Product Safety: The Stonewall Hearings. Instructor's Guide [and] Student Materials. Business Issues in the Classroom. Revised.

ERIC Educational Resources Information Center

Maxey, Phyllis F.; And Others

One of a series of units on business designed for secondary school students, this packet examines the issues concerning business responsibility for safe products. Teacher and student materials are provided in separate sections. The teacher's guide presents an overview of activities and objectives, five detailed lesson plans, answer keys,…

Assembling in Sequence: A Saleable Work Skill. Occupation Simulation Packet. Grades 3rd-4th.

ERIC Educational Resources Information Center

Hueston, Jean

This teacher's guide for grades 3 and 4 contains simulated work experiences for students using the isolated skill concept - assembling in sequence. Teacher instructions include objectives, evaluation, and sequence of activities. The guide contains pre-tests and post-tests with instructions and answer keys. Three pre-skill activities are suggested,…

Oral Persuasion: A Saleable Work Skill. Occupation Simulation Packet. Grades 5th-6th.

ERIC Educational Resources Information Center

Lee, Dennis W.

This teacher's guide contains simulated work experiences for 5th and 6th grade students using the isolated skill concept - oral persuasion. Teacher instructions include objectives, evaluation, and sequence of activities. The guide contains pre-tests and post-tests with instructions and answer keys. Two pre-skill activities are suggested, such as…

From Cooks to Carpenters: Measuring - A Saleable Work Skill. Occupation Simulation Packet. Grades 5th-6th.

ERIC Educational Resources Information Center

Kennedy, Helena

This teacher's guide contains simulated work experiences for 5th and 6th grade students using the isolated skill concept - measuring. Teacher instructions include objectives, evaluation, and sequence of activities. The guide contains pre-tests and post-tests with instructions and answer keys. Three pre-skill activities are suggested, such as…

Resolve and Resources to Get a Qualified Teacher in Every Classroom. Challenge to Lead Series

ERIC Educational Resources Information Center

Cornett, Lynn M.; Gaines, Gale F.

2004-01-01

This report highlights how key parts of the teacher work force "system" should work together and helps you ask--and answer--questions about emerging solutions that offer promise. Policy-makers in SREB states should focus on five policy areas in which there is now considerable data, plus three emerging policy areas that are growing in importance.…

The Impact of Early Childhood Teacher Education: How to Answer the Unanswerable Question. FPG Snapshot #68

ERIC Educational Resources Information Center

FPG Child Development Institute, 2013

2013-01-01

Public awareness of the value of a high quality early childhood education has never been stronger with Nobel-prize winning economist James J. Heckman declaring that it is the key to the nation's future. Higher education's role in preparing teachers to deliver on that promise is significant and continues to grow. A special issue of the "Journal of…

Nurturing Your Newborn: Young Parents' Guide to Baby's First Month. [With Teacher's Guide (Workbook Responses, Quizzes, Answer Keys) and Independent Study Guide.

ERIC Educational Resources Information Center

Lindsay, Jeanne Warren; Brunelli, Jean

A teen mother is likely to be out of school for several weeks following childbirth and will probably spend many hours caring for and bonding with her child. Schools may take this opportunity to allow her to earn elective school credit. This document is comprised of a textbook for use in such a course, a study guide, and a teacher's guide. The…

Legal IEPs: A Common Sense Approach with Barbara Bateman. [Videotape].

ERIC Educational Resources Information Center

Council for Exceptional Children, Reston, VA. Div. for Learning Disabilities.

In this 2-hour videotape workshop designed for teachers, administrators, parents, and others, Dr. Barbara Bateman answers many key questions that have been raised about Individualized Education Programs (IEPs) since the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 regulations. The videotape reviews the…

Design Concepts. Teacher Edition. Marketing Education LAPs.

ERIC Educational Resources Information Center

Hawley, Jana

This learning activity packet is designed to help prepare students to acquire a competency: how to use design concepts in preparation for a career in the fashion industry. The unit consists of the competency, four objectives, suggested learning activities, transparency masters, and a pretest/posttest with answer keys. Activities include a…

Textiles. Teacher Edition. Marketing Education LAPs.

ERIC Educational Resources Information Center

Hawley, Jana

This learning activity packet is designed to help students to acquire a competency: how to use knowledge of textile design to gain expertise in preparation for a career in the fashion industry. The unit consists of the competency, four objectives, suggested learning activities, transparency masters, and a pretest/posttest with answer keys.…

Knowing the Answers

ERIC Educational Resources Information Center

Ball, Barbara

2007-01-01

Last year, the author worked with a group of Key Stage 3 (KS3) consultants at a regional roadshow devoted to the topic of information and communications technology (ICT), "Embedding ICT in mathematics teaching." The roadshow was organized by the Association of Teachers of Mathematics (ATM) and the Mathematical Association (MA), and the…

Food Additives: "Eat, Drink, and Be Healthy". Health and the Consumer.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Elementary and Secondary Education.

One in a series, this consumer education learning activity package teaches secondary students about food additives. The package includes instructions for the teacher, suggestions for activities, lists of resource materials, film guides, student activity worksheets, a student resource booklet of background readings, and answer keys. Content taught…

Learning Achievement Packages. Mexican American Studies, English-Spanish.

ERIC Educational Resources Information Center

Astacio, Ramon; Iruegas, Efrain

Developed originally for grades 7-12, the three bilingual Mexican American studies curriculum units on the pre-Hispanic cultures of the Olmecs, Mayas, and Aztecs present information for the teacher and for the student, a glossary, worksheets, an answer key, a test, and a bibliography in Spanish and English. The cross section of materials are…

Learning for Keeps: Teaching the Strategies Essential for Creating Independent Learners

ERIC Educational Resources Information Center

Koenig, Rhoda

2010-01-01

How can teachers ensure instruction is aligned with 21st century demands for self-directed, collaborative problem solvers? Practice exercises are not the answer. Instead, here's a book that explains why the key is to use explicit instruction that includes proficient models, specific feedback, and supportive coaching. Rhoda Koenig gives you insight…

Aquatic Habitats, Level 4-9.

ERIC Educational Resources Information Center

Weigel, Margaret

Designed to acquaint students in grades 4-9 with aquatic plants and animals, this guide provides materials which can be used in preparation for field trips or laboratory work, for individual projects, as supplemental activities for a unit, or for learning center projects. Teacher background notes and an answer key for the student activites are…

The Theory and Practice of Alternative Certification: Implications for the Improvement of Teaching.

ERIC Educational Resources Information Center

Hawley, Willis D.

1990-01-01

Identifies questions related to the processes and consequences of alternative teacher certification (AC), answers questions with research-based facts, proposes key elements of a model AC program, and draws conclusions about the directions AC may take and its probable effects on educational reform and on the professionalization of teaching. (SM)

20th Century Fashions. Teacher Edition. Marketing Education LAPs.

ERIC Educational Resources Information Center

Hawley, Jana

This learning activity packet is designed to help students to acquire a competency: how to use an understanding of fashion history in preparation for a career in the fashion industry. The unit consists of the competency, three objectives, suggested learning activity, transparency masters, and a pretest/posttest with answer keys. The activity is a…

Responding to Children's Answers: Questions Embedded in the Social Context of Early Childhood Education

ERIC Educational Resources Information Center

Bateman, Amanda

2013-01-01

This article presents analysis of question-answer sequences during problem inquiry between a teacher and two children in an early childhood crèche in New Zealand. Conversation analysis is used to reveal which questions the teacher asks, how children answer the questions, and the teacher's responses to the child's answers. Although adults'…

Power from Coal. A Student Handbook Recommended for Upper Elementary and Middle Grades.

ERIC Educational Resources Information Center

National Coal Association, Washington, DC.

The contributions of coal as an important energy source are reviewed in this booklet for teachers. It provides background information on coal, activities for classroom use, and an answer key for all the exercises. The introductory section includes information on: (1) coal and electricity; (2) reasons for using coal; (3) methods for extracting…

Business Education/Marketing. TLC Technology-Life-Careers 1993-94.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City. Applied Technology Education Services.

This document is a curriculum guide for a 9- or 12-week high school business and marketing course stressing life skills and technology, developed for the state of Utah. The guide is comprised of two sections: an introductory section for teachers with ideas on class management, grading, and other aspects of teaching the material; answer keys; and…

Linking Research and Teaching: Are Research-Active Staff Members Different Teachers?

ERIC Educational Resources Information Center

Mägi, Eve; Beerkens, Maarja

2016-01-01

In the global competition of higher education, research intensity has become the key indicator of the quality of universities. This raises the issue of how, and whether at all, a research-intensive environment offers a better learning experience for students. One potential answer to this dilemma lies in research-related teaching. In this empirical…

Chemistry 300. Administration Manual for Supervising Teachers, Provincial Examination, Answer Key--Multiple-Choice and Written-Answer Questions, and Provincial Summary Report = Chimie 300. Guide d'administration a l'intention des surveillants d'examen, Examen provincial, Cle de correction--Questions choix multiple et Questions responses ouvertes, et Rapport sommaire provincial.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This collection of manuals contains the Manitoba Provincial Chemistry Examination for students seeking credit in Senior 4 Chemistry (Chemistry 300) and instructions for its use and grading. The examination is based on the Core Topics of the Senior 4 Chemistry course and accounts for 30% of the student's final grade in the course. The examination…

The Garden Wonder Wall: Fostering Wonder and Curiosity on Multi-Day Garden Field Trips

ERIC Educational Resources Information Center

Driscoll, Elizabeth A.; Lownds, Norman K.

2007-01-01

Field trips to the Michigan 4-H Children's Garden must provide rich science learning experiences for students and teachers. A key to this is getting students to ask questions. To facilitate student question asking we developed the Wonder Wall, a "wall" where students could write their questions. Student questions were answered as part of…

Key Words in Instruction. Sift and Sort: The Answers Are in the Questions!

ERIC Educational Resources Information Center

Kramer, Kym; Largent, Connie

2005-01-01

Providing time and guidance to students as they "sift and sort" background information on a potential inquiry topic is important at any level of investigation, from grade school to graduate school. As the inquiring student moves through new information, discusses ideas with teachers and peers and, most of all, has time to reflect on the initial…

Education Reform: School-Based Management Results in Changes in Instruction and Budgeting. Report to Congressional Requesters.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

This report responds to a request for information on School Based Management (SBM) from Senators Edward M. Kennedy and David Durenberger. It answers the following questions: (1) Under SBM, did administrators and teachers change their schools' instructional programs and budgets and, if so, how? (2) What were key similarities and differences in…

Prospective elementary teachers' perceptions of the processes of modeling: A case study

NASA Astrophysics Data System (ADS)

Fazio, Claudio; di Paola, Benedetto; Guastella, Ivan

2012-06-01

In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an a priori analysis made using a general scheme of reference on the epistemology of mathematics and physics. The study is performed by using quantitative data analysis methods, i.e. factorial analysis of the correspondences and implicative analysis. A qualitative analysis of key words and terms used by students during interviews is also used to examine some aspects that emerged from the quantitative analysis. The students have been classified on the basis of their different epistemological approaches to knowledge construction, and implications between different conceptual strategies used to answer the questionnaire have been highlighted. The study’s conclusions are consistent with previous research, but the use of quantitative data analysis allowed us to classify the students into three “profiles” related to different epistemological approaches to knowledge construction, and to show the implications of the different conceptual strategies used to answer the questionnaire, giving an estimation of the classification or implication “strength.” Some hints on how a course for elementary school physics and mathematics education can be planned to orient the future teachers to the construction of models of explanation are reported.

Social Cognition and Executive Functions As Key Factors for Effective Pedagogy in Higher Education.

PubMed

Correia, Rut; Navarrete, Gorka

2017-01-01

Higher education (HE) faces the challenge of responding to an increasing diversity. In this context, more attention is being paid to teachers and teaching skills positively related to students learning. Beyond the knowledges identified as key components of an effective teacher, teachers also need to be capable of unraveling what their students think and believe, and how they accommodate the new information. More importantly, teachers need to be able to adapt their own teaching to their audience's needs. In learners, social cognition (SC) has been related to a better receptivity to the different teacher-student interactions. Since these interactions are bidirectional, SC could also help to explain teachers' receptiveness to the information available in feedback situations. However, little is known about how SC is related to teacher development, and therefore teaching effectiveness, in HE. In addition, executive functions (EFs), closely related to SC, could play a key role in the ability to self-regulate their own teaching to better answering their students emerging needs. Although there is wide evidence regarding the association of EFs to performance in high demanding settings, as far as we know, there are no studies exploring the relationship between teachers' EFs and teaching effectiveness in HE. Establishing a positive association between teaching effectiveness and these socio-cognitive functions could be a promising first step in designing professional development programs that promote HE academics' ability to understand and care about students thoughts and emotions, to eventually adapt their teaching to their students needs for a better learning.

What Are the "Right" Questions and the "Right" Answers in Teaching Practice Supervision?

ERIC Educational Resources Information Center

Jyrhama, Riitta

This paper links the problem of questioning and answering in student teacher supervision with teachers' pedagogical thinking. The first section discusses whether asking the right questions or giving the right answers is more important and what is actually involved when the questions and answers are correct. The second section discusses the…

Xinyinqin: a computer-based heart sound simulator.

PubMed

Zhan, X X; Pei, J H; Xiao, Y H

1995-01-01

"Xinyinqin" is the Chinese phoneticized name of the Heart Sound Simulator (HSS). The "qin" in "Xinyinqin" is the Chinese name of a category of musical instruments, which means that the operation of HSS is very convenient--like playing an electric piano with the keys. HSS is connected to the GAME I/O of an Apple microcomputer. The generation of sound is controlled by a program. Xinyinqin is used as a teaching aid of Diagnostics. It has been applied in teaching for three years. In this demonstration we will introduce the following functions of HSS: 1) The main program has two modules. The first one is the heart auscultation training module. HSS can output a heart sound selected by the student. Another program module is used to test the student's learning condition. The computer can randomly simulate a certain heart sound and ask the student to name it. The computer gives the student's answer an assessment: "correct" or "incorrect." When the answer is incorrect, the computer will output that heart sound again for the student to listen to; this process is repeated until she correctly identifies it. 2) The program is convenient to use and easy to control. By pressing the S key, it is able to output a slow heart rate until the student can clearly identify the rhythm. The heart rate, like the actual rate of a patient, can then be restored by hitting any key. By pressing the SPACE BAR, the heart sound output can be stopped to allow the teacher to explain something to the student. The teacher can resume playing the heart sound again by hitting any key; she can also change the content of the training by hitting RETURN key. In the future, we plan to simulate more heart sounds and incorporate relevant graphs.

Reasonable and Reasonableness of Answers: Kuwaiti Middle School Teachers' Perspectives

ERIC Educational Resources Information Center

Alajmi, Amal; Reys, Robert

2007-01-01

This study described mathematics teachers' views on the significance of reasonable answers and how they address this concept in their classrooms. Data were gathered from thirteen eighth-grade Kuwaiti mathematics teachers in two middle schools. All teachers in Kuwait use the national textbook and follow the accompanying instructional plans provided…

Where Have All the Teachers Gone? Finding Answers to the Most Basic Questions about California's Teacher Workforce. CenterView

ERIC Educational Resources Information Center

Center for the Future of Teaching and Learning, 2005

2005-01-01

This policy brief presents a strong case for the creation of a statewide teacher data system in California by highlighting some of the simple teacher workforce questions that cannot be answered because such a system does not currently exist. At the state level, data on teacher qualifications are needed to fulfill the new reporting requirements of…

A New Rhythm for Responding

ERIC Educational Resources Information Center

Walsh, Jackie Acree; Sattes, Beth Dankert

2015-01-01

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

Science Library of Test Items. Volume Eight. Mastery Testing Program. Series 3 & 4 Supplements to Introduction and Manual.

ERIC Educational Resources Information Center

New South Wales Dept. of Education, Sydney (Australia).

Continuing a series of short tests aimed at measuring student mastery of specific skills in the natural sciences, this supplementary volume includes teachers' notes, a users' guide and inspection copies of test items 27 to 50. Answer keys and test scoring statistics are provided. The items are designed for grades 7 through 10, and a list of the…

ACER Mathematics Profile Series: Number Test. (Test Booklet, Answer and Record Sheet, Score Key, and Teachers Handbook).

ERIC Educational Resources Information Center

Cornish, Greg; Wines, Robin

The Number Test of the ACER Mathematics Profile Series, contains 30 items, for each of three suggested grade levels: 7-8, 8-9, and 9-10. Raw scores on all tests in the ACER Mathematics Profile Series (Number, Operations, Space and Measurement) are converted to a common scale called MAPS, a major feature of the Series. Based on the Rasch Model,…

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

PubMed

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

2003-01-01

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

Valuing Teacher Perceptions Related to the Principalship

ERIC Educational Resources Information Center

Williams, Jermaine

2016-01-01

This dissertation served to answer the over-arching research question: How do stakeholders describe effective leadership? In addition, two sub-questions were answered: 1) what dimensions do teachers use to describe effective principal leadership, and 2) why do teachers identify those dimensions as relevant? This study was conducted in a Northern…

What Can Teachers Learn from Research?

ERIC Educational Resources Information Center

Noddings, Nel

2009-01-01

After many years as a high school mathematics teacher, administrator, university professor, and philosopher of education, the author's inclination in answering this question (what can teachers learn from research?) is to say, "not much." If one is looking for a recipe-like answer to questions about how to teach fractions, reading, spelling, or…

Modeling: A Direct Instruction Model for Programming Reading Comprehension.

ERIC Educational Resources Information Center

Wise, Beth S.

Modeling the behaviors they expect students to exhibit is one way teachers can teach comprehension skills. Teachers need to give multiple examples wherein the teacher models every behavior students should exhibit, giving the answer to the question, and giving the line of reasoning followed to arrive at the answer. To teach each separate…

Major Appliance Repair. Teacher Edition and Student Edition. Second Edition.

ERIC Educational Resources Information Center

Smreker, Gene; Calvert, King

This second edition contains teacher and student guides for 14 units of instruction in major appliance repair. Each unit in the teacher edition includes some or all of the following basic components: objective sheet, suggested activities, answers to assignment sheets, answers to the written test, written test, a unit evaluation form, teacher…

Understanding of Prospective Physics Teachers Students Toward Pedagogical Content Knowledge on Optical Geometry Materials

NASA Astrophysics Data System (ADS)

Erwin, E.; Rustaman, N. Y.

2017-09-01

This article discusses about Pedagogical content knowledge (PCK) profile of prospective physics teachers on optical geometry materials. Data collected using interview and questionnaire, and the data were analyzed descriptively. The results showed that PCK is an unfamiliar term to students. The extreme findings in this study is the lack of understanding of PCK by prospective physics teachers relating to the importance of recognizing the characteristics of students and how to manage questions from students, which teacher has to directly answer questions from students, and how to respond to the students’ incorrect answer, mostly prospective physics teachers assume that in case of the students answer incorrectly, the students should be directly blamed. Prospective physics teachers have not yet integrated the pedagogical knowledge with the content knowledge in their possess learning it he optical geometry material.

Is There a Future for Teacher Ed Curriculum? An Answer from History and Moral Philosophy

ERIC Educational Resources Information Center

Null, J. Wesley

2008-01-01

Is there a future for teacher ed "curriculum"? The author contends that he is not sure if there is a future for teacher ed curriculum, but if such a future is to exist, the answer will come only from history and moral philosophy. In this article, the author opines that individuals cannot make good decisions about the future of teacher ed…

Supporting Mediated Peer-Evaluation to Grade Answers to Open-Ended Questions

ERIC Educational Resources Information Center

De Marsico, Maria; Sciarrone, Filippo; Sterbini, Andrea; Temperini, Marco

2017-01-01

We show an approach to semi-automatic grading of answers given by students to open ended questions (open answers). We use both peer-evaluation and teacher evaluation. A learner is modeled by her Knowledge and her assessments quality (Judgment). The data generated by the peer- and teacher-evaluations, and by the learner models is represented by a…

Personality Preferences and Student Responses to Teacher Comments.

ERIC Educational Resources Information Center

Thompson, Tom

A study examined student responses to teacher comments on a student essay. First-year students at the Citadel, an all-male military school, imagined they wrote a paper on which a teacher had made 16 comments (eight positive and eight negative, eight having implied answers, eight having open-ended answers) and then rated those comments based on how…

An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform

NASA Astrophysics Data System (ADS)

Nargund-Joshi, Vanashri

This study explores the concepts and behaviors, otherwise referred to as orientations, of six Indian science teachers and the alignment of these orientations to the 2005 India National Curriculum Framework (NCF-2005). Differences in teachers' orientations across grade bands (elementary, middle, and secondary) and school types (public versus private) are also examined to determine how contextual factors may influence this alignment. First, a content analysis of the NCF-2005 was completed to identify the overarching principles of the NCF-2005 and goals specific to the teaching and learning of science. Interviews with school principals were also analyzed to understand how the goals of NCF-2005 were communicated to schools and teachers. Together, these data sources served to answer research question one. Next, profiles were created based on three interviews with each teacher and several observations of their teaching. These profiles provide a point of reference for answering the remaining three research questions. Findings include teacher's orientations falling along a continuum from traditionalist in nature to inquiry/constructivist in nature. Stark contrasts were found between traditionalist orientations and the goals of NCF-2005, with much of this contrast due to the limited pedagogical content knowledge these teachers have regarding students' scientific thinking, curriculum design, instructional strategies, and assessment. Inquiry/constructivist teachers' orientations, while more in line with reform, still have a few key areas of pedagogical content knowledge needing attention (e.g., knowledge of assessment and a variety of purposes for constructivist instructional strategies). In response to the final research question, several contextual factors contributed to teachers' orientations including environmental constraints, such as limited resources and large class sizes, cultural testing pressures, and limited accessibility to professional development. Suggestions for improving the implementation of NCF-2005 in India's classrooms are discussed according to various stakeholders (e.g., policy makers, curriculum designers, professional developers).

Positive Evaluation of Student Answers in Classroom Instruction

ERIC Educational Resources Information Center

Margutti, Piera; Drew, Paul

2014-01-01

Within the context of teacher/whole-class instruction sequences, researchers have associated teacher evaluation of pupils' answers to forms of traditional pedagogic discourse, also referred to as "triadic dialogue", "monologic discourse", "recitation" and "Initiation-Response-Evaluation (IRE) sequences".…

A Rasch measure of teachers' views of teacher-student relationships in the primary school.

PubMed

Leitao, Natalie; Waugh, Russell F

2012-01-01

This study investigated teacher-student relationships from the teachers' point of view at Perth metropolitan schools in Western Australia. The study identified three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication. Data were collected by questionnaire (N = 139) with stem-items answered in three perspectives: (1) Idealistic: this is what I would like to happen; (2) Capability: this is what I am capable of; and (3) Behaviour: this is what actually happens, using four ordered response categories: not at all (score 1), some of the time (score 2), most of the time (score 3), and almost always (score 4). Data were analysed with a Rasch measurement model and a uni-dimensional, linear scale with 24 items, ordered from easy to hard, was created. The data were shown to be highly reliable, so that valid inferences could be made from the scale. The Person Separation Index (akin to a reliability index) was 0.93; there was good global teacher and item fit to the measurement model; there was good item fit; the targeting of the item difficulties against the teacher measures was good, and the response categories were answered consistently and logically. Teachers said that the ideal items were all easier than their corresponding capability items which were in turn easier than the behaviour items (where the items fitted the model), as conceptualized. The easiest ideal items were: I like this child and This child and I get along well together. The hardest ideal item (but still easy) was: I am available for this child. The easiest behaviour item (but still hard) was: This child and I get along well together. The hardest behaviour item (and very hard) was: I am interested to learn about this child's personal thoughts, feelings and experiences. The difficulties of the items supported the conceptual structure of the variable.

Probing the Natural World, Level III, Record Book, Teacher's Guide: What's Up? Intermediate Science Curriculum Study.

ERIC Educational Resources Information Center

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the teacher's edition of the Record Book for the unit "What's Up" of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The correct answers to the questions from the student text are recorded. An introductory note to the teacher explains how to use the book. Answers are included for the activities…

The Earth's Mantle Is Solid: Teachers' Misconceptions About the Earth and Plate Tectonics.

ERIC Educational Resources Information Center

King, Chris

2000-01-01

Discusses the misconceptions revealed by the teachers' answers and outlines more accurate answers and explanations based on established evidence and uses these to provide a more complete understanding of plate tectonic process and the structure of Earth. (Author/YDS)

Changes in How Prospective Teachers Anticipate Secondary Students' Answers

ERIC Educational Resources Information Center

Llinares, Salvador; Fernández, Ceneida; Sánchez-Matamoros, Gloria

2016-01-01

This study focuses on how prospective teachers learn about students' mathematical thinking when (1) anticipating secondary students' answers reflecting different characteristics of understanding, and (2) propose new activities in relation to the classification of quadrilaterals. The data were collected from forty-eight prospective secondary school…

Short Answers to Deep Questions: Supporting Teachers in Large-Class Settings

ERIC Educational Resources Information Center

McDonald, J.; Bird, R. J.; Zouaq, A.; Moskal, A. C. M.

2017-01-01

In large class settings, individualized student-teacher interaction is difficult. However, teaching interactions (e.g., formative feedback) are central to encouraging deep approaches to learning. While there has been progress in automatic short-answer grading, analysing student responses to support formative feedback at scale is arguably some way…

Apparel Marketing. [Student Manual] and Answer Book/Teacher's Guide.

ERIC Educational Resources Information Center

Gaskill, Melissa Lynn

This document on apparel marketing contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 16 assignments: (1) introduction to fashion and fashion merchandising; (2) current fashion; (3) careers in fashion; (4) buying; (5) retailing; (6) merchandise basics; (7) merchandise--promotion and…

Supermarket Special Departments. [Student Manual] and Answer Book/Teacher's Guide.

ERIC Educational Resources Information Center

Gaskill, Melissa Lynn; Summerall, Mary

This document on food marketing for supermarket special departments contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 11 assignments: (1) supermarkets of today; (2) merchandising; (3) pharmacy and cosmetics department; (4) housewares and home hardware; (5) video/camera/electronics…

Teacher Deployment of "Oh" in Known-Answer Question Sequences

ERIC Educational Resources Information Center

Hosoda, Yuri

2016-01-01

This conversation analytic study describes some specific interactional contexts in which native English-speaking teachers produce "oh" in known-answer question sequences in English language classes. The data for this study come from 10 video-recorded Japanese primary school English language class sessions. The analysis identified three…

Use of a computerized kiosk in an assessment of food safety knowledge of high school students and science teachers.

PubMed

Endres, J; Welch, T; Perseli, T

2001-01-01

A multimedia touch-screen kiosk was used to assess food safety knowledge and convey food safety principles to 93 high school science teachers and 165 students. The kiosk program based on the FightBAC messages informed users of correct responses and reasons for the response. Teachers correctly answered more questions than students; however, for the areas of hand washing, sources of foodborne illness, and handling of leftover foods, at least 40% of both students and teachers provided incorrect answers.

Students' Comparison of Their Trigonometric Answers with the Answers of a Computer Algebra System in Terms of Equivalence and Correctness

ERIC Educational Resources Information Center

Tonisson, Eno; Lepp, Marina

2015-01-01

The answers offered by computer algebra systems (CAS) can sometimes differ from those expected by the students or teachers. The comparison of the students' answers and CAS answers could provide ground for discussion about equivalence and correctness. Investigating the students' comparison of the answers gives the possibility to study different…

Let's Switch Questioning Around

ERIC Educational Resources Information Center

Tovani, Cris

2015-01-01

English teacher Cris Tovani knows from her experiences teaching elementary school that students are naturally curious. But, too often, students are so trained to be question answerers that by the time they reach high school, they no longer form questions of their own and instead focus on trying to figure out what answer the teacher wants. Tovani…

Food Service Management. Second Edition. Answer Book/Teacher's Guide. Second Edition.

