BOND GUARANTEE PROGRAM Eligibility § 1808.200 Qualified Issuers...

  3. 13 CFR 108.110 - Qualified management.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 13 Business Credit and Assistance 1 2012-01-01 2012-01-01 false Qualified management. 108.110... management. An Applicant must show, to the satisfaction of SBA, that its current or proposed management team is qualified and has the knowledge, experience, and capability in Community Development Finance...

  4. Supporting "Out-of-Field" Teachers of Secondary Mathematics

    ERIC Educational Resources Information Center

    Vale, Colleen

    2010-01-01

    Principals are very aware that there is a great deal of competition in attracting qualified teachers of mathematics to their school, since there are just not enough qualified mathematics teachers out there. Recent studies of the qualifications of teachers in Australian schools have confirmed that there is a crisis in the supply of qualified…

  5. 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…

  6. Problems Faced by High School Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Boone, Harry N., Jr.; Boone, Deborah A.

    2007-01-01

    If the agricultural education profession is going to grow and prosper in the 21st century, it will need an adequate supply of qualified teachers. In 2001, however, the number of qualified potential agricultural education teachers actually seeking employment as teachers fell far short of the net number of replacements needed. Two contributing…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. Reaching TESOL Teachers through Technology....

    ERIC Educational Resources Information Center

    Rodriguez, Diane; Pelaez, Gloria

    The preparation of qualified teachers with knowledge and skills in the areas of English as a Second Language (ESL) and technology is an important issue in urban educational reform. This paper addresses components that one teacher preparation program is implementing in training multicultural, urban public school teachers in this critical shortage…

  13. 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…

  14. 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…

  15. 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.

  16. Recruiting and Retaining Teachers in a Rural School District: A Phenomenological Study of Rural Teachers

    ERIC Educational Resources Information Center

    Taylor, Laura U.

    2012-01-01

    The purpose of this qualitative, phenomenological research study was to explore the effectiveness of programs and strategies used to recruit and retain highly qualified teachers in accordance with the No Child Left Behind Act (2001) from the perspective of highly qualified teachers in a rural school district in Central Virginia. The data…

  17. Recruiting and Retaining Teachers in a Rural School District: A Phenomenological Study of Rural Teachers

    ERIC Educational Resources Information Center

    Taylor, Laura U.

    2012-01-01

    The purpose of this qualitative, phenomenological research study was to explore the effectiveness of programs and strategies used to recruit and retain highly qualified teachers in accordance with the No Child Left Behind Act (2001) from the perspective of highly qualified teachers in a rural school district in Central Virginia. The data…

  18. Flight Qualified Micro Sun Sensor

    NASA Technical Reports Server (NTRS)

    Liebe, Carl Christian; Mobasser, Sohrab; Wrigley, Chris; Schroeder, Jeffrey; Bae, Youngsam; Naegle, James; Katanyoutanant, Sunant; Jerebets, Sergei; Schatzel, Donald; Lee, Choonsup

    2007-01-01

    A prototype small, lightweight micro Sun sensor (MSS) has been flight qualified as part of the attitude-determination system of a spacecraft or for Mars surface operations. The MSS has previously been reported at a very early stage of development in NASA Tech Briefs, Vol. 28, No. 1 (January 2004). An MSS is essentially a miniature multiple-pinhole electronic camera combined with digital processing electronics that functions analogously to a sundial. A micromachined mask containing a number of microscopic pinholes is mounted in front of an active-pixel sensor (APS). Electronic circuits for controlling the operation of the APS, readout from the pixel photodetectors, and analog-to-digital conversion are all integrated onto the same chip along with the APS. The digital processing includes computation of the centroids of the pinhole Sun images on the APS. The spacecraft computer has the task of converting the Sun centroids into Sun angles utilizing a calibration polynomial. The micromachined mask comprises a 500-micron-thick silicon wafer, onto which is deposited a 57-nm-thick chromium adhesion- promotion layer followed by a 200-nm-thick gold light-absorption layer. The pinholes, 50 microns in diameter, are formed in the gold layer by photolithography. The chromium layer is thin enough to be penetrable by an amount of Sunlight adequate to form measurable pinhole images. A spacer frame between the mask and the APS maintains a gap of .1 mm between the pinhole plane and the photodetector plane of the APS. To minimize data volume, mass, and power consumption, the digital processing of the APS readouts takes place in a single field-programmable gate array (FPGA). The particular FPGA is a radiation- tolerant unit that contains .32,000 gates. No external memory is used so the FPGA calculates the centroids in real time as pixels are read off the APS with minimal internal memory. To enable the MSS to fit into a small package, the APS, the FPGA, and other components are mounted

  19. A Life Cycle Model for Career Teachers.

    ERIC Educational Resources Information Center

    Steffy, Betty E.; Wolfe, Michael P.

    2001-01-01

    As teachers progress through their careers, they must grow and transform to remain effective. The Life Cycle of the Career Teacher model, which is an application of Mezirow's transformation theory, provides the framework to ensure that all students have competent, caring, and qualified teachers, addressing six stages and transitions teachers face…

  20. 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…

  1. 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…

  2. 24 CFR 291.525 - Eligible teachers.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 24 Housing and Urban Development 2 2013-04-01 2013-04-01 false Eligible teachers. 291.525 Section... Sales Program § 291.525 Eligible teachers. A person qualifies as a teacher for the purposes of the GNND Sales Program if the person is: (a) Employed as a full-time teacher by a state-accredited public...

  3. Teacher Quality: The Perspectives of NCTE Members

    ERIC Educational Resources Information Center

    Dudley-Marling, Curt; Abt-Perkins, Dawn; Sato, Kyoko; Selfe, Richard (Dickie)

    2006-01-01

    This article reports the findings of a study examining the National Council of Teachers of English (NCTE) members' perceptions of what is required to become and to remain a highly-qualified teacher of the English language arts. An online survey was conducted to ten NCTE members: five teachers, and five university-based teacher educators. Findings…

  4. 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..., research or nutrition education program which is certified as a qualified program pursuant to § 1150.153....

  5. 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..., research or nutrition education program which is certified as a qualified program pursuant to § 1150.153....

  6. 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..., research or nutrition education program which is certified as a qualified program pursuant to § 1150.153....

  7. Good death? An exploration of newly qualified nurses' understanding of good death.

    PubMed

    Hopkinson, Jane; Hallett, Christine

    2002-11-01

    The dominant professional understanding of good death is death where symptoms are controlled, the inevitability of death has been accepted and preparations have been made leading to peace for all involved. It seems surprising, in a pluralistic society, that there might be such a clear common understanding of good death. This study looks at the understandings of good death voiced by 28 staff nurses who were interviewed about their experiences of caring for dying people in hospital. The findings suggest that a nurse's understanding of good death had elements that were shared with her colleagues, but also that there was a personal understanding of a good death. The concept of good death is perhaps a reduction of the acceptable way to care for a dying person. The concept of 'personally ideal death' is proposed as a refinement of good death that recognizes that the beliefs and values of each individual influences what they understand to be acceptable death.

  8. An Evaluation of the Clinical Performance of Newly Qualified Nurses: A Competency Based Assessment.

    ERIC Educational Resources Information Center

    O'Connor, S. E.; Pearce, J.; Smith, R. L.; Voegeli, D.; Walton, P.

