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…

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,…

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…

An Exploration of Changes in Thinking in the Transition from Student Teacher to Newly Qualified Teacher

ERIC Educational Resources Information Center

Haggarty, Linda; Postlethwaite, Keith

2012-01-01

For newly qualified teachers (NQTs), the induction period of support is an important phase which has the potential to deepen learning that has already taken place in initial teacher education (ITE) as well as preparing the NQT for future learning. A particularly crucial time in the induction process is the first term of teaching, when NQTs are…

"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…

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

ERIC Educational Resources Information Center

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

2008-01-01

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

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

ERIC Educational Resources Information Center

Amobi, Funmi A.

2006-01-01

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

The Relationship between Highly Qualified Teachers and Student Academic Achievement

ERIC Educational Resources Information Center

Macken, Sherry Lou

2013-01-01

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

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…

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

Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers

ERIC Educational Resources Information Center

Andersson, Ingrid; Andersson, Sven B.

2008-01-01

The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the…

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…

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…

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…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Context and Learning Factors in the Development of Teacher Identity: A Case Study of Newly Qualified Teachers during Their Induction Year

ERIC Educational Resources Information Center

Findlay, Kate

2006-01-01

This paper reports on a small-scale case study of five newly qualified teachers in one school. The aim of the study was to identify the context and learning factors that enable and constrain the professional growth of new teachers, and to locate the place of formal induction arrangements within the broader experiences of the first year in…

What Did They Take Away?: Examining Newly Qualified U.S. Teachers' Visions of Learning and Teaching Science in K-8 Classrooms

ERIC Educational Resources Information Center

Roberts-Harris, Deborah

2014-01-01

This study investigated newly qualified K-8 teachers' visions of science learning and teaching after they had completed preparation in a science teaching methods course I taught. What visions of science learning and teaching were these newly qualified teachers taking away from my course? How did these visions compare with those advocated by reform…

Not Nearly Enough Geography! University Provision for England's Pre-Service Primary Teachers

ERIC Educational Resources Information Center

Catling, Simon

2017-01-01

Research into geography provision in primary initial teacher education [ITE] courses in the United Kingdom and worldwide is very limited. England educates pre-service primary teachers of 5-11 year olds to be "generalists" who teach the full range of curriculum subjects, including geography. This article identifies that the provision of…

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…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2004-01-01

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

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…

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…

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.

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…

The Relationship between Buy-Back Provisions and Teacher Attendance Rates.

ERIC Educational Resources Information Center

Boyer, Charles Edwin

Teacher absenteeism is a formidable obstacle to cost-effective education, academic achievement, orderly school operation, and amiable school-community relations. This study examined the relationship between school district policies on sick leave and teacher attendance rates in Georgia--in particular, the degree to which policy provisions for the…

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

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

ERIC Educational Resources Information Center

Heine, Hilda C.; Emesiochl, Masa Akii

2007-01-01

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

40 CFR 1400.12 - Qualified researchers.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

40 CFR 1400.12 - Qualified researchers.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

40 CFR 1400.12 - Qualified researchers.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

40 CFR 1400.12 - Qualified researchers.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

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

ERIC Educational Resources Information Center

Allen, Michael

2011-01-01

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

A comparative study of educational provision for children with neurogenetic syndromes: parent and teacher survey.

PubMed

Reilly, C; Senior, J; Murtagh, L

2015-12-01

A number of neurogenetic syndromes have a high association with special educational needs including fragile X syndrome (FXS), Prader-Willi syndrome (PWS), Williams syndrome (WS) and Velo-Cardio-Facial syndrome (VCFS). There is a paucity of research on educational provision for children affected by these syndromes. Parents (n = 381) and teachers (n = 204) of school-aged children with one of the four syndromes in the UK and Ireland were surveyed in a range of areas concerning the child's educational provision. Areas surveyed included school placement, views on the needs of children with the syndromes, desired changes to current provision and perceived teacher knowledge. School placement in mainstream settings decreased with age in all of the syndromes. Males with the syndromes were more likely to be in specialised educational settings with the exception of WS. Teachers reported limited input on initial or subsequent training for all of the syndromes. The majority of teachers did not view the needs of children with syndromes as different from other children with intellectual disability (ID) although there were significant differences between the syndromes. Changes deemed necessary to provision by parents and teachers differed between the syndromes indicating the existence of perceptions of syndrome specific needs. The lowest perceived level of teacher knowledge was in the VCFS group. The majority of teachers of children with neurogenetic syndromes report limited knowledge of the syndromes, but also a lack of belief that the children's needs are different from the majority of children with ID. Differences between the syndromes in some areas of provision suggest that a child's syndrome does impact on educational provision in some areas. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

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

ERIC Educational Resources Information Center

Hetler, Angela Dawn

2010-01-01

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

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

ERIC Educational Resources Information Center

Childre, Amy L.

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2005-01-01

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

Interplay of School Welfare Provision and Teacher Performance: The Case of Ugandan Secondary Schools

ERIC Educational Resources Information Center

Naluwemba, Frances; Sekiwu, Denis; Okwenje, Vicent

2016-01-01

This is an account of a cross-sectional study of how school welfare provision influences teacher performance in six government aided secondary schools in Uganda. The study was largely a mixed method involving semi-structured questionnaires and interviews with a convenience sample of 221 participants in the categories of teachers, head teachers,…

5 CFR 950.107 - Lack of a qualified PCFO.

Code of Federal Regulations, 2010 CFR

2010-01-01

... VOLUNTARY ORGANIZATIONS General Provisions § 950.107 Lack of a qualified PCFO. There is no authority in... 950.107 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... campaign that has a qualified PCFO or identifying an eligible organization to function as the campaign's...

5 CFR 950.107 - Lack of a qualified PCFO.

Code of Federal Regulations, 2013 CFR

2013-01-01

... VOLUNTARY ORGANIZATIONS General Provisions § 950.107 Lack of a qualified PCFO. There is no authority in... 950.107 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... campaign that has a qualified PCFO or identifying an eligible organization to function as the campaign's...

5 CFR 950.107 - Lack of a qualified PCFO.

Code of Federal Regulations, 2011 CFR

2011-01-01

... VOLUNTARY ORGANIZATIONS General Provisions § 950.107 Lack of a qualified PCFO. There is no authority in... 950.107 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... campaign that has a qualified PCFO or identifying an eligible organization to function as the campaign's...

5 CFR 950.107 - Lack of a qualified PCFO.

Code of Federal Regulations, 2012 CFR

2012-01-01

... VOLUNTARY ORGANIZATIONS General Provisions § 950.107 Lack of a qualified PCFO. There is no authority in... 950.107 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... campaign that has a qualified PCFO or identifying an eligible organization to function as the campaign's...

5 CFR 950.107 - Lack of a qualified PCFO.

Code of Federal Regulations, 2014 CFR

2014-01-01

... VOLUNTARY ORGANIZATIONS General Provisions § 950.107 Lack of a qualified PCFO. There is no authority in... 950.107 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT (CONTINUED) CIVIL SERVICE REGULATIONS... campaign that has a qualified PCFO or identifying an eligible organization to function as the campaign's...

From iTE to NQT: Evaluating Newly Qualified Teachers' Use of Mobile Technology in Their First Two Years of Teaching

ERIC Educational Resources Information Center

Mac Mahon, Brendan; Ó'Grádaigh, Seán; Ghuidhir, Sinéad Ni

2018-01-01

This article outlines a study to examine if newly qualified teachers (NQTs) who had incorporated iPad within pedagogical practice during initial teacher education, continued to do so in their first two years of teaching, and also to identify the challenges to integration that emerged. Findings show that use of iPad in teaching, learning and…

Maternity Leave Provisions for Classroom Teachers in Larger School Systems.

ERIC Educational Resources Information Center

Educational Research Service Circular, 1966

1966-01-01

Maternity leave provisions for classroom teachers in 129 school systems having enrollments of 25,000 or more are reported for 1965-66 in this national survey. Tables contain information on compulsory absence prior to anticipated date of birth and earliest permissible return from maternity leaves. Brief descriptions of maternity leave practices are…

Pedagogical Knowledge Base Underlying EFL Teachers' Provision of Oral Corrective Feedback in Grammar Instruction

ERIC Educational Resources Information Center

Atai, Mahmood Reza; Shafiee, Zahra

2017-01-01

The present study investigated the pedagogical knowledge base underlying EFL teachers' provision of oral corrective feedback in grammar instruction. More specifically, we explored the consistent thought patterns guiding the decisions of three Iranian teachers regarding oral corrective feedback on grammatical errors. We also examined the potential…

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…

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

ERIC Educational Resources Information Center

MacBlain, Sean; Purdy, Noel

2011-01-01

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

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

ERIC Educational Resources Information Center

Walsh, Kate; Snyder, Emma

2004-01-01

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

Teacher Migration Impact: A Review in the Context of Quality Education Provision and Teacher Training in Higher Education in Southern Africa

ERIC Educational Resources Information Center

Brown, B.

2008-01-01

Teacher mobility has become a common feature of the cross-border flows and transnational networks that constitute globalisation. International and intraregional migration of teachers is an important factor in education provision and management in countries in the Southern Africa region, for example Botswana and South Africa. In an increasingly…

30 CFR 77.102 - Tests for methane; oxygen deficiency; qualified person, additional requirement.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Tests for methane; oxygen deficiency; qualified... methane; oxygen deficiency; qualified person, additional requirement. Notwithstanding the provisions of § 77.101, on and after December 30, 1971, no person shall be a qualified person for testing for methane...

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

ERIC Educational Resources Information Center

Maryland State Department of Education, 2004

2004-01-01

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

Why Relationships Matter: Parent and Early Childhood Teacher Perspectives about the Provisions Afforded by Young Children's Relationships

ERIC Educational Resources Information Center

Degotardi, Sheila; Sweller, Naomi; Pearson, Emma

2013-01-01

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child-teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0-5 years who responded to an online survey containing a series of relationship function…

48 CFR 1852.209-70 - Product removal from Qualified Products List.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 6 2010-10-01 2010-10-01 true Product removal from Qualified Products List. 1852.209-70 Section 1852.209-70 Federal Acquisition Regulations System NATIONAL... Provisions and Clauses 1852.209-70 Product removal from Qualified Products List. As prescribed in 1809.206-71...