ERIC Educational Resources Information Center

Hatchett, Melvin S.; Zelade, Richard

This document contains a student assignment book with 22 assignments for a course in food service management and a teacher's guide with answers to the assignments and tips on presenting the lessons to which they pertain. The assignments cover the following topics: career opportunities; entering the food service industry; classifications of…

BOOK REVIEW: Key Science Physics: New Edition and Key Science Physics for International Schools: Extension File

NASA Astrophysics Data System (ADS)

Maybank, Maureen

1999-09-01

When handling , I recalled how one set of sixth-form students that I taught affectionately referred to Jim Breithaupt's large format book Understanding Physics for Advanced Level as `Big Jim'. This package, for GCSE students and teachers, is its younger brother. Key Science Physics was reviewed in this journal over four years ago. Now it is in a new edition with an expanded ring file of teacher resources (a Teacher's Guide and Extension File). It has been expanded for a wider range of students to meet the requirements of all GCSE syllabuses with additional topics for IGCSE and IB. The international bit seems to be among materials in the file of resources and does not appear in the title of the students' textbook. This is not one of those purchases that will only get occasional use and be left in a department library but it is one that contains sufficient excellent material to become central to any GCSE Physics course. For the students there is a single-volume 396-page textbook in full colour (not a heavyweight book). Marginal comments point out places where an Activity or Assignment from the Extension File fits in. All the materials in the teacher's Extension File are cross referenced to the numbering of this textbook, i.e. its Themes, Topics, Checkpoints, Tests etc, not to page numbers. The margin is used in other attractive ways to highlight a summary, propose a first thought or provide a topic summary. The text is fruitful mix of pure physics, applications and personalities. To support the students' practical work the Extension File contains photocopiable sheets. For the activities and assignments a few contain a harder version to give access to the higher levels of attainment. Four alternatives to practical questions are given; there are also exam questions and multiple choice questions for each topic. These all have helpful mark schemes on the teacher's answers pages. What else do you get? A Glossary collection of sheets to photocopy with space to enter a definition in a second language. Versions of many key diagrams in the student book are enlarged and reworked in clear black and white to make OHP transparencies. There is a mention of these also being in colour on a CD-ROM. The organization of the Extension File is as clear as is reasonably possible. As a user, I would add coloured page dividers to mark the sections within it. The Teacher's Guide is admirable in its restraint - just 26 sides of topic notes - which includes the answers to the non-numerical checkpoint questions missing in the student book. It is not wordy or full of educational theory but succinct and relevant to the day-to-day business of learning with these materials. Reading it, I was aware of the snags that a novice teacher might be glad to know but were missing. As always, materials like these should come with a health warning - try out all homework sheets, instructions for activities and assignments before your students!

Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes

NASA Astrophysics Data System (ADS)

Liu, Ning; Neuhaus, Birgit

2014-07-01

This study investigated gender inequality in biology lessons and analysed the effects of the observed inequality on students' short-term knowledge achievement, situational interest and students' evaluation of teaching (SET). Twenty-two biology teachers and 803 7th-grade students from rural and urban classrooms in China participated in the study. Each teacher was videotaped for 1 lesson on the topic blood and circulatory system. Before and after the lessons, the students completed tests and questionnaires. Chi-square analysis was conducted to compare the boys' and girls' participation rates of answering teachers' questions in the lessons. The findings revealed that in the urban classrooms the boys had a significantly higher rate of participation than did the girls, and hence also a higher situational interest. However, no such gender inequity was found among the rural students. The study also revealed that urban students answered more complicated questions compared with the rural students in general. The findings of this study suggest that the teachers should try to balance boys' and girls' participation and involve more students in answering questions in their lessons. The study also raises questions about long-term effects of students' participation in answering teachers' questions on their outcomes-knowledge achievement, situational interest and SET.

500 Questions and Answers for New Teachers: A Survival Guide.

ERIC Educational Resources Information Center

Torreano, Joanna Montagna

This book presents tips, in the form of questions and answers, to help beginning teachers feel less isolated. There are six sections. "Getting Your Act Together" includes "What To Do Before School Opens"; "The First Day of School"; "Open House"; "Goal Setting"; and "Last Day of School.""Getting To Know You" includes "Administrators"; "Board of…

What Works in School? Expert and Novice Teachers' Beliefs about School Effectiveness

ERIC Educational Resources Information Center

Fleckenstein, Johanna; Zimmermann, Friederike; Köller, Olaf; Möller, Jens

2015-01-01

In 2009, John Hattie first published his extensive metasynthesis concerning determinants of student achievement. It provides an answer to the question: "What works in school?" The present study examines how this question is answered by pre- and in-service teachers, how their beliefs correspond to the current state of research and whether…

Lessons We Can Learn from the Voices of Experience

ERIC Educational Resources Information Center

Fink, Arletta Knight; Fink, L. Dee

2009-01-01

This article reviews the preceding articles and distills from that collection answers to three questions that all good teachers need to ask and answer. The preceding articles in this volume have been written by teachers who have used the ideas of integrated course design (ICD) in an effort to improve their teaching and their students' learning.…

Petroleum, Convenience, & Automotive Marketing [Student Book and] Answer Book/Teacher's Guide.

ERIC Educational Resources Information Center

Kozek, Ed; Faught, Suzanne G.

This student manual and answer book/teacher's guide focus on the industry-specific information and skills needed by students who plan to enter, or who may already be receiving, training in a petroleum-related business, such as a full-service gas station, convenience store, or automotive specialty service shop. The student manual contains 16…

Marketing in the Drugstore. [Student's Manual.] Answer Book/Teacher's Guide. Marketing Education.

ERIC Educational Resources Information Center

Walton, Shawn

This student's manual and answer book/teacher's guide focus on the industry-specific information and skills needed by students who plan to enter, or who may already be receiving, drugstore-related training. They are companion publications to "Working in Pharmacies," which offers a more indepth look at the duties and responsibilities of…

Marketing in Financial Institutions [Student Book and] Answer Book/Teacher's Guide.

ERIC Educational Resources Information Center

Bybee, Sandra; And Others

This student manual and answer book/teacher's guide focus on the industry-specific information and skills needed by students who plan to enter, or who may already be receiving, training in a financial institution, such as commercial banks, savings and loans, and credit unions, as well as pawn shops, credit departments of retail stores, and other…

Differences between Expected Answers and the Answers Given by Computer Algebra Systems to School Equations

ERIC Educational Resources Information Center

Tonisson, Eno

2015-01-01

Sometimes Computer Algebra Systems (CAS) offer an answer that is somewhat different from the answer that is probably expected by the student or teacher. These (somewhat unexpected) answers could serve as a catalyst for rich mathematical discussion. In this study, over 120 equations from school mathematics were solved using 8 different CAS. Many…

Teacher Development.

ERIC Educational Resources Information Center

1997

Eight conference papers on language teacher development are presented, including: "Mosaics of Teacher Development and Socialization" (Andrew Barfield, Paul A. Beaufait, Sean Conley, Tim Murphey, Katsura Haruko), a panel presentation on aspects of and experiments in teacher development; "Questions About Teaching? Answers from…

Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement

ERIC Educational Resources Information Center

O'Bannon, Blanche W.; Britt, Virginia G.; Beard, Jeffrey L.

2013-01-01

This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how the…

Tracing the flow: Climate change actor-networks in Oklahoma secondary science education

NASA Astrophysics Data System (ADS)

Colston, Nicole Marie

This dissertation reports research about the translation of climate change in science education. Public controversies about climate change education raises questions about the lived experiences of teachers in Oklahoma and the role of science education in increasing public understanding. A mixed methods research design included rhetorical analysis of climate change denial media, key informant interviews with science education stakeholders, and a survey questionnaire of secondary science teachers. Final analysis was further informed by archival research and supplemented by participant observation in state-wide meetings and science teacher workshops. The results are organized into three distinct manuscripts intended for publication across the fields of communication, science education, and climate science. As a whole the dissertation answers the research question, how does manufactured scientific controversy about climate change present specific challenges and characterize negotiations in secondary science education in Oklahoma? Taken together, the findings suggest that manufactured controversy about climate change introduces a logic of non-problematicity, challenges science education policy making, and undermines scientific consensus about global warming.

Teacher Retention: Problems and Solutions

ERIC Educational Resources Information Center

McLaurin, Sidney E.; Smith, Willis; Smillie, Amanda

2009-01-01

There is a teacher retention crisis in the United States. The purpose of this paper is to answer the following questions: What contributes to teachers leaving the field? How has "No Child Left Behind" affected teacher retention? What can be done to retain good teachers? What impact do school administrators have on teacher retention?…

You Asked, We Answered! A Podcasting Series by Scientists for K-12 Teachers Through the Pennsylvania Earth Science Teachers Association (PAESTA)

NASA Astrophysics Data System (ADS)

Guertin, L. A.; Tait, K.

2015-12-01

The Pennsylvania Earth Science Teachers Association (PAESTA) recently initiated a podcasting series "You Asked, We Answered!" for K-12 teachers to increase their science content knowledge through short audio podcasts, supplemented with relevant resources. The 2015-2016 PAESTA President Kathy Tait generated the idea of tapping in to the content expertise of higher education faculty, post-doctoral researchers, and graduate students to assist K-12 teachers with increasing their own Earth and space content knowledge. As time and resources for professional development are decreasing for K-12 teachers, PAESTA is committed to not only providing curricular resources through our online database of inquiry-based exercises in the PAESTA Classroom, but providing an opportunity to learn science content from professionals in an audio format.Our goal at PAESTA has been to release at least one new podcast per month that answers the questions asked by PAESTA members. Each podcast is recorded by an Earth/space science professional with content expertise and placed online with supporting images, links, and relevant exercises found in the PAESTA Classroom. Each podcast is available through the PAESTA website (http://www.paesta.psu.edu/podcasts) and PAESTA iTunes channel (https://itunes.apple.com/us/podcast/paesta-podcasts/id1017828453). For ADA compliance, the PAESTA website has a transcript for each audio file. In order to provide these podcasts, we need the participation of both K-12 teachers and science professionals. On the PAESTA Podcast website, K-12 teachers can submit discipline questions for us to pass along to our content experts, questions relating to the "what" and "how" of the Earth and space sciences, as well as questions about Earth and space science careers. We ask science professionals for help in answering the questions posed by teachers. We include online instructions and tips to help scientists generate their podcast and supporting materials.

Don't Waste Your Time Teaching in an On-Line Environment

ERIC Educational Resources Information Center

Potvin, Bernie L.

2012-01-01

In this paper I address one question asked by teachers who teach online--"How can I build community among my learners in my class?" This paper provides an answer; in fact, it provides ten possible answers, in the form of ten models for teachers to use to build community in on-line courses. Each model has been tried and tested over ten…

The Teacher Aide...An Answer to the Teacher Shortage.

ERIC Educational Resources Information Center

Axford, Roger W.

The Maine State Department of Education and the Continuing Education Division of Maine State University provided a series of summer institutes in 1968 at selected university locations throughout the state for presently employed or prospective teacher aides. Courses were offered to 116 teacher aides in education and the teacher aide, classroom…

Pre-service middle school mathematics teachers' evaluations of discussions: the case of proof by contradiction

NASA Astrophysics Data System (ADS)

Demiray, Esra; Işıksal Bostan, Mine

2017-03-01

The purposes of this study are to investigate whether pre-service middle school mathematics teachers evaluate discussions in the cases regarding proof by contradiction correctly, to what extent they explain their correct evaluations by referring to proof by contradiction, and the reasons of their misinterpretations of discussions in the cases regarding proof by contradiction. Data were collected from pre-service middle school mathematics teachers enrolled in a state university in Ankara, Turkey, by asking them to evaluate discussions in two cases related to proof by contradiction. In data analysis, descriptive statistics and item-based analysis were employed. The results of the study indicated that pre-service middle school mathematics teachers are successful in evaluating discussions in the cases regarding proof by contradiction. In terms of year level, it was found that the percentage of the second year students' correct answers was the lowest in both cases. Moreover, the first year students were the most successful group in the first case, and the third year students were the most successful group in the second case. Nearly half of the students explained their correct answers by referring to proof by contradiction in the first case while the percentage of students who explained their correct answers by mentioning proof by contradiction in the second case was considerably low. When incorrect answers of pre-service middle school mathematics teachers were analyzed, two reasons of their misinterpretations of discussions were emerged as "misunderstanding of the assumption" and "perceiving proof as unnecessary".

The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction

ERIC Educational Resources Information Center

Ihmeideh, Fathi; Coughlin, Chris

2015-01-01

Much attention has been given to the impact of cooperative teachers on the pedagogical behaviour of student teachers. In many cases, however, cooperating teachers gain as much from the student teacher as the student teacher acquires from them. This study was designed to elicit answers to the following two questions: (1) What are the perspectives…

Student Teachers' Computer Use during Practicum.

ERIC Educational Resources Information Center

Wang, Yu-mei; Holthaus, Patricia

This study was designed to investigate the use of computers by student teachers in their practicums. Student teachers (n=120) in two public universities in the United States answered a questionnaire that covered: the manner and frequency of computer use, student teachers' perception of their training, their attitudes toward the role of the…

Teacher Research Programs: An Effective Form of Professional Development to Increase Student Achievement and Benefit the Economy

NASA Astrophysics Data System (ADS)

Dubner, J.

2008-12-01

U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional development. Columbia University's teacher research program is a very effective form of professional development for pre- college science teachers and has a direct correlation to increased student motivation and achievement in science. The Program is premised on the beliefs that hands-on experience in the practice of science improves the quality and authenticity of science teaching, and that improved science teaching is correlated with increased student interest and achievement in science. The author will present the methodology of the program's evaluation citing statistically significant findings. The author will also show the economic benefits of teacher participation in a well-designed research program.

The Embeddedness of Teachers' Social Networks: Evidence from a Study of Mathematics Reform

ERIC Educational Resources Information Center

Coburn, Cynthia E.; Mata, Willow S.; Choi, Linda

2013-01-01

Teachers' social networks can play an important role in teacher learning and organizational change. But what influences teachers' networks? Why do some teachers have networks that are likely to support individual and organizational change, while others do not? This study is a first step in answering this question. We focus on how district policy…

How science teachers balance religion and evolution in the science classroom: A case study of science classes in a Florida Public School District

NASA Astrophysics Data System (ADS)

Willems, Pierre Dominique

The purpose of this case study was to research how science teachers balance both religion and evolution in the science classroom with as little controversy as possible. In this study I attempted to provide some insight on how teachers are currently teaching evolution in their science classes in light of the religious beliefs of the students as well as their own. The case study was conducted in a school district in Florida where I attempted to answer the following questions: (a) How do science teachers in the Florida School District (FSD) approach the religion--evolution issue in preparing students for a career in a field of science? (b) How do science teachers in the FSD reconcile the subject of evolution with the religious views of their students? (c) How do science teachers in the FSD reconcile their own religious views with the teaching of evolution? (d) How do science teachers in the FSD perceive the relationship between religion and science? The data was collected through interviews with two high school teachers, and one middle school teacher, by observing each participant teach, by collecting site documents and by administering an exploratory survey to student volunteers. Analysis was conducted by open coding which produced four themes from which the research questions were answered and the survey answers were counted to produce the percentages displayed in the tables in chapter four. The teachers avoided discussion on religiously oriented questions or statements by the students and did not reveal their own religious orientation. The topic of microevolution appeared to reduce stress in the classroom environment, as opposed to addressing macroevolution.

Teachers-Problems-Teachers' Problems: What is Considered as a Problem, among the Main Teacher Activities, by Hungarian Teachers

ERIC Educational Resources Information Center

Mrazik, Julianna

2009-01-01

This paper is about a research focusing on recent problems of Hungarian teachers. The aim of the study is to reveal the real troubles of Hungarian pedagogues, on the basis of their answers to a questionnaire, the nature of these problems and how they affect the role of the teacher. Supposedly, the nucleus of the problems of the teachers is…

Investigation of a reflective pedagogy to encourage pre-service physics teachers to explore argumentation as an aid to conceptual understanding

NASA Astrophysics Data System (ADS)

Lancaster, Greg; Cooper, Rebecca

2016-05-01

An emerging focus of recent science education research advocates the benefits of using argumentation as an approach in which teachers can better engage students in a more authentic experience of the epistemic work of scientists (Bricker and Bell, 2008). Logical argument and critical thinking are considered essential skills for an effective and successful undertaking of scientific inquiry and analysis. Early research suggests the practise of encouraging students to engage in scientific discourse in the classroom (Kuhn, 2010) can provide rich experiences for students and teachers to hone their cognitive abilities. This paper explores the use of critical `discussion problems' purposefully designed for pre-service physics teachers to investigate their own alternative conceptual understandings of key physics ideas. It also discusses how these problems are then used to generate classroom discourse which focuses on the importance of developing effective pedagogical content knowledge (See Shulman, 1986 for a detailed explanation of pedagogical content knowledge) rather than just mastery of scientific content and its mathematical applications. Further, the paper will detail a preliminary study in which pre-service physics teachers were introduced to a number of discussion problems via an online learning environment and asked to first consider the problem and post a solution in isolation from their peers. A considerable challenge was persuading the pre-service teachers to resist the common practice of "Googling the answer" via the internet before posting their solution attempt. Although most students initially appeared to believe that posting "the correct" answer was the main task objective, the vast majority eventually came to realise that discussing the range of unresearched solutions was much more beneficial for their conceptual understanding and professional practice. Over time, this approach generally encouraged students to post original ideas and to be less influenced by the arguments or analysis of other students. Following the completion of the online posts, the range of ideas included in the postings were then explored during a face to face workshop where the ideas were debated and frequently defended and the implications for pedagogy and their students learning discussed. The initial feedback from the pre-service teachers during this preliminary study is encouraging and suggests there is merit in exploring the benefits of argumentation for pre-service teachers and their students in a subsequent expanded study.

Answers to Health Questions in Physical Education.

ERIC Educational Resources Information Center

Kaplan, Robert, Ed.

Culled from the answers of physical education teachers and coaches, this booklet attempts to indicate the scope of health problems and suggests some directions which the solutions may take. It is divided into three parts. Part 1, Health and Safety in Activity Programs, answers questions on first aid, excused absences, and desirability of…

Who Will Answer?

ERIC Educational Resources Information Center

Law, Charles J., Jr.

1970-01-01

Discussing the changing role of the vocational agriculture teacher, this article relates pertinent questions and suggestions about specific problems facing the local vocational agriculture program to the vocational agriculture teachers. (GB)

Prospective Primary Teachers' Mathematics Anxiety-Apprehension and Its Causes

ERIC Educational Resources Information Center

Özdemir, Emine; Seker, Burcu Sezginsoy

2017-01-01

The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes…

Can Massive Communities of Teachers Facilitate Collaborative Reflection? Fractal Design as a Possible Answer

ERIC Educational Resources Information Center

Clarà, Marc; Kelly, Nick; Mauri, Teresa; Danaher, P. A.

2017-01-01

This paper explores the possibility that virtual communities of teachers with large numbers of members (referred to as "massive communities of teachers") can offer support to novice teachers by means of collaborative reflection. The paper examines and conceptualises some problems found in professional massive communities and proposes…

Teachers' Acceptance of Absenteeism: Towards Developing a Specific Scale

ERIC Educational Resources Information Center

Shapira-Lishchinsky, Orly; Ishan, Gamal

2013-01-01

Purpose: This study aims to develop and validate a measure of a specific attitude toward teachers' absenteeism that predicts this behavior more accurately than other general measures of job attitudes. Design/methodology/approach: Participants were 443 teachers from 21 secondary schools in Israel. In the first phase, the teachers answered anonymous…

The Connotations of Language Teacher Autonomy

ERIC Educational Resources Information Center

Han, Ligang

2017-01-01

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the…

The Teacher as Communicator: An Aspect of Teacher Effectiveness.

ERIC Educational Resources Information Center

Olson, David R.; And Others

Experiments were devised to determine teacher effectiveness on the basis of ability to communicate, on the assumption that no relevant learning will occur if communication is faulty. A series of communication games involved an encoder (teacher) and decoder (student) to provide tentative answers to the questions: 1) Are there individual differences…

Media Frames regarding Teacher Dress: Implications for Career and Technical Education Teacher Preparation

ERIC Educational Resources Information Center

Freeburg, Beth Winfrey; Workman, Jane E.

2010-01-01

The purpose of this study was to explore teacher dress in United States schools as presented in the newspaper. Twenty-nine articles were examined to answer three questions. Results revealed: (a) the newspaper provided four contexts for processing information about teacher dress--roles, control, impression management, and educational learning…

Preschoolers: Questions and Answers. Psychoanalytic Consultations with Parents, Teachers, and Caregivers.

ERIC Educational Resources Information Center

Furman, Erna, Ed.

This collection of essays is written for parents, professional teachers, and caregivers to enlighten the readers about preschool children's development, the role of parent and teacher, and the nature of the parent-caregiver partnership. The essays emphasize how to observe, to understand, and to intervene with preschoolers, teachers, and parents,…

Analysis of Primary School Teachers' Opinions on Family Diversity

ERIC Educational Resources Information Center

Bosch, Alvaro Capano; Massonnier, Natalie; González Tornaría, Maria del L.

2016-01-01

This article aims to do an analysis based on the opinion of primary school teachers on family models that are different from the traditional nuclear family. We worked with 60 teachers from Montevideo and the metropolitan area. They answered the Questionnaire: Teachers' Opinion on Family Diversity (CIDF for its Spanish acronym) (Morgado,…

Do Social Studies Teachers Use Simulations?

ERIC Educational Resources Information Center

Young, Gail A; Schug, Mark C.

1990-01-01

Reports the results of a survey of Wisconsin secondary social studies teachers designed to answer the question: To what extent do teachers use simulations? Describes the study designed to replicate an earlier survey of Ohio teachers in 1979 by J.J. Blaga. Compares the results of the two surveys. Concludes simulation use has increased. (RW)

An Analysis of Teachers' Perceptions through Metaphors: Prospective Turkish Teachers of Science, Math and Social Science in Secondary Education

ERIC Educational Resources Information Center

Akçay, Süleyman

2016-01-01

In this study, teachers' perceptions of prospective Turkish teachers (that is, those who have completed their undergraduate studies) in the fields of Science, Mathematics and Social Sciences are investigated through teacher metaphors. These perceptions were classified in accordance with their answers to two open-ended questions within a metaphoric…

Comparison of individual answer and group answer with and without structured peer assessment

NASA Astrophysics Data System (ADS)

Kablan, Zeynel

2014-09-01

Background:Cooperative learning activities provide active participation of students leading to better learning. The literature suggests that cooperative learning activities need to be structured for a more effective and productive interaction. Purpose: This study aimed to test the differences among three instructional conditions in terms of science achievement. Sample:A total of 79 fifth-grade students, 42 males (53%) and 37 females (47%), participated in the study. Design and Methods:In the first condition, students answered the teacher's questions individually by raising hands. In the second condition, students discussed the answer in groups and came up with a single group answer. In this condition, the teacher provided only verbal directions to the groups without using any strategy or material. In the third condition, students used a 'peer assessment form' before giving the group answer. A pre-/post-test experimental design was used. Multiple-choice and open-ended tests were used for data collection. One-way analysis of variance (ANOVA) was conducted to test the differences in the test scores between the three groups (individual answer, unstructured group answer and structured group answer). Results:Results showed that there were no significant differences among the three learning conditions in terms of their multiple-choice test scores. In terms of the open-ended test scores, students in the structured group answer condition scored significantly higher than the students in the individual answer condition. Conclusions:Structuring the group work through peer assessment helped to monitor the group discussion, provided a better learning compared to the individual answer condition, and helped students to participate in the activity equally.

Pre-service teachers’ challenges in presenting mathematical problems

NASA Astrophysics Data System (ADS)

Desfitri, R.

2018-01-01

The purpose of this study was to analyzed how pre-service teachers prepare and assigned tasks or assignments in teaching practice situations. This study was also intended to discuss about kind of tasks or assignments they gave to students. Participants of this study were 15 selected pre-service mathematics teachers from mathematics education department who took part on microteaching class as part of teaching preparation program. Based on data obtained, it was occasionally found that there were hidden errors on questions or tasks assigned by pre-service teachers which might lead their students not to be able to reach a logical or correct answer. Although some answers might seem to be true, they were illogical or unfavourable. It is strongly recommended that pre-service teachers be more careful when posing mathematical problems so that students do not misunderstand the problems or the concepts, since both teachers and students were sometimes unaware of errors in problems being worked on.

Administrative support of novice science teachers: A multiple case study

NASA Astrophysics Data System (ADS)

Iacuone, Leann

Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional practice. Administrators whom the novice science teachers perceived as supportive visited the classroom for observations, answered questions posed by the new teachers, and engaged the novice science teachers in conversation. The study offered 6 recommendations for administrators to enhance the development of novice science teachers at their school sites for the retention of those teachers in order to increase student engagement within the classroom setting, leading to higher student achievement.

Unit: Minerals and Crystals, First Trial Materials, Inspection Set.

ERIC Educational Resources Information Center

Australian Science Education Project, Toorak, Victoria.

This unit, one of a series being developed for Australian secondary school science courses, consists of a teacher's guide, two student booklets, a test booklet, and a student workbook which also contains answers to questions raised in the student booklets, and a answer sheet containing comments on the answers to the questions in the test booklet.…

So, What Is the Answer? Questions

ERIC Educational Resources Information Center

Hall, Don

2005-01-01

Leaders are barraged daily by teachers, administrators, and students seeking answers to questions ranging from the simplistic to the metaphysical in their complexity. The author is sure leaders wonder at times, "How in the world can I free up enough time to answer them all?" Well, the author states that he hates to break the news, but it is…

Spontaneous Grammar Explanations.

ERIC Educational Resources Information Center

Tjoo, Hong Sing; Lewis, Marilyn

1998-01-01

Describes one New Zealand university language teacher's reflection on her own grammar explanations to university-level students of Bahasa Indonesian. Examines form-focused instruction through the teacher's spontaneous answers to students' questions about the form of the language they are studying. The teacher's experiences show that it takes time…

News Festival: Science on stage deadline approaches Conference: Welsh conference attracts teachers Data: New phase of CERN openlab tackles exascale IT challenges for science Meeting: German Physical Society holds its physics education spring meeting Conference: Association offers golden opportunity in Norway Competition: So what's the right answer then?

NASA Astrophysics Data System (ADS)

2012-07-01

Festival: Science on stage deadline approaches Conference: Welsh conference attracts teachers Data: New phase of CERN openlab tackles exascale IT challenges for science Meeting: German Physical Society holds its physics education spring meeting Conference: Association offers golden opportunity in Norway Competition: So what's the right answer then?

Degree of Availability of Good Teacher Characteristics among the English Language (EL) Teachers of Basic Stage Schools from Their Principals' Views in Tafila Governorate

ERIC Educational Resources Information Center

Alroud, Attalla; Qomoul, Mohammad

2017-01-01

The study aimed to investigate the Degree of Availability of Good Teacher Characteristics Among English Language (EL) Teachers of Basic Stage Schools from Their Principals' views in Tafila Governorate. This could be achieved through answering the following questions: 1-What is the degree of availability of good teacher characteristics among…

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…

Answering the Call for Equitable Access to Effective Teachers: Lessons Learned from State-Based Teacher Preparation Efforts in Georgia, Indiana, Michigan, New Jersey, and Ohio

ERIC Educational Resources Information Center

Woodrow Wilson National Fellowship Foundation, 2015

2015-01-01

The nation's teacher education programs are not producing the quantity or quality of teachers needed, particularly in needed subjects. The only way to ensure a strong enough pipeline of effective teachers to ensure equitable access is to dramatically increase how states are preparing prospective educators. The Woodrow Wilson National Fellowship…

Our Inquiry, Our Practice: Undertaking, Supporting, and Learning from Early Childhood Teacher Research(ers)

ERIC Educational Resources Information Center

Perry, Gail, Ed.; Henderson, Barbara, Ed.; Meier, Daniel R., Ed.

2012-01-01

Through "teacher research", teachers engage in the systematic study of their own practice to answer questions they have about teaching and learning, and their own effectiveness. This book explores what teacher research in the early childhood setting looks like, why it is important to the field of early childhood education, and how…

Teachers' Perceptions of a Multiple High-Risk Behavior Prevention Program and Delivery of Universal Programming

ERIC Educational Resources Information Center

Collier, Crystal; Henriksen, Richard C., Jr.