    2001-01-01

    Senior nurses' (n=139) expectations of 36 beginning nurses were compared with the beginners' competence ratings by their clinical preceptors. Senior nurses' expectations were lower than the actual competence demonstrated by the graduates, suggesting that assessment instruments should not be derived solely from supervisor expectations. (SK)

  9. Developing the children's nursing workforce: profile, first jobs and future plans of newly qualified diplomates.

    PubMed

    Robinson, Sarah; Cox, Susanne; Murrells, Trevor

    2006-03-01

    Concerns regarding the number of children's nurses persist despite initiatives designed to reverse this trend. Recruiting and retaining a diverse nursing workforce is high on the policy agenda, particularly since the publication of the National Service Framework for Children, Young People and Maternity Services. This article reports findings from the first phase of a longitudinal study investigating the careers of child branch diplomates, focusing on the cohort's profile, first jobs and future plans. Findings suggest there is considerable scope to increase diversity in the children's nursing workforce. Child health diplomates indicate little sign of early attrition from nursing at qualification. Continuing professional development is a high priority for many child health nurses at the outset of their careers. These findings provide an important benchmark for later stages of child branch nurses' careers.

  10. Exploring newly qualified doctors' workplace stressors: an interview study from Australia.

    PubMed

    Tallentire, Victoria R; Smith, Samantha E; Facey, Adam D; Rotstein, Laila

    2017-08-11

    Postgraduate year 1 (PGY1) doctors suffer from high levels of psychological distress, yet the contributory factors are poorly understood. This study used an existing model of workplace stress to explore the elements most pertinent to PGY1 doctors. In turn, the data were used to amend and refine the conceptual model to better reflect the unique experiences of PGY1 doctors. Focus groups were undertaken with PGY1 doctors working at four different health services in Victoria, Australia. Transcripts were coded using Michie's model of workplace stress as the initial coding template. Remaining text was coded inductively and the supplementary codes were used to modify and amplify Michie's framework. There were 37 participants in total. Key themes included stressors intrinsic to the job, such as work overload and long hours, as well as those related to the context of work such as lack of role clarity and relationships with colleagues. The main modification to Michie's framework was the addition of the theme of uncertainty. This concept related to most of the pre-existing themes in complex ways, culminating in an overall sense of anxiety. Michie's model of workplace stress can be effectively used to explore the stressors experienced by PGY1 doctors. Pervasive uncertainty may help to explain the high levels of psychological morbidity in this group. While some uncertainty will always remain, the medical education community must seek ways to improve role clarity and promote mutual respect. © 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.

  11. 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.

  12. Perceived Needs of Beginning Elementary Teachers in New-Teacher Mentor Programs

    ERIC Educational Resources Information Center

    Streeter, Jason D.

    2013-01-01

    Extensive research has confirmed that thousands of teachers leave the profession each year. As teacher attrition rates continue to rise, school districts are faced with the problem of not retaining teachers. This information is vital because classroom instruction and student performance are directly tied to retaining qualified teachers. The…

  13. 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…

  14. Effective Teacher Behaviors Evident in Successful Teachers of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Austin, Vance L.; Barowsky, Ellis I.; Malow, Micheline S.; Gómez, Diane W.

    2011-01-01

    Four highly qualified teachers and 21 students classified with emotional and behavior disorders (EBD) participated in an investigation of teacher effectiveness. Data collection included: video of teaching behaviors, interviews with teachers, and student surveys. The student survey identified characteristics of teacher effectiveness in general and…

  15. The MINT project--an evaluation of the impact of midwife teachers on the outcomes of pre-registration midwifery education in the UK.

    PubMed

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

    2013-01-01

    to explore the contribution of midwife teachers in preparing student midwives for competent practice. a three phase design using qualitative and quantitative approaches. Phase one involved UK wide on-line questionnaire surveys, phase two was a case study method in six UK approved education institutions and phase three was a diary study with newly qualified midwives. phase one included all UK Lead Midwives for Education (LMEs), midwife teachers and Local Supervising Authority Midwifery Officers; phase two participants were three year and shortened programme student midwives, midwife teachers, LMEs and programme leads from each of the four countries; and phase three included a sample of newly qualified midwives graduating from the case study sites and their preceptors and supervisors of midwives. midwife teachers were valued for their unique and crucial role in supporting the application of knowledge to midwifery practice. Visibility and credibility were two key concepts that can explain the unique contribution of midwife teachers. These concepts included being able to support skills acquisition, understanding of contemporary midwifery practice, having a role in practice contexts and able to offer personal support. Visibility of teachers in practice was vital for students and mentors to assist students put their learning into practice and monitor learning and assessment decisions. given the complexity of midwifery education a team approach is essential in ensuring the effectiveness of these programmes. This requires a sufficient differentiation of midwife teacher roles to deliver the pre-registration curriculum. A set of resource quality indicators is proposed to support midwife teacher teams achieving sufficient clinical and academic expertise to deliver effective education programmes. Copyright © 2011 Elsevier Ltd. All rights reserved.

  16. The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students

    ERIC Educational Resources Information Center

    Perkins, Britine Lynee

    2013-01-01

    The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education programs to address community needs, the shortage of qualified teachers, and the lack of diversity among teachers. As the community college's teacher education role…

  17. 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...

  18. 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...

  19. 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...

  20. 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...

  1. 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...

  2. 7 CFR 701.110 - Qualifying minimum cost of restoration.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 7 2011-01-01 2011-01-01 false Qualifying minimum cost of restoration. 701.110... Conservation Program § 701.110 Qualifying minimum cost of restoration. (a) To qualify for assistance under... Deputy Administrator shall establish the minimum qualifying cost of restoration. Each affected State may...

  3. 5 CFR 847.202 - Definition of qualifying move.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 5 Administrative Personnel 2 2010-01-01 2010-01-01 false Definition of qualifying move. 847.202... FUND INSTRUMENTALITIES Elections To Continue Retirement Coverage After a Qualifying Move § 847.202 Definition of qualifying move. (a) A qualifying move occurring on or after December 28, 2001, that...

  4. 5 CFR 847.202 - Definition of qualifying move.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 5 Administrative Personnel 2 2011-01-01 2011-01-01 false Definition of qualifying move. 847.202... FUND INSTRUMENTALITIES Elections To Continue Retirement Coverage After a Qualifying Move § 847.202 Definition of qualifying move. (a) A qualifying move occurring on or after December 28, 2001, that...

  5. 5 CFR 847.202 - Definition of qualifying move.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 5 Administrative Personnel 2 2013-01-01 2013-01-01 false Definition of qualifying move. 847.202... FUND INSTRUMENTALITIES Elections To Continue Retirement Coverage After a Qualifying Move § 847.202 Definition of qualifying move. (a) A qualifying move occurring on or after December 28, 2001, that...

  6. 5 CFR 847.202 - Definition of qualifying move.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 5 Administrative Personnel 2 2012-01-01 2012-01-01 false Definition of qualifying move. 847.202... FUND INSTRUMENTALITIES Elections To Continue Retirement Coverage After a Qualifying Move § 847.202 Definition of qualifying move. (a) A qualifying move occurring on or after December 28, 2001, that...

  7. 5 CFR 847.202 - Definition of qualifying move.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 5 Administrative Personnel 2 2014-01-01 2014-01-01 false Definition of qualifying move. 847.202... FUND INSTRUMENTALITIES Elections To Continue Retirement Coverage After a Qualifying Move § 847.202 Definition of qualifying move. (a) A qualifying move occurring on or after December 28, 2001, that...

  8. 12 CFR 1806.201 - Measuring and reporting Qualified Activities.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 12 Banks and Banking 7 2011-01-01 2011-01-01 false Measuring and reporting Qualified Activities..., DEPARTMENT OF THE TREASURY BANK ENTERPRISE AWARD PROGRAM Awards § 1806.201 Measuring and reporting Qualified... applicable BEA NOFA for current limitations on Qualified Activities. (e) Measuring the Value of Qualified...

  9. 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... women and children who are not qualified family members. (a) The Medicaid agency must provide Medicaid to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for...

  10. 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... women and children who are not qualified family members. (a) The Medicaid agency must provide Medicaid to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for an...

  11. 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... women and children who are not qualified family members. (a) The Medicaid agency must provide Medicaid to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for...