Enterprise Education Needs Enterprising Educators: A Case Study on Teacher Training Provision

ERIC Educational Resources Information Center

Penaluna, Kathryn; Penaluna, Andy; Usei, Caroline; Griffiths, Dinah

2015-01-01

Purpose: The purpose of this paper is to reflect upon the process that underpinned and informed the development and delivery of a "creativity-led" credit-bearing teacher training provision and to illuminate key factors of influence for the approaches to teaching and learning. Design/methodology/approach: Based on the assumption that…

30 CFR 77.102 - Tests for methane; oxygen deficiency; qualified person, additional requirement.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 1 2012-07-01 2012-07-01 false Tests for methane; oxygen deficiency; qualified... methane; oxygen deficiency; qualified person, additional requirement. Notwithstanding the provisions of... and oxygen deficiency unless he has demonstrated to the satisfaction of an authorized representative...

30 CFR 77.102 - Tests for methane; oxygen deficiency; qualified person, additional requirement.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Tests for methane; oxygen deficiency; qualified... methane; oxygen deficiency; qualified person, additional requirement. Notwithstanding the provisions of... and oxygen deficiency unless he has demonstrated to the satisfaction of an authorized representative...

30 CFR 77.102 - Tests for methane; oxygen deficiency; qualified person, additional requirement.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 1 2014-07-01 2014-07-01 false Tests for methane; oxygen deficiency; qualified... methane; oxygen deficiency; qualified person, additional requirement. Notwithstanding the provisions of... and oxygen deficiency unless he has demonstrated to the satisfaction of an authorized representative...

30 CFR 77.102 - Tests for methane; oxygen deficiency; qualified person, additional requirement.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 1 2013-07-01 2013-07-01 false Tests for methane; oxygen deficiency; qualified... methane; oxygen deficiency; qualified person, additional requirement. Notwithstanding the provisions of... and oxygen deficiency unless he has demonstrated to the satisfaction of an authorized representative...

Who Is Qualified to Teach American Sign Language?

ERIC Educational Resources Information Center

Kanda, Jan; Fleischer, Larry

1988-01-01

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

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.

30 CFR 77.101 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 1 2013-07-01 2013-07-01 false Tests for methane and for oxygen deficiency... oxygen deficiency; qualified person. (a) The provisions of Subparts C, P, R, and T of this Part 77 require that tests for methane and for oxygen deficiency be made by a qualified person. A person is a...

30 CFR 77.101 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 1 2012-07-01 2012-07-01 false Tests for methane and for oxygen deficiency... oxygen deficiency; qualified person. (a) The provisions of Subparts C, P, R, and T of this Part 77 require that tests for methane and for oxygen deficiency be made by a qualified person. A person is a...

30 CFR 77.101 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 1 2014-07-01 2014-07-01 false Tests for methane and for oxygen deficiency... oxygen deficiency; qualified person. (a) The provisions of Subparts C, P, R, and T of this Part 77 require that tests for methane and for oxygen deficiency be made by a qualified person. A person is a...

30 CFR 77.101 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Tests for methane and for oxygen deficiency... oxygen deficiency; qualified person. (a) The provisions of Subparts C, P, R, and T of this Part 77 require that tests for methane and for oxygen deficiency be made by a qualified person. A person is a...

Highly Qualified Teachers Equity Plan Update

ERIC Educational Resources Information Center

Horne, Tom

2009-01-01

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

Meeting the Highly Qualified Teachers Challenge

ERIC Educational Resources Information Center

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

2006-01-01

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

40 CFR 1054.635 - What special provisions apply for small-volume engine and equipment manufacturers?

Code of Federal Regulations, 2011 CFR

2011-07-01

... special provisions in this part for small-volume engine and equipment manufacturers. (a) If you qualify... qualify under paragraph (1) or (2) of the definition of small-volume engine manufacturer or under...) Additional lead time and other provisions related to the transition to new emission standards. See § 1054.145...

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…

45 CFR 264.82 - What expenditures qualify for meeting the Matching Grant FAG amount requirement?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 2 2014-10-01 2012-10-01 true What expenditures qualify for meeting the Matching..., DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain Specifically to the Spending Levels of the Territories? § 264.82 What expenditures qualify for meeting the Matching...

45 CFR 264.82 - What expenditures qualify for meeting the Matching Grant FAG amount requirement?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 2 2010-10-01 2010-10-01 false What expenditures qualify for meeting the Matching..., DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain Specifically to the Spending Levels of the Territories? § 264.82 What expenditures qualify for meeting the Matching...

45 CFR 264.82 - What expenditures qualify for meeting the Matching Grant FAG amount requirement?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 2 2011-10-01 2011-10-01 false What expenditures qualify for meeting the Matching..., DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain Specifically to the Spending Levels of the Territories? § 264.82 What expenditures qualify for meeting the Matching...

45 CFR 264.82 - What expenditures qualify for meeting the Matching Grant FAG amount requirement?

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 2 2012-10-01 2012-10-01 false What expenditures qualify for meeting the Matching..., DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain Specifically to the Spending Levels of the Territories? § 264.82 What expenditures qualify for meeting the Matching...

45 CFR 264.82 - What expenditures qualify for meeting the Matching Grant FAG amount requirement?

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 2 2013-10-01 2012-10-01 true What expenditures qualify for meeting the Matching..., DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain Specifically to the Spending Levels of the Territories? § 264.82 What expenditures qualify for meeting the Matching...

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,…

29 CFR 784.149 - Typical operations that may qualify for exemption.

Code of Federal Regulations, 2010 CFR

2010-07-01

... THE FAIR LABOR STANDARDS ACT APPLICABLE TO FISHING AND OPERATIONS ON AQUATIC PRODUCTS Exemptions Provisions Relating to Fishing and Aquatic Products Processing, Freezing, and Curing § 784.149 Typical operations that may qualify for exemption. Such operations as transporting the specified aquatic products to...

29 CFR 784.149 - Typical operations that may qualify for exemption.

Code of Federal Regulations, 2011 CFR

2011-07-01

... THE FAIR LABOR STANDARDS ACT APPLICABLE TO FISHING AND OPERATIONS ON AQUATIC PRODUCTS Exemptions Provisions Relating to Fishing and Aquatic Products Processing, Freezing, and Curing § 784.149 Typical operations that may qualify for exemption. Such operations as transporting the specified aquatic products to...

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Do We Produce Enough Mathematics and Science Teachers?

ERIC Educational Resources Information Center

Ingersoll, Richard M.

2011-01-01

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

Nonindustrial private forest owner use of federal income tax provisions

Treesearch

John L. Greene; Thomas J. Straka; Robert J. Dee

2004-01-01

Seven provisions of the federal income tax provide incentives for nonindustrial private forest (NIPF) owners to follow sound management and reforestation practices. Four provisions ­ long-term capital gain treatment of qualifying income, annual deduction of management costs, depreciation and the section 179 deduction, and deductions for casualty losses or other...

Principals' Responses to the Teacher Quality Provision of the No Child Left behind Act of 2001

ERIC Educational Resources Information Center

Flynn, Michael Lawrence

2012-01-01

Since the passage of the No Child Left Behind legislation in 2002, principals have been held accountable for fulfilling a segment of it known as the Teacher Quality provision. This study examines how principals with varying levels of capacity to address the problem were either successful or unsuccessful in meeting the mandate using a wide variety…

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

Challenges Faced by Prospective Teachers in Universities and Solution Proposals

ERIC Educational Resources Information Center

Kiral, Erkan

2016-01-01

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

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

34 CFR 685.217 - Teacher loan forgiveness program.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

34 CFR 682.216 - Teacher loan forgiveness program.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

40 CFR 1036.150 - Interim provisions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 34 2012-07-01 2012-07-01 false Interim provisions. 1036.150 Section... 13 CFR 121.201 are not subject to the greenhouse gas emission standards in § 1036.108. Qualifying... small business under 13 CFR 121.201. You must label your excluded vehicles with the statement: “THIS...

40 CFR 1036.150 - Interim provisions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 33 2014-07-01 2014-07-01 false Interim provisions. 1036.150 Section... 13 CFR 121.201 are not subject to the greenhouse gas emission standards in § 1036.108. Qualifying... small business under 13 CFR 121.201. You must label your excluded engines with the statement: “THIS...

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

Code of Federal Regulations, 2012 CFR

2012-04-01

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

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

Code of Federal Regulations, 2013 CFR

2013-04-01

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

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

Code of Federal Regulations, 2010 CFR

2010-04-01

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

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

Code of Federal Regulations, 2014 CFR

2014-04-01

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

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

Code of Federal Regulations, 2011 CFR

2011-04-01

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

45 CFR 264.75 - For the annual reconciliation, what are qualifying State expenditures?

Code of Federal Regulations, 2011 CFR

2011-10-01

...)(5) of this chapter. (b) Qualifying State expenditures do not include: (1) Child care expenditures... State expenditures? 264.75 Section 264.75 Public Welfare Regulations Relating to Public Welfare OFFICE... HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Are the Requirements for the Contingency...

45 CFR 264.75 - For the annual reconciliation, what are qualifying State expenditures?

Code of Federal Regulations, 2013 CFR

2013-10-01

...)(5) of this chapter. (b) Qualifying State expenditures do not include: (1) Child care expenditures... State expenditures? 264.75 Section 264.75 Public Welfare Regulations Relating to Public Welfare OFFICE... HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Are the Requirements for the Contingency...