2012-01-01

Much of the success of high-risk behavior prevention programs rests with teachers who deliver the curriculum however; few studies have investigated teachers' perceptions of program implementation. The objective of this phenomenological study was to answer the question, "What are the experiences of teachers who are asked to be involved in the…

Infusing School-Wide Culturally Responsive Teaching to Increase the Cultural Proficiency of Teachers

ERIC Educational Resources Information Center

Nunez, Roberto

2011-01-01

The purpose of this study was to determine if Culturally Relevant Pedagogy (CRP) training of teachers can have a significant effect on closing the achievement gap for Latino students by collecting data to answer the following questions: (1) How can teachers develop and maintain their own cultural competence? Specifically, how can teachers become…

Questions about Answers: Probing Teachers' Awareness and Planned Remediation of Learners' Misconceptions about Electric Circuits

ERIC Educational Resources Information Center

Gaigher, Estelle

2014-01-01

This article reports an exploratory multi-case study on how science teachers understand and envisage addressing learners' misconceptions about electric circuits. Four teachers from schools in and around a large South African city participated in the study. An open-ended questionnaire was designed in a novel way, questioning teachers about wrong…

The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

ERIC Educational Resources Information Center

Unal, Zafer; Unal, Aslihan

2012-01-01

This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

Transgression and the Situated Body: Gender, Sex, and the Gay Male Teacher.

ERIC Educational Resources Information Center

Rofes, Eric

This paper begins by examining representations of gay male school teachers in discourses produced by gay men, illustrating the ways gay men represent themselves in public discourse. The literature is reviewed for answers to questions about the role of the gay male teacher in education and the responsibility of the gay male teacher to gay…

Power and Agency in a High Poverty Elementary School: How Teachers Experienced a Scripted Reading Program

ERIC Educational Resources Information Center

Powell, Rebecca; Cantrell, Susan Chambers; Correll, Pamela

2017-01-01

This phenomenological investigation was designed to answer the following question: In this school, what were teachers' experiences with a scripted reading program? Seventeen teachers were interviewed at the end of the first year of implementing a scripted program. Four themes emerged from this analysis: (1) The program supported teachers' work…

Secondary Teachers' Conceptions and Practices of Assessment Models: The Case for Mathematics Teachers in Jordan

ERIC Educational Resources Information Center

Al Duwairi, Ahmed

2013-01-01

This study aimed at investigating the extent to which secondary schools mathematics teachers practice to assessment models in their mathematics teaching and learning. Definitely, the study aimed at answering the following questions: (1) To what extent do secondary schools mathematics teachers practice each of the assessment models in their…

Comparison of Critical Listening Proficiency of Teacher Candidates in Terms of Several Variables

ERIC Educational Resources Information Center

Kazu, Hilal; Demiralp, Demet

2017-01-01

Purpose: The research has been designed to determine the level of critical listening proficiency of the teacher candidates. It aims at finding answers to the following questions: (1) What is the level of critical listening proficiency of teacher candidates? (2) Do the teacher candidates' levels of critical listening proficiency indicate a…

Providing Effective Feedback to EFL Student Teachers

ERIC Educational Resources Information Center

Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed

2013-01-01

Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…

Professional Development and Teacher Leadership in the Era of NCLB: A Study Exploring Elementary Music Teacher Preferences

ERIC Educational Resources Information Center

Bernard, Anthony D., Sr.

2009-01-01

Several recent studies have been conducted on teacher professional development (PD) but few have focused exclusively on elementary music teacher PD. Prominent music education researchers encourage additional research to provide generalizability across the field. In answer to this call for broadening the base of research in elementary music…

An Analysis of the Candidate Teachers' Beliefs Related to Knowledge, Learning and Teaching

ERIC Educational Resources Information Center

Bay, Erdal; Vural, Ömer Faruk; Demir, Servet; Bagceci, Birsen

2015-01-01

Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three…

Empirical Inquiry Into Teacher Centers. Teacher Education Forum; Volume 3, Number 13.

ERIC Educational Resources Information Center

Ruchkin, Judith P.

This report represents a summary of a larger, on-going investigation in teacher education committed to providing a detailed description of the differences found in teacher center and noncenter programs. Part one describes the design, and then summarizes the findings, of the initial phase of the center study by providing the answers to the six…

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

ERIC Educational Resources Information Center

Mäkelä, Kasper; Hirvensalo, Mirja; Whipp, Peter R.

2014-01-01

Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. Method: A large sample (N = 808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career…

Finding Balance: The Professional Life of a Charter School Teacher

ERIC Educational Resources Information Center

Clark, Marjorie

2010-01-01

This phenomenological study of one charter school teacher sought to answer the question, what is it like to be a teacher in a charter school? Exploring issues of preparation, working conditions, and job satisfaction, this teacher expressed a range of emotions about her chosen work environment. I found that the pervasive stress surrounding her work…

26 CFR 1.416-1 - Questions and answers on top-heavy plans.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., employers under common control or affiliated service group. A partner of a partnership will not be treated... employees, former key employees, and non-key employees. (b) All employers that are aggregated under section... as key employees, as former key employees, or as non-key employees. See Question and Answer T-12 for...

26 CFR 1.416-1 - Questions and answers on top-heavy plans.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., employers under common control or affiliated service group. A partner of a partnership will not be treated... employees, former key employees, and non-key employees. (b) All employers that are aggregated under section... as key employees, as former key employees, or as non-key employees. See Question and Answer T-12 for...

Analysis of Students’ Incorrect Answers on the Topic of Roman Numerals in The Fourth-Grade of Primary School

NASA Astrophysics Data System (ADS)

Selvianiresa, D.; Jupri, Al

2017-02-01

Mathematics has an important role in solving problems related to mathematical symbols. Mathematics topics are related to the daily life of students, as well as mathematics in the primary school level. In this paper, we report the results of research that aims to understand the difficulties of primary school students towards mathematics, especially on the topic of Roman numerals. The subject of this research included 38 students of fourth grade students from a primary school in the city of Bandung. The results showed that the teacher is more likely do the learning to deliver topic directly to students, rather than having to relatethe learning with a real context. In addition, after the teacher gave some exercises to students, we observed that there are some students’ answers that are unpredictable and made errors. Unexpected answers are caused by student’s unconscientious, misunderstanding, or inability to memorize in seven Roman numeral in general. The results of this analysis can be used to develop teacher competence in the teaching and learning process in the future. In this way, we expect the teacher can prepare various student responses to the given problems in the learning process.

Superlative Model Using Word Cloud for Short Answers Evaluation in eLearning

ERIC Educational Resources Information Center

Jayashankar, Shailaja; Sridaran, R.

2017-01-01

Teachers are thrown open to abundance of free text answers which are very daunting to read and evaluate. Automatic assessments of open ended answers have been attempted in the past but none guarantees 100% accuracy. In order to deal with the overload involved in this manual evaluation, a new tool becomes necessary. The unique superlative model…

Internationalizing Teacher Education: The Case of Belarus

ERIC Educational Resources Information Center

Lugovtsova, Alena; Krasnova, Tatiana; Torhova, Anna

2012-01-01

This article describes the unique characteristics of internationalization in teacher education in the Republic of Belarus, by asking how the creation of a national system of teacher education after the USSR's disintegration has both enhanced and hindered internationalization. The question is answered by providing an overview of the specific…

Teaching with the Mathematical Practices in Mind

ERIC Educational Resources Information Center

Billings, Esther M. H.; Coffey, David C.; Golden, John; Wells, Pamela J.

2013-01-01

How can the use of the Standards for Mathematical Practice in the classroom be supported? Professional developers and teacher educators strive to support teachers as they seek to answer this question. When teachers personally and intentionally experience the practices and reflect on how the practices support and promote mathematical understanding,…

Teacher Judgments of Students' Reading Abilities across a Continuum of Rating Methods and Achievement Measures

ERIC Educational Resources Information Center

Begeny, John C.; Krouse, Hailey E.; Brown, Kristina G.; Mann, Courtney M.

2011-01-01

Teacher judgments about students' academic abilities are important for instructional decision making and potential special education entitlement decisions. However, the small number of studies evaluating teachers' judgments are limited methodologically (e.g., sample size, procedural sophistication) and have yet to answer important questions…

Finding a Voice through Research

ERIC Educational Resources Information Center

Lobo, Jose; Vizcaino, Alida

2006-01-01

One question guided this experimental study: What impact does the change from teacher training to educational research have on university teachers' methodology and attitudes to teaching? To find answers to this question, the researchers selected five teachers of English as a Foreign Language (EFL) at the language centre of a private university on…

Child Care Teachers' Response to Children's Emotional Expression

ERIC Educational Resources Information Center

Ahn, Hey Jun; Stifter, Cynthia

2006-01-01

This observational study examined practices through which child care teachers socialize children's emotion. A specific aim was to describe strategies of teacher intervention in response to emotion displayed by children in child care centers, and to answer the question of differential interactions based on children's age and gender. The results of…

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

NASA Astrophysics Data System (ADS)

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

Rockin' around the Clock: An Exploratory Study of Music Teachers' Personal Listening Choices

ERIC Educational Resources Information Center

Davis, Virginia Wayman

2015-01-01

This study aimed to explore the personal music listening choices of music teachers. Specifically, in which formats do teachers listen to music for personal pleasure, how do they obtain the music they choose, and how frequently do they choose to listen to certain genres of music. Using an online survey, music teachers answered questions about their…

An Investigation of Teachers' Stereotyping Behavior: The Influence of Mode of Presentation, Ethnicity, and Social Class on Teachers' Evaluations of Students.

ERIC Educational Resources Information Center

Rosenfeld, Lawrence B.

This study sought to answer two questions: Do teachers stereotype students of different ethnic and social class backgrounds when using actual classroom evaluative criteria? What are the relative effects of audio and visual cues in eliciting teachers' stereotypes? Stimulus materials portraying students from different ethnic and social class…

Primary School Teachers' Criteria for the Identification of Gifted Pupils

ERIC Educational Resources Information Center

Endepohls-Ulpe, Martina; Ruf, Heike

2005-01-01

Which are the characteristics leading teachers to judge a child as "gifted"? To answer this question 384 German primary school teachers were asked to describe a gifted child in their own words as well as on a 90 item rating scale. A total of 192 teachers, who declared they had never instructed a gifted child, described a fictitious…

How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?

ERIC Educational Resources Information Center

Hesson, Nicole

2016-01-01

This study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary) and attempted to answer the central question of which group felt best prepared for middle level teaching. Selected novice teachers from each of the three pathways were interviewed and asked to…

Significant Networks and Meaningful Conversations Observed in the First-Round Applicants for the Teachers' Academy at a Research-Intensive University

ERIC Educational Resources Information Center

Pyörälä, Eeva; Hirsto, Laura; Toom, Auli; Myyry, Liisa; Lindblom-Ylänne, Sari

2015-01-01

The University of Helsinki established a Teachers' Academy to reward excellence in teaching. This study focuses on teachers' significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers' Academy. The research data consisted of answers to open-ended questions, and were examined using…

Voices from the Glass Closet: Lesbian and Gay Teachers Talk about Their Lives.

ERIC Educational Resources Information Center

Kissen, Rita M.

This study explores issues of importance to gay and lesbian teachers. It seeks to answer questions and to dramatize the damaging effects of homophobia on the lives of gay teachers, as well as all teachers and students. The project was narrative and qualitative, consisting of informal and open ended interviews of 10 self-identifies gay or lesbian…

How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?

ERIC Educational Resources Information Center

Hesson, Nicole

2016-01-01

This dissertation study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary) and attempted to answer the central question of which group felt best prepared for middle level teaching. Selected novice teachers from each of the three pathways were interviewed and…

Are Principals Good at Identifying Effective Teachers? A Comparison of Teachers' Principal Ratings and Residual Gain on Standardized Tests

ERIC Educational Resources Information Center

Gray, James J.

2010-01-01

The purpose of this study was to answer the question: Are principals good at identifying effective teachers? Some studies have suggested they are not, but the evidence is not consistent. It is troubling that research results are inconsistent regarding principals' abilities to identify effective teachers. Why is there a disconnect between…

New Groups Give Teachers Alternative Voice: Organizations Help Educators Cut Policy Teeth

ERIC Educational Resources Information Center

Sawchuk, Steven

2012-01-01

In times of great uncertainty for U.S. teachers, who speaks for them? The question is almost axiomatic in its simplicity, but the answer is far less clear-cut. The teachers' unions remain the most visible, powerful, and probably the most important advocates for teachers. But over the past few years, a number of new efforts have sprung up…

Studying Gender Bias in Physics Grading: The role of teaching experience and country

NASA Astrophysics Data System (ADS)

Hofer, Sarah I.

2015-11-01

The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers (N = 780) from Switzerland, Austria, and Germany graded a fictive student's answer to a physics test question. While the answer was exactly the same for each teacher, only the student's gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade that was awarded as the dependent variable, revealed only partial cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the first part of physics teachers' careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.

Exploring pre-service science teachers' pedagogical capacity for formative assessment through analyses of student answers

NASA Astrophysics Data System (ADS)

Aydeniz, Mehmet; Dogan, Alev

2016-05-01

Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers' pedagogical capacity for formative assessment. Sample: This study took place in Turkey. The participants include 53 pre-service science teachers in their final year of schooling. All but two of the participants are female. Design and methods: We used a mixed-methods methodology in pursing this inquiry. Participants analyzed 28 responses to seven two-tiered questions given by four students of different ability levels. We explored their ability to identify the strengths and weaknesses in students' answers. We paid particular attention to the things that the pre-service science teachers noticed in students' explanations, the types of inferences they made about students' conceptual understanding, and the affordances of pedagogical decisions they made. Results: The results show that the majority of participants made an evaluative judgment (i.e. the answer is correct or incorrect) in their analyses of students' answers. Similarly, the majority of the participants recognized the type of mistake that the students made. However, they failed to successfully elaborate on fallacies, limitations, or strengths in student reasoning. We also asked the participants to make pedagogical decisions related to what needs to be done next in order to help the students to achieve academic objectives. Results show that 8% of the recommended instructional strategies were of no affordance, 64% of low-affordance, and 28% were of high affordance in terms of helping students achieve the academic objectives. Conclusion: If our goal is to improve pre-service science teachers' noticing skills, and the affordance of feedback that they provide, engaging them in activities that asks them to attend to students' ideas and reasoning may be useful.

Critical reflection and teacher capacity: The secondary science pre-service teacher population

NASA Astrophysics Data System (ADS)

Krim, Jessica Sarah

This qualitative study seeks to understand the development of secondary science pre-service teachers. A case study is developed about each of the five participants, in effort to answer the research questions, which are: How did critical reflection inform teacher capacity within the secondary science pre-service teacher population? What knowledge, skills, and dispositions facilitated secondary science pre-service teachers in developing a critically reflective practice? It is the author's expectation that by teaching these pre-service educators to develop their skills of critical reflection by using external methods of assessment such as videotaping, peer feedback, and student work, the participants in this study will increase and expand their capacity as teachers, or their "innate potential for growth, development, and accomplishment" (McDiarmid & Clevenger-Bright, 2008), and be better prepared to accomplish the goals that are expected of a master teacher. Data is collected from interviews, participant work samples, and observations from the researcher and other key individuals who worked with each participant, such as: the methods instructor, university supervisors, and cooperating teachers. Over the course of two semesters, the researcher developed a detailed description of each of the participants through analyzing passages selected from interview transcripts and student work samples for reflection type, factor of teacher capacity, and commonplace interaction group. The first outcome of this study includes an understanding of the relationship between critical reflection and teacher capacity and the knowledge, skills and dispositions that facilitate the development of a critically reflective practice. The second outcome of this study was the development of a new adaptation of a teacher interaction model (commonplace interaction groups) based on Schwab's Commonplaces of Educating. Lastly, three conclusions were drawn about the five participants in this study: There was a change in the participants' reflection level from the methods semester to the student teaching semester, most shifted their focus of reflection from teacher-self to teacher-student, and the weakest area of reflection with all participants was content/subject area and curriculum/standards.

Make pupils young researchers!

NASA Astrophysics Data System (ADS)

Gouhier, Armelle

2015-04-01

With the 2011 educational reform in France, a new course has been created in secondary schools : Methods & Practices in Science (MPS). The main goal was to improve the pupils working methods in science, including laboratory and field works. In addition, the pedagogy develops pupils autonomy and creativity, a key factor in a research process. Three teachers are working together (Mathematics, Physics and Geology-Biology), showing how different disciplines complement one another. Eventually, this is aimed at attracting more students in scientific sections. This course is optional, in the "seconde" class in French secondary schools (i.e., for 15 years old students). For the next class, they will have to choose between scientific, economic and literature sections : it is a useful option for them to decide which section has their preference. In my high-school in Clermont-Ferrand, we have chosen a research subject on hydrogeology & water quality improvement in region "Auvergne". The pupils will have to develop and set up appropriate tools to check and improve the water quality, related to different disciplines : - Geology & Biology: hydrogeology, effects of different pollutants on aquatic life, solutions to improve water quality (example of the natural water treatment zone in the lake of "Aydat, Auvergne, France"). - Physics & Chemistry: water potability criteria, pollution tests in water, water treatment plants working. - Mathematics: algorithm development, modeling on excel of the dispersion of pollutants The pedagogy of this course is new in French high-schools : pupils work in groups of three, so as to develop cooperation and autonomy. The teachers give the guidelines at the beginning of each working session, and answer the students questions when necessary. The evaluation is competence-based : instead of a mark, which is the main evaluation method in France, the pupils have to evaluate their own skills. Then, the teachers make an evaluation, and the global process is called "co-evaluation". The final purpose for each group of pupils is to present their scientific results to the others (poster, slide show). They will have to answer the questions from their colleagues & the three teachers. Eventually, the teachers evaluate specific skills about this oral presentation.

Cultural competence in medical education: A questionnaire study of Danish medical teachers' perceptions of and preparedness to teach cultural competence.

PubMed

Sorensen, Janne; Jervelund, Signe Smith; Norredam, Marie; Kristiansen, Maria; Krasnik, Allan

2017-03-01

The cultural competence training of healthcare professionals is a key element in ensuring the quality of both the access and delivery of healthcare to increasingly ethnically diverse populations. The aim of this study is to investigate Danish medical teachers' opinions about cultural competence, their willingness to receive training and preparedness to teach cultural competence topics. The survey was sent to medical teachers, clinical teachers and external lecturers who teach in the medical programme at the University of Copenhagen. A total of 1400 medical teachers received the survey, and 199 responded. The response rate is 14%. Data were analysed through descriptive calculations, and answers to open-ended questions were coded using content analysis. Results showed that 82.4% of the informants agreed or strongly agreed that the medical education programme should include training on cultural issues, and 60.3% agreed or strongly agreed that students should be assessed on their cultural competence skills. Regarding preparedness to teach a diverse classroom, 88.4% felt somewhat or very prepared to engage and motivate all students. About 70% were interested in receiving training on cultural competence. Generally, there is interest in and acknowledgement of the importance of cultural competence in Danish medical education among teachers at the University of Copenhagen. This creates an opportunity to implement cultural competence in the medical curriculum, training of teachers and strengthening the diversity sensitivity of the organisation. However, support for this programme by management and the allocation of an appropriate level of resources is a prerequisite to the success of the programme.

Assessment for Student Improvement: Understanding Hong Kong Teachers' Conceptions and Practices of Assessment

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Kennedy, Kerry J.; Fok, Ping Kwan; Chan, Jacqueline Kin Sang; Yu, Wai Ming

2009-01-01

Hong Kong is seeking to increase the use of "assessment for learning" rather than rely on "assessment of learning" through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment…

What Coping Strategies and Support Mechanisms Have Elementary Teachers Found Most Effective?

ERIC Educational Resources Information Center

Byrd, Kristie M.

2017-01-01

This basic qualitative research study explored the lives of 14 elementary teachers in their classroom environment to answer two central research questions which are: what coping strategies do teachers find most effective and what coping mechanisms provided by administration helps them cope with classroom stress? Data were collected through…

"Met" Made Simple: Building Research-Based Teacher Evaluations. Issue Analysis Report

ERIC Educational Resources Information Center

New Teacher Project, 2012

2012-01-01

Groundbreaking new findings from the Bill and Melinda Gates Foundation's Measures of Effective Teaching (MET) project hold the potential to answer crucial questions about how to assess teachers' performance. For the past two years, MET researchers have conducted a research project of unprecedented scope, involving 3,000 teachers in six school…

Literacy Coaching through Teachers' Lenses: A Phenomenological Study

ERIC Educational Resources Information Center

Davis, Stephanie Lee

2016-01-01

With the federal initiatives of No Child Left Behind and Race to the Top, many school districts are employing literacy coaching in their quest to improve reading test scores. This study seeks sought to understand teachers' perceptions of literacy coaching to answer this primary research question: "What meanings do teachers make of literacy…

Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers

ERIC Educational Resources Information Center

Gokalp, Murat

2016-01-01

The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…

Secondary Preservice Teachers Remember Their Favorite Writing Experience: Insights and Implications for Content Area Instruction

ERIC Educational Resources Information Center

Daisey, Peggy L.

2010-01-01

(Purpose) The purpose of this study was to describe secondary preservice teachers' (N = 113) past favorite writing experiences and its implications for including writing in their future instruction. (Methodology) Data was collected through a survey and drawings. (Results) Preservice teachers' written answers were helpful to inform specifically…

Intergenerational Learning among Teachers: Overt and Covert Forms of Continuing Professional Development

ERIC Educational Resources Information Center

Brücknerová, Karla; Novotný, Petr

2017-01-01

This article interprets data from qualitative research into intergenerational learning (IGL) among teachers at Czech primary and secondary schools. The objective of the text is to answer the question: "What are teachers of different generations learning from one another in schools and in what ways does this learning take place?" Drawing…

Geography Teachers' Metaphors Concerning the Concept of "Geography"

ERIC Educational Resources Information Center

Sagdic, Mustafa

2013-01-01

The purpose of the present study is to reveal geography teachers' perception on the concept of "Geography", by means of the metaphors they use. The study was participated by 116 geography teachers working in several high-schools in Istanbul City center within the 2012-2013 academic year. Answers to the following questions were sought in…

Teacher Awareness of Classroom Dyadic Interactions.

ERIC Educational Resources Information Center

Martin, Roy; Keller, Albert

Dyadic interactions between teachers and students were recorded in 30 classrooms with each classroom being observed for one day. At the end of the day teachers were told the number of contacts they had with individual students and were asked to estimate the percentages that were a) response opportunities, in which the child attempts to answer a…

Difficulties That English Teachers Encounter While Teaching Listening Comprehension and Their Attitudes towards Them

ERIC Educational Resources Information Center

Alrawashdeh, Ayah Isam; Al-zayed, Norma Nawaf

2017-01-01

This study is aimed at investigating the difficulties that English teachers encountered while teaching listening comprehension and their attitudes towards the subjectin Karak schools. To achieve the objectives of the study, the researcher used two instruments: a teacher's questionnaire and informal interviews. In order to answer the questions of…

Teachers' Awareness of the Learner-Teacher Interaction: Preliminary Communication of a Study Investigating the Teaching Brain

ERIC Educational Resources Information Center

Rodriguez, Vanessa; Solis, S. Lynneth

2013-01-01

A new phase of research on teaching is under way that seeks to understand the teaching brain. In this vein, this study investigated the cognitive processes employed by master teachers. Using an interview protocol influenced by microgenetic techniques, 23 master teachers used the Self-in-Relation-to-Teaching (SiR2T) tool to answer "What are…

Teachers in Film: Inspiration for Autonomous and Transformative Teaching or a Warning against It?

ERIC Educational Resources Information Center

Schwarz-Franco, Orit

2016-01-01

Can teachers promote a change? Are teachers free in their work? In the first part of this article I present a theoretical answer to these two questions and show the relation between them, based on the theories of two thinkers. Paulo Freire and Joseph Schwab teach us that teachers are autonomous and that they can lead processes of change in the…

The Fundamental Dilemma of Teacher Leader-Facilitated Professional Development: Do as I (Kind of) Say, Not as I (Sort of) Do

ERIC Educational Resources Information Center

Margolis, Jason; Doring, Anne

2012-01-01

Purpose: This article focuses on a specific model of teacher leadership in schools--the studio classroom. In answering the call for more targeted studies of teacher leadership, the study is designed to assist educational leaders in putting in place the organizational and social structures that allow teacher leaders to have the most positive impact…

101 "Answers" for New Teachers and Their Mentors: Effective Teaching Tips for Daily Classroom Use. Second Edition

ERIC Educational Resources Information Center

Breaux, Annette L.

2011-01-01

The 2nd edition of this bestselling title features brand new strategies plus illustrations! Make sure your new teachers are ready for the realities of the classroom. Be confident that their mentors are focused and effective. Organized so new teachers can read it by themselves, this book can also be studied collaboratively with veteran teachers who…

Voice Disorders in Teacher Students-A Prospective Study and a Randomized Controlled Trial.

PubMed

Ohlsson, Ann-Christine; Andersson, Eva M; Södersten, Maria; Simberg, Susanna; Claesson, Silwa; Barregård, Lars

2016-11-01

Teachers are at risk of developing voice disorders, but longitudinal studies on voice problems among teachers are lacking. The aim of this randomized trial was to investigate long-term effects of voice education for teacher students with mild voice problems. In addition, vocal health was examined prospectively in a group of students without voice problems. First-semester students answered three questionnaires: one about background factors, one about voice symptoms (Screen6), and the Voice Handicap Index. Students with voice problems according to the questionnaire results were randomized to a voice training group or a control group. At follow-up in the sixth semester, all students answered Screen6 again together with four questions about factors that could have affected vocal health during their teacher education. The training group and the control group also answered the Voice Handicap Index a second time. At follow-up, 400 students remained in the study: 27 in the training group, 54 in the control group, and 319 without voice problems at baseline. Voice problems had decreased somewhat more in the training group than in the control group, but the difference was not statistically significant (P = 0.1). However, subgroup analyses showed significantly larger improvement among the students in the group with complete participation in the training program compared with the group with incomplete participation. Of the 319 students without voice problems at baseline, 14% had developed voice problems. Voice problems often develop in teacher students. Despite extensive dropout, our results support the hypothesis that voice education for teacher students has a preventive effect. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

High-Stakes Cheating

ERIC Educational Resources Information Center

Dessoff, Alan

2011-01-01

Administrators and teachers in several large districts nationwide have cheated on standardized tests to make achievement levels look better than they actually were. The offenses range from giving students advance answers to questions on standardized tests, to erasing and changing unsatisfactory answers. As a result of district and state…

Space: The Final Frontier!

ERIC Educational Resources Information Center

Roy, Ken

2003-01-01

Discusses the importance of laboratory safety in science classrooms. Urges middle school teachers to address class size in an effort to establish and maintain a safe working environment. Answers a teacher's question related to having newts and salamanders in the classroom. (SOE)

Ten Commonly Asked Questions by Teachers About Metric Education

ERIC Educational Resources Information Center

Thompson, Thomas E.

1977-01-01

Lists and answers the ten questions most frequently asked by teachers in inservice programs on metric system education. Questions include ones about reasons for converting to metrics and successful methods, activities, and materials for teaching metrics. (CS)

Professional development for science teachers.

PubMed

Wilson, Suzanne M

2013-04-19

The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

"We Brought It upon Ourselves": University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification

ERIC Educational Resources Information Center

Friedrich, Daniel

2014-01-01

The proliferation of boot-camp-style routes to teacher certification in the last two decades is seen by many university-based teacher educators as the result of the advancement of conservative interests aimed at de-professionalizing teaching. This essay argues that this view only accounts for one piece of the answer, the other one being that some…

What Data Can Do: A Teacher's View of Digital Tools for Formative Assessment

ERIC Educational Resources Information Center

Gallagher, Kerry

2016-01-01

Digital tools are making it easier than ever for teachers to gather and analyze formative data. Paper exit slips can take a classroom teacher upward of an hour to sort and graph after just one day of classes. But now, that same teacher can pose a question out loud to the class and ask students to type answers on their mobile phones and hit send.…

Opportunity at the Top: How America's Best Teachers Could Close the Gaps, Raise the Bar, and Keep Our Nation Great. Summary

ERIC Educational Resources Information Center

Public Impact, 2012

2012-01-01

Public Impact asked a simple question: "Will our nation's boldest efforts to recruit more top teachers and remove the least effective teachers put an excellent teacher in every classroom?" They ran the numbers and discovered the disappointing answer: No. But that's not the end of the story. With a change in schools' strategies, they realized, 87…

A Mixed Methods Case Study: Exploring the Association between Teachers' Perceived Self-Efficacy and Classroom Management Skills at a Middle School in Central Pennsylvania

ERIC Educational Resources Information Center

Stuart, Charles Edward

2017-01-01

Teacher efficacy has been researched for over 30 years, teacher efficacy refers to the beliefs of teachers in their abilities to have an impact on classroom management. Classroom management skills have been proven to be a plaguing aspect of the teaching and learning process over the past century. This study answers question about classroom…

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

PubMed

Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

Teacher Candidates' Questions within the Context of an Educational Psychology Course

ERIC Educational Resources Information Center

Gallagher, Tiffany L.