  12. 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... women and children who are not qualified family members. (a) The Medicaid agency must provide Medicaid to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for...

  13. 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... women and children who are not qualified family members. (a) The Medicaid agency must provide Medicaid to a pregnant woman whose pregnancy has been medically verified and who— (1) Would be eligible for...

  14. Malaysia, a Modern Miracle: Is It About to Become a NIC (Newly Industrializing Country)?

    DTIC Science & Technology

    1986-01-13

    This study examines the status of the economy of Malaysia to determine whether it qualifies as being a Newly Industrializing Country (NIC). It...The growth rate of the economy has now become inadequate to propel the country much further toward NIC status. (Author)

  15. 26 CFR 1.30-1 - Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 1 2011-04-01 2009-04-01 true Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle. 1.30-1 Section 1.30-1 Internal Revenue INTERNAL REVENUE... qualified electric vehicle and recapture of credit for qualified electric vehicle. (a) Definition...

  16. 26 CFR 1.30-1 - Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 26 Internal Revenue 1 2014-04-01 2013-04-01 true Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle. 1.30-1 Section 1.30-1 Internal Revenue INTERNAL REVENUE... qualified electric vehicle and recapture of credit for qualified electric vehicle. (a) Definition...

  17. 26 CFR 1.30-1 - Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle. 1.30-1 Section 1.30-1 Internal Revenue INTERNAL REVENUE... qualified electric vehicle and recapture of credit for qualified electric vehicle. (a) Definition...

  18. 26 CFR 1.30-1 - Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 26 Internal Revenue 1 2013-04-01 2013-04-01 false Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle. 1.30-1 Section 1.30-1 Internal Revenue INTERNAL REVENUE... qualified electric vehicle and recapture of credit for qualified electric vehicle. (a) Definition...

  19. 26 CFR 1.30-1 - Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 26 Internal Revenue 1 2012-04-01 2012-04-01 false Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle. 1.30-1 Section 1.30-1 Internal Revenue INTERNAL REVENUE... qualified electric vehicle and recapture of credit for qualified electric vehicle. (a) Definition...

  20. 26 CFR 1.401(a)-1 - Post-ERISA qualified plans and qualified trusts; in general.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 26 Internal Revenue 5 2013-04-01 2013-04-01 false Post-ERISA qualified plans and qualified trusts..., Stock Bonus Plans, Etc. § 1.401(a)-1 Post-ERISA qualified plans and qualified trusts; in general. (a...-406) (“ERISA”). (2) (b) Requirements for pension plans—(1) Definitely determinable benefits. (i)...

  1. 26 CFR 1.401(a)-1 - Post-ERISA qualified plans and qualified trusts; in general.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 26 Internal Revenue 5 2012-04-01 2011-04-01 true Post-ERISA qualified plans and qualified trusts..., Stock Bonus Plans, Etc. § 1.401(a)-1 Post-ERISA qualified plans and qualified trusts; in general. (a...-406) (“ERISA”). (2) (b) Requirements for pension plans—(1) Definitely determinable benefits. (i)...

  2. 26 CFR 1.401(a)-1 - Post-ERISA qualified plans and qualified trusts; in general.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 5 2011-04-01 2011-04-01 false Post-ERISA qualified plans and qualified trusts..., Stock Bonus Plans, Etc. § 1.401(a)-1 Post-ERISA qualified plans and qualified trusts; in general. (a...-406) (“ERISA”). (2) (b) Requirements for pension plans—(1) Definitely determinable benefits. (i)...

  3. 26 CFR 1.401(a)-1 - Post-ERISA qualified plans and qualified trusts; in general.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 26 Internal Revenue 5 2014-04-01 2014-04-01 false Post-ERISA qualified plans and qualified trusts..., Stock Bonus Plans, Etc. § 1.401(a)-1 Post-ERISA qualified plans and qualified trusts; in general. (a...-406) (“ERISA”). (2) (b) Requirements for pension plans—(1) Definitely determinable benefits. (i)...

  4. 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…

  5. 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…

  6. 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,...

  7. 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...

  8. 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,...

  9. 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...

  10. 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...

  11. 34 CFR 685.217 - Teacher loan forgiveness program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 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,...

  12. Highly Qualified Kindergarten Teachers: Have They Been Left Behind?

    ERIC Educational Resources Information Center

    Marxen, Carol E.; Ofstedal, Kathy; Danbom, Karen

    2008-01-01

    The No Child Left Behind (NCLB) legislation has increased the academic expectations for kindergarten children. Where kindergarten was once a place for children to learn to socialize through play, many kindergarten classrooms have become replicas of first grade with children sitting at desks completing worksheets, learning to sound out words, and…

  13. Collaborative Recruitment of Diverse Teachers for the Long Haul--TEAMS: Teacher Education for the Advancement of a Multicultural Society

    ERIC Educational Resources Information Center

    Nunez, Marci; Fernandez, Mary Rose

    2006-01-01

    The recruitment of qualified teachers is an immense and demanding job, particularly for high-poverty urban schools. Urban schools often turn to the common practice of recruiting teachers who are under qualified, most of them with no teaching experience and limited training. Because of their lack of preparation, coupled with the difficult working…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. Improving Teacher Quality, a Keyword for Improving Education Facing Global Challenges

    ERIC Educational Resources Information Center

    Jusuf, Husain

    2005-01-01

    Research shows that teachers are the single most important factor in student learning in schools. Students who have access to highly qualified teachers achieve at a higher rate, regardless of other factors. Teachers to be highly qualified must be well prepared, especially in improving the quality of education facing global challenges. For this…

  19. 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…

  20. School Improvement and the Availability of Substitute Teachers in Ohio: An Irony of Professional Development.

    ERIC Educational Resources Information Center

    Griswold, Phillip A.; Hughes, William

    2000-01-01

    Investigated the availability of qualified substitute teachers in Ohio and the impact of a shortage on school improvement efforts. Surveys of district superintendents indicated a shortage of qualified substitute teachers related to district policy and procedures and increasing professional development demands for regular teachers. This shortage…

  1. Teachers and Teacher Trainees as Classroom Researchers: Beyond Utopia?

    ERIC Educational Resources Information Center

    Van Looy, Linda; Goegebeur, Werner

    2007-01-01

    In Flanders, action research as a means of enhancing quality in initial teacher training and in teaching practice is not as widespread as in some of the neighbouring countries. In this article the authors argue for trainees and qualified teachers setting up and conducting research in their teaching practice. Rather than perceiving this as an…

  2. 7 CFR 3431.15 - Qualifying loans.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... SERVICE, DEPARTMENT OF AGRICULTURE VETERINARY MEDICINE LOAN REPAYMENT PROGRAM Administration of the Veterinary Medicine Loan Repayment Program § 3431.15 Qualifying loans. (a) General. Loan repayments provided... accredited college of veterinary medicine resulting in a degree of Doctor of Veterinary Medicine, or...

  3. 30 CFR 795.10 - Qualified laboratories.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...) Meets applicable Federal or State safety and health requirements; (4) Has analytical, monitoring and... acceptable hydrologic, geologic, or analytical methods in accordance with the requirements of §§ 780.21, 780... identified at the time a determination is made that a firm is qualified and they meet requirements specified...

  4. 34 CFR 303.22 - Qualified.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH... intervention services. (Authority: 20 U.S.C. 1432(4)) Note: These regulations contain the following provisions relating to a State's responsibility to ensure that personnel are qualified to provide early intervention...

  5. 40 CFR 1400.12 - Qualified researchers.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 32 2010-07-01 2010-07-01 false Qualified researchers. 1400.12 Section 1400.12 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY AND DEPARTMENT OF JUSTICE ACCIDENTAL RELEASE PREVENTION REQUIREMENTS; RISK MANAGEMENT PROGRAMS UNDER THE CLEAN AIR ACT SECTION 112(r)(7...