45 CFR 264.75 - For the annual reconciliation, what are qualifying State expenditures?

Code of Federal Regulations, 2014 CFR

2014-10-01

...)(5) of this chapter. (b) Qualifying State expenditures do not include: (1) Child care expenditures... State expenditures? 264.75 Section 264.75 Public Welfare Regulations Relating to Public Welfare OFFICE... HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Are the Requirements for the Contingency...

45 CFR 264.75 - For the annual reconciliation, what are qualifying State expenditures?

Code of Federal Regulations, 2010 CFR

2010-10-01

...)(5) of this chapter. (b) Qualifying State expenditures do not include: (1) Child care expenditures... State expenditures? 264.75 Section 264.75 Public Welfare Regulations Relating to Public Welfare OFFICE... HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Are the Requirements for the Contingency...

45 CFR 264.75 - For the annual reconciliation, what are qualifying State expenditures?

Code of Federal Regulations, 2012 CFR

2012-10-01

...)(5) of this chapter. (b) Qualifying State expenditures do not include: (1) Child care expenditures... State expenditures? 264.75 Section 264.75 Public Welfare Regulations Relating to Public Welfare OFFICE... HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Are the Requirements for the Contingency...

Status on Texas Secondary Science Teachers

NASA Astrophysics Data System (ADS)

Mount, Jennifer; Fuller, Ed

2009-10-01

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

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

ERIC Educational Resources Information Center

Engel, Mimi

2012-01-01

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

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

ERIC Educational Resources Information Center

Aykac, Necdet

2016-01-01

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

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. Copyright © 2010 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Chang, Yu-jung

2018-01-01

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

Improving Teacher Quality for Colorado Science Teachers in High Need Schools

ERIC Educational Resources Information Center

Stevenson, Mark; Stevenson, Cerissa; Cooner, Donna

2015-01-01

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

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

ERIC Educational Resources Information Center

Heck, Barbara J.

2010-01-01

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

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

ERIC Educational Resources Information Center

Stevens, Jessica Ann

2013-01-01

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

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

ERIC Educational Resources Information Center

Schairer-Kessler, Cynthia J.

2013-01-01

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

New Evidence on Teacher Labor Supply

ERIC Educational Resources Information Center

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

2014-01-01

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

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

Access to Qualified Special Educators across Elementary Neighborhood and Exclusionary Schools

ERIC Educational Resources Information Center

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

2017-01-01

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

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…

26 CFR 1.457-10 - Miscellaneous provisions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... gross income by reason of the transfer, if the conditions in paragraph (b)(8)(ii) of this section are... to which section 415 does not apply by reason of section 415(k)(3). (iii) Example. The provisions of... at $100,000 under the plan. Pursuant to the divorce, a court issues a qualified domestic relations...

Teachers Wanted: Must Like Snow.

ERIC Educational Resources Information Center

Jarrett, Denise

1999-01-01

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

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

ERIC Educational Resources Information Center

Ferchen, Megan Hollingsworth

2012-01-01

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

Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

NASA Astrophysics Data System (ADS)

Cothron, J.

2007-12-01

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

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…

76 FR 41865 - Patient Protection and Affordable Care Act; Establishment of Exchanges and Qualified Health Plans

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-15

... Organization IHS Indian Health Service IRS Internal Revenue Service NAIC National Association of Insurance... Organization QHP Qualified Health Plan SHOP Small Business Health Options Program SSA Social Security... (IHS), Indian tribes, tribal organizations, and urban Indian organizations. We propose some provisions...

30 CFR 75.150 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Tests for methane and for oxygen deficiency... Certified Persons § 75.150 Tests for methane and for oxygen deficiency; qualified person. (a) The provisions of Subpart D—Ventilation of this part and § 75.1106 require that tests for methane and for oxygen...

30 CFR 75.150 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 1 2013-07-01 2013-07-01 false Tests for methane and for oxygen deficiency... Certified Persons § 75.150 Tests for methane and for oxygen deficiency; qualified person. (a) The provisions of Subpart D—Ventilation of this part and § 75.1106 require that tests for methane and for oxygen...

30 CFR 75.150 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 1 2012-07-01 2012-07-01 false Tests for methane and for oxygen deficiency... Certified Persons § 75.150 Tests for methane and for oxygen deficiency; qualified person. (a) The provisions of Subpart D—Ventilation of this part and § 75.1106 require that tests for methane and for oxygen...

30 CFR 75.150 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Tests for methane and for oxygen deficiency... Certified Persons § 75.150 Tests for methane and for oxygen deficiency; qualified person. (a) The provisions of Subpart D—Ventilation of this part and § 75.1106 require that tests for methane and for oxygen...

30 CFR 75.150 - Tests for methane and for oxygen deficiency; qualified person.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 1 2014-07-01 2014-07-01 false Tests for methane and for oxygen deficiency... Certified Persons § 75.150 Tests for methane and for oxygen deficiency; qualified person. (a) The provisions of Subpart D—Ventilation of this part and § 75.1106 require that tests for methane and for oxygen...

An Assessment of the Dyna-Metric Inventory Model during Initial Provisioning.

DTIC Science & Technology

1986-09-01

model for computing initial spares levels. Currently, Air Force 3 policy for the provisioning of initial spares and repair parts requires that "all...Force inventory. The key to an effective inventory policy , and a credible defense posture in times of a constrained budget, is to maximize the repair... policy and procedures for deciding which items qualify for stockage, and for computing new requirements for all types of initially provisioned items

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

ERIC Educational Resources Information Center

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

2011-01-01

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

New Teachers: From Surviving to Thriving.

ERIC Educational Resources Information Center

Northwest Education, 2001

2001-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Andrews, Sandra L.

2012-01-01

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

The Chilean Teacher Labor Market

ERIC Educational Resources Information Center

Rivero, Maria del Rosario

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

78 FR 68052 - Town of Telluride, Colorado; Notice of Preliminary Determination of a Qualifying Conduit...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-13

...--Criteria for Qualifying Conduit Hydropower Facility Satisfies (Y/ Statutory provision Description N) FPA 30(a)(3)(A), as amended by The conduit the Y HREA. facility uses is a tunnel, canal, pipeline, aqueduct... agricultural, municipal, or industrial consumption and not primarily for the generation of electricity. FPA 30...

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

78 FR 33233 - Patient Protection and Affordable Care Act; Establishment of Exchanges and Qualified Health Plans...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-04

... would affect the ability of employers to offer stand-alone pediatric dental coverage in the FF- SHOP... Patient Protection and Affordable Care Act; Establishment of Exchanges and Qualified Health Plans; Small... rule. SUMMARY: This final rule implements provisions of the Patient Protection and Affordable Care Act...

New Teacher Learning: Substantive Knowledge and Contextual Factors

ERIC Educational Resources Information Center

Wilson, Elaine; Demetriou, Helen

2007-01-01

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

Thinking, Language and Learning in Initial Teacher Education

ERIC Educational Resources Information Center

Taylor, Nick

2016-01-01

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

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

ERIC Educational Resources Information Center

New Jersey Department of Education, 2016

2016-01-01

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

Toward a Comprehensive Strategy for Addressing the Teacher Shortage.

ERIC Educational Resources Information Center

Hawley, Willis D.

1986-01-01

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

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…

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

ERIC Educational Resources Information Center

Crisan, Cosette; Rodd, Melissa

2017-01-01

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

45 CFR 264.81 - What expenditures qualify for Territories to meet the Matching Grant MOE requirement?

Code of Federal Regulations, 2014 CFR

2014-10-01

...) Territorial expenditures made pursuant to the regulations at 45 CFR parts 1355 and 1356 for the Foster Care... 45 Public Welfare 2 2014-10-01 2012-10-01 true What expenditures qualify for Territories to meet... FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain...

45 CFR 264.81 - What expenditures qualify for Territories to meet the Matching Grant MOE requirement?

Code of Federal Regulations, 2013 CFR

2013-10-01

...) Territorial expenditures made pursuant to the regulations at 45 CFR parts 1355 and 1356 for the Foster Care... 45 Public Welfare 2 2013-10-01 2012-10-01 true What expenditures qualify for Territories to meet... FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain...

45 CFR 264.81 - What expenditures qualify for Territories to meet the Matching Grant MOE requirement?

Code of Federal Regulations, 2011 CFR

2011-10-01

...) Territorial expenditures made pursuant to the regulations at 45 CFR parts 1355 and 1356 for the Foster Care... 45 Public Welfare 2 2011-10-01 2011-10-01 false What expenditures qualify for Territories to meet... FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain...

45 CFR 264.81 - What expenditures qualify for Territories to meet the Matching Grant MOE requirement?

Code of Federal Regulations, 2012 CFR

2012-10-01

...) Territorial expenditures made pursuant to the regulations at 45 CFR parts 1355 and 1356 for the Foster Care... 45 Public Welfare 2 2012-10-01 2012-10-01 false What expenditures qualify for Territories to meet... FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain...

45 CFR 264.81 - What expenditures qualify for Territories to meet the Matching Grant MOE requirement?

Code of Federal Regulations, 2010 CFR

2010-10-01

...) Territorial expenditures made pursuant to the regulations at 45 CFR parts 1355 and 1356 for the Foster Care... 45 Public Welfare 2 2010-10-01 2010-10-01 false What expenditures qualify for Territories to meet... FAMILIES, DEPARTMENT OF HEALTH AND HUMAN SERVICES OTHER ACCOUNTABILITY PROVISIONS What Rules Pertain...

78 FR 69847 - North Side Canal Company; Notice of Preliminary Determination of a Qualifying Conduit Hydropower...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-21

...--Criteria for Qualifying Conduit Hydropower Facility Satisfies (Y/ Statutory provision Description N) FPA 30(a)(3)(A), as amended by The conduit the Y HREA. facility uses is a tunnel, canal, pipeline, aqueduct... agricultural, municipal, or industrial consumption and not primarily for the generation of electricity. FPA 30...