2009-01-01

The belief systems with which teacher candidates enter their preservice programs powerfully shape their perceptions about teaching and learning. Data were gathered from 412 teacher candidates over the course of 5 academic years. Each of the participants posed 2 questions at the beginning of their course that they would like to be answered during…

The Compensation Question: Are Public School Teachers Underpaid? Analysis and Opinion

ERIC Educational Resources Information Center

Mishel, Lawrence

2012-01-01

Over the past few years, as cash-strapped states and school districts have faced tough budget decisions, spending on teacher compensation has come under the microscope. The underlying question is whether teachers are fairly paid, underpaid, or overpaid. In this forum, two pairs of respected economists offer very different answers. Andrew Biggs of…

Evaluation of the Patriotic Attitudes of the Prospective Teachers According to Various Variables

ERIC Educational Resources Information Center

Tonga, Deniz; Aksoy, Bulent

2014-01-01

This study deals with the investigation of the patriotic attitudes of the prospective teachers seeking the answer of the question "what are the levels of the patriotic attitudes of the prospective teachers?" For this purpose a descriptive survey model of patriotism scale developed by Schatz, Staub and Lavine and adapted to Turkish by…

Exploring Pre-Service Science Teachers' Pedagogical Capacity for Formative Assessment through Analyses of Student Answers

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Dogan, Alev

2016-01-01

Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers' pedagogical capacity for formative assessment. Sample: This…

Through Your Lens: Student and Teacher Views of School Facilities across America

ERIC Educational Resources Information Center

21st Century School Fund, 2010

2010-01-01

"The Through Your Lens" book brings together the vivid photos and poignant stories of students and teachers across America with context from statistics, maps and background. It illustrates current school conditions, how our system reached this point, and what is possible for all students and teachers. Perhaps most important, it answers the…

On the Negative Attitude towards Left-Handedness of Pupils

ERIC Educational Resources Information Center

Makashvili, Malkhaz; Taliashvili, Tamar

2009-01-01

Present study was aimed to determine the reasons behind negative attitude of some teachers to the left-handed writing of their pupils. Total of 745 primary school teachers of both sexes, mean age 34, Caucasians, citizens of the Republic Georgia, served as respondents in the study presented. Teachers were requested to answer in writing the…

How Do Pre-Service Teachers Picture Various Electromagnetic Phenomenon? A Qualitative Study of Pre-Service Teachers' Conceptual Understanding of Fundamental Electromagnetic Interaction

ERIC Educational Resources Information Center

Beer, Christopher P.

2010-01-01

This study analyzes the nature of pre-service teachers' conceptual models of various electromagnetic phenomena, specifically electrical current, electrical resistance, and light/matter interactions. This is achieved through the students answering the three questions on electromagnetism using a free response approach including both verbal and…

RESEARCH MEMORANDUM, EVALUATION OF AN INSERVICE TELEVISION TRAINING PROGRAM IN MATHEMATICS FOR ELEMENTARY TEACHERS.

ERIC Educational Resources Information Center

KOPSTEIN, FELIX F.; MILLS, DONALD F.

AN EVALUATION WAS CONDUCTED TO ANSWER THREE QUESTIONS--(1) HOW MUCH DID ELEMENTATY SCHOOL TEACHERS WHO VIEWED INSTRUCTIONAL TELECASTS ON MODERN MATHEMATICS KNOW ABOUT THE NEWER MATHEMATICAL CONCEPTS BEFORE THE SERIES OF PROGRAMS BEGAN, AND WHAT WERE THEIR ATTITUDES, (2) HOW MUCH DID THE TEACHERS KNOW, AND HOW MUCH WERE THEIR ATTITUDES CHANGED…

Communication Barriers: A Study of Eastern Mediterranean University Students' and Teachers' of Online Program and Courses

ERIC Educational Resources Information Center

Isman, Aytekin; Altinay, Fahriye

2005-01-01

This research study defines communication barriers in online programs and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers to the questions of what sorts of problems students and teachers face while being involved in online courses and online programs. Distance…

The Perceived Credibility of Scientific Claims, Paranormal Phenomena, and Miracles among Primary Teacher Students: A Comparative Study.

ERIC Educational Resources Information Center

Keranto, Tapio

2001-01-01

Presents data collected concerning scientific, religious, and magic-occult connections from Finnish, Estonian, and Michigan primary teacher students to answer questions such as Do we find any differences between the credibility estimates?, Are there any differences between primary teacher students raised in different societies and educated in…

Towards a Model of Teacher Leadership in ELT: Authentic Leadership in Classroom Practice

ERIC Educational Resources Information Center

Greenier, Vincent T.; Whitehead, George E. K.

2016-01-01

This study investigates how the model of Authentic Leadership applies to language teaching and its implications for future directions in teacher education programmes. Data was collected from 56 native-speaking English teachers through an online survey consisting of specific open-ended and short answer type questions. The results of the study…

Science Teachers, We Have Digital Academic Liftoff!

ERIC Educational Resources Information Center

Angle, Julie; Ivey, Toni; Byers, Albert; Marks, Steve; Tingler, Paul

2012-01-01

Two of the nation's top providers of teacher professional development, NSTA and NASA, are a great source of materials that help educators brush up on their science content and process skills. So when they asked the authors to participate in the development of four live online short courses for teachers, the authors' immediate answer was yes! This…

Early Childhood Pre-Service Teachers' Concerns and Solutions to Overcome Them (the Case of Pamukkale University)

ERIC Educational Resources Information Center

Cevher-Kalburan, Nilgün

2014-01-01

The purpose of this qualitative study is to determine early childhood pre-service teachers' concerns and solutions. One hundred early childhood pre-service teachers who were enrolled at Pamukkale University, Turkey, answered two open-ended questions by e-mail. In addition, six of these participants were interviewed for developing a deeper…

Unexpected Answers: Case Study of a Student Teacher Derailing in a Math Lesson.

ERIC Educational Resources Information Center

Nilssen, Vivi; And Others

An analysis of a student teacher's lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create…

Reform Doesn't Work: Grassroots Efforts Can Provide Answers to School Improvement

ERIC Educational Resources Information Center

Babbage, Keen

2012-01-01

Where does education happen? In classrooms. Teachers can provide the ultimate reform of education and teachers can be the ultimate reformers of education. Still, teachers cannot create all of the needed improvements in education alone. Input from, involvement from, ideas from, and participation from many other people can combine with what only…

Prospective Middle School Mathematics Teachers' Knowledge of Linear Graphs in Context of Problem-Posing

ERIC Educational Resources Information Center

Kar, Tugrul

2016-01-01

This study examined prospective middle school mathematics teachers' problem-posing skills by investigating their ability to associate linear graphs with daily life situations. Prospective teachers were given linear graphs and asked to pose problems that could potentially be represented by the graphs. Their answers were analyzed in two stages. In…

Implicating Teachers in Infant-Peer Relationships: Teacher Answerability through Alteric Acts

ERIC Educational Resources Information Center

Redder, Bridgette; White, E. Jayne

2017-01-01

While academic attention is now being paid to infant-peer relationships in early childhood education and care settings and the role of teachers in these interactions, research is inclined to emphasise the importance of shared understanding as a feature in infant-peer relationships. As such, little research attention has been given to the alteric…

The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

ERIC Educational Resources Information Center

Briede, Liene

2016-01-01

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

Assessing and Interpreting Student Progress: Evaluating the Competency in the Preparation of Teachers.

ERIC Educational Resources Information Center

Stolworthy, Reed L.

The purpose of this study was to determine the adequacy of the preparation provided by the teacher preparation program at Washburn University (Kansas) relative to the competency of assessing and interpreting student progress. Answers were sought to the following questions: (1) How does the student teacher evaluate his/her competence in regards to…

Becoming a Professional Reading Teacher

ERIC Educational Resources Information Center

Aaron, P. G.; Joshi, R. Malatesha; Quatroche, Diana

2008-01-01

Answering the call for a comprehensive textbook on what reading teachers really need to know, this is the book that arms educators with not just the what and the how, but also the why that other texts don't cover. Two prominent literacy experts team with an elementary school specialist to give preservice teachers an easy-to-understand textbook…

Earthquakes and Tsunamis. High School Teacher's Guidebook [and] High School Textbook.

ERIC Educational Resources Information Center

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

This teacher's guide and student text detail the causes and effects of earthquakes and tsunamis. In the teacher's guidebook, suggested activities for each section of the text book's chapters as well as answers to the chapter test problems are presented. Worksheet masters are also provided. Chapters in both books are: (1) "Outside and Inside…

Two Preferences in Question-Answer Sequences in Language Classroom Context

ERIC Educational Resources Information Center

Hosoda, Yuri; Aline, David

2013-01-01

Discussing two preferences associated with question-answer sequences, this study examines student responses to teacher questions in primary school English-as-a-foreign-language classes. The paper starts out with a reconsideration of institutional context, with a focus on classroom context from a conversation analysis perspective. We then introduce…

It's about the Questions

ERIC Educational Resources Information Center

Bearwald, Ronald R.

2011-01-01

The best coaching partnerships are built on conversation and listening, and they are not built on a coach giving answers to a mentee. Ronald Bearward explains how coaches can use questions to help mentees find answers for themselves. Effective questions lead to greater reflection and solutions that teachers can use now and in the future.

Is Magnification Consistent?

ERIC Educational Resources Information Center

Graney, Christopher M.

2010-01-01

Is the phenomenon of magnification by a converging lens inconsistent and therefore unreliable? Can a lens magnify one part of an object but not another? Physics teachers and even students familiar with basic optics would answer "no," yet many answer "yes." Numerous telescope users believe that magnification is not a reliable phenomenon in that it…

Focusing on Mathematical Arguments

ERIC Educational Resources Information Center

Singletary, Laura M.; Conner, AnnaMarie

2015-01-01

"Collective argumentation" occurs when a group works together to arrive at a conclusion (supporting it with evidence). Simplistically, this occurs when students give answers to questions and tell how they arrived at the answer, perhaps prompted by a teacher. But collective argumentation can be much richer, with a focus on the process of…

The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

NASA Astrophysics Data System (ADS)

Sanders, Veronica

This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

Psychology: Teacher Supplement.

ERIC Educational Resources Information Center

Stark, Rebecca

This supplement provides teachers with tests, quizzes, answers to questions in the text, and general teaching information for using the student text, "Psychology," by Rebecca Stark. Quizzes included are on the topics of human development; the nervous system; the brain; cognitive development; sensation and perception; conditioning; learning;…

Basic Facialist. Teacher Edition. Cosmetology Series.

ERIC Educational Resources Information Center

Rogers, Jeanette A.

This Oklahoma curriculum guide contains six units. Each instructional unit includes some or all of these basic components: performance objectives; suggested activities for the teacher; pretest; handouts; information sheets; transparency masters; assignment sheets; job sheets; practical tests; written tests; and answers to pretest, assignment…

First Time in the High School Classroom: Essential Guide for the New Teacher

ERIC Educational Resources Information Center

Clement, Mary C.

2004-01-01

This book will answer the following questions for first time teachers: (1) "Where do I start when planning the curriculum?"; and (2) "How do I manage the classroom?" Ten of the best teaching methods are dealt with in detail, helping teachers to: (1) give effective presentations; (2) create visual aids; and (3) guide student talk and thought.…

The Role of Teacher Morale and Motivation on Students' Science and Math Achievement: Findings from Singapore, Japan, Finland and Turkey

ERIC Educational Resources Information Center

Abazaoglu, Ilkay; Aztekin, Serdar

2016-01-01

Teacher motivation is one of the factors that affect the realization of the teaching objectives, motivation and academic achievement of student. This study aimed to answer to the question "How is the relation between the students' academic (sciences and mathematics) achievement and teachers' morale/motivation in Singapore, Japan, Finland and…

Teacher Job Satisfaction for Secondary School Effectiveness in ABA Education Zone, South-East Nigeria

ERIC Educational Resources Information Center

Abraham, Nath. M.; Ememe, Ogbonna Nwuju; Egu, Rosemary Hannah N.

2012-01-01

This paper examines teacher job satisfaction for secondary school effectiveness. It was a descriptive survey. A sample of 512 teachers emerged from a population of 1280 representing 40% of the entire population. A 2-part, 15-item, 4-point scale instrument was used to generate data for answering 3 research questions. The instrument was validated by…

(En)gender(ing) Complexities, Contradictions and Multiplicities: My [a Researcher's] Feminist Poststructural Stories of/for Teaching Gender and/within Multicultural Teacher Education

ERIC Educational Resources Information Center

Pereira, Christine Marie

2013-01-01

This dissertation explores how multiple lenses enable more nuanced understandings of gender that multicultural education, and by extension multicultural teacher education, will benefit from. In answering the question, "What was taught about gender and education within this multicultural teacher education course?" the teaching of gender…

Assessing Elearning Teaching Quality of Faculty Members in Teachers' College at King Saud University: Students Perspectives

ERIC Educational Resources Information Center

Hussein, Hisham Barakat

2012-01-01

This paper examines students' perspectives about assessing Elearning teaching quality for faculty members in teachers' college at King Saud University. The sample of the study includes all enrolled students in Teachers' College during the academic year of 2009-2010, which they were (2282) students. Two questions are stated to be answered: (a) what…

Understanding Teachers' Pedagogical Knowledge: Report on an International Pilot Study. OECD Education Working Papers, No. 159

ERIC Educational Resources Information Center

Sonmark, Kristina; Révai, Nóra; Gottschalk, Francesca; Deligiannidi, Karolina; Burns, Tracey

2017-01-01

What is the nature of teachers' pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary Israel, and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base…

Why (School) Teachers Should Be Trusted. Review of "Professionalism and Ethics in Teaching" by David Carr.

ERIC Educational Resources Information Center

McPherson, Ian

2002-01-01

This book offers ways to answer questions about public trust in teachers. Discourses on teachers as transmitters of moral and cognitive virtues and on the unsatisfactory nature of competing models of theory-practice relationships are grounded in an interpretation of Aristotle's Phronesis as moral wisdom. Education is only one of the purposes of…

Teachers Talking Tech: Creating Exceptional Classrooms with Technology. Harvard Education Letter Impact Series

ERIC Educational Resources Information Center

Saltman, Dave

2014-01-01

Someday soon, like the pencil, projector, and word processor before them, the smart board and smartphone will simply be things that teachers and students use on the way to learning. Until then, teachers will struggle to answer a myriad of difficult questions about a wide range of new digital tools that have burst forth on the educational…

Discerning Selective Traditions in Science Education: A Qualitative Study of Teachers' Responses to What Is Important in Science Teaching

ERIC Educational Resources Information Center

Sund, Per

2016-01-01

Science teachers have differing views about what students should learn. Their teaching experience often leads them to develop habitual answers to students' questions, such as--why should I learn this? Some teachers argue that students need to learn more "canonical" science knowledge so that they can become scientists, while others tell…

Is Soliciting Important in Science? an Investigation of Science Teacher-Student Questioning Interactions

ERIC Educational Resources Information Center

Patrick, Ajaja O.; Urhievwejire, Eravwoke Ochuko

2012-01-01

The major purpose of this study was to determine the questioning patterns of teachers in science classes. The design employed for the study was a case study. To guide this study, five research questions were asked and answered. The samples of the study consisted of 20 senior secondary schools and 60 science teachers. The instruments used for data…

Romanian, Spanish and US Secondary Science Teacher Perceptions of Threats to the Biosphere

ERIC Educational Resources Information Center

Robinson, Michael; Naumescu, Adrienne Kozan; Ives, Bob

2009-01-01

This paper presents the data from a current study involving 41 Romanian secondary science teachers and a previously published study that compared 89 Spanish and 42 US secondary science teachers. All three groups were convenience samples who answered a two part questionnaire that was given in English, Spanish or Romanian, depending on the sample.…

What Makes a Good Teacher? The Bill & Melinda Gates Foundation Digs for Answers with Its Measures of Effective Teaching Project

ERIC Educational Resources Information Center

Hirsh, Stephanie

2011-01-01

Vicki Phillips from the Bill & Melinda Gates Foundation talks with Learning Forward about the foundation's investment in effective teaching and the role of professional learning. Phillips said great teachers are the most important school-based ingredient for student success. So they are committed to ensuring teachers have the supports and tools…

Teachers' Conceptions about the Genetic Determinism of Human Behaviour: A Survey in 23 Countries

ERIC Educational Resources Information Center

Castéra, Jérémy; Clément, Pierre

2014-01-01

This work analyses the answers to a questionnaire from 8,285 in-service and pre-service teachers from 23 countries, elaborated by the Biohead-Citizen research project, to investigate teachers' conceptions related to the genetic determinism of human behaviour. A principal components analysis is used to assess the main trends in all the interviewed…

Teaching Chemical Change Modeling to Tunisian Students: An ''Expanded Chemistry Triplet'' for Analyzing Teachers' Discourse

ERIC Educational Resources Information Center

Dumonn, Alain; Mzoughi-Khadhraoui, Imene

2014-01-01

Through a comparative analysis of the chemical content of three teachers' discourse; we propose to give answers to the question: "how is the connection between the experiential level and the generally accepted representation of the three levels of chemistry presented by teachers to Tunisian students, during their first contact with chemical…

Using Educative Curriculum Materials to Support the Development of Prospective Teachers' Knowledge

ERIC Educational Resources Information Center

Drake, Corey; Land, Tonia J.; Tyminski, Andrew M.

2014-01-01

Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, we seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed…

A Poem for Every Student: Creating Community in a Public School Classroom.

ERIC Educational Resources Information Center

Lain, Sheryl

This book describes one writing a teacher's personal story of working in a Wyoming public high school for 30 years. The book provides answers to questions intrinsic to the life of teaching, addresses a teacher's role in school reform and a students' role in a crowded public high school, while presenting a teacher's autobiography in the form of…

Teachers' Perceptions of Computer Use in Education in the TRNC Schools

ERIC Educational Resources Information Center

Silman, Fatos; Gundogdu, Kerim

2007-01-01

The aim of this study is to examine the perceptions of the classroom teachers on the computer use in the TRNC schools. A questionnaire was applied to 84 classroom teachers in 5 schools in Nicosia, the capital city of the TRNC. The answers to the first part of the questionnaire with five subsections were analysed. Descriptive statistics were used…

Process of Argumentation in High School Biology Class: A Qualitative Analysis

NASA Astrophysics Data System (ADS)

Ramli, M.; Rakhmawati, E.; Hendarto, P.; Winarni

2017-02-01

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students’ question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students’ questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.

Physical and postural aspects of teachers during work activity.

PubMed

da Silva, Nilson Rogério; Almeida, Maria Amélia

2012-01-01

Studies indicate that teachers constitute a professional segment, in which the work characteristics and the demands originating from the act of teaching, favor the emergence of sickness, concerning physical or emotional aspects. The present work aimed to describe physical and postural aspects during the working activity of teachers. A total of 120 elementary school teachers (1st to 8th grade) took part in the survey. For data collection, a questionnaire was applied: it included personal and occupational information, perception of discomfort and being off work; physical strength activities; posture at work and physical conditioning activities. The average age of teachers of the present sample corresponds to 35,8 years. In relation to activities which generate more physical strength, the answer none of the activities was predominant with 30 answers; followed by writing on the board, standing up during the period of classes, explanation of the subjects, class elaboration, correction of homework and others. The area of the body with higher amount of occurrences and prevalent discomfort referred to the lower limbs and spinal cord. These data inform the necessity of investing in prevention programs for the teachers, in order to develop strategies into the organizational context and interventions at the work environment.

How to Know What Students Know

ERIC Educational Resources Information Center

Himmele, William; Himmele, Persida

2012-01-01

"Total participation techniques" provide teachers with evidence of active participation and cognitive engagement from all students at the same time. These techniques function as formative assessments that help teachers accurately monitor progress, provide feedback, and modify instruction. Compared with the traditional question-and-answer scenario,…

Biology Today: Teaching and the Media.

ERIC Educational Resources Information Center

Flannery, Maura C.

1983-01-01

Provides examples of media coverage on interferon, herpes, and starch blockers, suggesting that biology teachers can put such coverage into broader perspective by answering student questions, explaining details, and sensitizing them to the limitations of the media. Includes resources to help teachers with this task. (JN)

Teachers' Understandings, Perspectives, and Experiences of Dyslexia

ERIC Educational Resources Information Center

Worthy, Jo; DeJulio, Samuel; Svrcek, Natalie; Villarreal, Doris Ann; Derbyshire, Christine; LeeKeenan, Kira; Wiebe, Molly Trinh; Lammert, Catherine; Rubin, Jessica Cira; Salmerón, Cori

2016-01-01

Dyslexia policy and practice have been rapidly outpacing research. Due to legislation and media attention, schools are under pressure to attend to dyslexia, but research provides few clear answers about characteristics, identification, or instruction. Most dyslexia research takes place outside literacy education, and teachers' perspectives are…

Metaphors and Multiples.

ERIC Educational Resources Information Center

Greene, Maxine

1997-01-01

A veteran teacher educator has guided future teachers on an open-ended adventure into past landscapes, using various literary works, paintings, historical volumes, and curriculum history. Enlightenment thinkers assumed every question had only one possible answer. Science is one of many symbol systems used to construct meaning. Metaphors deepen and…

Teaching the Vietnam War: A Conference Report.

ERIC Educational Resources Information Center

Winterstein, Stephen

2000-01-01

On May 6-7, 2000, the Foreign Policy Research Institute's (FPRI's) sixth History Institute convened with more than 40 high school and college history teachers to seek answers to the question: "How should we teach the history of the Vietnam War to our children today?" Not surprisingly, no simple answers were forthcoming. This conference…

What Is Green?

ERIC Educational Resources Information Center

Pokrandt, Rachel

2010-01-01

Green is a question with varying answers and sometimes no answer at all. It is a question of location, resources, people, environment, and money. As green really has no end point, a teacher's goal should be to teach students to question and consider green. In this article, the author provides several useful metrics to help technology teachers…

Many Right Answers: Learning in Mathematics through Speaking and Listening

ERIC Educational Resources Information Center

De Geest, Els

2007-01-01

This project, "Many Right Answers: Learning in mathematics through speaking and listening", was initiated to address two issues in the teaching of secondary mathematics: (1) speaking and listening and its relevance to engaging the disengaged; and (2) the use of speaking and listening by teachers of mathematics as part of their Continuous…

Common psychiatric symptoms among public school teachers in Palmas, Tocantins, Brazil. An observational cross-sectional study.

PubMed

Baldaçara, Leonardo; Silva, Álvaro Ferreira; Castro, José Gerley Díaz; Santos, Gessi de Carvalho Araújo

2015-01-01

Teachers are at great risk of physical and mental stress due to material or psychological difficulties associated with their work. This study aimed to assess the prevalence of common psychiatric symptoms measured on the Self-Reporting Questionnaire (SRQ-20) scale that would suggest a diagnosis of psychiatric disorders among public school teachers in Palmas, Tocantins, Brazil, in 2012. Observational cross-sectional study in Palmas, Tocantins, Brazil. We assessed 110 municipal teachers in the city of Palmas, Tocantins, Brazil. They were selected randomly from a list of employees of the Municipal Education Department of Palmas. All of them answered the SRQ-20 questionnaire after giving their consent. Between the years 2008 and 2011, 24 cases of absence from work due to mental disorders were found. We excluded one case and 109 teachers answered the SRQ-20questionnaire. Out of the 109 teachers assessed, 54 had ≥ 7 points on the SRQ-20 scale. This finding suggests that 49.5% of the teachers had symptoms that were sufficient to consider a diagnosis of mental disorder, with the need for treatment. Our study found that the prevalence of mental disorders among teachers is as high as seen in the literature. Our results suggest that recognition of mental disorders is low and that the current statistics fail to reach the occupational health sector.

Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education.

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn

1995-01-01

Better strategies for teaching multicultural education and lessons about non-Anglo cultures are not what is needed in teacher education. Instead, generative ways are needed for teachers to explore their own assumptions and to construct pedagogy that takes into account the values and practices of cultures different from their own. (SLD)

No Certification, No Training...No Problem: The Influence of Formative Beliefs and Learning Experiences in the Instructional Practice of New Independent School Teachers

ERIC Educational Resources Information Center

Smith, Derick Graham

2012-01-01

This study sought to answer the question: "To what extent do prior beliefs about and experiences of teaching and learning influence the instructional practices of new independent school teachers," who are generally not required to have any formal pedagogical training or hold teacher certification prior to beginning full-time employment.…

Opinions of Pre-Service Classroom Teachers towards Laboratory Using in Science Instruction and Their Preferences Towards Laboratory Approaches

ERIC Educational Resources Information Center

Yildirim, Nagihan

2016-01-01

This study is a descriptive study that adopts relational screening model with the aim of determining pre-service classroom teachers' opinions about laboratory use in science teaching their preferences among laboratory approaches and identifying the reasons of the answers given by the pre-service teachers. The sample of the study is 236 pre-service…

A New Vision of Professional Development for University Teachers in Libya "It's Not an Event, It Is a Process"

ERIC Educational Resources Information Center

Suwaed, Hameda; Rahouma, Wesam

2015-01-01

Being a university teacher in the Libya is most of the time described as a challenge. In the case of the current unstable situation in Libya, the task is formidable in many cases. This paper investigates the challenges encountered by Alzawia university teachers in four colleges. It attempts to answer the following questions: what are the…

The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Issues & Answers. REL 2012-No. 133

ERIC Educational Resources Information Center

Lacireno-Paquet, Natalie; Bocala, Candice; Fronius, Trevor; Phillips, Dave

2012-01-01

This study describes the characteristics and experiences of beginning public school teachers in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. This study uses data from the 2007/08 Schools and Staffing…

Motivating Teachers towards Expertise Development: A Mixed-Methods Study of the Relationships between School Culture, Internal Factors, and State of Flow

ERIC Educational Resources Information Center

Mayeaux, Amanda Shuford

2013-01-01

The purpose of this sequential mixed-methods research was to discover the impact school culture, internal factors, and the state of flow has upon motivating a teacher to develop teaching expertise. This research was designed to find answers concerning why and how individual teachers can nurture their existing internal factors to increase their…

The Discourse of the Literacy Hour.

ERIC Educational Resources Information Center

Mroz, Maria; Smith, Fay; Hardman, Frank

2000-01-01

Presents a study in which ten teachers from England were observed teaching literacy skills to primary age children to determine if they were teaching in a manner that provided for class discussion. Finds that teacher-led question and answer sessions were the most frequently used form of interaction. (DAJ)

Ongoing Inquiry

ERIC Educational Resources Information Center

Ashbrook, Peggy

2011-01-01

An in-depth science inquiry is an ongoing investigation in which children are introduced to materials through hands-on experiences and, with teacher guidance, begin to investigate a question that they can answer through their own actions, observations, and with teacher-assisted research. Qualities that make an experience appropriate to include in…

An Antidote for Science Anxiety.

ERIC Educational Resources Information Center

Beisel, Raymond W.

1991-01-01

Recounts an anecdote about a teacher's science anxiety resulting from the mysterious results of a plant growth experiment. Students found that bean plants grew taller in a dark closet because of etiolation. Points out that teachers need to deal with experimental results objectively and resist looking for "right" answers. (MDH)

Notes from a Meeting with Preschool Parents.

ERIC Educational Resources Information Center

Manning, Diane; And Others

1996-01-01

Conducting question-and-answer sessions among teachers, parents, and mental health professionals can build a tighter home-school community while improving children's quality of life. This article presents the gist of one such meeting with three child psychoanalysts, early childhood-education professors, preschool parents, and teachers. Analysts…

Final Comments from Professors George and Beane.