  6. 14 CFR 314.6 - Qualifying dislocation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Qualifying dislocation. 314.6 Section 314.6 Aeronautics and Space OFFICE OF THE SECRETARY, DEPARTMENT OF TRANSPORTATION (AVIATION PROCEEDINGS) PROCEDURAL... provided by the Airline Deregulation Act of 1978. ...

  7. 27 CFR 479.68 - Qualified manufacturer.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 3 2014-04-01 2014-04-01 false Qualified manufacturer. 479.68 Section 479.68 Alcohol, Tobacco Products, and Firearms BUREAU OF ALCOHOL, TOBACCO, FIREARMS, AND EXPLOSIVES, DEPARTMENT OF JUSTICE FIREARMS AND AMMUNITION MACHINE GUNS, DESTRUCTIVE DEVICES, AND...

  8. 27 CFR 479.68 - Qualified manufacturer.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 3 2012-04-01 2010-04-01 true Qualified manufacturer. 479.68 Section 479.68 Alcohol, Tobacco Products, and Firearms BUREAU OF ALCOHOL, TOBACCO, FIREARMS, AND EXPLOSIVES, DEPARTMENT OF JUSTICE FIREARMS AND AMMUNITION MACHINE GUNS, DESTRUCTIVE DEVICES, AND CERTAIN...

  9. 27 CFR 479.68 - Qualified manufacturer.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 3 2010-04-01 2010-04-01 false Qualified manufacturer. 479.68 Section 479.68 Alcohol, Tobacco Products, and Firearms BUREAU OF ALCOHOL, TOBACCO, FIREARMS, AND EXPLOSIVES, DEPARTMENT OF JUSTICE FIREARMS AND AMMUNITION MACHINE GUNS, DESTRUCTIVE DEVICES, AND...

  10. 27 CFR 479.68 - Qualified manufacturer.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 3 2011-04-01 2010-04-01 true Qualified manufacturer. 479.68 Section 479.68 Alcohol, Tobacco Products, and Firearms BUREAU OF ALCOHOL, TOBACCO, FIREARMS, AND EXPLOSIVES, DEPARTMENT OF JUSTICE FIREARMS AND AMMUNITION MACHINE GUNS, DESTRUCTIVE DEVICES, AND CERTAIN...

  11. 27 CFR 479.68 - Qualified manufacturer.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 3 2013-04-01 2013-04-01 false Qualified manufacturer. 479.68 Section 479.68 Alcohol, Tobacco Products, and Firearms BUREAU OF ALCOHOL, TOBACCO, FIREARMS, AND EXPLOSIVES, DEPARTMENT OF JUSTICE FIREARMS AND AMMUNITION MACHINE GUNS, DESTRUCTIVE DEVICES, AND...

  12. 13 CFR 108.110 - Qualified management.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 13 Business Credit and Assistance 1 2013-01-01 2013-01-01 false Qualified management. 108.110... management. An Applicant must show, to the satisfaction of SBA, that its current or proposed management team... or proposed management team has sufficient qualifications, SBA will consider information provided...

  13. 13 CFR 108.110 - Qualified management.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 13 Business Credit and Assistance 1 2014-01-01 2014-01-01 false Qualified management. 108.110... management. An Applicant must show, to the satisfaction of SBA, that its current or proposed management team... or proposed management team has sufficient qualifications, SBA will consider information provided...

  14. 13 CFR 108.110 - Qualified management.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Qualified management. 108.110... management. An Applicant must show, to the satisfaction of SBA, that its current or proposed management team... or proposed management team has sufficient qualifications, SBA will consider information provided by...

  15. 24 CFR 236.710 - Qualified tenant.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 24 Housing and Urban Development 2 2011-04-01 2011-04-01 false Qualified tenant. 236.710 Section 236.710 Housing and Urban Development Regulations Relating to Housing and Urban Development (Continued... DEVELOPMENT MORTGAGE AND LOAN INSURANCE PROGRAMS UNDER NATIONAL HOUSING ACT AND OTHER AUTHORITIES...

  16. 13 CFR 108.110 - Qualified management.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... Act, the regulations in this part and its business plan. In determining whether an Applicant's current... 13 Business Credit and Assistance 1 2011-01-01 2011-01-01 false Qualified management. 108.110 Section 108.110 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION NEW MARKETS VENTURE...

  17. 40 CFR 1400.12 - Qualified researchers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 33 2014-07-01 2014-07-01 false Qualified researchers. 1400.12 Section 1400.12 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY AND DEPARTMENT OF JUSTICE ACCIDENTAL RELEASE PREVENTION REQUIREMENTS; RISK MANAGEMENT PROGRAMS UNDER THE CLEAN AIR ACT SECTION...

  18. 40 CFR 1400.12 - Qualified researchers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 34 2013-07-01 2013-07-01 false Qualified researchers. 1400.12 Section 1400.12 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY AND DEPARTMENT OF JUSTICE ACCIDENTAL RELEASE PREVENTION REQUIREMENTS; RISK MANAGEMENT PROGRAMS UNDER THE CLEAN AIR ACT SECTION...

  19. 40 CFR 1400.12 - Qualified researchers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 33 2011-07-01 2011-07-01 false Qualified researchers. 1400.12 Section 1400.12 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY AND DEPARTMENT OF JUSTICE ACCIDENTAL RELEASE PREVENTION REQUIREMENTS; RISK MANAGEMENT PROGRAMS UNDER THE CLEAN AIR ACT SECTION...

  20. 40 CFR 1400.12 - Qualified researchers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 34 2012-07-01 2012-07-01 false Qualified researchers. 1400.12 Section 1400.12 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY AND DEPARTMENT OF JUSTICE ACCIDENTAL RELEASE PREVENTION REQUIREMENTS; RISK MANAGEMENT PROGRAMS UNDER THE CLEAN AIR ACT SECTION...

  1. 46 CFR 390.9 - Qualified withdrawals.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 46 Shipping 8 2011-10-01 2011-10-01 false Qualified withdrawals. 390.9 Section 390.9 Shipping MARITIME ADMINISTRATION, DEPARTMENT OF TRANSPORTATION REGULATIONS UNDER PUBLIC LAW 91-469 CAPITAL..., including a corporate merger, where the party obtains a proprietary interest in an existing vessel and...

  2. 34 CFR 303.22 - Qualified.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Qualified. 303.22 Section 303.22 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH...

  3. 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…

  4. Newly Deployed Sojourner Rover

    NASA Technical Reports Server (NTRS)

    1999-01-01

    This 8-image mosaic was acquired during the late afternoon (near 5pm LST, note the long shadows) on Sol 2 as part of the predeploy 'insurance panorama' and shows the newly deployed rover sitting on the Martian surface. This color image was generated from images acquired at 530,600, and 750 nm. The insurance panorama was designed as 'insurance' against camera failure upon deployment. Had the camera failed, the losslessly-compressed, multispectral insurance panorama would have been the main source of image data from the IMP.

    However, the camera deployment was successful, leaving the insurance panorama to be downlinked to Earth several weeks later. Ironically enough, the insurance panorama contains some of the best quality image data because of the lossless data compression and relatively dust-free state of the camera and associated lander/rover hardware on Sol 2.

    Mars Pathfinder is the second in NASA's Discovery program of low-cost spacecraft with highly focused science goals. The Jet Propulsion Laboratory, Pasadena, CA, developed and manages the Mars Pathfinder mission for NASA's Office of Space Science, Washington, D.C. JPL is an operating division of the California Institute of Technology (Caltech). The IMP was developed by the University of Arizona Lunar and Planetary Laboratory under contract to JPL. Peter Smith is the Principal investigator.