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

ERIC Educational Resources Information Center

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

2009-01-01

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

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

ERIC Educational Resources Information Center

Yuan, Huanshu

2018-01-01

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

NCLB Commission Starts Gathering Testimony

ERIC Educational Resources Information Center

Jacobson, Linda

2006-01-01

Having all the nation's teachers meet the definition of being "highly qualified" is an admirable goal, but the No Child Left Behind Act's current teacher-quality provisions make it hard to retain well-trained teachers, especially in schools serving poor and minority children, witnesses said the week of April 10, 2006 in California at the…

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

ERIC Educational Resources Information Center

Brumen, Mihaela; Fojkar, Mateja Dagarin

2012-01-01

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

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

ERIC Educational Resources Information Center

Engel, Mimi

2009-01-01

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

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

ERIC Educational Resources Information Center

Fojkar, Mateja Dagarin; Skubic, Darija

2017-01-01

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

26 CFR 1.663(c)-4 - Applicability of separate share rule to estates and qualified revocable trusts.

Code of Federal Regulations, 2010 CFR

2010-04-01

... entitled to income and appreciation or depreciation. Furthermore, a qualified revocable trust for which an... income or any appreciation or depreciation is a separate share. Similarly, notwithstanding the provisions... instrument or applicable local law, is not entitled to income or to share in appreciation or depreciation...

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Patient Protection and Affordable Care Act; establishment of exchanges and qualified health plans; Small Business Health Options Program. Final rule.

PubMed

2013-06-04

This final rule implements provisions of the Patient Protection and Affordable Care Act and the Health Care and Education Reconciliation Act of 2010 (collectively referred to as the Affordable Care Act) related to the Small Business Health Options Program (SHOP). Specifically, this final rule amends existing regulations regarding triggering events and special enrollment periods for qualified employees and their dependents and implements a transitional policy regarding employees' choice of qualified health plans (QHPs) in the SHOP.

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

ERIC Educational Resources Information Center

Akçadag, Tuncay

2012-01-01

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

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

NASA Astrophysics Data System (ADS)

Alexander, Rima

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

Segregation, Integration, Inclusion and Effective Provision: A Case Study of Perspectives from Special Educational Needs Children, Parents and Teachers in Bangalore India

ERIC Educational Resources Information Center

Elton-Chalcraft, Sally; Cammack, Paul J.; Harrison, Liz

2016-01-01

Educating special educational needs (SEN) children in special schools is the norm in India but there is a growing trend towards inclusive practice. Perspectives were sought from children, their parents and teachers in Bangalore, India to investigate perceptions of effective provision for SEN children using an interpretative approach to provide…

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

Code of Federal Regulations, 2010 CFR

2010-04-01

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

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

ERIC Educational Resources Information Center

Mohono-Mahlatsi, Lydia; van Tonder, Fanus

2006-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Trends and Challenges in Teacher Preparation in Deaf Education

ERIC Educational Resources Information Center

Lenihan, Susan

2010-01-01

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

NCLB Presents Middle School Complications

ERIC Educational Resources Information Center

Keller, Bess

2004-01-01

In this article, the author reports how the "highly qualified" provision of the No Child Left Behind Act affected middle-grades teachers far more than teachers at the elementary and high school levels. Under the federal law, teachers beyond the elementary grades who were in the classroom two years ago may show their knowledge of academic…

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

ERIC Educational Resources Information Center

Cheasty, Michelle E.

2011-01-01

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

Promoting teacher quality and retention in special education.

PubMed

Billingsley, Bonnie S

2004-01-01

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

The Disintegration of Teacher Preparation

ERIC Educational Resources Information Center

Baines, Lawrence A.

2010-01-01

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

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

NASA Astrophysics Data System (ADS)

Urquhart, Mary L.; Bober, Kendra M.

2006-02-01

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

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

ERIC Educational Resources Information Center

Thornton, Bill; Peltier, Gary; Hill, Gus

2005-01-01

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

Alternative Teacher Certification: Secondary School Principals' Perspective in Indiana

ERIC Educational Resources Information Center

Newblom, Jane Corinne

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Davis, Kimberly C.; Palladino, John M.

2011-01-01

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

Preservice Teachers' Conceptions of Effective and Ineffective Teaching Practices

ERIC Educational Resources Information Center

Sandholtz, Judith Haymore

2011-01-01

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

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…

Refueling the STEM and Special Education Teacher Pipelines

ERIC Educational Resources Information Center

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

2016-01-01

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

Availability of Special Education Teachers: Trends and Tests.

ERIC Educational Resources Information Center

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

2003-01-01

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

Teacher Compensation around the Globe

ERIC Educational Resources Information Center

Sclafani, Susan

2010-01-01

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

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

ERIC Educational Resources Information Center

Dunlap, Diane M.

1986-01-01

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

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…

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

ERIC Educational Resources Information Center

Perkins, Britine; Arvidson, Cody

2017-01-01

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

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

ERIC Educational Resources Information Center

Mukeredzi, Tabitha Grace

2016-01-01

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

A Collaborative, Alternative Teacher Certification Program.

ERIC Educational Resources Information Center

Securro, Samuel, Jr.; And Others

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

Statutory Requirements of Teacher Contract Laws: A Comparison of the 50 States' Continuing Contract and Teacher Tenure Laws.

ERIC Educational Resources Information Center

Gorkom, Kris Van

This publication summarizes and compares legal provisions covering teacher tenure and contracts for each of the 50 states. The report is organized in three sections. Section 1 presents a summary comparison of the provisions of Washington's teacher contract law with corresponding statutory requirements of the other 49 states. Section 2 identifies…

Leading the Teacher Induction and Mentoring Program. Second Edition

ERIC Educational Resources Information Center

Sweeny, Barry W.

2007-01-01

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

Profiles of Merit Pay Provisions in Ohio School Districts

ERIC Educational Resources Information Center

Willis, Chris; Ingle, W. Kyle

2018-01-01

A small number of districts in Ohio from a variety of locales have adopted merit pay provisions. Using Springer's (2009) taxonomy of teacher compensation, we analyzed compensation provisions of these districts. We asked: What are the characteristics of these districts? What criteria are used to determine merit? Who is determining who receives…

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

ERIC Educational Resources Information Center

Martin, Linda E.; Mulvihill, Thalia M.

2016-01-01

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

Tracking the Career Paths of Physics Teachers in Texas

ERIC Educational Resources Information Center

Mount, Jennifer; Marshall, Jill; Fuller, Edward

2013-01-01

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

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

Code of Federal Regulations, 2013 CFR

2013-10-01

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

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

Code of Federal Regulations, 2014 CFR

2014-10-01

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

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

ERIC Educational Resources Information Center

Carroll, Thomas G.

2005-01-01

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

Teacher Retention in Zimbabwe: Love for Teaching or Incentives?

ERIC Educational Resources Information Center

Gomba, Clifford

2017-01-01

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

Relational Agency and Teacher Development: A CHAT Analysis of a Collaborative Professional Inquiry Project with Biology Teachers

ERIC Educational Resources Information Center

McNicholl, Jane

2013-01-01

Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers'…

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

NASA Astrophysics Data System (ADS)

Robbins-Lavicka, Michelle M.

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

Crossing the Primary and Secondary School Divide in Teacher Preparation

ERIC Educational Resources Information Center

Knipe, Sally

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

NASA Astrophysics Data System (ADS)

Ni, Lijun

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

The Challenges Faced by New Science Teachers in Saudi Arabia

ERIC Educational Resources Information Center

Alsharari, Salman

2016-01-01

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

Admission Requirements for Teacher Education as a Factor of Achievement

ERIC Educational Resources Information Center

Lukaš, Mirko; Samardžic, Darko

2015-01-01

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

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Hazi, Helen M.; Rucinski, Daisy Arredondo

2009-01-01

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

10 CFR 1044.05 - What is the effect of a disclosure qualifying as a “protected disclosure”?

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false What is the effect of a disclosure qualifying as a âprotected disclosureâ? 1044.05 Section 1044.05 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) SECURITY REQUIREMENTS FOR PROTECTED DISCLOSURES UNDER SECTION 3164 OF THE NATIONAL DEFENSE AUTHORIZATION ACT FOR FISCAL YEAR 2000 § 1044.05 What is the effect...

10 CFR 1044.05 - What is the effect of a disclosure qualifying as a “protected disclosure”?

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 4 2010-01-01 2010-01-01 false What is the effect of a disclosure qualifying as a âprotected disclosureâ? 1044.05 Section 1044.05 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) SECURITY REQUIREMENTS FOR PROTECTED DISCLOSURES UNDER SECTION 3164 OF THE NATIONAL DEFENSE AUTHORIZATION ACT FOR FISCAL YEAR 2000 § 1044.05 What is the effect...

10 CFR 1044.05 - What is the effect of a disclosure qualifying as a “protected disclosure”?

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 4 2011-01-01 2011-01-01 false What is the effect of a disclosure qualifying as a âprotected disclosureâ? 1044.05 Section 1044.05 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) SECURITY REQUIREMENTS FOR PROTECTED DISCLOSURES UNDER SECTION 3164 OF THE NATIONAL DEFENSE AUTHORIZATION ACT FOR FISCAL YEAR 2000 § 1044.05 What is the effect...

10 CFR 1044.05 - What is the effect of a disclosure qualifying as a “protected disclosure”?

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 4 2014-01-01 2014-01-01 false What is the effect of a disclosure qualifying as a âprotected disclosureâ? 1044.05 Section 1044.05 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) SECURITY REQUIREMENTS FOR PROTECTED DISCLOSURES UNDER SECTION 3164 OF THE NATIONAL DEFENSE AUTHORIZATION ACT FOR FISCAL YEAR 2000 § 1044.05 What is the effect...

10 CFR 1044.05 - What is the effect of a disclosure qualifying as a “protected disclosure”?

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false What is the effect of a disclosure qualifying as a âprotected disclosureâ? 1044.05 Section 1044.05 Energy DEPARTMENT OF ENERGY (GENERAL PROVISIONS) SECURITY REQUIREMENTS FOR PROTECTED DISCLOSURES UNDER SECTION 3164 OF THE NATIONAL DEFENSE AUTHORIZATION ACT FOR FISCAL YEAR 2000 § 1044.05 What is the effect...