ERIC Educational Resources Information Center

Beane, James; George, Paul S.

1996-01-01

Concludes this journal focus section on curriculum integration with transcripts of questions asked by conference attendees and answers by Professors Beane and George. Areas addressed included experience levels with children and teachers, studies that point to the failure of curriculum integration, and how teachers can continue curriculum…

The Primary Teacher's Survival Guide.

ERIC Educational Resources Information Center

Heyda, Pamela A.

This guide for primary school teachers presents commonly asked questions and answers. Chapter 1, "How Do I Set Up My Classroom?" discusses desk and furniture arrangement. Chapter 2, "How Do I Survive the First Days of School?" offers tips for meeting and greeting students, establishing routines, and presenting activities.…

Respecifying Display Questions: Interactional Resources for Language Teaching

ERIC Educational Resources Information Center

Lee, Yo-An

2006-01-01

Previous research into teachers' questions has focused on what types of questions are more conducive for developing students' communicative language use. In this regard, "display questions," whose answers the teacher already knows, are considered less effective because they limit opportunities for students to use genuine language use (Long & Sato,…

Selecting and Using Mathematics Methods Texts: Nontrivial Tasks

ERIC Educational Resources Information Center

Harkness, Shelly Sheats; Brass, Amy

2017-01-01

Mathematics methods textbooks/texts are important components of many courses for preservice teachers. Researchers should explore how these texts are selected and used. Within this paper we report the findings of a survey administered electronically to 132 members of the Association of Mathematics Teacher Educators (AMTE) in order to answer the…

Reconciling Representations

ERIC Educational Resources Information Center

Zahner, William; Dent, Nick

2014-01-01

Sometimes a student's unexpected solution turns a routine classroom task into a real problem, one that the teacher cannot resolve right away. Although not knowing the answer can be uncomfortable for a teacher, these moments of uncertainty are also an opportunity to model authentic problem solving. This article describes such a moment in Zahner's…

Characteristics Leading Teachers to Nominate Secondary Students as Gifted in Spain

ERIC Educational Resources Information Center

Hernandez-Torrano, Daniel; Prieto, Maria Dolores; Ferrandiz, Carmen; Bermejo, Rosario; Sainz, Marta

2013-01-01

What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their…

Principals' Salaries, 2005-2006

ERIC Educational Resources Information Center

Williams, Alicia R.

2006-01-01

How do salaries of elementary and middle school principals compare with those of other administrators and classroom teachers? Are increases in salaries of principals keeping pace with increases in salaries of classroom teachers? How have principals' salaries fared over the years when the cost of living is taken into account? To provide answers to…

Mechanical Drafting with CAD. Teacher Edition.

ERIC Educational Resources Information Center

McClain, Gerald R.

This instructor's manual contains 13 units of instruction for a course on mechanical drafting with options for using computer-aided drafting (CAD). Each unit includes some or all of the following basic components of a unit of instruction: objective sheet, suggested activities for the teacher, assignment sheets and answers to assignment sheets,…

Brainstorming for Ideas

ERIC Educational Resources Information Center

Mogahed, Mogahed M.

2011-01-01

Learners occasionally complain that they lack ideas when sitting down to write a composition. Teachers complain that they do not want to spend half the class time telling students what to write. There is an answer. Teachers brainstorm words connected with the topic in class before setting the composition for homework. The question remains: how to…

Physics Lab Experiments and Correlated Computer Aids. Teacher Edition.

ERIC Educational Resources Information Center

Gottlieb, Herbert H.

Forty-nine physics experiments are included in the teacher's edition of this laboratory manual. Suggestions are given in margins for preparing apparatus, organizing students, and anticipating difficulties likely to be encountered. Sample data, graphs, calculations, and sample answers to leading questions are also given for each experiment. It is…

What Teachers and Parents Should Know about Ritalin.

ERIC Educational Resources Information Center

Prater, Mary Anne; Pancheri, Christina

1999-01-01

Presents basic information on Ritalin, a frequently prescribed stimulant medication for students with attention deficit hyperactivity disorder. A quiz evaluates the reader's knowledge level and is followed by an explanation of the correct answers. Also considered are pros and cons of Ritalin use, teachers' and parents' responses to the quiz, and…

Perceptions of the Effectiveness of Interactive Whiteboards on Student Engagement

ERIC Educational Resources Information Center

Phelps, Robin J.

2012-01-01

This study examined the effectiveness of interactive whiteboards on student engagement. Perceptions from 108 middle school students and one middle school teacher were analyzed to answer the research question: What are the perceptions of middle school students and one middle school teacher regarding student engagement during lessons using an…

Teachers' Views about Effective Use of Technology in Classrooms

ERIC Educational Resources Information Center

Eristi, Suzan Duygu; Kurt, Adile Askim; Dindar, Muhterem

2012-01-01

Effective use of technology in educational environments and its successful integration increases the productivity of instructional processes. Constant and good-quality support supposed to be provided for teachers is quite important for technology use in educational environments. Thus, it is necessary to find answers to the question of what kinds…

School's Out

ERIC Educational Resources Information Center

Graziano, Claudia

2005-01-01

Nearly half of all new teachers leave the job within five years. What is killing their spirit? How can they be convinced to stay? This article attempts to answer such questions in presenting one person's account of why she left the teaching profession. Statistical data relating to teacher employment and turnover; reasons for leaving among…

Dialogizing Response in the Writing Classroom: Students Answer Back.

ERIC Educational Resources Information Center

Gay, Pamela

1998-01-01

Notes that while informed teachers of writing have moved toward more dialogic approaches, they still have colonial tendencies when responding to student writing. Suggests an activity that invites students to talk back to the teacher-reader as a means of helping them move more effectively toward revision. (PA)

Job Sharing: Is It for You?

ERIC Educational Resources Information Center

Schumann, Linda

1994-01-01

A teacher of deaf children describes her experience with job sharing at both the intermediate grade and preschool levels. The important role played by the full-time teacher's aide in providing continuity as well as the importance of communication are emphasized. Guidelines and answers to common questions regarding job sharing are offered. (DB)

Classcraft: From Gamification to Ludicization of Classroom Management

ERIC Educational Resources Information Center

Sanchez, Eric; Young, Shawn; Jouneau-Sion, Caroline

2017-01-01

In this article, we discuss the concept of gamification, based on a literature review and preliminary feedback from teachers using "Classcraft," a role-playing game supported by a digital platform and a mobile application that were developed to answer high school teachers' classroom management needs. Our results come from two experiments…

Research Matters: Students' Views of "Intelligence", Teachers' Praise, and Achievement

ERIC Educational Resources Information Center

VanDeWeghe, Rick, Ed.

2003-01-01

According to Columbia University social psychologist Carol Dweck, teachers may find some answers to students' ways of thinking if they consider students' views of "intelligence." In "Messages That Motivate: How Praise Molds Students' Beliefs, Motivation, and Performance (in Surprising Ways)," Dweck maintains that academic motivation and…

Economic Choices. Political Decisions That Affect You. Teacher's Guide.

ERIC Educational Resources Information Center

Chibucos, Pamela E.

This teacher's guide to an educational unit on economic choices provides motivators, terms and concepts to know, lesson objectives, student activities, student worksheets, and evaluation criteria. One activity requires students to research their family's economic history and answer questions such as: (1) "Do any family members belong to a…

How to Develop Teachers' Mathematical Molding Teaching Skills

ERIC Educational Resources Information Center

Mrayyan, Salwa

2016-01-01

This study aimed at developing some of the mathematical modelling skills necessary for the student teachers in mathematics education College. Modeling involves making genuine choices, modeling problems have many possible justifiable answers, modeling problems matter to the end-user who needs to understand something or make a decision. Modeling…

Top Ten Strategies for Teachers of Writing

ERIC Educational Resources Information Center

Miholic, Vincent, Comp.

2004-01-01

This volume presents a compilation of approaches, theory, processes, and experiences for teachers of writing and, by extension, student writers at all levels. The following mixture of theory and consistent applications amply answer this criticism and provide a generous blend of cognitive, metacognitive and affective realms of creativity as well as…

Questioning and Its Implications for Educational Research.

ERIC Educational Resources Information Center

Reed, Rodney L.

Since the questioning process is critical in stimulating student learning, an urgent need for more extensive, controlled research on this topic exists. Previous studies indicate that a high percentage of questions asked by teachers call only for factual answers and that oral activity in the classroom is largely teacher-dominated. Further, no…

Technoscientific French for Teachers.

ERIC Educational Resources Information Center

Muller, Brigitte D.

A two-semester sequence of courses in French and Spanish for science and technology at Eastern Michigan University responds to alumni demands for better linguistic and cultural preparation for increasingly global business and industry. In addition, high schools teacher enrolled in the courses find they answer a need for professional upgrading of…

A Survey and In-Service Workshop Package on Moral Education.

ERIC Educational Resources Information Center

Crow, Marsha Lou

This document reviews moral education literature, presents results of a questionnaire on moral education for Seventh-day Adventist elementary school teachers, and provides an inservice workshop package in moral education. Fifty-two teachers in Seventh-day Adventist schools in Montana and Idaho answered the questionnaire and participated in the…

PCBs in Fish: A Problem? Student Guide and Teacher Guide. OEAGLS Investigation 19.

ERIC Educational Resources Information Center

Mayer, Victor J.; And Others

In this secondary school unit, students investigate the health effects and methods for controlling polychlorinated biphenyls (PCBs). The teacher's manual contains a materials list, objectives, teaching strategies, supplementary information on PCBs, and answers to questions included in the accompanying student workbook. Activities presented include…

Will Parents and Teachers Get on the Bandwagon To Reduce Class Size?

ERIC Educational Resources Information Center

Johnson, Jean

2002-01-01

Presents several questions and answers about small high schools based on Public Agenda (a nonprofit research organization in New York City) survey of 920 public high school teachers and 801 parents of students enrolled in public high schools. Discusses community issues related to reducing school size. (PKP)

Hey, Teach, Is This OK?

ERIC Educational Resources Information Center

Gallagher, Patricia A.

1979-01-01

Guidelines and suggestions for teachers for giving feedback to increase a child's self-concept are presented. Feedback should be positive, immediate, and frequent. Activities with immediate feedback features include the use of invisible pens for teacher-prepared questions in which the student, using a pen which makes the answer visible, knows…

Students with Cancer: A Resource for the Educator.

ERIC Educational Resources Information Center

National Cancer Inst. (NIH), Bethesda, MD.

This booklet, written for teachers who have a student with cancer in their classes, answers questions and indicates other sources of information and support. Suggestions are offered to help teachers contact close friends and relatives who can facilitate the student's continued education. Explanations of cancer, various forms of the disease, and…

Real Questions, Real Answers. Focusing Teacher Leadership on School Improvement.

ERIC Educational Resources Information Center

Clarke, John H.; Sanborn, Stephen D.; Aiken, Judith A.; Cornell, Nancy A.; Goodman, Jane Briody; Hess, Karin K.

This book examines how a relationship between the University of Vermont and school districts throughout the state enables teachers to earn graduate credits through year-long Problem-Based School Development Institutes. The institutes take participants through a cycle that includes identifying a problem, conducting background and action research,…

Student Preparation Workbook for the Multnomah Outdoor School. Teacher Edition. Revised.

ERIC Educational Resources Information Center

Bohm, Rudy; Cole, Wally

Designed for use by sixth grade teachers in preparing their classes for the Multnomah County (Oregon) Outdoor School experience, the guide to the Student Preparation Workbook provides general information, descriptions, game materials, and answers to the exercises and puzzles. Beginning with an introduction to environmental manners (rules for…

The Art of Science Writing.

ERIC Educational Resources Information Center

Worsley, Dale; Mayer, Bernadette

Aimed at secondary school science and English teachers, this book presents practical advice for developing good student writing in science and mathematics. Five main sections cover: (1) an essay development workshop; (2) 47 specific writing assignments; (3) over 30 questions teachers ask about science writing, and the answers; (4) an anthology of…

Supplementary and Enrichment Series: Mathematical Systems. Teachers' Commentary. SP-20.

ERIC Educational Resources Information Center

Syer, Henry W., Ed.

This is one in a series of manuals for teachers using SMSG high school supplementary materials. The pamphlet includes commentaries on the sections of the student's booklet, answers to the exercises, and sample test questions. Topics covered include addition, multiplication, operations, closure, identity element, mathematical systems, mathematical…

Teaching Writing in the Shadow of Standardized Writing Assessment: An Exploratory Study

ERIC Educational Resources Information Center

Brimi, Hunter

2012-01-01

This exploratory study results from interviews with five high school English teachers regarding their writing instruction. The researcher sought to answer these questions: (1) How had the Tennessee Comprehensive Assessment Program's (TCAP) Writing Assessment affected their teaching as gauged by the teachers' statements regarding the assessment,…

Balancing Content & Language in the English Language Development Classroom

ERIC Educational Resources Information Center

Reynolds-Young, Danielle; Hood, Sally

2014-01-01

Although course assignments require English as a Second Language (ESL) teacher candidates to design activities, performance assessments, and lessons that balance the teaching of the English language and academic content, the ESL teacher candidates remain perplexed as to how to teach without a prescribed curriculum. The answer is challenging, given…

Budget Allocation by School Districts: An Analysis of Spending for Teachers and Other Resources.

ERIC Educational Resources Information Center

Barro, Stephen M.; Carroll, Stephen J.

The objective of this study is to provide partial answers to the question, "What would school districts buy if they were given additional funds?" The answers are potentially relevant to state and federal education policy-makers faced with the task of developing and implementing school finance reforms who must consider whether and under…

The Role of Regulation and Processing Strategies in Understanding Science Text among University Students

ERIC Educational Resources Information Center

Vilppu, Henna; Mikkila-Erdmann, Mirjamaija; Ahopelto, Ilona

2013-01-01

The aim of the study was to investigate the role of regulation and processing strategies in understanding science text. A total of 91 student teachers answered open-ended questions concerning photosynthesis before and after reading either a traditional or a refutational science text. After this, they also answered parts of the Inventory of…

The Cotton in Your T-Shirt. Young Discovery Library Series: 40.

ERIC Educational Resources Information Center

Riquier, Aline

This book is part of an international series developed as a collaboration among the author, the illustrator, an advisory group of elementary school teachers and an academic specialist on the subject. This book answers questions about the history, use, and methods of producing cotton. Among the questions the book answers are: How long have people…

Building A Help Desk System

ERIC Educational Resources Information Center

O'Shea, Sheryl

2005-01-01

Are you trying to support an entire school district full of computers with just a few hardware technicians? Do you have a non-technical person answering the phone? Are the teachers getting upset because of the length of time it takes to resolve their issues? Unfortunately, I had to answer yes to all three questions. Our school district includes…

The Confidence-Accuracy Relationship in Diagnostic Assessment: The Case of the Potential Difference in Parallel Electric Circuits

ERIC Educational Resources Information Center

Saglam, Murat

2015-01-01

This study explored the relationship between accuracy of and confidence in performance of 114 prospective primary school teachers in answering diagnostic questions on potential difference in parallel electric circuits. The participants were required to indicate their confidence in their answers for each question. Bias and calibration indices were…

Awareness of Societal Issues Among High School Biology Teachers Teaching Genetics

NASA Astrophysics Data System (ADS)

Lazarowitz, Reuven; Bloch, Ilit

2005-12-01

The purpose of this study was to investigate how aware high school biology teachers are of societal issues (values, moral, ethic, and legal issues) while teaching genetics, genetics engineering, molecular genetics, human heredity, and evolution. The study includes a short historical review of World War II atrocities during the Holocaust when scientists from all the above-mentioned disciplines had been involved in trying to support and develop the eugenics theories. It investigates pre- and postwar theories of the eugenics movement in the United States which were implemented successfully in Germany and a literature survey of the studies of societal issues related to these subjects. The sample consisted of 30 male and female biology teachers. Enclosed are teachers' answers in favor or against including debates about societal issues in their classrooms while teaching the disciplines mentioned above. Teachers' answers were analyzed in relation to three variables: years of teaching experience, gender, and religion faith. Data were collected from questionnaires and personal interviews and analyzed according to qualitative and quantitative methods. The results show that amongst the teachers there is a medium to low level of awareness of societal issues, while mainly emphasizing scientific subjects in preparation of matriculation examinations. The majority of the teachers do not include societal issues in their teaching, but if students raise these issues, teachers claimed to address them. No differences in teachers' opinions to societal issues were found in relation to gender or religious faith. Teachers with more years of teaching experience tend to teach with a more Science, Technology, and Society (STS) approach than novice teachers. The results are discussed in relation to teachers' professional development and teaching strategies are suggested to be used in their classrooms based on a STS approach, which includes the societal issues as a main goal.

Critical thinking in physics education

NASA Astrophysics Data System (ADS)

Sadidi, Farahnaz

2016-07-01

We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

Keeping It Real. Technology Has Blurred the Distinction between Plagiarism and Research, but Some Teachers Are Determinded to Redraw the Line

ERIC Educational Resources Information Center

Waldsmith, Lynn

2005-01-01

In this article, the author reports how teachers at Phoenix's Mountain Pointe High School have developed an anti-plagiarism initiative for their English students. The teachers realized that they need to teach their students right from electronic wrong after two of their honor students were caught using a Web site containing answers to an English…

"Houses and Fields and Vineyards Shall Yet Again Be Bought in This Land": The Story of Ana, a Public Kindergarten Teacher in Portugal.

ERIC Educational Resources Information Center

Vasconcelos, Teresa Maria Sena

This study examined the teaching style and methods of Ana, a kindergarten teacher in Portugal, chosen because she is considered a master teacher by colleagues and parents and because she grew up in Portugal before democracy. The study attempted to answer the questions: (1) What are the commitments and competencies that distinguish Ana as a master…

Study of Gender Differences in Performance at the U.S. Naval Academy and U.S. Coast Guard Academy

DTIC Science & Technology

2005-06-01

teacher preparation. By using both qualitative and quantitative methods for pre-service teachers, Kelly concludes that most teachers could not identify...Engineering MATH/SCIENCE Marine and Environmental Sciences Math and Computer Science Operations Research SOCIAL SCIENCE Government...Tabachnik and Findell, 2001). Correlational research is often a good precursor to answering other questions by empirical methods . Correlations measure the

Examining the Effect of External Factors and Context-Dependent Beliefs of Teachers in the Use of ICT in Teaching: Using an Elaborated Theory of Planned Behavior

ERIC Educational Resources Information Center

Salleh, Sallimah; Laxman, Kumar

2015-01-01

Research into teachers' attitudes, beliefs, competence, and inhibitions in relation to their use of technology may provide answers to a series of questions from administrators that relate to teachers' classroom implementation of Information and Communication Technology. The theory of planned behavior is a useful model for providing a framework for…

The Incidental Leader: The Role of Reading Recovery (RTM) Training in the Professional Lives of Teachers in a Rural Alabama School System. A Multiple Case Study

ERIC Educational Resources Information Center

Bounds, Sharon L.

2013-01-01

This qualitative multiple case study was undertaken to answer the following question: How did Reading® (RR) teachers and former Reading Recovery teachers in a mid-sized rural school system in the southeastern United States describe the influences of their Reading Recovery training as it related to their current professional lives? Additional…

Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region. Issues & Answers. REL 2010-No. 090

ERIC Educational Resources Information Center

Bocala, Candice; Morgan, Claire; Mundry, Susan; Mello, Daniel

2010-01-01

With more than half of children with disabilities being educated in the general education classroom, and with federal education law requiring improved learning outcomes for these students, preparing general education teachers to work effectively with all students is critical. This report on teacher certification requirements in the nine Northeast…

The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally. Summary. Issues & Answers. REL 2012-No. 133

ERIC Educational Resources Information Center

Lacireno-Paquet, Natalie; Bocala, Candice; Fronius, Trevor; Phillips, Dave

2012-01-01

This summary describes a study that examines characteristics and experiences of beginning public school teachers in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. This study uses data from the 2007/08…

School Teachers' Knowledge about Epilepsy in Kathmandu Metropolitan City.

PubMed

Khanal, K; Maharjan, R; Pokharel, B R; Sanjel, S

2015-01-01

Background Studies on Knowledge towards epilepsy among school teachers are very limited on developing countries especially with reference to Nepal. Level of knowledge of schoolteachers plays an important role on providing a greater educational support for epileptic child and to maintain good communication skills between epileptic and normal child. Objective Objective of this study is to assess the level of knowledge about epilepsy and its associated factors among school teachers. Method A cross sectional study was conducted from 10th June to 4th July, 2014 among 165 teachers teaching in six different schools of Kathmandu Metropolitan City. A selfadministrated questionnaire consisting of structured and multiple choice questions were designed to collect information on the teacher's socio-demographic profile and knowledge about epilepsy. A scoring system was developed for each question: each correct answer was given a score of 1, and a score of 0 for wrong answer. Total score was categorized on two categories: Good Knowledge and Poor Knowledge. Result Teacher's age did not correlate significantly with their knowledge about epilepsy but total years of teaching experiences and knowledge about epilepsy were found to be positively correlated (ρ= 0.165, p= 0.01). Academic qualification of teachers and different teaching level were associated with level of knowledge (p= 0.023, p= 0.021). Significant difference on knowledge score was found among teachers having different academic qualification (p= 0.019). Conclusion All teachers were aware about epilepsy, but their knowledge about epilepsy was not sufficient therefore, health education training program about epilepsy is needed for teachers.

Keys to Transition: The California Model.

ERIC Educational Resources Information Center

Kearly, Patt

This publication addresses basic issues related to the concept of transition as it is applied to students with disabilities in California. Following a pretest (and its answer key), the document uses a question and answer format to discuss common concerns about transition, normalization, the school role, the "Bridges" model developed by…

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

PubMed Central

Sadler, Philip M.; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. PMID:24006402

Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

PubMed

Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

Analysis of students’ incorrect answers at triangle materials in the fifth-grade of primary school

NASA Astrophysics Data System (ADS)

Shintawati, E.; Jupri, Al

2018-05-01

This research aims to analyse the comparison of the predictions made by the author between learning methods with the reality that occur in the class and to analyse students' responses toward questions given by teachers at triangle materials. The method used in this research is the descriptive-qualitative method. The subjects of this research are all fifth-grade students from a primary school in the city of Bandung. The results of this research indicated that there are some influences between learning methods and students' responses shown by the way students answer the question. In reality, there are many students’ responses produced beyond the predictions of the author. It shows that as the good teachers, besides setting up learning methods, they should also make predictions toward the responses of the students in answering the questions given. The results of the predictions could be used as a lesson for teachers to run the learning processes as good as possible so the students' responses could being accordance with the concept of materials presented and could also achieve the expected learning goals. Based on this research’s results, as a teacher must have techniques and strategies to overcome things that are not expected during the learning so that learning can be conducive so that students can focus on learning and enjoy learning so that learning outcomes is the ability of students to increase in understanding the material and can construct the concept of material provided.

The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

NASA Astrophysics Data System (ADS)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

Cosmological Expansion

ERIC Educational Resources Information Center

Linton, J. O.

2012-01-01

As teachers, we want to encourage our students to ask searching questions on topics like how old the Universe is, how much of the Universe we can actually see and how far away the cosmic microwave background radiation is. But how many of us can honestly say we know the answers? And, even if we know the answers, how are we going to respond to the…

Talking with Children and Teens about Alzheimer's Disease: A Question and Answer Guidebook for Parents, Teachers and Caregivers.

ERIC Educational Resources Information Center

McCrea, James M.

Professionals in the fields of nursing, education, health care, recreation, and social work, who specialize in dealing with Alzheimer's disease, wrote answers to questions collected from discussion sessions held at four Pennsylvania elder facilities and made suggestions for talking to young people about the disease and its impact. This guidebook…

"The Panama Canal Episode: An Encounter with a Question and Answers." Occasional Paper 3.

ERIC Educational Resources Information Center

Seifman, Eli

This is an account of the experience of a college instructor and a group of prospective social studies teachers as they answer a simple question concerned with direction of travel through the Panama Canal and explore the reactions of students. The situation originates in a class discussion focusing on ways of asking and responding to classroom…

Analysis of creative mathematical thinking ability by using model eliciting activities (MEAs)

NASA Astrophysics Data System (ADS)

Winda, A.; Sufyani, P.; Elah, N.

2018-05-01

Lack of creative mathematical thinking ability can lead to not accustomed with open ended problem. Students’ creative mathematical thinking ability in the first grade at one of junior high school in Tangerang City is not fully developed. The reason of students’ creative mathematical thinking ability is not optimally developed is so related with learning process which has done by the mathematics teacher, maybe the learning design that teacher use is unsuitable for increasing students’ activity in the learning process. This research objective is to see the differences in students’ ways of answering the problems in terms of students’ creative mathematical thinking ability during the implementation of Model Eliciting Activities (MEAs). This research use post-test experimental class design. The indicators for creative mathematical thinking ability in this research arranged in three parts, as follow: (1) Fluency to answer the problems; (2) Flexibility to solve the problems; (3) Originality of answers. The result of this research found that by using the same learning model and same instrument from Model Eliciting Activities (MEAs) there are some differences in the way students answer the problems and Model Eliciting Activities (MEAs) can be one of approach used to increase students’ creative mathematical thinking ability.

It's about Relationships: Creating Positive School Climates

ERIC Educational Resources Information Center

Ashley, Dana M.

2016-01-01

When teachers wonder "What should I do?" in response to challenging student behaviors, the answers are not as simple as they might seem. What teachers can do also depends, at least in part, on external demands (e.g., discipline codes, principal expectations, time pressures on teaching content and testing) that can either facilitate or…

Defending Academic Freedom: Advice for Teachers

ERIC Educational Resources Information Center

Simpson, Michael D.

2010-01-01

Social studies and history teachers should be free to expose students to controversial ideas and to teach critical thinking skills. But are they free? Do they have the constitutional right--call it academic freedom--to teach what they want and to discuss controversial issues in the classroom? The short answer is "no." In this article,…

Reflections on Workplace Education: Teachers Talking to Teachers.

ERIC Educational Resources Information Center

Letourneau-Fallon, Pamela; And Others

This document is designed to engage workplace educators in thinking about the ideas and issues that the BEST [Better Education Skills Training] team have found to be important in shaping how they conduct their workplace education program. Its format is that of answers to questions that shape program planning and implementation. Students'…

Who's Afraid of the Big "Bad Answer"?

ERIC Educational Resources Information Center

Aukerman, Maren

2006-01-01

How should a teacher respond when a student makes off-base guesses about meaning in a literary text because that learner is trying to genuinely understand the story rather than find the "right" meaning? Aukerman argues that when teachers jump in to correct students' interpretations, they short-circuit students' processes of reading and thinking.…

Establishing a Framework for Evaluation and Teacher Incentives: Considerations for Mexico

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2011

2011-01-01

Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico…

Who Benefits from Dyadic Teacher-Student Interactions in Whole-Class Settings?

ERIC Educational Resources Information Center

Flieller, André; Jarlégan, Annette; Tazouti, Youssef

2016-01-01

To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were…

Training Design Conception and Reflexive Practice: How to Answer Teachers' Questions?

ERIC Educational Resources Information Center

Clottu, Régine

2017-01-01

This research studies the practices related to the conception of training "on demand" in the field of continuous training of teachers. Training "on demand" adapts itself to the problems of professionals. The analysis of the demand faces the complexity of the different contexts as well as the diversity of professionals'…

Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies

ERIC Educational Resources Information Center

Hemmeter, Mary Louise; Ostrosky, Michaelene M.; Corso, Robert M.

2012-01-01

The purpose of this article is to offer preschool teachers strategies for preventing challenging behavior and supporting the development of social skills and emotional competencies. This article is framed in a question and answer format using questions from teachers who the authors have worked with in the past. These questions and strategies are…

Parenting Preschoolers: Curriculum Help and Study Guides. A Teacher's Guide.

ERIC Educational Resources Information Center

Lindsay, Jeanne Warren

This guide for teachers provides both suggestions for teaching high school students about parenting young children and questions and answers extracted from 10 books that focus on parenting and related topics. Among the topics discussed are self esteem, play, sex fairness, child development, nutrition, equality in marriage, pregnant students, and…

Teachable Moments in Math

ERIC Educational Resources Information Center

Griffin, Linda; Ward, David

2015-01-01

One day a teacher writes 12 = ___ + ___ on the board. "You wrote it wrong," says one of the 1st graders. "You can't write the answer first!" exclaims another. As teachers in classrooms across the United States put the new mathematics standards into practice, they'll face countless examples like this one. When teachers…

Why Are Chimps Still Chimps?