  5. Newly Deployed Sojourner Rover

    NASA Technical Reports Server (NTRS)

    1999-01-01

    This 8-image mosaic was acquired during the late afternoon (near 5pm LST, note the long shadows) on Sol 2 as part of the predeploy 'insurance panorama' and shows the newly deployed rover sitting on the Martian surface. This color image was generated from images acquired at 530,600, and 750 nm. The insurance panorama was designed as 'insurance' against camera failure upon deployment. Had the camera failed, the losslessly-compressed, multispectral insurance panorama would have been the main source of image data from the IMP.

    However, the camera deployment was successful, leaving the insurance panorama to be downlinked to Earth several weeks later. Ironically enough, the insurance panorama contains some of the best quality image data because of the lossless data compression and relatively dust-free state of the camera and associated lander/rover hardware on Sol 2.

    Mars Pathfinder is the second in NASA's Discovery program of low-cost spacecraft with highly focused science goals. The Jet Propulsion Laboratory, Pasadena, CA, developed and manages the Mars Pathfinder mission for NASA's Office of Space Science, Washington, D.C. JPL is an operating division of the California Institute of Technology (Caltech). The IMP was developed by the University of Arizona Lunar and Planetary Laboratory under contract to JPL. Peter Smith is the Principal investigator.

  6. The Teachers Our English Language Learners Need

    ERIC Educational Resources Information Center

    Gándara, Patricia; Santibañez, Lucrecia

    2016-01-01

    The teacher quality gap is even more severe for English language learners than it is for low-income students and students of color, because a "highly qualified" teacher of ELLs must have special skills and abilities, write Gándara and Santibañez in this article. The authors examine how well prepared today's teachers are to provide…

  7. 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…

  8. The Teachers Our English Language Learners Need

    ERIC Educational Resources Information Center

    Gándara, Patricia; Santibañez, Lucrecia

    2016-01-01

    The teacher quality gap is even more severe for English language learners than it is for low-income students and students of color, because a "highly qualified" teacher of ELLs must have special skills and abilities, write Gándara and Santibañez in this article. The authors examine how well prepared today's teachers are to provide…

  9. In My View: No Teacher Left Behind

    ERIC Educational Resources Information Center

    Gray, David L.; Smith, Agnes E.

    2005-01-01

    The shortage of teachers in America's classrooms is reaching epidemic proportions. The National Education Association (2003) predicted that nearly one million veteran teachers will retire within the next decade, and reported that the number of classrooms without qualified teachers increases each year. In this article, the authors contend that a…

  10. Shaping New Models for Teacher Education

    ERIC Educational Resources Information Center

    Rust, Frances O'Connell

    2010-01-01

    American teacher education is stuck in an unproductive and dysfunctional pattern. American teacher education programs graduate thousands of newly certified teachers each year, but the evidence that even half of the new graduates are dynamic and capable teachers is weak. The reputations of the teacher education programs through which they pass are…

  11. "Because We Do Not Know Their Way": Standardizing Practices and Peoples through Habitus, the NCLB "Highly-Qualified" Mandate, and PRAXIS I Examinations

    ERIC Educational Resources Information Center

    Watanabe, Sundy

    2008-01-01

    Standardized testing, mandated by NCLB, can act as a barrier to prevent Indigenous students from entering teacher training programs and achieving "highly-qualified" certification upon exiting. Such regulations work against the nation-to-nation trust agreements that would place Indigenous teachers within Native school systems. Although…

  12. More Districts Adopt Innovative Teacher Pay Plans. Teacher Compensation and Teacher Quality: Policy Brief:

    ERIC Educational Resources Information Center

    Committee for Economic Development, 2011

    2011-01-01

    In 2009 the Committee for Economic Development (CED) called on district and state education officials to revamp the way that teachers are paid. New compensation systems are needed to attract highly qualified individuals into teaching under labor market conditions that have changed substantially since the typical framework for teacher salaries was…

  13. 33 CFR 155.1026 - Qualified individual and alternate qualified individual.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... must be available on a 24-hour basis. (b) The qualified individual and alternate must— (1) Speak fluent English; (2) Except as set out in paragraph (c) of this section, be located in the United States; (3)...

  14. 33 CFR 155.1026 - Qualified individual and alternate qualified individual.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... must be available on a 24-hour basis. (b) The qualified individual and alternate must— (1) Speak fluent English; (2) Except as set out in paragraph (c) of this section, be located in the United States; (3)...

  15. 33 CFR 155.1026 - Qualified individual and alternate qualified individual.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... must be available on a 24-hour basis. (b) The qualified individual and alternate must— (1) Speak fluent English; (2) Except as set out in paragraph (c) of this section, be located in the United States; (3)...

  16. 33 CFR 155.1026 - Qualified individual and alternate qualified individual.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... must be available on a 24-hour basis. (b) The qualified individual and alternate must— (1) Speak fluent English; (2) Except as set out in paragraph (c) of this section, be located in the United States; (3)...

  17. 33 CFR 155.1026 - Qualified individual and alternate qualified individual.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... must be available on a 24-hour basis. (b) The qualified individual and alternate must— (1) Speak fluent English; (2) Except as set out in paragraph (c) of this section, be located in the United States; (3)...

  18. Highly Qualified Status Type and Student Achievement Scores, Special Education, and General Education: Is There a Connection?

    ERIC Educational Resources Information Center

    Burdett, Nicole G.

    2013-01-01

    The purpose of this research study was to examine, through statistical analyses, the impact that the 2 different types of highly qualified teachers have on student achievement reading and math scores among fourth- and fifth-grade special education and general education students for the 2010-2011 and 2011-2012 school years. The evaluation…

  19. Teacher Certification in Manitoba.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education, Winnipeg.

    This booklet provides information for teachers wishing to qualify for certification in the Canadian province of Manitoba. Written in French and English, the booklet's topics include: (1) requirements for types of teaching certificates (provisional teaching; permanent teaching; special, vocational-industrial, and vocational-business education;…

  20. 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…

  1. From Teaching Physics to Teaching Children: Beginning teachers learning from pupils

    NASA Astrophysics Data System (ADS)

    Findlay, Morag; Bryce, Tom G. K.

    2012-11-01

    This article discusses the development of beginning physics teachers' pedagogical content knowledge (PCK) in the context of teaching basic electricity during a one-year Professional Graduate Diploma in Education (PGDE) course and beyond. This longitudinal study used repeated semi-structured interviews over a period of four-and-a-half years. The interview schedule followed a line of development through the secondary school electrical syllabus in Scotland. Fifteen student teachers were interviewed during the PGDE year. Six of them were followed up at the end of the Induction Year (their first year as newly qualified teachers) and again two-and-a-half years later. Thematic analysis of the interviews showed that before the beginning teachers had taught any classes, their initial focus was on how to transform their own subject matter knowledge (SMK) about electricity into forms that were accessible to pupils. As the beginning teachers gained experience working with classes, they gave vivid descriptions of interacting with particular pupils when teaching electricity, which showed the development of their PCK. This played a significant role in the teachers' change of focus from teaching physics to teaching children as they transformed their SMK into forms that were accessible to pupils and developed their own general pedagogical knowledge.

  2. 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…

  3. 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…

  4. VCCS Task Force on Teacher Preparation: A Continuing Endeavor.

    ERIC Educational Resources Information Center

    Smith, Wanda

    2000-01-01

    Describes the Virginia Community College System's (VCCS) initiative to help Virginia meet the growing demand for qualified public school teachers. States that the program aims to recruit teachers, offer pre-service and teacher preparation activities and programs, and prepare teachers to take the Praxis I exam and for transfer to universities. (NB)

  5. 24 CFR 236.710 - Qualified tenant.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Qualified Tenant found in § 236.2 of subpart A (contained in the April 1, 1995 edition of 24 CFR, parts 220... Income, as defined in § 236.2 of subpart A (contained in the April 1, 1995 edition of 24 CFR, parts 220...” in 24 CFR 236.2 (contained in the April 1, 1995 edition of 24 CFR, parts 220 to 499; see the Savings...