Teacher Perceptions of Factors That Influence Job Satisfaction and Retention Decisions

ERIC Educational Resources Information Center

Williams, Jill R.

2012-01-01

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

Efforts to Recruit Secondary STEM Teachers at Columbus State University

NASA Astrophysics Data System (ADS)

Webster, Zodiac T.; MaSST Preparation Council

2006-12-01

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

The Problem of Underqualified Teachers: A Sociological Perspective

ERIC Educational Resources Information Center

Ingersoll, Richard M.

2005-01-01

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

Preparing Minority Teachers: Law and out of Order

ERIC Educational Resources Information Center

Barnes-Johnson, Joy M.

2008-01-01

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

Building an "Intercultural Ethos" in Teacher Education

ERIC Educational Resources Information Center

Tarozzi, Massimiliano

2014-01-01

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

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

ERIC Educational Resources Information Center

Liu, Shih-Hsiung

2015-01-01

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

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

ERIC Educational Resources Information Center

Rai, Usha

1978-01-01

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

Investigation of Demographic Properties and Motivation Factors of Physics Teachers

ERIC Educational Resources Information Center

Guzel, Hatice

2011-01-01

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

Deconstructing Teacher Certification

ERIC Educational Resources Information Center

Baines, Lawrence A.

2006-01-01

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

Shifting Roles: From Language Teachers to Learning Advisors

ERIC Educational Resources Information Center

Morrison, Brian R.; Navarro, Diego

2012-01-01

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

National Agenda: Minority Teacher Recruitment, Development, and Retention

ERIC Educational Resources Information Center

Branch, Robert M.; Kritsonis, William Allan

2006-01-01

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

Professional Training of Foreign Languages Teachers in Austria

ERIC Educational Resources Information Center

Byndas, Olena

2014-01-01

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

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

NASA Astrophysics Data System (ADS)

Brown, Linda Lou

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

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2010 CFR

2010-04-01

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

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2011 CFR

2011-04-01

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

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2014 CFR

2014-04-01

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

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

20 CFR 302.3 - Qualifying conditions.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

Hiring Teachers from Abroad

ERIC Educational Resources Information Center

Charney, Jonathan

2009-01-01

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

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

ERIC Educational Resources Information Center

Shine, Kathryn

2015-01-01

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

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

ERIC Educational Resources Information Center

Engel, Mimi; Jacob, Brian A.

2011-01-01

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

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

ERIC Educational Resources Information Center

Sharma, Rashmi

2013-01-01

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

Pragmatism and Feminism as Qualified Relativism.

ERIC Educational Resources Information Center

Thayer-Bacon, Barbara

2003-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Contributing Factors to Teacher Satisfaction for Jewish Day School Educators

ERIC Educational Resources Information Center

Lanner, Malka

2010-01-01

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

Why Teacher Leaders Don't Want to Be Principals

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Azano, Amy Price; Stewart, Trevor Thomas

2016-01-01

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

Subject Qualification Vexing for Teachers in Special Education

ERIC Educational Resources Information Center

Samuels, Christina A.

2005-01-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

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

ERIC Educational Resources Information Center

Khawary, Omidullah; Ali, Sajid

2015-01-01

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

Common Planning Time for High School Teachers. Research Brief

ERIC Educational Resources Information Center

Dotson, Michael

2007-01-01

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

Retention Issues: A Study of Alabama Special Education Teachers

ERIC Educational Resources Information Center

Plash, Shawn; Piotrowski, Chris

2006-01-01

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

40 CFR 1051.635 - What provisions apply to new manufacturers that are small businesses?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Act. For example, we may place sales limits on companies that we designate to be small-volume....201) that manufactures recreational vehicles, but does not otherwise qualify for the small-volume manufacturer provisions of this part, you may ask us to designate you to be a small-volume manufacturer. You...

40 CFR 80.1338 - What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of...

Code of Federal Regulations, 2010 CFR

2010-07-01

... as a small refiner for the gasoline benzene requirements of this subpart? 80.1338 Section 80.1338... FUELS AND FUEL ADDITIVES Gasoline Benzene Small Refiner Provisions § 80.1338 What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of this subpart? (a) A small...

40 CFR 80.1338 - What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of...

Code of Federal Regulations, 2013 CFR

2013-07-01

... as a small refiner for the gasoline benzene requirements of this subpart? 80.1338 Section 80.1338... FUELS AND FUEL ADDITIVES Gasoline Benzene Small Refiner Provisions § 80.1338 What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of this subpart? (a) A small...

40 CFR 80.1338 - What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of...

Code of Federal Regulations, 2012 CFR

2012-07-01

... as a small refiner for the gasoline benzene requirements of this subpart? 80.1338 Section 80.1338... FUELS AND FUEL ADDITIVES Gasoline Benzene Small Refiner Provisions § 80.1338 What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of this subpart? (a) A small...

40 CFR 80.1338 - What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of...

Code of Federal Regulations, 2011 CFR

2011-07-01

... as a small refiner for the gasoline benzene requirements of this subpart? 80.1338 Section 80.1338... FUELS AND FUEL ADDITIVES Gasoline Benzene Small Refiner Provisions § 80.1338 What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of this subpart? (a) A small...

40 CFR 80.1338 - What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of...

Code of Federal Regulations, 2014 CFR

2014-07-01

... as a small refiner for the gasoline benzene requirements of this subpart? 80.1338 Section 80.1338... FUELS AND FUEL ADDITIVES Gasoline Benzene Small Refiner Provisions § 80.1338 What criteria must be met to qualify as a small refiner for the gasoline benzene requirements of this subpart? (a) A small...

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

Code of Federal Regulations, 2011 CFR

2011-10-01

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

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

Code of Federal Regulations, 2010 CFR

2010-10-01

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

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

Code of Federal Regulations, 2012 CFR

2012-10-01

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

Preparing teachers of the gifted

NASA Astrophysics Data System (ADS)

Cropley, Arthur; McLeod, John

1986-06-01

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

Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements

ERIC Educational Resources Information Center

Angrist, Joshua D.; Guryan, Jonathan

2008-01-01

The education reform movement includes efforts to raise teacher quality through stricter certification and licensing provisions. Most US states now require public school teachers to pass a standardized test such as the Praxis. Although any barrier to entry is likely to raise wages in the affected occupation, the theoretical effects of such…

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

ERIC Educational Resources Information Center

Stokes, Paula Hollingsworth

2013-01-01

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

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

ERIC Educational Resources Information Center

Wheeler, Justin; Glennie, Elizabeth

2007-01-01

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

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

ERIC Educational Resources Information Center

Richards, Gill

2010-01-01

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

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

ERIC Educational Resources Information Center

Finster, Matthew

2015-01-01

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

Recruiting Effective Math Teachers: Evidence from New York City

ERIC Educational Resources Information Center

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

2012-01-01

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

Pensions under Pressure: Charter Innovation in Teacher Retirement Benefits

ERIC Educational Resources Information Center

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

2018-01-01

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

Preparing Preservice Teachers to Address Bullying through Cartoon Lessons

ERIC Educational Resources Information Center

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

2013-01-01

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

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…

Study Abroad as Professional Development for FSL Teachers

ERIC Educational Resources Information Center

Wernicke, Meike

2010-01-01

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

An Examination of Teacher Retention and Attrition in School Settings

ERIC Educational Resources Information Center

Harper, Melinda L.

2009-01-01

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

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

ERIC Educational Resources Information Center

Click-Cuellar, Heather Lynn

2014-01-01

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

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

NASA Astrophysics Data System (ADS)

Miranda, Rommel Joseph

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Billingsley, Glenna M.; Scheuermann, Brenda K.

2014-01-01

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

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

ERIC Educational Resources Information Center

Keefe, Jeffrey H.

2012-01-01

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

Key Issue: Recruiting Teachers for Urban and Rural Schools

ERIC Educational Resources Information Center

Hayes, Kathleen

2009-01-01

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

77 FR 20295 - Regulations To Implement the Equal Employment Provisions of the Americans With Disabilities Act...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-04

... EQUAL EMPLOYMENT OPPORTUNITY COMMISSION 29 CFR Part 1630 Regulations To Implement the Equal Employment Provisions of the Americans With Disabilities Act, as Amended CFR Correction In Title 29 of the..., in paragraph (o)(1)(ii), remove the words ``a qualified individual with a disability'' and add, in...

Kentucky Teacher Preparation and Certification Handbook. 1983 Edition.

ERIC Educational Resources Information Center

Kentucky State Dept. of Education, Frankfort. Div. of Teacher Education and Certification.

This handbook includes teacher preparation and certification regulations adopted by the Kentucky State Board of Education through March 1983. State standards are delineated for: (1) statutory provisions relating to teacher education and certification; (2) teacher certification procedures; (3) ranking of teacher qualifications; (4) evaluation and…

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

ERIC Educational Resources Information Center

Brown, John

2015-01-01

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

Why and How Teachers Transform Their Instruction

NASA Astrophysics Data System (ADS)

Light, Barbara J.

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

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

ERIC Educational Resources Information Center

Toraman, Cetin; Aydin, Hasan; Ulubey, Ozgur

2016-01-01

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

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

ERIC Educational Resources Information Center

Wang, Yan; Mu, Guanglun Michael

2014-01-01

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

How Labor Management Relations and Human Resource Policies Affect the Process of Teacher Assignment in Urban School Districts

ERIC Educational Resources Information Center

Youngs, Peter; Pogodzinski, Ben; Galey, Sarah

2015-01-01

Purpose: This study examined how labor-management relations between school districts and teacher associations seem to affect teacher contract provisions regarding the role of seniority in teacher assignment and how contract provisions and teacher assignment policies seem to affect beginning teachers' perceptions about their work environments.…

Best Teachers in Bad Schools Win without NCLB Funding

ERIC Educational Resources Information Center

Chmelynski, Carol

2004-01-01

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

Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience?