ERIC Educational Resources Information Center

Johnson, Norman A.; Smith, James J.; Pobiner, Briana; Schrein, Caitlin

2012-01-01

Teachers may be posed with such questions as, "If we evolved from chimps, why are there still chimps?" We provide teachers with answers to this and related questions in the context of the latest genetic, fossil, and behavioral evidence. We also provide references they can use to further students' understanding of human evolution and evolution in…

Complementary Machine Intelligence and Human Intelligence in Virtual Teaching Assistant for Tutoring Program Tracing

ERIC Educational Resources Information Center

Chou, Chih-Yueh; Huang, Bau-Hung; Lin, Chi-Jen

2011-01-01

This study proposes a virtual teaching assistant (VTA) to share teacher tutoring tasks in helping students practice program tracing and proposes two mechanisms of complementing machine intelligence and human intelligence to develop the VTA. The first mechanism applies machine intelligence to extend human intelligence (teacher answers) to evaluate…

Alaska Is Our Home--Book 2: A Natural Science Handbook for Alaskan Students.

ERIC Educational Resources Information Center

Bury, John; Bury, Susan

A natural science resource booklet for teachers and students contains detailed materials for teaching and learning about Alaskan wildlife. Each of nine chapters provides background subject information, suggested learning activities, tear-out pages of review questions for students to answer, and supplementary notes for teachers which include…

How Close Is Close Reading?

ERIC Educational Resources Information Center

Saccomano, Doreen

2014-01-01

Close Reading is a strategy that can be used when reading challenging text. This strategy requires teachers to provide scaffolding, and create opportunities for think-alouds and rereading of text in order to help students become active readers who focus on finding text-based support for their answers. In addition, teachers must also be aware of…

The Written Corrective Feedback Debate: Next Steps for Classroom Teachers and Practitioners

ERIC Educational Resources Information Center

Brown, Dan

2012-01-01

Language teachers spend much of their time providing corrective feedback on students' writing in hope of helping them improve grammatical accuracy. Turning to research for guidance, however, can leave practitioners with few concrete answers as to the effectiveness of written corrective feedback (CF). Debate in the literature continues, reflecting…

Increasing Capacity to Improve Instruction: Are National Board Certified Teachers the Answer?

ERIC Educational Resources Information Center

Knoeppel, Robert C.

2008-01-01

The purpose of this study was to examine the effects of teacher certification by the National Board for Professional Teaching Standards (NBPTS) on student achievement. This study considered the research question, are there significant mean differences for measures of student achievement between schools with a higher percentage of national board…

Answering the Call: Reflections on Professional Learning and English Teaching

ERIC Educational Resources Information Center

Curwood, Jen Scott; O'Grady, Alison

2015-01-01

Research in English involves understanding the complex process of professional learning, which begins in teacher education programs. In this special issue of "English in Australia," we draw on our experiences as researchers and teacher educators at the University of Sydney. We take a sociocultural and situated perspective in order to…

The Use of ICT in Education: A Survey of Schools in Europe

ERIC Educational Resources Information Center

Wastiau, Patricia; Blamire, Roger; Kearney, Caroline; Quittre, Valerie; Van de Gaer, Eva; Monseur, Christian

2013-01-01

The "Survey of Schools: ICT in education" commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the "Survey" based on over 190,000 questionnaire answers from students, teachers and head teachers in…

Roadblocks to Integrating Technology into Classroom Instruction

ERIC Educational Resources Information Center

Knight, Courteney Lester

2012-01-01

Although research has concluded that technology can enhance the teaching and learning processes, teachers have not yet fully adopted technology to support their teaching methodologies. In the last decade or so, as the accessible gap narrowed, the focus switched to other factors. This study attempts to answer the question: Why teachers do not fully…

Games for Language Learning. New Edition.

ERIC Educational Resources Information Center

Wright, Andrew; And Others

To help students practice and manipulate a newly learned language, games that help the teacher create contexts in which the language is useful and meaningful are presented in this book. The introduction provides answers to questions teachers may have--including why and for whom games are useful--and also offers practical pointers for explaining…

Not Just to Teach But to Profess.

ERIC Educational Resources Information Center

Gibson, Claude L.

Discussion of the contribution of a particular course toward developing teacher competency raises the question: "Just what does one need to know to teach composition?" If a person were to take only one course, it would likely be "Composition for Teachers." In theory lie answers, so a suitable syllabus would include Beth Neman's "Teaching Students…

A Short Review of TPACK for Teacher Education

ERIC Educational Resources Information Center

Gür, Hülya; Karamete, Aysen

2015-01-01

The aim of this descriptive study is to examine review of the ICT and TPACK literature for teacher education. Firstly, the general characteristics of the ICT and TPACK have been examined. In the study, the researchers answer the questions namely "How is the distribution of the articles of TPACK of the year?", "How is the…

Leading via Teacher Evaluation: The Case of the Missing Clothes?

ERIC Educational Resources Information Center

Murphy, Joseph; Hallinger, Philip; Heck, Ronald H.

2013-01-01

Over the last decade, teacher evaluation has moved onto center stage in efforts to strengthen schooling. In this article, we address the question of whether focusing on this administrative process is likely to accomplish what reformers hope. We answer that question by examining the available evidence, both direct and indirect. We deepen the…

Putting a Little Mystery in Teaching

ERIC Educational Resources Information Center

Goodwin, Bryan; Ristvey, John

2011-01-01

Posing mysteries is not just a gimmicky way to increase the entertainment value of a lesson; it taps into students' innate human desire to explore and learn about their environments. Instead of coming right out and providing students with the answers, teachers can build suspense, piquing students' natural curiosity. Teachers can guide students,…

The importance of academic teaching competence for the career development of university teachers: A comment from higher education pedagogy.

PubMed

Merkt, Marianne

2017-01-01

This contribution to the discussion focuses on which conditions at universities need to be established so that academic teaching skills become relevant to the career of university teachers. To find an answer, current findings on academic teaching are summarized from the literature.

Male Elementary General Music Teachers: A Phenomenological Study

ERIC Educational Resources Information Center

Robison, Tiger

2017-01-01

The purpose of this study was to describe the essence of being a male elementary general music teacher (MEGMT). I sought answers for two research questions. First, what are the perceived uniquely male experiences in elementary general music teaching? Second, in what ways might gender be a consideration in the preparation of elementary general…

Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era

ERIC Educational Resources Information Center

Leko, Melinda M.; Brownell, Mary T.; Sindelar, Paul T.; Kiely, Mary Theresa

2015-01-01

The authors consider the future of special education personnel preparation by responding to an overarching question: "What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future?" In answering this question, they summarize current trends in the context of…

Teacher Union Contracts and High School Reform

ERIC Educational Resources Information Center

Price, Mitch

2009-01-01

Are teachers unions and collective bargaining agreements barriers to high school reform and redesign efforts in Washington, California, and Ohio? The short answer: sometimes, but not as often as many educators seem to think. Rather than wade into the pro- versus anti-union debate, this report instead aims to offer guidance for educators, unions,…

Determinants of Effective and Ineffective Supervision in Schools: Teachers Perspectives

ERIC Educational Resources Information Center

Oghuvbu, Enamiroro Patrick

2007-01-01

This study identified determinants of effective and ineffective supervision in schools. A forty-two items questionnaire was administered on 1150 teachers used in this study. Two research questions were raised and answered using percentages. Two null hypotheses were formulated and tested using spearman rho and z-test statistics at 0.05 level of…

Listening, Play, and Social Attraction in the Mentoring of New Teachers

ERIC Educational Resources Information Center

Young, Raymond W.; Cates, Carl M.

2010-01-01

This study explores the roles of mentors and proteges as they manage dialectical tensions in a professional environment. Sixty-two first-year teachers in a county school district in the southeastern USA answered a questionnaire about their mentors' empathic and directive listening, playful communication, social attractiveness, and ability to help…

Are Charters Different? Public Education, Teachers, and the Charter School Debate

ERIC Educational Resources Information Center

Oberfield, Zachary W.

2017-01-01

In his new book, Zachary W. Oberfield investigates the question of whether charter schools cultivate different teaching climates from those found in traditional public schools. To answer this question, Oberfield examined hundreds of thousands of teacher surveys from across the nation. The result is a trenchant analysis that deepens our…

Courtside: A Damaging Lesson

ERIC Educational Resources Information Center

Zirkel, Perry A.

2004-01-01

This case presents a costly lesson for teachers and for districts that include a liquidated, or stipulated, damages clause in their teacher employment contracts. Although the court enforced the clause in this case, in this well-reasoned recent decision and in most of the much older, canvassed case law from other jurisdictions, the answer to the…

Teamwork to Enhance Adapted Teaching and Formative Assessment

ERIC Educational Resources Information Center

Bjornsrud, Halvor; Engh, Roar

2012-01-01

This article has as its main focus the contextual factors connected with teachers' teamwork. Firstly, it deals with the question of how to create reflections among teachers on the topic of teamwork. Their written answers function as empirical data for researchers and also as contributions to the further professional development of teamwork.…

Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

ERIC Educational Resources Information Center

Chizhik, Estella Williams; Chizhik, Alexander Williams

2018-01-01

How is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students'…

How Academic Teachers Perceive and Facilitate Creativity

ERIC Educational Resources Information Center

Bjørner, Thomas; Kofoed, Lise Busk

2013-01-01

We will present a case study result from a cross-disciplinary education called Medialogy, which is taught in the Technical and Science Faculty at Aalborg University. The aim of Medialogy is to facilitate creativity within technical solutions. The intention of this paper is to answer the following: how do the Medialogy teachers perceive creativity…

Kentucky Career and Technical Teacher Education Programs/Ongoing Issues

ERIC Educational Resources Information Center

Workman, Ed; Stubbs, Joyce

2012-01-01

What is Career and Technical Education (CTE)? How does one identify and recognized strong CTE educational programs? And after one has answers to the first two questions, how does one successfully align CTE teacher education (CTTE) programs across large institutions such as colleges within universities, or in Kentucky's endeavor within universities…

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…

"We Are Only Looking for the Right Answers": The Challenges of Controversial Issue Instruction in South Korea

ERIC Educational Resources Information Center

Misco, Thomas

2016-01-01

This study explores the perceptions of South Korean moral and social studies education teachers, teacher educators, and students on the promises and challenges of introducing and discussing controversial issues within their classrooms. The findings suggest that college entrance exams, textbooks, didacticism, dualism, administrators, textbooks,…

Talking about Math

ERIC Educational Resources Information Center

Hintz, Allison; Kazemi, Elham

2014-01-01

By simply asking students how they got the answer to a problem, math teachers can open the door to stimulating discussions in class. But how can they make sure those discussions promote mathematical understanding? Allison Hintz and Elham Kazemi explain that teachers need to know what the goal is for a discussion and plan accordingly. The authors…

Student and Teacher Perspectives on a Close Reading Protocol

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2014-01-01

Close reading is an instructional practice that has gained attention of late. It involves reading a complex text, annotation, and repeatedly reading to answer text-dependent questions. Although there are a number of recommendations for the use of close reading, there has not been a systematic analysis of student or teacher perceptions of this…

The Evolution of Quality Teaching and Four Questions for Change

ERIC Educational Resources Information Center

Gabriel, Rachael

2016-01-01

Today we look to determine teaching quality through a combination of observation, surveys, and test scores. These measures fail to answer the most important question about quality teaching: How is it accomplished? How has this teacher used questioning today, and what drove their decision to do so? How has this teacher structured independent…

A Special Education Systems Simulation Model: Teacher Training Emphasis.

ERIC Educational Resources Information Center

Jones, Wayne; And Others

The authors illustrate the application of a systems approach for educational decision-makers through utilization of a special education systems simulation model with emphasis on teacher training. It is noted that the model provides a procedure to answer "what if" type questions before actually implementing a proposed program. Discussed are the…

Pedagogical Reflections by Secondary Science Teachers at Different NOS Implementation Levels

ERIC Educational Resources Information Center

Herman, Benjamin C.; Clough, Michael P.; Olson, Joanne K.

2017-01-01

This study investigated what 13 secondary science teachers at various nature of science (NOS) instruction implementation levels talked about when they reflected on their teaching. We then determined if differences exist in the quality of those reflections between high, medium, and low NOS implementers. This study sought to answer the following…

Teaching with Heart and Soul: Reflections on Spirituality in Teacher Education

ERIC Educational Resources Information Center

Palmer, Parker J.

2003-01-01

This article revolves around two questions: Is there a "spiritual" dimension to good teaching? If so, do spiritual considerations have a place in teacher education? Defining spirituality as "the eternal human yearning to be connected with something larger than our own egos," the author answers both questions in the affirmative,…

Content Area Vocabulary Videos in Multiple Contexts: A Pedagogical Tool

ERIC Educational Resources Information Center

Webb, C. Lorraine; Kapavik, Robin Robinson

2015-01-01

The authors challenged pre-service teachers to digitally define a social studies or mathematical vocabulary term in multiple contexts using a digital video camera. The researchers sought to answer the following questions: 1. How will creating a video for instruction affect pre-service teachers' attitudes about teaching with technology, if at all?…

Student Town Meeting with Vice President Al Gore. Teacher's Guide.

ERIC Educational Resources Information Center

Edwards, Amy N.

This teacher's guide accompanies a videotape of the same name. Vice President Albert Gore, Jr., discusses current issues with students who question Mr. Gore on such topics as the environment, reinventing government, voter participation, crime, and the United States' role in foreign affairs. Gore tailors his answers to the teenage audience as the…

Just the Facts: Personal Learning Networks

ERIC Educational Resources Information Center

Nussbaum-Beach, Sheryl

2013-01-01

One has heard about personal learning networks (PLNs), but what are they and how are they different than professional learning communities (PLCs)? Find out how PLNs can help a teacher pursue his/her own professional interests and be a better teacher. This article answers questions related to PLNs such as: (1) What are personal learning networks?;…

Preparing Science Teachers for the future

NASA Astrophysics Data System (ADS)

Stein, Fredrick

2002-04-01

What will teachers need in the future to be successful? What will "successful" mean in the future? Are the teaching approaches learned 40 years ago still relevant for tomorrow's classrooms? Will technology really change the way physics is taught (K-16)? Will we close the performance gap between students of differing ethnicity? Are schools of education rising to the challenge to answer these questions? Can college and university physics departments rise to the challenge of presenting physics to all students in an engaging manner? What can the APS, in partnership with AAPT and AIP, do to find the answers and provide strategies to improve the science preparation of future teachers? PhysTEC aims to help physics and education faculty work together to provide an education for future teachers that emphasizes a student-centered, hands-on, inquiry-based approach to learning science. The compelling evidence produced from Physics Education Research warrants this approach. A National Science Foundation grant of 5.76 million and a 498 thousand grant from the Fund for the Improvement of Postsecondary Education support PhysTEC, its partners and activities. http://www.phystec.org/

Triumphs Show: What Makes Art History? Year 7 Exploit the Resources of the Victoria and Albert Museum's Medieval Gallery to Create and Curate Their Own Answer

ERIC Educational Resources Information Center

Copsey, Sarah

2014-01-01

What do 14 Year 7 students, an art teacher, a history teacher and the Victoria and Albert Museum have in common? They are all part of the "Stronger Together" Museum Champion project run by The Langley Academy and the River & Rowing Museum and supported by Arts Council England, designed to engage students, teachers and museum staff…

Teacher Workshops in the US: Goals, Best Practices and Impact

NASA Astrophysics Data System (ADS)

Hörst, S. M.

2011-10-01

The goal of the workshop is to educate the teachers on a few focused topics so that they can transfer the knowledge they gain to their students. We will recruit scientists who are attending the meeting to participate in the workshops and will also pair the teachers with scientists in the field who can serve as a resource for the teacher and their class throughout the school year. The scientists can answer questions the teachers may have, be available to do video lectures or interactive question and answer sessions over skype, and work with the teachers to develop hands-on classroom activities. We will partner closely with EPO professionals in NASA's Science Mission Directorate to ensure that best practices for the workshops are employed, including ensuring that the workshop and workshop materials are designed within the framework of the state standards, surveying participating teachers before the workshops about their needs and goals, assessing the participants pre-workshop knowledge, and engaging participants as learners during the workshop [1]. The impact of the workshop will be increased by providing the teachers and students with a scientist who will serve as a long-term resource. We will maintain contact with the teachers after the workshop to ensure that the scientists are still actively engaged in their classroom and to collect feedback. References [1] Shupla C, et al. (2011) Lessons Learned: Best Practices in Educator Workshops. 42nd Lunar and Planetary Science Conference, no. 2828. EPSC Abstracts Vol. 6, EPSC-DPS2011-1775, 2011 EPSC-DPS Joint Meeting 2011 c Author(s) 2011

The Impact of Problem Sets on Student Learning

ERIC Educational Resources Information Center

Kim, Myeong Hwan; Cho, Moon-Heum; Leonard, Karen Moustafa

2012-01-01

The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with…

University Leader Support for Sustained Reform in Science Teacher Education

NASA Astrophysics Data System (ADS)

Gobstein, Howard; Bennett, Al; Conoley, Jane; Gottfredson, Michael

2012-02-01

A successful science teacher preparation effort requires commitment and collaboration across the university. Over 125 universities in APLU, the Association of Public and Land-grant Universities, have committed to the Science and Mathematics Teacher Imperative (SMTI) to significantly increase the number, quality and diversity of the teachers they produce. This national initiative is designed to galvanize university leadership to work with their faculties in addressing this critical national need. Come to this informal discussion session for pointers and answers to your questions on how to work with university leadership and education faculty.

Key Competencies and Characteristics for Innovative Teaching among Secondary School Teachers: A Mixed-Methods Research

ERIC Educational Resources Information Center

Zhu, Chang; Wang, Di

2014-01-01

This research aims to understand the key competencies and characteristics for innovative teaching as perceived by Chinese secondary teachers. A mixed-methods research was used to investigate secondary teachers' views. First, a qualitative study was conducted with interviews of teachers to understand the perceived key competencies and…

A Method to Determine of All Non-Isomorphic Groups of Order 16

ERIC Educational Resources Information Center

Valcan, Dumitru

2012-01-01

Many students or teachers ask themselves: Being given a natural number n, how many non-isomorphic groups of order n exists? The answer, generally, is not yet given. But, for certain values of the number n have answered this question. The present work gives a method to determine of all non-isomorphic groups of order 16 and gives descriptions of all…

"Remember to Hand out Medals": Peer Rating and Expertise in a Question-and-Answer Study Group

ERIC Educational Resources Information Center

Ponti, Marisa

2015-01-01

This article reports on an exploratory study of giving medals as part of a peer rating system in a question-and-answer (Q&A) study group on Python, a programming language. There are no professional teachers tutoring learners. The study aimed to understand whether and how medals, awarded to responses in a peer-based learning environment, can…

Preparing for the Flu During the 2009-10 School Year: Questions and Answers for Schools

ERIC Educational Resources Information Center

US Department of Education, 2009

2009-01-01

This brochure provides answers to the following questions: (1) Why do school districts, schools, teachers, parents, and communities need to plan for the continuation of learning for students during flu season this year? (2) How should districts and schools go about planning to continue students' education when they are at home because of H1N1?…

The Effectiveness of the School Performance, by Using the Total Quality Standards within the Education District of Al-Petra Province, from the Perspective of the Public Schools Principals and Teachers

ERIC Educational Resources Information Center

Alobiedat, Ahmad

2011-01-01

This study aimed to detect the level of appreciation by the school principals, teachers and the Education District, for the effectiveness of school performance, within different variables of the study from the perspective of public school principals and teachers of Al-Petra province, for the academic year 2008/2009. The study aimed to answer the…

When There Isn't a Right Answer: Interpretation and Reasoning, Key Skills for Twenty-First Century Geoscience

ERIC Educational Resources Information Center

Bond, Clare Elizabeth; Philo, Chris; Shipton, Zoe Kai

2011-01-01

A key challenge in university geoscience teaching is to give students the skills to cope with uncertainty. Professional geoscientists can rarely be certain of the "right answer" to problems posed by most geological datasets, and reasoning through this uncertainty, being intelligently flexible in interpreting data which are limited in resolution…

The Law of Teacher Evaluation: A Self-Assessment Handbook.

ERIC Educational Resources Information Center

Zirkel, Perry A.

Detailed explanations of the legal issues involved in teacher evaluation are discussed in this concise handbook. The basis for discussion is a self-assessment designed for response by the reader. The answers to the self-assessment instrument and explanations of them are discussed under 13 headings: (1) The Use of Test Scores; (2) Negotiability and…

Critical Reading Discourse of Pre-Service English Teachers in Turkey

ERIC Educational Resources Information Center

Balikçi, Gözde; Daloglu, Aysegül

2016-01-01

This case study was conducted in order to observe and investigate the critical reading discourse (CRD) of 27 freshman pre-service teachers of English at the department of foreign language teaching at a state university in Turkey. In addition, the study attempts to answer the question of how the critical reading discourse of the students is shaped…

The Characteristics of Religious Education Teachers and Respecting Diversity in Religious Education in Croatia

ERIC Educational Resources Information Center

Filipovic, Ana Thea; Rihtar, Stanko

2017-01-01

The first part of the article deals with the European and, specifically, Croatian sociopolitical and cultural framework of inclusive pedagogy and presents its basic postulates. The second part contains answers to questions linked to the treatment of differences in religious education in Croatia and characteristics of teachers that can be linked to…

The Teacher's Guide to Media Literacy: Critical Thinking in a Multimedia World

ERIC Educational Resources Information Center

Scheibe, Cyndy; Rogow, Faith

2011-01-01

"The Teacher's Guide to Media Literacy" starts by asking, "What does it mean to be literate in today's world, and how can those literacy skills be developed?" The authors answer those questions by providing concrete, innovative ways to integrate media literacy across the curriculum and teach students to be independent, skilled, and reflective…

for Middle School Science and Mathematics Teachers

ERIC Educational Resources Information Center

Lee, Mimi Miyoung; Chauvot, Jennifer B.; Vowell, Julie; Culpepper, Shea Mosley; Plankis, Brian J.

2013-01-01

This paper is based on an online graduate program for middle school science and mathematics teachers in Texas titled Integration of Science, Mathematics and Reflective Teaching (iSMART). Launching the program for its first cohort in fall 2010, the authors attempted to answer the following two questions in this paper: (a) How do the members of the…

Investigation of Inquiry-Based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

ERIC Educational Resources Information Center

Weiland, Sunny Minelli

2012-01-01

This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level…

The Dynamics of Emergent Self-Organisation: Reconceptualising Child Development in Teacher Education

ERIC Educational Resources Information Center

Kim, Minkang; Sankey, Derek

2010-01-01

For more than half a century, child development has endured as one of the main components of teacher education. But if children do develop, as developmentalists claim, what precisely is it that develops and how? Traditionally, within education, answers to these questions have drawn heavily on the theories of Jean Piaget and Lev Vygotsky. Piaget…

Preschool Teachers' View on Learning in Preschool in Sweden and Denmark

ERIC Educational Resources Information Center

Broström, Stig; Johansson, Inge; Sandberg, Anette; Frøkjaer, Thorleif

2014-01-01

The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children's learning in preschool. The study aimed to answer the following questions: What is "learning"? How do children learn? What are the best conditions for children's learning? What is the role of participation in children's learning? The…

Second Language Teacher Education: Review of Recent Research on Practice

ERIC Educational Resources Information Center

Wright, Tony

2010-01-01

Second language teacher education (SLTE) has undergone considerable change over the past 25 years. The question of how language teaching is learnt and how programmes of professional preparation can contribute to this process now elicits quite different answers. A new agenda of theory and practice has emerged as SLTE has incorporated many of the…

An Examination of High School Graduates Who Identify Teachers as Influential in Their Choice of College

ERIC Educational Resources Information Center

Mozie-Ross, Yvette D.

2011-01-01

This exploratory study contributes to what is known about the college choice process by providing a quantitative comparative analysis to determine how high school graduates who identify teachers as influential in their choice of college differ from graduates who do not. Specifically, this study answers the following research question: How do…

When We Inquire into Our Own Practice: An Early Childhood Teacher Research Group

ERIC Educational Resources Information Center

Murphy, Debra; Bryant, Holly; Ingram, Heidi

2014-01-01

Every day, early childhood teachers confront issues, problems, and concerns in their classrooms. Sometimes they do nothing. Sometimes they use trial and error. Sometimes they go to a workshop or read an article. We have found a way to intentionally and systematically research and answer our own questions and to enrich our own professional…

Ocean Currents: Marine Science Activities for Grades 5-8. Teacher's Guide.

ERIC Educational Resources Information Center

Halversen, Catherine; Beals, Kevin; Strang, Craig

This teacher's guide attempts to answer questions such as: What causes ocean currents? What impact do they have on Earth's environment? and How have they influenced human history? Seven innovative activities are provided in which students can gain fascinating insights into the earth as the ocean planet. Activities focus on how wind, temperature,…

Predicting Pre-Service Classroom Teachers' Civil Servant Recruitment Examination's Educational Sciences Test Scores Using Artificial Neural Networks

ERIC Educational Resources Information Center

Demir, Metin

2015-01-01

This study predicts the number of correct answers given by pre-service classroom teachers in Civil Servant Recruitment Examination's (CSRE) educational sciences test based on their high school grade point averages, university entrance scores, and grades (mid-term and final exams) from their undergraduate educational courses. This study was…

The Magazine Medium in Secondary School Education.

ERIC Educational Resources Information Center

Prince, Melvin; Haas, Diane

To investigate the role and future prospects of magazine use in secondary education, a questionnaire was given to junior and senior high school teachers. Some 1,200 of the teachers in 20 out of 44 designated metropolitan areas answered questions about their classroom use of magazines as well as other media. About 70% of all the respondents used…

The Writing on the Wall: Using a Facebook Group to Promote Student Achievement

ERIC Educational Resources Information Center

O'Bannon, Blanche; Britt, Virginia; Beard, Jeffrey

2014-01-01

This study examined the effectiveness of using a Facebook group to increase preservice teachers' knowledge when one was used as a forum to share, answer, and discuss content-related questions in a technology course required for all students seeking teacher licensure. Further, it examined the students' prior use of Facebook groups, how…

Course Outlines for English--Junior High School, Grades 7 and 8.

ERIC Educational Resources Information Center

Burbank Unified School District, CA.

Designed for seventh and eighth grade English teachers, this curriculum guide contains (1) a course description; (2) educational goals; (3) teaching perspective; (4) a set of general principles; (5) a list of questions that teachers ask, along with answers; (6) an overview; and (7) directions for writing as a process, higher level thinking skills,…

Using Stories to Teach Flow in Educational Gymnastics

ERIC Educational Resources Information Center

Doering, Natalie

2006-01-01

This article illustrates a lesson idea used by a real teacher, in a real class setting with fourth-and fifth-grade students in the United States. The teacher created this lesson idea as she struggled to answer the question, "How can I help my students use transitions to create flow in their gymnastics routines?" Together with the author, the…

New Teachers Search for Place in New Orleans

ERIC Educational Resources Information Center

Zubrzycki, Jaclyn

2013-01-01

Derek Roguski and Hannah Sadtler came to New Orleans in 2008 through Teach For America. The competitive program provided five weeks' training and helped place them in schools, and both young teachers were eager to learn to teach and help the city's students. But they quickly found that they had more questions than answers about the schools they…

American Picture Books and Ukrainian Teachers: Observations and Reflections

ERIC Educational Resources Information Center

Dodge, Mary

2009-01-01

How do teachers in other countries respond to award-winning American picture books? Do themes and characters, even the purpose of stories for children, differ from culture to culture? What can U.S. educators learn about their own values when working with educators from another country? The author found intriguing answers to these questions during…

Ka Lama o ke Kaiaulu: Research on Teacher Education for a Hawaiian Community.

ERIC Educational Resources Information Center

Au, Kathryn H.; Maaka, Margaret J.

1998-01-01

Introduces a three-year research project designed to answer the questions of how schools can better meet the educational needs of individuals from underrepresented groups. Provides overviews of a case study of a preservice teacher of Hawaiian ethnicity and a set of case studies of five Hawaiian women throughout their educations. (SLD)

What is a Professor? Learning and Development Volume 9, Number 3.