  6. 24 CFR 236.710 - Qualified tenant.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... Qualified Tenant found in § 236.2 of subpart A (contained in the April 1, 1995 edition of 24 CFR, parts 220... Income, as defined in § 236.2 of subpart A (contained in the April 1, 1995 edition of 24 CFR, parts 220...” in 24 CFR 236.2 (contained in the April 1, 1995 edition of 24 CFR, parts 220 to 499; see the Savings...

  7. The Neo-Liberal Turn in Understanding Teachers' and School Leaders' Work Practices in Curriculum Innovation and Change: A Critical Discourse Analysis of a Newly Proposed Reform Policy in Lower Secondary Education in the Republic of Ireland

    ERIC Educational Resources Information Center

    Simmie, Geraldine Mooney

    2014-01-01

    The study in this article involved a critical discourse analysis of five policy documents in relation to a curriculum reform proposed for lower secondary education in the Republic of Ireland. It examined the (re)positioning of governance in relation to curriculum and teacher education. Findings indicate a predominant clinical discourse closely…

  8. The Neo-Liberal Turn in Understanding Teachers' and School Leaders' Work Practices in Curriculum Innovation and Change: A Critical Discourse Analysis of a Newly Proposed Reform Policy in Lower Secondary Education in the Republic of Ireland

    ERIC Educational Resources Information Center

    Simmie, Geraldine Mooney

    2014-01-01

    The study in this article involved a critical discourse analysis of five policy documents in relation to a curriculum reform proposed for lower secondary education in the Republic of Ireland. It examined the (re)positioning of governance in relation to curriculum and teacher education. Findings indicate a predominant clinical discourse closely…

  9. Receptivity to Bariatric Surgery in Qualified Patients

    PubMed Central

    Fung, Michael; Wharton, Sean; Macpherson, Alison

    2016-01-01

    Objectives. Bariatric surgery has been shown to be an effective intervention for weight loss and diabetes management. Despite this, many patients qualified for bariatric surgery are not interested in undergoing the procedure. The objective of this study is to determine the factors influencing receptivity to bariatric surgery among those who qualify for the procedure. Methods. Patients attending a publicly funded weight management clinic who qualified for bariatric surgery were asked to complete an elective questionnaire between February 2013 and April 2014. Results. A total of 371 patients (72% female) completed the questionnaire. Only 87 of 371 (23%) participants were interested in bariatric surgery. Individuals interested in bariatric surgery had a higher BMI (48.0 versus 46.2 kg/m2, P = 0.03) and believed that they would lose more weight with surgery (51 versus 44 kg, P = 0.0069). Those who scored highly on past weight loss success and financial concerns were less likely to be interested in bariatric surgery, whereas those who scored highly on high receptivity to surgery and positive social support were more likely to be interested in bariatric surgery. Conclusion. Although participants overestimated the effect of bariatric surgery on weight loss, most were still not interested in bariatric surgery. PMID:27516900

  10. A Mixed Method Analysis of the Interaction between Teacher Variables, Teacher Absences, School District Policies, and Student Achievement

    ERIC Educational Resources Information Center

    Dillehay, Glenn Woodrow, III.

    2012-01-01

    Teacher absenteeism is expensive, disrupts the continuity of educational activities, and results in students attending classes with less qualified substitute teachers. The purpose of this study was to analyze the relationships among teacher variables, teacher absenteeism, student achievement, and school district policy governing teacher…

  11. A Mixed Method Analysis of the Interaction between Teacher Variables, Teacher Absences, School District Policies, and Student Achievement

    ERIC Educational Resources Information Center

    Dillehay, Glenn Woodrow, III.

    2012-01-01

    Teacher absenteeism is expensive, disrupts the continuity of educational activities, and results in students attending classes with less qualified substitute teachers. The purpose of this study was to analyze the relationships among teacher variables, teacher absenteeism, student achievement, and school district policy governing teacher…

  12. 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...

  13. 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... 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...

  14. 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... 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...

  15. 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...

  16. 9 CFR 201.73 - Scale operators to be qualified.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 9 Animals and Animal Products 2 2014-01-01 2014-01-01 false Scale operators to be qualified. 201... ACT Services § 201.73 Scale operators to be qualified. Stockyard owners, market agencies, dealers, packers, and live poultry dealers shall employ qualified persons to operate scales for weighing livestock...

  17. 9 CFR 201.73 - Scale operators to be qualified.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 9 Animals and Animal Products 2 2012-01-01 2012-01-01 false Scale operators to be qualified. 201... ACT Services § 201.73 Scale operators to be qualified. Stockyard owners, market agencies, dealers, packers, and live poultry dealers shall employ qualified persons to operate scales for weighing livestock...

  18. 9 CFR 201.73 - Scale operators to be qualified.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 9 Animals and Animal Products 2 2013-01-01 2013-01-01 false Scale operators to be qualified. 201... ACT Services § 201.73 Scale operators to be qualified. Stockyard owners, market agencies, dealers, packers, and live poultry dealers shall employ qualified persons to operate scales for weighing livestock...

  19. 9 CFR 201.73 - Scale operators to be qualified.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 9 Animals and Animal Products 2 2010-01-01 2010-01-01 false Scale operators to be qualified. 201... ACT Services § 201.73 Scale operators to be qualified. Stockyard owners, market agencies, dealers, packers, and live poultry dealers shall employ qualified persons to operate scales for weighing livestock...

  20. 9 CFR 201.73 - Scale operators to be qualified.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 9 Animals and Animal Products 2 2011-01-01 2011-01-01 false Scale operators to be qualified. 201... ACT Services § 201.73 Scale operators to be qualified. Stockyard owners, market agencies, dealers, packers, and live poultry dealers shall employ qualified persons to operate scales for weighing livestock...

  1. 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...

  2. 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...

  3. 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...

  4. 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...

  5. 26 CFR 1.25-3 - Qualified mortgage credit certificate.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 1 2011-04-01 2009-04-01 true Qualified mortgage credit certificate. 1.25-3... TAXES Changes in Rates During A Taxable Year § 1.25-3 Qualified mortgage credit certificate. (a)-(g)(1... certificates for certain refinancings—(1) In general. If the issuer of a qualified mortgage credit...

  6. 49 CFR 604.7 - Qualified human service organizations.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 7 2010-10-01 2010-10-01 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)...

  7. 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)...

  8. 26 CFR 1.884-5 - Qualified resident.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 9 2010-04-01 2010-04-01 false Qualified resident. 1.884-5 Section 1.884-5...) INCOME TAXES Foreign Corporations § 1.884-5 Qualified resident. (a) Definition of qualified resident. A... country (within the meaning of such treaty) and either— (1) Meets the requirements of paragraphs (b)...

  9. 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...

  10. 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 §...

  11. 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... 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...

  12. 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...

  13. 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... 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...

  14. 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...

  15. 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...

  16. 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...

  17. 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...

  18. 26 CFR 1.884-5 - Qualified resident.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 9 2011-04-01 2011-04-01 false Qualified resident. 1.884-5 Section 1.884-5 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES (CONTINUED) Foreign Corporations § 1.884-5 Qualified resident. (a) Definition of qualified resident. A foreign corporation is a...

  19. 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...

  20. 12 CFR 621.4 - Audit by qualified public accountant.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 12 Banks and Banking 6 2011-01-01 2011-01-01 false Audit by qualified public accountant. 621.4... REQUIREMENTS General Rules § 621.4 Audit by qualified public accountant. (a) Each institution shall, at least annually, have its financial statements audited by a qualified public accountant in accordance...