ERIC Educational Resources Information Center

Kissau, Scott P.; King, Elena Tosky

2015-01-01

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

Kentucky Teacher Preparation and Certification Handbook. 1981 Edition.

ERIC Educational Resources Information Center

Kentucky State Dept. of Education, Frankfort.

This handbook sets forth the regulations of the Kentucky State Board of Education that relate to teacher education and certification. The following topics are covered: (1) selected statutory provisions relating to teacher education and certification; (2) teacher certification procedures; (3) ranking of teacher qualifications; (4) procedures for…

Teacher Quality: Equalizing Educational Opportunities and Outcomes

ERIC Educational Resources Information Center

Sunderman, Gail L.; Kim, Jimmy

2005-01-01

The No Child Left Behind (NCLB) teacher quality provisions recognize both the importance of teacher quality for improving student achievement and the unequal distribution of teachers across districts and schools. But the question of how to achieve the goal of a high quality teacher in every classroom is complicated because of the challenges of…

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

ERIC Educational Resources Information Center

Gracia, Lidamar M.

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Adamson, Frank; Darling-Hammond, Linda

2012-01-01

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

7 CFR 1150.109 - Qualified program.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

7 CFR 1150.109 - Qualified program.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

7 CFR 1150.109 - Qualified program.

Code of Federal Regulations, 2013 CFR

2013-01-01

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

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

ERIC Educational Resources Information Center

Wright, Victoria; Loughlin, Theresa; Hall, Val

2018-01-01

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

26 CFR 1.936-10 - Qualified investments.

Code of Federal Regulations, 2011 CFR

2011-04-01

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

Mid- and Late-Career Teachers Struggle with Paltry Incomes

ERIC Educational Resources Information Center

Boser, Ulrich; Straus, Chelsea

2014-01-01

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

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Smith, Emma; Gorard, Stephen

2007-01-01

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

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

ERIC Educational Resources Information Center

Sun, Jin; Rao, Nirmala

2012-01-01

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

The Law and the Teacher in Missouri--A Handbook for Teachers, Administrators, and School Board Members. Third Edition.

ERIC Educational Resources Information Center

Garber, Lee O.; Delon, Floyd G.

This book is designed to acquaint Missouri teachers with the state laws that affect them. Teachers' legal status, their rights, duties, and obligations are defined. Examples are taken from constitutional provisions, judicial decisions, and statutory enactments to show both general aspects of school law for all teachers and specific applications to…

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

ERIC Educational Resources Information Center

Ramatlapana, Kim Agatha

2009-01-01

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

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2013 CFR

2013-01-01

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

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2011 CFR

2011-01-01

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

7 CFR 4290.110 - Qualified management.

Code of Federal Regulations, 2010 CFR

2010-01-01

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

When patients govern: federal grant funding and uncompensated care at federally qualified health centers.

PubMed

Wright, Brad; Ricketts, Thomas C

2013-05-01

To determine if the proportion of consumers on federally qualified health center (FQHC) governing boards is associated with their use of federal grant funds to provide uncompensated care. Using FQHC data from the Uniform Data System, county-level data from the Area Resource File and governing board data from FQHC grant applications, the uncompensated care an FQHC provides relative to the amount of its federal funding is modeled as a function of board and executive committee composition using fixed-effects regression with FQHC and county-level controls. Consumer governance does not predict how much uncompensated care an FQHC provides relative to the size of its federal grant. Rather, the proportion of an FQHC's patient-mix that is uninsured drives uncompensated care provision. Aside from a small executive committee effect, consumer governance does not influence FQHCs' provision of uncompensated care. More work is needed to understand the role of consumer governance.

Laptops for Teachers: Practices and Possibilities

ERIC Educational Resources Information Center

Cowie, Bronwen; Jones, Alister; Harlow, Ann

2011-01-01

The Laptops for Teachers scheme in New Zealand provides teachers whose schools opt into the scheme access to a laptop for their exclusive use. This paper reports on the findings of the three-year evaluation of the impact of the laptops on secondary teachers' work. The findings indicate that school leadership has been pivotal to the provision of…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Winstead, Robert A.

2013-01-01

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

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

ERIC Educational Resources Information Center

Goe, Laura

2007-01-01

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

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

ERIC Educational Resources Information Center

Duhon-Haynes, Gwendolyn; And Others

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

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

ERIC Educational Resources Information Center

Boulton, Helen

2014-01-01

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

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

ERIC Educational Resources Information Center

Gunckel, Kristin L.; Wood, Marcy B.

2016-01-01

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

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

ERIC Educational Resources Information Center

Ryan, Sharon; Hornbeck, Amy

2004-01-01

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

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

ERIC Educational Resources Information Center

Wette, Rosemary

2009-01-01

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

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

ERIC Educational Resources Information Center

Aslanargun, Engin

2015-01-01

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

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

PubMed

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

2012-10-01

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

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Using Mentoring and Professional Development Approaches to Educate Urban Mathematics Teachers

ERIC Educational Resources Information Center

Fraser-Abder, Pamela

2005-01-01

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

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

ERIC Educational Resources Information Center

Ferry, Magnus

2016-01-01

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

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

ERIC Educational Resources Information Center

Maderick, Joseph Andrew

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2009-01-01

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

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

ERIC Educational Resources Information Center

Alcorn, Dewaine A.

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

Teacher Preparation to Proficiency and Beyond: Exploring the Landscape

ERIC Educational Resources Information Center

Ward, Lorrae; Grudnoff, Lexie; Brooker, Barry; Simpson, Mary

2013-01-01

Concerns around the provision and retention of quality teachers are global. Amongst these concerns are the preparedness of graduate teachers and the quality and nature of teacher education. The purpose of the article is to focus questions of teacher preparedness and education within a wider discussion around the professional life-cycle of…

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

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

ERIC Educational Resources Information Center

Kirkpatrick, Cheryl Lynne

2009-01-01

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

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2010 CFR

2010-10-01

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

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2012 CFR

2012-10-01

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

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2014 CFR

2014-10-01

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

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2011 CFR

2011-10-01

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

45 CFR 1151.12 - Qualified handicapped person.

Code of Federal Regulations, 2013 CFR

2013-10-01

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

28 CFR 41.32 - Qualified handicapped person.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

NEWS: Teachers' Awards 2001

NASA Astrophysics Data System (ADS)

2000-09-01

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

26 CFR 54.4980B-3 - Qualified beneficiaries.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

26 CFR 54.4980B-3 - Qualified beneficiaries.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

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

ERIC Educational Resources Information Center

Blazer, Christie

2012-01-01

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

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

ERIC Educational Resources Information Center

Hall, Amy W.

2012-01-01

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

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

ERIC Educational Resources Information Center

Chorzempa, Barbara Fink

2011-01-01

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

Can Teacher Evaluation Improve Teaching?

ERIC Educational Resources Information Center

Principal Leadership, 2013

2013-01-01

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

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

ERIC Educational Resources Information Center

Maranto, Robert; Shuls, James V.

2012-01-01

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

10 CFR 436.32 - Qualified contractors lists.

Code of Federal Regulations, 2010 CFR

2010-01-01

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

12 CFR 583.17 - Qualified thrift lender.

Code of Federal Regulations, 2010 CFR

2010-01-01

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

5 CFR 2634.403 - Qualified blind trusts.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

26 CFR 54.4980B-4 - Qualifying events.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

26 CFR 54.4980B-4 - Qualifying events.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

26 CFR 54.4980B-4 - Qualifying events.

Code of Federal Regulations, 2011 CFR

2011-04-01

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

26 CFR 54.4980B-4 - Qualifying events.

Code of Federal Regulations, 2014 CFR

2014-04-01

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

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

ERIC Educational Resources Information Center

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

2005-01-01

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

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

ERIC Educational Resources Information Center

Kolbe, Tammy; Strunk, Katharine O.

2012-01-01

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

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

ERIC Educational Resources Information Center

Brown, Rhonda

2012-01-01

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

42 CFR 436.121 - Qualified family members.

Code of Federal Regulations, 2011 CFR

2011-10-01

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

42 CFR 435.119 - Qualified family members.

Code of Federal Regulations, 2011 CFR

2011-10-01

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

26 CFR 1.46-3 - Qualified investment.

Code of Federal Regulations, 2010 CFR

2010-04-01

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

42 CFR 436.121 - Qualified family members.

Code of Federal Regulations, 2010 CFR

2010-10-01

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

42 CFR 435.119 - Qualified family members.

Code of Federal Regulations, 2010 CFR

2010-10-01

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

26 CFR 25.2702-3 - Qualified interests.

Code of Federal Regulations, 2011 CFR

2011-04-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

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

ERIC Educational Resources Information Center

Walker, Victoria LaShawn

2013-01-01

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

Special Education Teacher Burnout and ACT

ERIC Educational Resources Information Center

Emery, Debra W.; Vandenberg, Brian

2010-01-01

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

Teachers' Health.