ERIC Educational Resources Information Center

Geis, George L.; Smith, Ronald A.

A distinction should be made between specific teaching methods (and their improvement) and the more global concept of teacher roles. There are important questions to be answered about how teachers view both the teaching learning process and their contribution to it, as well as how students contribute to this same process. Two men have developed…

For the Prevention of Hearing Loss: A Guide for Iowa Industrial Arts Teachers.

ERIC Educational Resources Information Center

Plakke, Bruce L.; Brown, Jerome D.

This guide is designed to assist industrial arts teachers in expanding their knowledge of hearing conservation and to enable them to answer some routine questions that their students may have concerning hearing protection and hearing loss. Addressed in the individual sections of the guide are the following topics: industrial arts, hearing…

"Caritas" in the Classroom: The Opening of the American Student's Heart.

ERIC Educational Resources Information Center

Lawry, John D.

1990-01-01

The quality of the student-teacher relationship is critical in opening the heart and mind. The highest form of learning occurs when the teacher loves and accepts the student so fully that the student feels safe enough to go within to see himself/herself and emerge with new answers about his/her life. (MSE)

Reconceptualising Pre-Service Teacher Education: The Applicability of a Cognitive Apprenticeship Model.

ERIC Educational Resources Information Center

Kane, Ruth

This paper introduces the design for a study to investigate application of a cognitive apprenticeship approach to preservice teacher education. The research will be informed by and build upon the findings of a previous Master of Education dissertation. In particular, the study seeks to investigate answers to the following research question: To…

Blending State Social Studies Standards & World-Mindedness: Advice for Pre-Service Teachers

ERIC Educational Resources Information Center

Cardenuto, Nancy E.

2015-01-01

Elementary teachers face the challenging task of meeting state curriculum standards while at the same time attempting to expand ideas that are inclusive of the wider world. True inquiry is "experienced when those involved [do] not know the answers that lay at the end of their exploration". Guiding children into true inquiry is difficult…

Key Stakeholdersí Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran

ERIC Educational Resources Information Center

Gholami, Javad; Qurbanzada, Isa

2016-01-01

Recently, teacher training courses have attracted the researchers' special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness…

Key Elements of a Good Mathematics Lesson as Seen by Japanese Junior High School Teachers

ERIC Educational Resources Information Center

Ebaeguin, Marlon; Stephens, Max

2016-01-01

This study makes a comparison between what literature on Japanese Lesson Study suggests are key elements of a good mathematics lesson and what junior high school mathematics teachers in Japan value in planning their lessons. The teachers' strong consensus in their endorsements of these key elements explains why Japanese teachers strongly support…

The Seeds Left in Italy by the E&O Program of the Andrill Research

NASA Astrophysics Data System (ADS)

Cattadori, M.

2010-12-01

One of the main purposes of the ARISE program, the educational initiative by the ANDRILL research, was to “integrate polar geoscience content into a range of learning environments”. In the range of this program, an Italian science teacher created and developed through 2006 and 2007 a specific project called progettosmilla.it (www.progettosmilla.it). With the services consequently created, this initiative managed to involve more then 2000 students and 100 teachers across the Italian territory. Though, what is left of that experience four years later? This contribution focuses on the description of the long-term effects of that event on the earth system science education in Italy. It offers the chance to analyze some of the most significant educational projects rooted in the network of (local and national) institutions which supported the progettosmilla.it-ANDRILL program. Among these: - the Ortles project: an E&O initiative developed in the range of an international paleoclimatic research on the biggest ice-cap of the Eastern Alps (by Italian and U.S. universities and centers of research); - the I-CLEEN (Inquiring on Climate & ENergy) project: an information gateway collecting educational resources, which promotes an enquiry-based approach and is managed by science teachers (by the Natural Science Museum of Trento- Italy); - the SPEs (Summer Polar School for Teachers): a summer class where research, researchers and teachers illustrate polar themes and lectures to be introduced in scholastic programs (by the National Museum of Antarctica- Italy); - the first European edition of IESO (International Earth Science Olympiad), initiative to be held in Italy in 2011 (by University of Modena and Reggio Emilia - Italy). Through the analysis of these projects it will be possible to gain useful clues and answer more complex questions, such as: Which are the key factors for the success of such a project, aimed to the cooperation between scientists and teachers? Why an Educational & Outreach program of a scientific research should invest on science teachers?

Understanding school teacher's knowledge regarding dental trauma: a basis for future interventions.

PubMed

Feldens, Eliane Gerson; Feldens, Carlos Alberto; Kramer, Paulo Floriani; da Silva, Kapila Gomes; Munari, Carolina Cabral; Brei, Vinícius Andrade

2010-04-01

Traumatic dental injuries frequently occur at school environment. However, teachers are not prepared to provide the adequate emergency management. The objectives of this study were to identify the factors associated with teachers' knowledge about dental trauma and to describe school managers' perception of possible strategies to change the scenario. Our sample comprised 405 teachers from 17 public schools in Canoas, state of Rio Grande do Sul, Brazil, whose data were collected regarding demographic variables, training and professional experience information. The outcome was completely inadequate knowledge regarding trauma measured based on the answers to a structured questionnaire about dental fractures and tooth avulsion. The sample also included 14 school managers who answered a semi-structured questionnaire about the causes of teachers' inadequate knowledge and possible strategies to change the scenario. The multivariate analysis demonstrated that the probability of completely inadequate knowledge was higher among male teachers, with less professional experience, who had not achieved a graduate degree, who had not witnessed at least one dental trauma case at school and who had not been trained in first-aid. School managers identified the following causes of inadequate knowledge: the fact that the topic is not approached during the teachers' training and continual education and lack of experience involving dental trauma at school. In addition, they suggested that lectures and courses including written and visual communication should be offered, as well as training workshops. Strategies to improve the teachers' knowledge about dental trauma must take into consideration the results of the present study and optimize the inclusion of this topic in the teachers' curricular training and pedagogical education in a continuous manner.

Effects of Pre-reading Instructions on the Comprehension of Science Texts

NASA Astrophysics Data System (ADS)

Lyons, Yuna H.

This study examined how three different pre-reading (or relevance) instructions led to different learning outcomes for middle school students reading science texts on the topic of sweetness. The first was a generic instruction to read for understanding. The second prompted students to form a holistic explanation of the topic of sweetness, and the third instruction prompted students to focus on the core scientific principle of the relationship between structure and function. The latter two were specifically designed to align with science disciplinary goals. A comparison of the three treatments found that the generic instruction and the structure-function instruction led to better learning outcomes, measured by recall, short-answer performance questions, and a traditional multiple-choice/short-answer assessment. A qualitative analysis of the data also revealed some small yet notable differences in the recall pattern of students, such as an increased recall of key ideas for the structure-function instruction. This effect was seen predominantly for higher-skilled readers. The results suggest the possibility that relevance instructions targeting core ideas may help to orient students to the key ideas and explanations in scientific text, especially for higher-skilled readers, and indirectly highlights some of the challenges for students with less reading competencies. Overall, this study provides greater insight into how middle-school students read science texts, the effectiveness of instructor-provided relevance instructions in promoting (higher-level) comprehension of science texts, and implications for teachers on how to use texts in science instruction. Keywords: relevance instructions, pre-reading instructions, comprehension, science texts, middle school students, low- versus high-skilled readers.

Plans and Considerations for the Exploration of Space

NASA Technical Reports Server (NTRS)

Derkowski, Brian J.

2001-01-01

The Mars Settlement Design Competition is a program for high school students and teachers to experience the process of mission and hardware design. It provides a top level view into how NASA plans to explore space. I will be involved with all three days of this competition. On Friday I plan to give two presentations, one to the employees of White Sands Test Facility and one to students and teachers. On Saturday, I will have a question and answer session with some of the teachers participating in the workshop. Sunday I will serve as one of the judges that will review the students projects created over the weekend. The main emphasis of my talk will focus on exploring the possibilities of the future of space exploration. I will discuss the Mars Reference Mission 3.0, as well as some of the current robotic missions being sent to Mars. Next, I will present a business model perfected by Hum Mandell, showing how the public, private, and commercial sectors all play a major role in sending humans to Mars. I will also discuss the work of the Integrated Design Team at JSC and how that working together approach is key for a successful design. Finally, I will present that the question of how humans can reach out beyond low earth orbit and place permanent settlements on Mars is really a function of the imagination of those who intend on going there.

Optimization of Answer Keys for Script Concordance Testing: Should We Exclude Deviant Panelists, Deviant Responses, or Neither?

ERIC Educational Resources Information Center

Gagnon, Robert; Lubarsky, Stuart; Lambert, Carole; Charlin, Bernard

2011-01-01

The Script Concordance Test (SCT) uses a panel-based, aggregate scoring method that aims to capture the variability of responses of experienced practitioners to particular clinical situations. The use of this type of scoring method is a key determinant of the tool's discriminatory power, but deviant answers could potentially diminish the…

Chapter 06: Identification key

Treesearch

Alex Wiedenhoeft

2011-01-01

The key is written to guide you through the identification process in the most efficient and accurate way possible. It presents you with a numbered series of questions and asks you to answer them. The answers you provide will be based on your interpretations of the anatomical characters in your unknown specimen and will lead you to a new set of questions. Each time you...

Merchandise Display, a Distributive Education Manual and Answer Book.

ERIC Educational Resources Information Center

Hatchett, Melvin S.

This revised manual in basic merchandise display for trainees in distributive education, together with a separate answer key, contains 23 self-study assignments, each with training objectives, questions to answer, and student projects. Developed by a distributive education coordinator, these assignments cover a wide range of topics, from the…

Integration of classroom science performance assessment tasks by participants of the Wisconsin Performance Assessment Development Project (WPADP)

NASA Astrophysics Data System (ADS)

Tonnis, Dorothy Ann

The goals of this interpretive study were to examine selected Wisconsin science teachers' perceptions of teaching and learning science, to describe the scope of classroom performance assessment practices, and to gain an understanding of teachers' personal and professional experiences that influenced their belief systems of teaching, learning and assessment. The study was designed to answer the research questions: (1) How does the integration of performance assessment relate to the teachers' views of teaching and learning? (2) How are the selected teachers integrating performance assessment in their teaching? (3) What past personal and professional experiences have influenced teachers' attitudes and beliefs related to their classroom performance assessment practices? Purposeful sampling was used to select seven Wisconsin elementary, middle and high school science teachers who participated in the WPADP initiative from 1993-1995. Data collection methods included a Teaching Practices Inventory (TPI), semi-structured interviews, teacher developed portfolios, portfolio conferences, and classroom observations. Four themes and multiple categories emerged through data analysis to answer the research questions and to describe the results. Several conclusions were drawn from this research. First, science teachers who appeared to effectively integrate performance assessment, demonstrated transformational thinking in their attitudes and beliefs about teaching and learning science. In addition, these teachers viewed assessment and instructional practices as interdependent. Third, transformational teachers generally used well defined criteria to judge student work and made it public to the students. Transformational teachers provided students with real-world performance assessment tasks that were also learning events. Furthermore, student task responses informed the transformational teachers about effectiveness of instruction, students' complex thinking skills, quality of assessment instruments, students' creativity, and students' self-assessment skills. Finally, transformational teachers maintained integration of performance assessment practices through sustaining teacher support networks, engaging in professional development programs, and reflecting upon past personal and professional experiences related to teaching, learning and assessment. Salient conflicts overcome or minimized by transformational teachers include the conflict between assessment scoring and grading issues, validity and reliability concerns about the performance assessment tasks used, and the difficulty for teachers to consistently provide public criteria to students before task administration.

Intuitive Thinking and Misconceptions of Independent Events: A Case Study of US and French Pre-Service Teachers

ERIC Educational Resources Information Center

Nabbout-Cheiban, Marie

2017-01-01

In this article we study the conceptions of an American and a French group of undergraduate pre-service teachers regarding the concept of independent events. Specifically, we study the role that intuition plays in their answers, ascertain the presence of probabilistic biases, and compare the findings with previous results collected on a different…

Reducing the Mismatch of Geometry Concept Definitions and Concept Images Held by Pre-Service Teachers

ERIC Educational Resources Information Center

Cunningham, Robert F.; Roberts, Allison

2010-01-01

Twenty-three female elementary pre-service teachers were assessed on their ability to answer questions involving geometry concepts. Despite being given the definitions of the altitude of a triangle and the diagonal of a polygon on the pretest, limited understanding of these concepts was evident. A treatment using both graphic organizer and concept…

Perceived Problems of Public School Prekindergarten Teachers in Florida Related to Demographic Variables.

ERIC Educational Resources Information Center

Micklo, Stephen J.

This study was conducted to identify and validate the work-related problems of public school teachers in Florida's Prekindergarten Early Intervention Program which targets economically at-risk 3- and 4-year olds. The study was designed to answer three questions: (1) What problems are perceived to be most bothersome and occur most frequently? (2)…

A Diagnostic Study of Pre-Service Teachers' Competency in Multiple-Choice Item Development

ERIC Educational Resources Information Center

Asim, Alice E.; Ekuri, Emmanuel E.; Eni, Eni I.

2013-01-01

Large class size is an issue in testing at all levels of Education. As a panacea to this, multiple choice test formats has become very popular. This case study was designed to diagnose pre-service teachers' competency in constructing questions (IQT); direct questions (DQT); and best answer (BAT) varieties of multiple choice items. Subjects were 88…

Enough about You, Let's Talk about Me: Student Voice in the Classroom

ERIC Educational Resources Information Center

Mee, Molly

2007-01-01

Many middle school students claim that their voices are ignored in the classroom, where the attitude is too often that the teacher holds the one right answer. Instead of this approach, teachers may wish to use the Socratic Seminar, which prompts students to examine issues and ideas through dialogue and actively involves and motivates them, giving…

Metrics for Elementary and Middle Schools: The Curriculum Series.

ERIC Educational Resources Information Center

Kurtz, V. Ray

This book is designed for teachers in elementary and middle schools who need explanations of problems and questions concerning the metric system and a source of classroom activities to aid in teaching the metric system. The book is divided into three parts. The first part is a primer of information designed to help a teacher in answering the many…

Are Integrated Portfolio Systems the Answer? An Evaluation of a Web-Based Portfolio System to Improve Preservice Teachers' Reflective Thinking Skills

ERIC Educational Resources Information Center

Oner, Diler; Adadan, Emine

2016-01-01

This study investigated the effectiveness of an integrated web-based portfolio system, namely the BOUNCE System, which primarily focuses on improving preservice teachers' reflective thinking skills. BOUNCE©, the software component of the system, was designed and developed to support a teaching practice model including a cycle of activities to be…

The Teachers Level of Emotional Intelligence Some of the Demographic Variables for Investigation

ERIC Educational Resources Information Center

Adilogullari, Ilhan

2011-01-01

The study aims to examine the level of emotional intelligence of some of the demographic variables of the teachers working in the province of Gaziantep. Acar (2002) adapted to Turkish by Bar-On Emotional Intelligence Ability Scale 5-item scale used in grading and answered 87. The study evaluated data; descriptive statistical methods (frequency,…

Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers

ERIC Educational Resources Information Center

Aydogdu Iskenderoglu, Tuba

2018-01-01

It is important for pre-service teachers to know the conceptual difficulties they have experienced regarding the concepts of multiplication and division in fractions and problem posing is a way to learn these conceptual difficulties. Problem posing is a synthetic activity that fundamentally has multiple answers. The purpose of this study is to…

Evaluation of Science Teacher Candidates' Level of Knowledge Regarding the Use of Microscopes

ERIC Educational Resources Information Center

Demir, Sibel

2015-01-01

This evaluation was conducted with 43 second-year students, or teacher candidates, attending the science education program of an education faculty in a Turkish university. In this study, students were asked to complete a single open-ended and gap-filling questionnaire, and their answers were evaluated according to a five-point Likert-type rubric.…

SCDC Spanish Curricula Units. Science/Math Strand, Unit 4, Grade Two, Teacher's Guide.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

The teacher's guide for unit four of a Spanish science/math strand for second graders contains instructional and assessment activities for kits 13-16. Each designed for a two- to three-week teaching period, the kits' activities are geared toward guiding the child to discover correct answers through methods provided and, by putting materials in his…

Would You Like Fries with That? The Dangers of the Customer Service Model of Reading Teacher Education

ERIC Educational Resources Information Center

Ness, Molly K.; Osborn, Terry A.

2010-01-01

Reading teacher education, as is true with much of higher education, is plagued with pressures of providing "here and now" answers to very complex, entangled issues. The reading methods course becomes the site of many of these pressures, despite considerable insights provided by scholars such as Kumaravadivelu (2001) that "methods" may be more of…

Methodologies Used by Midwest Region States for Studying Teacher Supply and Demand. Issues & Answers. REL 2009-080

ERIC Educational Resources Information Center

Lindsay, James J.; Wan, Yinmei; Gossin-Wilson, Will

2009-01-01

This report describes how state education agencies in the Midwest Region monitor teacher supply, demand, and shortage; details why they monitor these data; and offers estimates of the monetary costs incurred in performing such studies. This study responds to a request from state education agencies in the Midwest Region (Illinois, Indiana, Iowa,…

Changes in Student Populations and Teacher Workforce in Low-Performing Chicago Schools Targeted for Reform. Issues & Answers. REL 2012-No. 123

ERIC Educational Resources Information Center

de la Torre, Marisa; Allensworth, Elaine; Jagesic, Sanja; Sebastian, James; Salmonowicz, Michael; Meyers, Coby; Gerdeman, R. Dean

2012-01-01

"Turning around" chronically low-performing schools is of increasing interest to educators and policymakers, as highlighted by the U.S. Department of Education's (2010) recent call to rapidly improve the nation's 5,000 lowest performing schools. Yet there is little rigorous research on changes in student populations and teacher workforce…

Prospective Elementary Teachers' Perceptions of the Processes of Modeling: A Case Study

ERIC Educational Resources Information Center

Fazio, Claudio; Di Paola, Benedetto; Guastella, Ivan

2012-01-01

In this paper we discuss a study on the approaches to modeling of students of the 4-year elementary school teacher program at the University of Palermo, Italy. The answers to a specially designed questionnaire are analyzed on the basis of an "a priori" analysis made using a general scheme of reference on the epistemology of mathematics…

Teaching STEM through Horticulture: Implementing an Edible Plant Curriculum at a STEM-Centric Elementary School

ERIC Educational Resources Information Center

Graves, Leila A.; Hughes, Harrison; Balgopal, Meena M.

2016-01-01

School gardens are ideal places for students to ask and answer questions about science. This paper describes a case study of two 3rd grade teachers and two STEM coordinators who were recruited to implement and evaluate a horticultural-based curriculum developed for this study. Informed by the Teacher-Centered Systemic Reform model we conducted a…

Attitudes of Palestinian Undergraduate Students towards Native and Non-Native English Language Teachers and Their Relation to Students' Listening Ability

ERIC Educational Resources Information Center

Nafi, Jamal Subhi Ismail; Qabaja, Ziad Mohammed Mahmoud; Al-Kar, Hibah Jabir Ibrahim

2016-01-01

The purpose of this study is to investigate the attitudes of Palestinian undergraduate students towards native and non-native English language teachers and their relation to students' listening ability. To achieve this purpose and to answer the research questions and test the hypotheses, the researchers adopted both the descriptive and inferential…

An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom

ERIC Educational Resources Information Center

Martin, Florence; Carr, Marsha L.

2015-01-01

21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What…

Translation Strategies of EFL Student Teachers: A Think Aloud Protocol-Based Case Study

ERIC Educational Resources Information Center

Aly, Mahsoub Abdul-Sadeq

2004-01-01

The main concern of the present study is to investigate the strategies followed by the EFL students in the translation process. This problem has been dealt with through answering the following two questions: 1- What are the strategies followed by the EFL student teachers in the translation process?; 2 - What are the educational implications for…

A Situational Study for the Identification of Pre-Service Science Teachers' Creative Thinking and Creative Scientific Thinking Skills

ERIC Educational Resources Information Center

Demir Kaçan, Sibel

2015-01-01

This study was conducted with the participation of 33 pre-service teachers attending the department science teaching of a Turkish university. Participants self-reported using the "Self-assessment of creativity scale" and were asked to choose the most appropriate answer to the five-choice self-assessment question "Which category best…

The Impacts of the Presence of the Cultural Dimension in Schools on Teachers and Artists

ERIC Educational Resources Information Center

Cote, Heloise

2009-01-01

Several governments throughout the world promote cultural partnership programs as a means of enriching the school curriculum. How do such programs affect teachers and artists? What meaning do they give to the presence of the cultural dimension in schools? To answer these questions, I examined the content of twelve semi-structured interviews (n=12)…

Online Distributed Leadership: A Content Analysis of Interaction and Teacher Reflections on Computer-Supported Learning

ERIC Educational Resources Information Center

Gallego-Arrufat, María-Jesús; Gutiérrez-Santiuste, Elba; Campaña-Jiménez, Rafael-Luis

2015-01-01

This study performs a content analysis of the communication that develops in online educational situations. It focuses on two aspects of communication in a context in which we observe instructional leadership: how leadership is seen in the virtual classroom and how teachers view their role. The study attempts to answer the question of how teachers…

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course.

PubMed

Zaidi, Nikki B; Hwang, Charles; Scott, Sara; Stallard, Stefanie; Purkiss, Joel; Hortsch, Michael

2017-09-01

Bloom's taxonomy was adopted to create a subject-specific scoring tool for histology multiple-choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher- and student-generated quiz and examination questions from a graduate level histology course. Multiple-choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image-based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher-generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher-level Bloom's taxonomy questions differentiate well between higher- and lower-performing students. When examining BTHT scores for MCQs that were written by students in a Multiple-Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher-generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher-level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456-464. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Teacher perspectives after implementing a human sexuality education program.

PubMed

Gingiss, P L; Hamilton, R

1989-12-01

To help teachers enhance the effectiveness of their classroom instruction in human sexuality education, it is necessary to understand their attitudes and concerns about their teaching experiences. Forty-seven sixth grade teachers were surveyed one year after curriculum implementation to examine perceptions of themselves, their students, colleagues, and community. Teachers answered 70% of the knowledge items correctly and indicated slightly liberal orientations. Overall levels of teachers' views generally were positive on scales designed to measure: importance of the items studied, responsibility for student outcomes, three measures of comfort, adequacy of preparation, required changes, ease of use, social supports, and student responses. However, patterns of teacher responses within scales indicated numerous concerns related to curriculum implementation. The concerns and teacher-identified benefits and barriers to teaching the course indicate a focus for continuing education.

Progress and Setbacks in K-12 Earth and Space Science Education During the Past Decade

NASA Astrophysics Data System (ADS)

Geary, E.; Hoffman, M.; Stevermer, A.; Barstow, D.

2005-12-01

Since publication of the National Science Education Standards in 1996, key Earth and space science concepts have been incorporated into the science education standards in virtually every state. However, the degree to which Earth and space science standards have been implemented in actual classroom curriculum and state science assessments varies greatly from state to state. In a similar vein, the No Child Left Behind legislation calls for a highly qualified teacher in every classroom: in Idaho over 96 percent of high school teachers are certified to teach Earth science, while in Illinois, less than 42 percent of teachers are certified. Furthermore, in some states, like New York, approximately 20 percent of high school students will take introductory Earth science each year, while in other states, like Texas, less than 1 percent of high school students will take introductory Earth science each year. Why do we have this high degree of variability with respect to the teaching and learning of Earth science across the United States? The answer is complex, as there are many institutional, attitudinal, budgetary, and policy factors affecting the teaching of Earth and space sciences. This presentation will summarize data on the current status of Earth and space science education in the United States, discuss where progress has been made and where setbacks have occurred during the past decade, and provide some suggestions and ideas for improving access to high quality Earth and space science education courses, curricula, assessments, and teachers at the state and local level.

Professional isolation and connection among high school science teachers in upstate New York

NASA Astrophysics Data System (ADS)

Abrams, Robert H., Jr.

Where does Professional Isolation and Connection come from, are there differences in how different teachers experience it, how do teachers get from isolation to connection, and are there reasons to not want to make the trip? Previous research in this area explored the relationship between professional isolation and autonomy, but had not considered what education might look like if professional isolation were replaced with its opposite. This study used a written survey which gathered representative data from a broad geographical region. This strategy was employed so that the results would not be influenced by any one teacher enhancement program. The survey was designed to embody features of clinical interviews. Such features include short answer questions derived from the experience of practicing teachers, and open-ended questions which probe specific responses in the short answer questions. This study found that "Lack of Time" was the most frequently cited source of professional isolation, and "Friendship" was the most frequently cited source of professional connection. Unexpectedly infrequent sources include "Layout of instructional space" as a source of isolation, and "Computer networks" as a source of connection. Teachers have relationships with other teachers which are primarily characterized by connection, although there is room for improvement. Productive relationships at the state level are higher than expected and probably reflect the efforts of statewide organizations, and conversely there is a gap in the number of teachers reporting productive relationships with other teachers who work in other parts of their county. It is suggested that schools avoid policies that make it difficult to have friendships, encourage teachers to go to state conferences and provide facilitated follow-up, encourage county-based organizations to develop opportunities for teachers to utilize each other as sources of assistance, capitalize on the prevalence of productive relationships in teachers' own schools by explicitly linking such intra-school communities with one or more inter-school communities, and budget time for teachers to connect with each other. Finally, teachers should not only be encouraged to seek and give each other assistance, but should be thought of as scholars as well as teachers and be paid accordingly.

Assessing gains in teacher knowledge and confidence in a long-duration climate literacy initiative

NASA Astrophysics Data System (ADS)

Haine, D. B.; Kendall, L.; Yelton, S.

2013-12-01

Climate Literacy: Integrating Modeling & Technology Experiences (CLIMATE) in NC Classrooms, an interdisciplinary, global climate change program for NC high school science teachers is administered by UNC Chapel Hill's Institute for the Environment (IE) with funding from NASA's Innovations in Climate Education (NICE) Program. Currently in its third year, this year-long program serves 24 teaching fellows annually and combines hands-on climate science investigations with experiential learning in fragile ecosystem environments to achieve the following program goals: increased teacher knowledge of climate change science and predicted impacts; increased teacher knowledge of modeling and technology resources, with an emphasis on those provided by NASA; and increased teacher confidence in using technology to address climate change education. A mixed-methods evaluation approach that includes external evaluation is providing quantitative and qualitative data about the extent to which program goals are being achieved. With regard to increases in teacher knowledge, teachers often self-report an increase in knowledge as a result of a program activity; this session will describe our strategies for assessing actual gains in teacher knowledge which include pre- and post-collaborative concept mapping and pre- and post-open response questionnaires. For each evaluation approach utilized, the process of analyzing these qualitative data will be discussed and results shared. For example, a collaborative concept mapping activity for assessment of learning as a result of the summer institute was utilized to assess gains in content knowledge. Working in small groups, teachers were asked to identify key vocabulary terms and show their relationship to one another via a concept map to answer these questions: What is global climate change? What is/are the: evidence? mechanisms? causes? consequences? Concept maps were constructed at the beginning (pre) and again at the end (post) of the Summer Institute. Concept map analysis revealed that post-maps included more key terms/concepts on average than pre-concept maps and that 6-9 NEW terms were present on post-maps; these NEW terms were directly related to science content addressed during the summer institute. In an effort to assess knowledge gained as a result of participating in an experiential weekend retreat, a pre- and post-open response questionnaire focused on the spruce-fir forest, an ecosystem prominently featured during programming, was administered. Post-learning assessments revealed learning gains for 100% of participants, all of whom were able to provide responses that referenced specific content covered during the retreat. To demonstrate increased teacher confidence in using technology to support climate science instruction, teachers are asked to develop and pilot a lesson that integrates at least one NASA resource. In collaboration with an external evaluator, a rubric was developed to evaluate submitted lessons in an effort to assess progress at achieving this program goal. The process of developing this rubric as well as the results from this analysis will be shared along with the challenges and insights that have been revealed from analyzing submitted lessons.

Starting with Teachers: Bringing GIS technology to the secondary classroom

NASA Astrophysics Data System (ADS)

Claesgens, J.; Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Manone, M.