  1. 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...

  2. 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...

  3. 26 CFR 1.132-9 - Qualified transportation fringes.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... compensation at a specified future date or a fixed amount of qualified transportation fringes to be provided for a specified future period (such as qualified parking to be used during a future calendar month... that is not used for qualified transportation fringes is not refunded to the employee at any...

  4. 26 CFR 1.132-9 - Qualified transportation fringes.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... compensation at a specified future date or a fixed amount of qualified transportation fringes to be provided for a specified future period (such as qualified parking to be used during a future calendar month... that is not used for qualified transportation fringes is not refunded to the employee at any...

  5. 7 CFR 1221.24 - Qualified sorghum producer organization.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 10 2013-01-01 2013-01-01 false Qualified sorghum producer organization. 1221.24... SORGHUM PROMOTION, RESEARCH, AND INFORMATION ORDER Sorghum Promotion, Research, and Information Order Definitions § 1221.24 Qualified sorghum producer organization. Qualified sorghum producer organization means...

  6. 7 CFR 1221.24 - Qualified sorghum producer organization.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 10 2011-01-01 2011-01-01 false Qualified sorghum producer organization. 1221.24... SORGHUM PROMOTION, RESEARCH, AND INFORMATION ORDER Sorghum Promotion, Research, and Information Order Definitions § 1221.24 Qualified sorghum producer organization. Qualified sorghum producer organization means...

  7. 7 CFR 1221.24 - Qualified sorghum producer organization.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 10 2012-01-01 2012-01-01 false Qualified sorghum producer organization. 1221.24... SORGHUM PROMOTION, RESEARCH, AND INFORMATION ORDER Sorghum Promotion, Research, and Information Order Definitions § 1221.24 Qualified sorghum producer organization. Qualified sorghum producer organization means...

  8. 7 CFR 1221.24 - Qualified sorghum producer organization.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 10 2014-01-01 2014-01-01 false Qualified sorghum producer organization. 1221.24... SORGHUM PROMOTION, RESEARCH, AND INFORMATION ORDER Sorghum Promotion, Research, and Information Order Definitions § 1221.24 Qualified sorghum producer organization. Qualified sorghum producer organization means...

  9. 41 CFR 101-29.207 - Qualified products list (QPL).

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 41 Public Contracts and Property Management 2 2011-07-01 2007-07-01 true Qualified products list (QPL). 101-29.207 Section 101-29.207 Public Contracts and Property Management Federal Property... PRODUCT DESCRIPTIONS 29.2-Definitions § 101-29.207 Qualified products list (QPL). A qualified products...

  10. 41 CFR 101-29.207 - Qualified products list (QPL).

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 41 Public Contracts and Property Management 2 2010-07-01 2010-07-01 true Qualified products list (QPL). 101-29.207 Section 101-29.207 Public Contracts and Property Management Federal Property... PRODUCT DESCRIPTIONS 29.2-Definitions § 101-29.207 Qualified products list (QPL). A qualified products...

  11. 7 CFR 701.210 - Qualifying minimum cost of restoration.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 7 2011-01-01 2011-01-01 false Qualifying minimum cost of restoration. 701.210... Restoration Program § 701.210 Qualifying minimum cost of restoration. (a) FSA will establish the minimum qualifying cost of restoration, which may vary by State or region. (b) An applicant may request a waiver of...

  12. 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...

  13. 11 CFR 9002.11 - Qualified campaign expense.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 11 Federal Elections 1 2010-01-01 2010-01-01 false Qualified campaign expense. 9002.11 Section 9002.11 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: GENERAL ELECTION FINANCING DEFINITIONS § 9002.11 Qualified campaign expense. (a) Qualified campaign expense...

  14. 31 CFR 321.4 - Paying agents previously qualified.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 31 Money and Finance: Treasury 2 2010-07-01 2010-07-01 false Paying agents previously qualified...) Procedures for Qualification § 321.4 Paying agents previously qualified. Institutions qualified as paying agents under previous revisions of this part are authorized to continue to act in that capacity without...

  15. 31 CFR 317.4 - Issuing agents currently qualified.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 31 Money and Finance: Treasury 2 2010-07-01 2010-07-01 false Issuing agents currently qualified... ISSUE OF UNITED STATES SAVINGS BONDS § 317.4 Issuing agents currently qualified. Each organization, qualified as an issuing agent under a trust agreement currently in effect, is authorized to continue to act...

  16. 31 CFR 321.4 - Paying agents previously qualified.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 31 Money and Finance: Treasury 2 2014-07-01 2014-07-01 false Paying agents previously qualified... SHARES) Procedures for Qualification § 321.4 Paying agents previously qualified. Institutions qualified as paying agents under previous revisions of this part are authorized to continue to act in that...

  17. 31 CFR 321.4 - Paying agents previously qualified.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 31 Money and Finance:Treasury 2 2011-07-01 2011-07-01 false Paying agents previously qualified...) Procedures for Qualification § 321.4 Paying agents previously qualified. Institutions qualified as paying agents under previous revisions of this part are authorized to continue to act in that capacity without...

  18. 31 CFR 317.4 - Issuing agents currently qualified.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 31 Money and Finance:Treasury 2 2012-07-01 2012-07-01 false Issuing agents currently qualified... ISSUE OF UNITED STATES SAVINGS BONDS § 317.4 Issuing agents currently qualified. Each organization, qualified as an issuing agent under a trust agreement currently in effect, is authorized to continue to act...

  19. 31 CFR 317.4 - Issuing agents currently qualified.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 31 Money and Finance:Treasury 2 2013-07-01 2013-07-01 false Issuing agents currently qualified... ISSUE OF UNITED STATES SAVINGS BONDS § 317.4 Issuing agents currently qualified. Each organization, qualified as an issuing agent under a trust agreement currently in effect, is authorized to continue to act...

  20. 31 CFR 321.4 - Paying agents previously qualified.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 31 Money and Finance:Treasury 2 2012-07-01 2012-07-01 false Paying agents previously qualified... SHARES) Procedures for Qualification § 321.4 Paying agents previously qualified. Institutions qualified as paying agents under previous revisions of this part are authorized to continue to act in that...

  1. 31 CFR 321.4 - Paying agents previously qualified.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 31 Money and Finance:Treasury 2 2013-07-01 2013-07-01 false Paying agents previously qualified... SHARES) Procedures for Qualification § 321.4 Paying agents previously qualified. Institutions qualified as paying agents under previous revisions of this part are authorized to continue to act in that...

  2. 31 CFR 317.4 - Issuing agents currently qualified.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 31 Money and Finance:Treasury 2 2011-07-01 2011-07-01 false Issuing agents currently qualified... ISSUE OF UNITED STATES SAVINGS BONDS § 317.4 Issuing agents currently qualified. Each organization, qualified as an issuing agent under a trust agreement currently in effect, is authorized to continue to act...

  3. 31 CFR 317.4 - Issuing agents currently qualified.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 31 Money and Finance: Treasury 2 2014-07-01 2014-07-01 false Issuing agents currently qualified... FOR ISSUE OF UNITED STATES SAVINGS BONDS § 317.4 Issuing agents currently qualified. Each organization, qualified as an issuing agent under a trust agreement currently in effect, is authorized to continue to act...

  4. 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...

  5. 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...

  6. 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...

  7. 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...

  8. 42 CFR 436.121 - Qualified family members.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 4 2013-10-01 2013-10-01 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...

  9. 42 CFR 436.121 - Qualified family members.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 4 2012-10-01 2012-10-01 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...

  10. 12 CFR 621.4 - Audit by qualified public accountant.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 12 Banks and Banking 7 2014-01-01 2014-01-01 false Audit by qualified public accountant. 621.4... REQUIREMENTS General Rules § 621.4 Audit by qualified public accountant. (a) Each institution shall, at least annually, have its financial statements audited by a qualified public accountant in accordance with...