PubMed

Scheuch, Klaus; Haufe, Eva; Seibt, Reingard

2015-05-15

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

The Effective Teacher's Guide to Autism and Communication Difficulties: Practical Strategies, Second Edition. The Effective Teacher's Guides

ERIC Educational Resources Information Center

Farrell, Michael

2011-01-01

In this welcome second edition of "The Effective Teacher's Guide to Autism and Communication Difficulties", best-selling author Michael Farrell addresses how teachers and others can develop provision for students with autism and students that have difficulties with speech, grammar, meaning, use of language and comprehension. Updated and expanded,…

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

Code of Federal Regulations, 2013 CFR

2013-10-01

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

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

Code of Federal Regulations, 2011 CFR

2011-10-01

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

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

Code of Federal Regulations, 2010 CFR

2010-10-01

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

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

Code of Federal Regulations, 2012 CFR

2012-10-01

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

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

Code of Federal Regulations, 2014 CFR

2014-10-01

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

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

ERIC Educational Resources Information Center

Townsend, Amy

2017-01-01

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

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

ERIC Educational Resources Information Center

Bowen, Bradley

2013-01-01

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

Special Education Teacher Preparation in the Gulf Cooperation Council Countries

ERIC Educational Resources Information Center

Keller, Clayton; Al-Hendawi, Maha; Abuelhassan, Hadeel

2016-01-01

The provision of special education for students with disabilities depends upon the availability of well-qualified special educators, which, in turn, depends upon the availability and characteristics of preparation programs. In countries of the world where special education systems are still developing the capacity to provide the education that…

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

Teaching Assistants Talking

ERIC Educational Resources Information Center

McLachlan, Benita

2016-01-01

Local Authorities (LAs) in Britain traditionally employ Visual Impairment (VI) teams as integrative statutory Special Educational Needs and Inclusion (SENI) provision. Teaching Assistants (TAs) work alongside Qualified Teachers (QTs) in VI teams to support children and young people (CYP) with VI. The VI TA has a broad role in covering early years,…

Fieldwork in UK Secondary Schools: Influences and Provision

ERIC Educational Resources Information Center

Tilling, Steve

2004-01-01

The paper describes a national survey of biology teachers visiting Field Studies Council (FSC) centres in England and Wales. It provides data on levels of biology fieldwork at ages 11-16 (Years 7-11), and factors affecting A-level biology fieldwork provision at ages 16-19 (Years 12 and 13). The results are compared with similar data from geography…

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

ERIC Educational Resources Information Center

Fögele, Janis; Mehren, Rainer

2015-01-01

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

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

ERIC Educational Resources Information Center

Franchi, Leonardo

2016-01-01

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

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

ERIC Educational Resources Information Center

Wei, Yaping; Guo, Wenting

2010-01-01

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

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

ERIC Educational Resources Information Center

Pinarbasi, Tacettin; Sozbilir, Mustafa; Canpolat, Nurtac

2009-01-01

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

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2010 CFR

2010-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Cobbold, Cosmas

2015-01-01

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

Teacher Labor Markets in Developing Countries

ERIC Educational Resources Information Center

Vegas, Emiliana

2007-01-01

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

The Status of ECCE Provision in Trinidad and Tobago.

ERIC Educational Resources Information Center

Logie, Carol

This study examined the provision of early childhood care and education (ECCE) in Trinidad and Tobago, focusing on the educational environment and demographic factors within ECCE. A representative national sample of 2,370 children, 175 teachers, and 883 parents from 79 public and private centers across the country completed questionnaires or…

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2013 CFR

2013-01-01

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

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2011 CFR

2011-01-01

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

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

7 CFR 1221.24 - Qualified sorghum producer organization.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

Multiple Pathways to Whiteness: White Teachers' Unsteady Racial Identities

ERIC Educational Resources Information Center

Miller, Erin T.

2017-01-01

Teacher education programs in the US, recognizing the mismatch that exists in preschool provision between mostly white teachers and a very diverse intake of young children, have begun to explore ways of raising racial awareness among pre-service teachers, with the aim of improving non-white children's classroom experiences and outcomes. This paper…

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

NASA Astrophysics Data System (ADS)

Westbroek, Hanna; Janssen, Fred; Doyle, Walter

2017-12-01

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

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

ERIC Educational Resources Information Center

Zhang, Danhui; Campbell, Todd

2015-01-01

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

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

ERIC Educational Resources Information Center

Blunt, Mechelle Savedge

2013-01-01

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

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

ERIC Educational Resources Information Center

Crain de Galarce, Patricia

2014-01-01

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

First year doctors experience of work related wellbeing and implications for educational provision

PubMed Central

2014-01-01

Objectives: To explore factors which affect newly qualified doctors’ wellbeing and look at the implications for educational provision. Methods Data were collected by free association narrative interviews of nine Foundation doctors and analysed using a grounded theory approach. Two Foundation programme directors were interviewed to verify data validity. Results Two main themes emerged: newly qualified doctors’ wellbeing is affected by 1) personal experience and 2) work related factors. They start work feeling unprepared by medical school, work experience (“shadowing”) or induction programmes at the beginning of the post. Senior colleague support and feedback are much valued but often lacking with little discussion of critical incidents and difficult issues. Challenges include sick patients, prescribing, patient/relative communication and no consistent team structure. Working shift patterns affects personal and social life. Enjoyment and reward come from helping patients, feelings of making a difference or teaching medical students. Conclusions Whilst becoming familiar with their roles, newly qualified doctors search for identity and build up resilience. The support given during this process affects their wellbeing including coping with day to day challenges, whether posts are experienced as rewarding and how work influences their personal and social lives. PMID:25341219

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

Code of Federal Regulations, 2011 CFR

2011-04-01

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

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

NASA Astrophysics Data System (ADS)

Click-Cuellar, Heather Lynn

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

48 CFR 14.210 - Qualified products.

Code of Federal Regulations, 2010 CFR

2010-10-01

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

49 CFR 604.7 - Qualified human service organizations.

Code of Federal Regulations, 2011 CFR

2011-10-01

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

49 CFR 604.7 - Qualified human service organizations.

Code of Federal Regulations, 2012 CFR

2012-10-01

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

49 CFR 604.7 - Qualified human service organizations.

Code of Federal Regulations, 2013 CFR

2013-10-01

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

49 CFR 604.7 - Qualified human service organizations.

Code of Federal Regulations, 2014 CFR

2014-10-01

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

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

ERIC Educational Resources Information Center

Karisan, Dilek; Topcu, Mustafa S.

2016-01-01

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

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

Code of Federal Regulations, 2010 CFR

2010-04-01

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

7 CFR 1450.101 - Qualified biomass conversion facility.

Code of Federal Regulations, 2011 CFR

2011-01-01

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

46 CFR 4.03-6 - Qualified medical personnel.

Code of Federal Regulations, 2012 CFR

2012-10-01

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

46 CFR 4.03-6 - Qualified medical personnel.

Code of Federal Regulations, 2010 CFR

2010-10-01

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

46 CFR 4.03-6 - Qualified medical personnel.

Code of Federal Regulations, 2011 CFR

2011-10-01

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

30 CFR 795.10 - Qualified laboratories.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

7 CFR 802.1 - Qualified laboratories.

Code of Federal Regulations, 2011 CFR

2011-01-01

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

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

ERIC Educational Resources Information Center

Dainty, Julie D.

2012-01-01

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

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

Clinicians' Obligations to Use Qualified Medical Interpreters When Caring for Patients with Limited English Proficiency.

PubMed

Basu, Gaurab; Costa, Vonessa Phillips; Jain, Priyank

2017-03-01

Access to language services is a required and foundational component of care for patients with limited English proficiency (LEP). National standards for medical interpreting set by the US Department of Health and Human Services and by the National Council on Interpreting in Health Care establish the role of qualified medical interpreters in the provision of care in the United States. In the vignette, the attending physician infringes upon the patient's right to appropriate language services and renders unethical care. Clinicians are obliged to create systems and a culture that ensure quality care for patients with LEP. © 2017 American Medical Association. All Rights Reserved.

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

ERIC Educational Resources Information Center

Pietsch, Marilyn; Williamson, John

2009-01-01

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

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Nominal Group as Qualifier to "Someone"

ERIC Educational Resources Information Center

Sujatna, Eva Tuckyta Sari; Wahyuni, Sri

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Giovanelli, Marcello

2015-01-01

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

Ethics Education in Initial Teacher Education: Pre-Service Provision in England

ERIC Educational Resources Information Center

Walters, Sue; Heilbronn, Ruth; Daly, Caroline

2018-01-01

Ethics education exists in most professions internationally, yet is less prevalent in teacher education. This article reports on research exploring how ethics education is provided in university courses of initial teacher education (ITE) in England that was conducted as the second phase of an international survey study which considered the…

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

ERIC Educational Resources Information Center

O'Brien, Amy; Fuller, Richard

2018-01-01

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

Building a Well-Prepared Languages Teaching Force: Turkish Teacher Perspectives

ERIC Educational Resources Information Center

Beykont, Zeynep F.

2012-01-01

Teacher quality is a central issue in the provision of languages. This paper reports on a study that examines teachers' perceptions of the obstacles to creating a well-prepared and wellsupported languages teaching force. In one-on-one interviews, teachers of Turkish in Australia identified the essential knowledge base, understanding, and skills of…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

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

ERIC Educational Resources Information Center

Burden, Kevin; Hopkins, Paul

2016-01-01

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

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

ERIC Educational Resources Information Center

Moon, Bob; Villet, Charmaine

2017-01-01

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

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

ERIC Educational Resources Information Center

Conn, Julie J.

2015-01-01

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

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

ERIC Educational Resources Information Center

Arvizu, Jaime

2013-01-01

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

Unions Assail Teacher Ideas in NCLB Draft

ERIC Educational Resources Information Center

Klein, Alyson; Hoff, David J.

2007-01-01

This article reports on two national teachers' unions that have mounted a vigorous lobbying campaign to rewrite language linking teacher bonuses to student test scores and other incentive-pay provisions contained in a draft bill for reauthorizing the No Child Left Behind Act. Members of the National Education Association circulated in the halls of…

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2014 CFR

2014-07-01

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

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

30 CFR 77.103 - Electrical work; qualified person.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2012 CFR

2012-07-01

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

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2013 CFR

2013-07-01

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

26 CFR 1.132-9 - Qualified transportation fringes.

Code of Federal Regulations, 2012 CFR

2012-04-01

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

26 CFR 1.132-9 - Qualified transportation fringes.

Code of Federal Regulations, 2014 CFR

2014-04-01

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

26 CFR 1.132-9 - Qualified transportation fringes.

Code of Federal Regulations, 2013 CFR

2013-04-01

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

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2010 CFR

2010-07-01

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

30 CFR 75.153 - Electrical work; qualified person.

Code of Federal Regulations, 2011 CFR

2011-07-01

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

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

ERIC Educational Resources Information Center

Scott, Jill; Scott, Bruce

2015-01-01

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

Research on U.S. physics teacher education

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2014-03-01

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

State Policies to Screen and Attract Teachers. Issuegram 23.

ERIC Educational Resources Information Center

Palaich, Robert

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

Free Teacher Education Policy Implementation in China

ERIC Educational Resources Information Center

Hagin, Dean A.

2012-01-01

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

Variations on a Theme: Parents and Teachers Talking

ERIC Educational Resources Information Center

Laluvein, Jackie

2010-01-01

This article draws upon the findings from a unique research project that provided new insights into the relationship between parents and teachers working with children experiencing difficulties in school. The article introduces ten modes of parents and teachers "working together", each of which has implications for the provision for children…

The Nature of Feedback in English: Teacher Practices

ERIC Educational Resources Information Center

Dargusch, Joanne

2014-01-01

This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in the standards-based Queensland assessment system. This paper focuses in particular on the teachers' provision of feedback on rough draft summative assessment items. It identifies the links between assessment criteria and…

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

NASA Astrophysics Data System (ADS)

Liu, Enshan; Liu, Cheng; Wang, Jian

2015-02-01

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

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

ERIC Educational Resources Information Center

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

2005-01-01

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

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 26 Internal Revenue 1 2012-04-01 2012-04-01 false Buildings qualifying for carryover allocations... TAX INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 1 2013-04-01 2013-04-01 false Buildings qualifying for carryover allocations... TAX INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

Capacity Building for Primary Languages through Initial Teacher Education: Could Specialist and Non-Specialist Student Teachers' Complementary Skills Provide a Winning Combination?

ERIC Educational Resources Information Center

Rowe, Jan; Herrera, Maria; Hughes, Bernie; Cawley, Michael

2012-01-01

There has been much debate about the development of a suitably qualified workforce to deliver the objectives of the Key Stage 2 language learning entitlement in England. The model of a skilled primary languages subject leader, working in collaboration with enthusiastic generalist class teachers is emerging as a consistent preference. Relatively…

Marginalizing English as a Second Language Teacher Expertise: The Exclusionary Consequence of "No Child Left Behind"

ERIC Educational Resources Information Center

Harper, Candace A.; de Jong, Ester J.; Platt, Elizabeth J.

2008-01-01

"No Child Left Behind" (NCLB, 2001) fails to recognize English as a second language (ESL) as a specialized academic discipline in which teachers should be "highly qualified." In this paper we examine the impact of this policy failure on the practice of teachers of K-12 English language learners (ELLs), particularly in the…

Intersecting Global and Local: The Intercultural and Intersubjective Constructions of "Expatriate" and "Local" Teachers in the Search for the "X Factor"

ERIC Educational Resources Information Center

Bridges, Susan; emerald, elke

2013-01-01

In 1998, the government of the Hong Kong Special Administrative Region began a large-scale project to import qualified, experienced native-speaking teachers of English into Hong Kong secondary schools. The Native-speaking English Teacher (NET) scheme later expanded to include Hong Kong primary schools. Currently, teachers from around the world are…

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 1 2011-04-01 2009-04-01 true Buildings qualifying for carryover allocations. 1... INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a) Carryover... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Buildings qualifying for carryover allocations. 1... INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a) Carryover... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 1 2014-04-01 2013-04-01 true Buildings qualifying for carryover allocations. 1... INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a) Carryover... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

Recruiting and Retaining Highly Qualified Special Education Teachers for High-Poverty Districts and Schools: Recommendations for Educational Leaders

ERIC Educational Resources Information Center

Fall, Anna-Maria

2010-01-01

Teacher turnover disproportionately impacts high poverty districts, where teachers hold fewer professional credentials and working conditions are more challenging. The disparities in teacher quality and working conditions likely contribute to teacher turnover and workplace instability as well as limit students' opportunities to learn.…

29 CFR 2550.407a-2 - Limitation with respect to the acquisition of qualifying employer securities and qualifying...

Code of Federal Regulations, 2010 CFR

2010-07-01

... FIDUCIARY RESPONSIBILITY UNDER THE EMPLOYEE RETIREMENT INCOME SECURITY ACT OF 1974 RULES AND REGULATIONS FOR FIDUCIARY RESPONSIBILITY § 2550.407a-2 Limitation with respect to the acquisition of qualifying employer... employer securities and qualifying employer real property. 2550.407a-2 Section 2550.407a-2 Labor...

26 CFR 1.127-2 - Qualified educational assistance program.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 2 2011-04-01 2011-04-01 false Qualified educational assistance program. 1.127... Qualified educational assistance program. (a) In general. A qualified educational assistance program is a plan established and maintained by an employer under which the employer provides educational assistance...

Science Teachers' Response to the Digital Education Revolution

ERIC Educational Resources Information Center

Nielsen, Wendy; Miller, K. Alex; Hoban, Garry

2015-01-01

We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the "Digital Education Revolution," Australia's national one-to-one laptop program initiated in 2009. When a large-scale investment is made in a significant educational change,…

Retaining Effective Urban Teachers in the Age of Accountability: How Do Successful Urban Schools Address Staffing Challenges?

ERIC Educational Resources Information Center

Davis, Cove Johnstone

2010-01-01

Many urban schools struggle to retain their best teachers because of challenging work environments, poor salaries, and ineffective school leadership. The additional requirements of the No Child Left Behind legislation for teachers to be highly qualified and the increased academic requirements of raising students to a proficient level in reading…

A Research Brief: "Principals' Hiring of Teachers in Philadelphia"

ERIC Educational Resources Information Center

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

2008-01-01

The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Excluding its charter schools, SDP serves approximately 165,000 students, largely from high-poverty (76%) and minority (85%)…

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

ERIC Educational Resources Information Center

Fransson, Göran; Gallant, Andrea; Shanks, Rachel

2018-01-01

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

26 CFR 1.43-4 - Qualified enhanced oil recovery costs.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 1 2014-04-01 2013-04-01 true Qualified enhanced oil recovery costs. 1.43-4... TAXES Credits Against Tax § 1.43-4 Qualified enhanced oil recovery costs. (a) Qualifying costs—(1) In... “qualified enhanced oil recovery costs” if the amounts are paid or incurred with respect to an asset which is...

30 CFR 203.31 - If I have a qualified phase 2 or qualified phase 3 ultra-deep well, what royalty relief would...

Code of Federal Regulations, 2014 CFR

2014-07-01

... § 203.36, your qualified well earns your lease an RSV shown in the following table in billions of cubic... 2 or qualified phase 3 ultra-deep wellthat is: Then your lease earns an RSV on this volume of gas... the price conditions in § 203.36, your qualified well earns your lease an RSV shown in the following...

30 CFR 203.31 - If I have a qualified phase 2 or qualified phase 3 ultra-deep well, what royalty relief would...

Code of Federal Regulations, 2013 CFR

2013-07-01

... § 203.36, your qualified well earns your lease an RSV shown in the following table in billions of cubic... 2 or qualified phase 3 ultra-deep wellthat is: Then your lease earns an RSV on this volume of gas... the price conditions in § 203.36, your qualified well earns your lease an RSV shown in the following...

30 CFR 203.31 - If I have a qualified phase 2 or qualified phase 3 ultra-deep well, what royalty relief would...

Code of Federal Regulations, 2012 CFR

2012-07-01

... § 203.36, your qualified well earns your lease an RSV shown in the following table in billions of cubic... 2 or qualified phase 3 ultra-deep wellthat is: Then your lease earns an RSV on this volume of gas... the price conditions in § 203.36, your qualified well earns your lease an RSV shown in the following...

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...

26 CFR 1.110-1 - Qualified lessee construction allowances.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 26 Internal Revenue 2 2012-04-01 2012-04-01 false Qualified lessee construction allowances. 1.110... Qualified lessee construction allowances. (a) Overview. Amounts provided to a lessee by a lessor for... gross income if the amount is a qualified lessee construction allowance under paragraph (b) of this...

26 CFR 1.110-1 - Qualified lessee construction allowances.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 26 Internal Revenue 2 2011-04-01 2011-04-01 false Qualified lessee construction allowances. 1.110... Qualified lessee construction allowances. (a) Overview. Amounts provided to a lessee by a lessor for... gross income if the amount is a qualified lessee construction allowance under paragraph (b) of this...

26 CFR 1.110-1 - Qualified lessee construction allowances.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 26 Internal Revenue 2 2014-04-01 2014-04-01 false Qualified lessee construction allowances. 1.110... Qualified lessee construction allowances. (a) Overview. Amounts provided to a lessee by a lessor for... gross income if the amount is a qualified lessee construction allowance under paragraph (b) of this...

26 CFR 1.110-1 - Qualified lessee construction allowances.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Qualified lessee construction allowances. 1.110... Qualified lessee construction allowances. (a) Overview. Amounts provided to a lessee by a lessor for... gross income if the amount is a qualified lessee construction allowance under paragraph (b) of this...

26 CFR 1.110-1 - Qualified lessee construction allowances.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 2 2013-04-01 2013-04-01 false Qualified lessee construction allowances. 1.110... Qualified lessee construction allowances. (a) Overview. Amounts provided to a lessee by a lessor for... gross income if the amount is a qualified lessee construction allowance under paragraph (b) of this...

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... PRODUCT DESCRIPTIONS 29.2-Definitions § 101-29.207 Qualified products list (QPL). A qualified products list is a list of products that have met the qualification requirements stated in the applicable...

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

... qualified electric vehicle—(1) In general—(i) Addition to tax. If a recapture event occurs with respect to a taxpayer's qualified electric vehicle, the taxpayer must add the recapture amount to the amount of tax due in the taxable year in which the recapture event occurs. The recapture amount is not treated as...

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

... qualified electric vehicle—(1) In general—(i) Addition to tax. If a recapture event occurs with respect to a taxpayer's qualified electric vehicle, the taxpayer must add the recapture amount to the amount of tax due in the taxable year in which the recapture event occurs. The recapture amount is not treated as...