  11. 12 CFR 621.4 - Audit by qualified public accountant.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 12 Banks and Banking 7 2013-01-01 2013-01-01 false Audit by qualified public accountant. 621.4... REQUIREMENTS General Rules § 621.4 Audit by qualified public accountant. (a) Each institution shall, at least annually, have its financial statements audited by a qualified public accountant in accordance with...

  12. 12 CFR 621.4 - Audit by qualified public accountant.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 12 Banks and Banking 7 2012-01-01 2012-01-01 false Audit by qualified public accountant. 621.4... REQUIREMENTS General Rules § 621.4 Audit by qualified public accountant. (a) Each institution shall, at least annually, have its financial statements audited by a qualified public accountant in accordance with...

  13. 5 CFR 847.402 - Definition of qualifying move.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 5 Administrative Personnel 2 2011-01-01 2011-01-01 false Definition of qualifying move. 847.402....402 Definition of qualifying move. (a) A qualifying move occurring after December 31, 1965, and before... under CSRS or FERS retroactive to the date of the move must meet all the following criteria: (1)(i)...

  14. 5 CFR 847.402 - Definition of qualifying move.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 5 Administrative Personnel 2 2013-01-01 2013-01-01 false Definition of qualifying move. 847.402....402 Definition of qualifying move. (a) A qualifying move occurring after December 31, 1965, and before... under CSRS or FERS retroactive to the date of the move must meet all the following criteria: (1)(i)...

  15. 5 CFR 847.402 - Definition of qualifying move.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 5 Administrative Personnel 2 2012-01-01 2012-01-01 false Definition of qualifying move. 847.402....402 Definition of qualifying move. (a) A qualifying move occurring after December 31, 1965, and before... under CSRS or FERS retroactive to the date of the move must meet all the following criteria: (1)(i)...

  16. 5 CFR 847.402 - Definition of qualifying move.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 5 Administrative Personnel 2 2014-01-01 2014-01-01 false Definition of qualifying move. 847.402....402 Definition of qualifying move. (a) A qualifying move occurring after December 31, 1965, and before... under CSRS or FERS retroactive to the date of the move must meet all the following criteria: (1)(i)...

  17. 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...

  18. 9 CFR 77.36 - Interstate movement from qualified herds.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 9 Animals and Animal Products 1 2010-01-01 2010-01-01 false Interstate movement from qualified... TUBERCULOSIS Captive Cervids § 77.36 Interstate movement from qualified herds. (a) Qualifications. To be... and is classified as a qualified herd. (b) Movement allowed. Except as provided in § 77.23 with regard...

  19. 11 CFR 9032.9 - Qualified campaign expense.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 11 Federal Elections 1 2012-01-01 2012-01-01 false Qualified campaign expense. 9032.9 Section 9032.9 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: PRESIDENTIAL PRIMARY MATCHING FUND DEFINITIONS § 9032.9 Qualified campaign expense. (a) Qualified campaign...

  20. 11 CFR 9032.9 - Qualified campaign expense.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 11 Federal Elections 1 2011-01-01 2011-01-01 false Qualified campaign expense. 9032.9 Section 9032.9 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: PRESIDENTIAL PRIMARY MATCHING FUND DEFINITIONS § 9032.9 Qualified campaign expense. (a) Qualified campaign...

  1. 11 CFR 9032.9 - Qualified campaign expense.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 11 Federal Elections 1 2010-01-01 2010-01-01 false Qualified campaign expense. 9032.9 Section 9032.9 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: PRESIDENTIAL PRIMARY MATCHING FUND DEFINITIONS § 9032.9 Qualified campaign expense. (a) Qualified campaign...

  2. 11 CFR 9032.9 - Qualified campaign expense.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 11 Federal Elections 1 2013-01-01 2012-01-01 true Qualified campaign expense. 9032.9 Section 9032.9 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: PRESIDENTIAL PRIMARY MATCHING FUND DEFINITIONS § 9032.9 Qualified campaign expense. (a) Qualified campaign...

  3. 11 CFR 9032.9 - Qualified campaign expense.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 11 Federal Elections 1 2014-01-01 2014-01-01 false Qualified campaign expense. 9032.9 Section 9032.9 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: PRESIDENTIAL PRIMARY MATCHING FUND DEFINITIONS § 9032.9 Qualified campaign expense. (a) Qualified campaign...

  4. 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...

  5. 26 CFR 1.132-9 - Qualified transportation fringes.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 2 2011-04-01 2011-04-01 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...

  6. 26 CFR 1.132-9 - Qualified transportation fringes.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 2 2010-04-01 2010-04-01 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...

  7. 26 CFR 301.7430-7 - Qualified offers.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... conference. (5) Remains open. A qualified offer must, by its terms, remain open for acceptance by the United... that would have resulted from the acceptance of E's qualified offer is a reduction in that liability of... 26 Internal Revenue 18 2010-04-01 2010-04-01 false Qualified offers. 301.7430-7 Section...

  8. 26 CFR 1.25-3 - Qualified mortgage credit certificate.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Qualified mortgage credit certificate. 1.25-3... TAXES Changes in Rates During A Taxable Year § 1.25-3 Qualified mortgage credit certificate. (a)-(g)(1... certificates for certain refinancings—(1) In general. If the issuer of a qualified mortgage credit certificate...

  9. 26 CFR 1.1092(c)-1 - Qualified covered calls.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 11 2010-04-01 2010-04-01 true Qualified covered calls. 1.1092(c)-1 Section 1... (CONTINUED) INCOME TAXES Wash Sales of Stock Or Securities § 1.1092(c)-1 Qualified covered calls. (a) In...), however, writing a qualified covered call option and owning the optioned stock is not treated as...

  10. 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…

  11. Assessing Teacher Self-Efficacy and Job Satisfaction of Early Career Agriculture Teachers in Kentucky

    ERIC Educational Resources Information Center

    Blackburn, J. Joey; Robinson, J. Shane

    2008-01-01

    The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. A high percentage of agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low…

  12. 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…

  13. 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…

  14. Professional Learning Communities in the Teachers' College: A Resource for Teacher Educators

    ERIC Educational Resources Information Center

    du Plessis, Joy; Muzaffar, Irfan

    2010-01-01

    With the introduction of free primary education throughout Africa over the past 20 years, the demand for more qualified teachers has grown tremendously (Nilsson, 2003). Mainstream teacher education programs, typically consisting of 1-3 years of residence in teachers' colleges and some form of practice teaching, are unable to meet this…

  15. 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…

  16. 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…

  17. 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.

  18. A Look at Returning Teachers

    ERIC Educational Resources Information Center

    DeAngelis, Karen J.

    2013-01-01

    Research shows that one-quarter to one-third of teachers who leave the profession return, the majority after only a short absence. Though returning teachers can constitute a substantial share of newly hired teachers in schools each year, little is known about them, the factors associated with their decisions to return, or the schools to which…

  19. 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.…

  20. Participation in the Qualified Medical Beneficiary Program.

    PubMed

    Neumann, P J; Bernardin, M D; Evans, W N; Bayer, E J

    1995-01-01

    This article has three objectives: to estimate how many eligible elderly beneficiaries are participating in the Qualified Medicare Beneficiary (QMB) program; to determine the characteristics of participating and non participating eligibles; and to identify the most significant barriers to program participation. We used data from the Medicare Current Beneficiary Survey (MCBS) and the Medicare Buy-In file. We found that 41 percent of QMB eligibles are enrolled in the program; participation is higher for poor and less educated beneficiaries, those in poorer health, rural residents, African Americans, and Hispanics. Finally, we found that, in general, eligible beneficiaries are ill informed about the program.