2010-12-01

An aim of the NSF-ITEST funded POD project is to examine the effect that technology-integrated, problem-based learning modules have on the learning of secondary students whose teachers have participated in a curriculum implementation professional development structure. This research focuses on the professional development structure as the first step to achieving changes in student learning. The assumption is that the teachers themselves have to learn the technology before they can successfully implement it into their classrooms. Teachers attended a 2-week professional development workshop that presented pedagogy, content and GIS training. Our premise for the workshop was that modeling and practicing research-based pedagogical practice will improve participant science instruction through an immersion program focusing on real life problems. The second premise is that improving teacher technology skills and pedagogical knowledge and practice will improve student achievement in science. Professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom. Therefore if our goal is to immerse the teachers in learning as the students, we need to measure if they indeed did learn. To evaluate if the teacher learned the material just as a student might, we administered a pre- and post-test to 23 teachers attending the workshops. There were 2 forms of the test, a multiple-choice test that focused on content questions in earth science, interpretation of GIS screen shots and spatial reasoning skills. The second component, the Geospatial Technology Performance Assessment, focused on the teachers’ abilities to use the GIS technology to gather data, sort and communicate information using maps, tables and keys. For the latter a grounded-theory approach was used to group teachers answers based on the responses provided. Teacher responses fell into 5 groups, scored 0-4. These scores were cumulative, meaning that for someone to earn a 3 they needed to be able to show proficiency at a 1 and 2 level. Results of the pre and posttests are in the table below. The ultimate goal of this project is to improve student understanding. At this point we have data that our teachers did develop an understanding of GIS from the professional development workshop that we hope to see implemented into the classroom.Results of pre and posttests *The scoring rubric will be presented at the conference.

Keys to Success: School Facilities Primer, Questions & Answers 101.

ERIC Educational Resources Information Center

Brady, Jim

This publication provides answers to basic questions to help school board members more fully address the complexities of the planning, design, and construction process in order to maximize the goal of student success. The 101 questions and answers are in the areas of: facility planning; learning environment; information technology; safe schools;…

KIND Reproducibles.

ERIC Educational Resources Information Center

KIND Teacher, 1990

1990-01-01

Presented are 14 student worksheets for use in teaching about environmental conservation. Topics of these games, puzzles include pollution, rainforests, endangered species, habitat destruction, and solid waste. An answer sheet for teachers is included. (CW)

Developing the "Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region." A Companion to the Database. Issues & Answers. REL 2008-No. 052

ERIC Educational Resources Information Center

Ellis, Pamela; Grogan, Marian; Levy, Abigail Jurist; Tucker-Seeley, Kevon

2008-01-01

This report provides state-, regional-, and district-level decisionmakers in the Northeast and Islands Region with a description of the "Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region," a searchable database of selected profiles of retention strategies implemented in Connecticut, Maine,…

An Exploratory Study on How Primary Pupils Approach Systems

ERIC Educational Resources Information Center

Koski, Marja-Ilona; de Vries, Marc

2013-01-01

This paper presents a study of systems thinking among 27 primary pupils (8-10 years old) and their teacher. The study included a pre-test for the teacher and the pupils, lesson planning, the actual lesson and a post-test for the pupils. The research focused on finding an answer to three questions: (1) do pupils see a system as a structure…

Difficulties to Use (Twitter) in the Educational Process from the Perspective of Social Studies Teachers in the State of Kuwait

ERIC Educational Resources Information Center

Alsaeed, Saleh Abdulrahem

2016-01-01

This study aimed to know the difficulties of use Twitter in the educational process from the perspective of social studies teachers in the State of Kuwait, in order to achieve the objectives of the study researchers answered the following question: What are the difficulties faced when using (Twitter) in the educational process from the standpoint…

Making Connections: What Do Preschool Teachers Know about Infant/Toddler Care and Education?

ERIC Educational Resources Information Center

Gonzalez-Mena, Janet

2011-01-01

What do preschool teachers know about infant/toddler care and education? The answer to the question in the title is "Lots!" "if" they are fans of Lilian Katz. The author would not have said that before she sat down to read the new book Lilian wrote with her son Stephen. It's called "Intellectual Emergencies." It starts out with 12 of Lilian's…

The State of Social Studies Teacher Preparation: An Analysis of Program Requirements in the United States

ERIC Educational Resources Information Center

Bittman, Bonnie; Russell, William B., III; Kenna, Joshua; Beckles, Lloyd; Zandt, Carolyn V

2017-01-01

What is the current state of social studies Teacher Preparation Programs (TPPs) for licensure across the United States? The purpose of this research study is to fill the gap in the academic research, providing an overview of social studies TPPs across the United States. In order to best answer that question the researchers examined the required…

Teacher-Student Negotiations and Its Relation to Physical Education Students' Motivational Processes: An Approach Based on Self-Determination Theory

ERIC Educational Resources Information Center

Dupont, Jean-Philippe; Carlier, Ghislain; Gerard, Philippe; Delens, Cecile

2009-01-01

The aim of this study is to test a model of motivation based on self-determination theory (Deci and Ryan, 2002) and which explores the place of "teacher-student" negotiation. Cross-sectional data were gathered from 549 secondary school students (317 male, 232 female) who answered a questionnaire which included measurements of perceived…

Teacher/Counselor Certification and the Felony Conviction: A Survey of Selected Practices.

ERIC Educational Resources Information Center

Marsh, John J.

Working with the paradox that prison is a place where an inmate frequently is trained to do what he will subsequently be prohibited from doing, this document presents the results of a survey of each of the fifty states regarding the certification as a teacher and/or counselor of a person convicted of a felony. Answers to each question in the…

Mathematics for Junior High School. Commentary for Teachers. Volume II (Part 2).

ERIC Educational Resources Information Center

Anderson, R. D.; And Others

This is part two of a two-part manual for teachers using SMSG junior high school text materials. A chapter-by-chapter commentary on the text is given as well as answers to all the exercises; a few chapters contain sample text questions. Chapter topics include: (1) real numbers; (2) similar triangles; (3) variation; (4) non-metric polyhedrons; (5)…

Changes in Student Populations and Teacher Workforce in Low-Performing Chicago Schools Targeted for Reform. Summary. Issues & Answers. REL 2012-No. 123

ERIC Educational Resources Information Center

de la Torre, Marisa; Allensworth, Elaine; Jagesic, Sanja; Sebastian, James; Salmonowicz, Michael; Meyers, Coby; Gerdeman, R. Dean

2012-01-01

"Turning around" chronically low-performing schools is of increasing interest to educators and policymakers, as highlighted by the U.S. Department of Education's (2010) recent call to rapidly improve the nation's 5,000 lowest performing schools. Yet there is little rigorous research on changes in student populations and teacher workforce…

Quality Assurance of Teachers in the Implementation of the Curriculum of Technical and Vocational Education in Colleges of Education (Technical) in North Cental Nigeria

ERIC Educational Resources Information Center

Attaochu, Egbita Ugbalu

2013-01-01

This study was carried out to ascertain the quality assurance of teachers (lecturers) in the implementation of the curriculum of Technical and Vocational Education (TVE) in Colleges of Education (Technical) in North Central Nigeria. Two research questions were formulated and answered in this study. Survey research and evaluation designs were…

A New Tool for Managing Students' Self-Evaluations in Traditional and Distance Education Courses.

ERIC Educational Resources Information Center

Contreras-Castillo, Juan; Block, Arthur Edwards

This paper describes a Web-based question-answering system called E-teacher that can be used in both traditional and distance learning courses to review academic contents. E-teacher is a self-editing template-based system that consists of a set of PHP scripts that generate the HTML code dynamically, or "on the fly." The entire E-teacher…

Earth and Beyond. Teacher Support for Science in the National Curriculum for Primary and Middle Schools.

ERIC Educational Resources Information Center

Pickwick, Alan

The material in this book was devised in answer to a need expressed by many teachers, especially in primary (elementary) schools, for support in the teaching of astronomy. These projects and activities are aimed at fulfilling the requirements of the National Curriculum in England and Wales and the 5-14 Guidelines in Scotland. Each activity gives…

Exploring Pre-Service Science Teacher Methods and Strategies for the Driving Questions in Research Inquiry: From Consulting an Instructor to Group Discussion

ERIC Educational Resources Information Center

Aydin, Miraç

2016-01-01

An important stage in any research inquiry is the development of research questions that need to be answered. The strategies to develop research questions should be defined and described, but few studies have considered this process in greater detail. This study explores pre-service science teachers' research questions and the strategies they can…

Primary school children and teachers discover the nature and science of planet Earth and Mars

NASA Astrophysics Data System (ADS)

Kleinhans, Maarten; Verkade, Alex; Bastings, Mirjam; Reichwein, Maarten

2016-04-01

For various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught at all, examination systems often favour technological tricks and knowledge of the 'right' answer over the process of investigation and logical reasoning towards that answer. Over the long term, this is not conducive to curiosity and scientific attitude in large parts of the population. Since the problem is more serious in primary than in secondary education, and as children start their school career with a natural curiosity and great energy to explore their world, we focus our efforts on primary school teachers in close collaboration with teachers and researchers. Our objective was to spark children's curiosity and their motivation to learn and discover, as well as to help teachers develop self-afficacy in science education. To this end we developed a three-step program with a classroom game and sand-box experiments related to planet Earth and Mars. The classroom game Expedition Mundus simulates science in its focus on asking questions, reasoning towards answers on the basis of multiple sources and collaboration as well as growth of knowledge. Planet Mundus is entirely fictitional to avoid differences in foreknowledge between pupils. The game was tested in hundreds of classes in primary schools and the first years of secondary education and was printed (in Dutch) and distributed over thousands of schools as part of teacher education through university science hubs. Expedition Mundus was developed by the Young Academy of the Royal Netherlands Academy of Arts and Sciences and De Praktijk. The tested translations in English and German are available on http://www.expeditionmundus.org. Following the classroom game, we conducted simple landscape experiments in sand boxes supported by google earth imagery of real rivers, fans and deltas on Earth and Mars. This was loosely based on our fluvial morphodynamics research. This, in the presence of a scientist, evoked questions that were developed by Aristotelian discourse towards researchable empirical questions. Here teachers and scientists closely collaborated to develop effective queries. The final questions were then investigated by couples of pupils following the empirical cycle up to the point of a poster presentation.

From Teacher-at-Sea to Authentic Science in the Classroom

NASA Astrophysics Data System (ADS)

Holzer, M. A.; Laj, C.

2007-12-01

Research has shown that most teachers will teach the way they have been taught, unless a sustainable intervention has taken place. This has the greatest implications for teachers of science, where those who have been taught with inquiry approaches will employ inquiry approaches in their classrooms, and those who have been taught with lecture and note taking will teach primarily using lectures and note taking. If our children are to learn about the nature of science, they need to be taught using constructivist and inquiry methods. A teacher who only uses textbooks and lectures will not create students who can employ critical thinking skills indicative of the nature of science. There is a way to change the way our teachers teach science, and that is by exposing teachers to authentic inquiry. The Teacher at Sea Program sponsored by Institut Polaire Francais (IPEV) created such an opportunity for 4 teachers, who participated in the PACHIDERME deep sea sediment cruise on the R/V Marion Dufresne off the coast of Chile for 3 weeks in February, 2007. While onboard the teachers assisted research scientists from France, Germany, Norway, and Chile in their quest to gather and analyze sediment cores for clues to past climates. The teachers were immersed in the research projects right from the start. They all participated in a "watch" and assisted those on the watch with the processing of the cores, which included properly labeling and packaging each of the core segments. Prior to the packaging, preliminary analysis was done to identify the physical and biological attributes of the core. The scientists gave of their time to coach the teachers not only on the techniques they were using, but also on the process of science. Whether it's working on an unstable platform, coring into the unknown, or adjusting to the weather that Mother Nature brings, the nature and process of science out at sea is complicated. The teachers came to realize this as they sailed in and out of the fjord region and into the open ocean off the coast of Chile, and shared these experiences with colleagues and students from around the world. They sent daily logs via email, sent pictures, and answered questions sent by teachers and students from Europe, the United States, and Chile. Students kept journals as they followed the daily events of the teachers at sea. A powerpoint presentation documenting the scientific endeavors of the cruise was created and is being used by many teachers as a tool to show how scientific research is done at sea. Was this cruise effective in changing the teaching styles of those teachers on board? The teachers observed how scientists generate questions, propose study plans, and employ creative methods to answer those questions. Having witnessed the nature and process first hand, these teachers reassessed their teaching styles for scientific validity. They are employing a greater number of open/full inquiry projects where the students are constructing and seeking to answer their own questions. These students will leave their classes knowing about the challenges of doing science, and the excitement in doing science. Whether it's out at sea, in the field, or in a lab, the participation of teachers in authentic inquiry is the best way to ensure our students are participating in authentic inquiry.

Teacher Quality: Sustained Coordination among Key Federal Education Programs Could Enhance State Efforts to Improve Teacher Quality. Report to the Chairman of the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, House of Representatives. GAO-09-593

ERIC Educational Resources Information Center

US Government Accountability Office, 2009

2009-01-01

Policymakers and researchers have focused on improving the quality of our nation's 3 million teachers to raise the achievement of students in key academic areas, such as reading and mathematics. Given the importance of teacher quality to student achievement and the key role federal and state governments play in supporting teacher quality, GAO's…

Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments

ERIC Educational Resources Information Center

Horn, Ilana Seidel

2005-01-01

To investigate teachers' everyday on-the-job learning, I used a comparative case study design and examined the work of mathematics teachers in 2 high schools. Analysis of interviews, classroom observations, and teachers' conversations highlighted 3 key resources for learning: (a) reform artifacts oriented the teachers' attention to key concepts of…

Elementary teachers' mental models of engineering design processes: A comparison of two communities of practice

NASA Astrophysics Data System (ADS)

McMahon, Ann P.

Educating K-12 students in the processes of design engineering is gaining popularity in public schools. Several states have adopted standards for engineering design despite the fact that no common agreement exists on what should be included in the K-12 engineering design process. Furthermore, little pre-service and in-service professional development exists that will prepare teachers to teach a design process that is fundamentally different from the science teaching process found in typical public schools. This study provides a glimpse into what teachers think happens in engineering design compared to articulated best practices in engineering design. Wenger's communities of practice work and van Dijk's multidisciplinary theory of mental models provide the theoretical bases for comparing the mental models of two groups of elementary teachers (one group that teaches engineering and one that does not) to the mental models of design engineers (including this engineer/researcher/educator and professionals described elsewhere). The elementary school teachers and this engineer/researcher/educator observed the design engineering process enacted by professionals, then answered questions designed to elicit their mental models of the process they saw in terms of how they would teach it to elementary students. The key finding is this: Both groups of teachers embedded the cognitive steps of the design process into the matrix of the social and emotional roles and skills of students. Conversely, the engineers embedded the social and emotional aspects of the design process into the matrix of the cognitive steps of the design process. In other words, teachers' mental models show that they perceive that students' social and emotional communicative roles and skills in the classroom drive their cognitive understandings of the engineering process, while the mental models of this engineer/researcher/educator and the engineers in the video show that we perceive that cognitive understandings of the engineering process drive the social and emotional roles and skills used in that process. This comparison of mental models with the process that professional designers use defines a problem space for future studies that investigate how to incorporate engineering practices into elementary classrooms. Recommendations for engineering curriculum development and teacher professional development based on this study are presented.

Teaching Styles of the Fresh and Inventive.

ERIC Educational Resources Information Center

Bilderback, Terry L.; And Others

1992-01-01

Three teachers share techniques for adapting to learning styles: "The Personal Touch Eases Anxiety of Adult Students" (Bilderback); "Learning to Cooperate: Recipe for Success" (Lindsay); and "Thoughtful Questions Lead Students to Answers" (Crowley). (SK)

Shaping Learning Cultures: A Strategic Challenge for Universities

NASA Astrophysics Data System (ADS)

Euler, Dieter

While there are strong stakeholders at universities arguing for increasing efforts to improve the research record, innovative actions for a corresponding commitment on teaching and learning are less frequent. In many cases, this issue is left to the discretion of individual teachers. In order to improve teaching and learning at universities, this approach does not seem to be appropriate. Rather, actions on different dimensions have to be organized, ranging from the individual, interactional, and institutional level of a university. The different perspectives on analysis and action are assembled in a construct called "learning cultures." This term covers the various dimensions impacting on student learning. The article provides a definition of "learning cultures," which will then be explained. Based on the explicated notion, a conceptual frame is put forward covering the key features of "learning cultures." Finally, some ideas are given providing some preliminary answers on how to shape learning cultures at the strategic level at universities.

A Modification to the Computer Generated Acquisition Documents System (CGADS) for Microcomputer Use in a Program Office Environment.

DTIC Science & Technology

1985-09-01

FILL. MOVE ALPHA-RESPONSE TO RESPONSE. 221C-RUN-TASKS-EXIT. EXIT. 2220-DISPLAY-TASK-MENU. PERFORM 5000- OETER -NISC-TASK-VALS. MOVE 1 TO ANSWER-FILE-KEY...INDEX-FIELD-2 ELSE MOVE 4 TO ANSWER-FILE-KEY SUBTRACT 200 FROM INDEX-FIELD-2. 5000- OETER -MISC-TASK-VALS. IF AREA-NUMBER a ŕ" MOVE 1 TO TASK-FILE-REC-NUM

Evaluation of the Third Class Science Text Book from the Teacher's Perspective at Madaba Municipality

ERIC Educational Resources Information Center

Kraishan, Osama M.; Almaamah, Ismail

2016-01-01

This study aimed at evaluating the science textbook of the third grade primary school in Jordan from the point of view of the teachers who have taught this textbook, in order to find out how suitable and relevant this textbook is to the structure of the curriculum and its guidelines, by trying to answer this question: What is the evaluation of…

A, E, I, O, U and Always Y: A Simple Technique for Improving Communication and Assessment in the Mathematics Classroom

ERIC Educational Resources Information Center

Vazquez, Lorna Thomas

2008-01-01

This article describes the A, E, I, O, U technique, designed to help teachers ensure that teaching and learning are not mutually exclusive in the classroom. Most teachers would agree that motivating average teenagers to communicate how they got an answer or justify their problem-solving strategies can be as difficult as teaching a dog to whistle.…

Self-Regulated Learning and Social Media--A "Natural Alliance"? Evidence on Students' Self-Regulation of Learning, Social Media Use, and Student-Teacher Relationship

ERIC Educational Resources Information Center

Matzat, U.; Vrieling, E. M.

2016-01-01

Research on the educational consequences of social media has led to divergent findings that are difficult to integrate and studies often examine specific courses. It remains unclear what types of social media use in classroom prevail on a broader scale and how teachers, if at all, can affect outcomes. We contribute to answering these questions by…

Teachers and Content Area Reading: Attitudes, Beliefs and Change

ERIC Educational Resources Information Center

Hall, L.A.

2005-01-01

''Sometimes the teacher will say, 'Read to the bottom of the page,' and I try but I fall behind. Then she asks questions and a whole bunch of kids can answer the questions but I can't. I try to keep up with everything but it's really hard. Sarah; 6th grade social studies student''. This paper presents the results of a review of the research into…

Strengthening the Assessment Trajectory: Engaging Educators in the Policy Process. Making a Measurable Difference: Case Studies from the High-Quality Assessment Project

ERIC Educational Resources Information Center

McClellan, Catherine; Snyder, Rebecca; Woods-Murphy, Maryann; Basset, Katherine

2018-01-01

Great teachers recognize great assessments. As policy and education leaders work to make sure state tests are measuring the problem-solving, writing, and critical-thinking skills students need for success, they should convene and rely on teachers to review test quality and help answer the question: Do the questions on our state test reflect…

Is there an effect of dysphonic teachers' voices on children's processing of spoken language?

PubMed

Rogerson, Jemma; Dodd, Barbara

2005-03-01

There is a vast body of literature on the causes, prevalence, implications, and issues of vocal dysfunction in teachers. However, the educational effect of teacher vocal impairment is largely unknown. The purpose of this study was to investigate the effect of impaired voice quality on children's processing of spoken language. One hundred and seven children (age range, 9.2 to 10.6, mean 9.8, SD 3.76 months) listened to three video passages, one read in a control voice, one in a mild dysphonic voice, and one in a severe dysphonic voice. After each video passage, children were asked to answer six questions, with multiple-choice answers. The results indicated that children's perceptions of speech across the three voice qualities differed, regardless of gender, IQ, and school attended. Performance in the control voice passages was better than performance in the mild and severe dysphonic voice passages. No difference was found between performance in the mild and severe dysphonic voice passages, highlighting that any form of vocal impairment is detrimental to children's speech processing and is therefore likely to have a negative educational effect. These findings, in light of the high rate of vocal dysfunction in teachers, further support the implementation of specific voice care education for those in the teaching profession.

KIND Reproducibles.

ERIC Educational Resources Information Center

KIND Teacher, 1990

1990-01-01

Presented are 14 student worksheets for use in teaching the care of and humane treatment of animals. Topics of these games and puzzles include state animal trivia, domestic pets and wild animals. An answer sheet for teachers is included. (CW)

Transition Matrices: A Tool to Assess Student Learning and Improve Instruction

NASA Astrophysics Data System (ADS)

Morris, Gary A.; Walter, Paul; Skees, Spencer; Schwartz, Samantha

2017-03-01

This paper introduces a new spreadsheet tool for adoption by high school or college-level physics teachers who use common assessments in a pre-instruction/post-instruction mode to diagnose student learning and teaching effectiveness. The spreadsheet creates a simple matrix that identifies the percentage of students who select each possible pre-/post-test answer combination on each question of the diagnostic exam. Leveraging analysis of the quality of the incorrect answer choices, one can order the answer choices from worst to best (i.e., correct), resulting in "transition matrices" that can provide deeper insight into student learning and the success or failure of the pedagogical approach than traditional analyses that employ dichotomous scoring.

Teachers bullied by students: forms of bullying and perpetrator characteristics.

PubMed

Kauppi, Teemu; Pörhölä, Maili

2012-01-01

The focus of this study is on the forms in which the bullying of school teachers by students manifests itself, the characteristics of the students who engage in the bullying, and the manner in which the students who engage in bullying behave in their own peer relationships. The data was gathered from primary and lower secondary school teachers by means of an Internet survey. The answers of 70 teachers who had experienced bullying by their students are examined. The teachers had been exposed to different forms of bullying by students. They had typically been bullied by male students. In most cases, the bullying had been perpetrated by an individual student or a small group of students. According to the teachers' assessment, the majority of the students who bullied them also bullied their fellow students.

26 CFR 1.416-1 - Questions and answers on top-heavy plans.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., employers under common control or affiliated service group. A partner of a partnership will not be treated... preceding plan years) of key employees, former key employees, and non-key employees. (b) All employers that... aggregated must be categorized as key employees, as former key employees, or as non-key employees. See...

26 CFR 1.416-1 - Questions and answers on top-heavy plans.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., employers under common control or affiliated service group. A partner of a partnership will not be treated... preceding plan years) of key employees, former key employees, and non-key employees. (b) All employers that... aggregated must be categorized as key employees, as former key employees, or as non-key employees. See...

26 CFR 1.416-1 - Questions and answers on top-heavy plans.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., employers under common control or affiliated service group. A partner of a partnership will not be treated... preceding plan years) of key employees, former key employees, and non-key employees. (b) All employers that... aggregated must be categorized as key employees, as former key employees, or as non-key employees. See...

The Training of Physics Teachers in Cuba: A Historical Approach

NASA Astrophysics Data System (ADS)

de Jesús Alamino Ortega, Diego

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

Legal Challenges and Pitfalls for Start-up Companies - 48 Common Questions and Answers.

PubMed

Staehelin, Matthias

2014-12-01

Transforming a business idea into reality requires a legal implementation plan. The following 48 questions and answers address key issues that typically arise in start-up situations. Early planning can help avoid costly mistakes.

Teaching Competences Necessary for Developing Key Competences of Primary Education Students in Spain: Teacher Assessments

ERIC Educational Resources Information Center

De-Juanas Oliva, Ángel; Martín del Pozo, Rosa; Pesquero Franco, Encarnación

2016-01-01

In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out "which teaching competences teachers consider are most necessary to facilitate learning of student key competences." Therefore, we conducted a study with a sample of 286…

The Development and Validation of a Three-Tier Diagnostic Test Measuring Pre-Service Elementary Education and Secondary Science Teachers' Understanding of the Water Cycle

ERIC Educational Resources Information Center

Schaffer, Dannah Lynn

2013-01-01

The main goal of this research study was to develop and validate a three-tier diagnostic test to determine pre-service teachers' (PSTs) conceptual knowledge of the water cycle. For a three-tier diagnostic test, the first tier assesses content knowledge; in the second tier, a reason is selected for the content answer; and the third tier allows…

Still Endangered: Perspectives of Black Male Teachers Answering the Call to Teach in NC Public Schools and a Glance at College and LEA Recruitment Strategies

ERIC Educational Resources Information Center

Moore, Shekina Michelle

2016-01-01

Based on the school to prison pipeline that has garnered a great amount of attention in the past decade, many studies have underscored the need for Black male teacher presence in schools. However, not much beyond rhetoric has taken place to change educational policy or practices. While the student body in American K-12 education has become…

[How much can school staff help children with diabetes type 1 in school?].

PubMed

Tahirović, Husref; Toromanović, Alma

2006-01-01

The aim of the study was to estimate, according to parents and their children with diabetes, how far school personnel have an understanding of diabetes and is trained to provide appropriate treatment of diabetes emergencies. The study included 37 children and adolescents with diabetes type 1 (17 girls and 20 boys) from 31 schools in the Canton of Tuzla, aged 7-18 years. A descriptive research method was used in the study and for data gathering a closed type survey was used. Only 13 or 35.3 % of the 37 surveyed parents were satisfied with the care of their child with diabetes at school, while 24 or 64.7 % parents expressed dissatisfaction with it. According to the parents' statements, class teachers are 100 % informed about the existence of students with diabetes type 1 at their schools, while PE teachers (97.9 %) and the headmasters of the schools (81.1 %) are less well-informed. Regarding the question about whether the school personnel is trained for diabetes-related tasks, the parents answered YES in 25.7 % cases; 54.3 % of them answered NO, and 20 % of them answered DON'T KNOW. However, only 35.2 % of parents found that some of the employees at the school are trained to recognize the symptoms of hypoglycemia while the number of positive answers concerning treatment of hypoglycemia (18.9 %) or glucagon administration (13.5 %) was much lower. The answer to the question: "Is blood glucose testing allowed in the classroom?" in 91.5 % cases was YES, 5.7 % NO and in 2.8 % of cases was DON'T KNOW. The results of our survey show that children with diabetes do not have appropriate diabetes care in school.

Designing Professional Development around Key Principles and Formative Assessments to Improve Teachers' Knowledge to Teach Mathematics

ERIC Educational Resources Information Center

Vendlinski, Terry P.; Hemberg, Bryan; Mundy, Chris; Phelan, Julia

2009-01-01

The authors' hypothesis is that if teachers (as experts) understand and teach concepts from the position of expertise teacher quality will improve. They believe that focusing on the key ideas will deepen both teacher and student understanding and allow learners to build the concepts necessary to form solid foundations for the application of…

Learning experience in endodontics: Brazilian students' perceptions.

PubMed

Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

2013-05-01

Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

Theory of mind understanding and empathic behavior in children with autism spectrum disorders.

PubMed

Peterson, Candida

2014-12-01

This paper begins with a review of past research on theory of mind and empathy in children with ASD. Using varied operational definitions of empathy ranging from physiological heart rate through story vignettes to reports by privileged observers (e.g., teachers) of children's empathic behavior, results of previous studies are limited and contradictory. Thus new evidence is needed to answer two key questions: Are children with ASD less empathic than typically developing children? Do individual differences in theory of mind (ToM) understanding among children with ASD predict differences in their behavioral empathy? An original empirical study of 76 children aged 3-12 years (37 with ASD; 39 with typical development) addressed these. Results showed that children with ASD were significantly less empathic, according to their teachers, than typically developing children. However, this was not because of their slower ToM development. Findings showed equally clearly that ToM understanding was unrelated to empathy in children with ASD. The same was true for typically developing children once age and verbal maturity were controlled. Indeed, even the subgroup of older children with ASD in the sample who passed false belief tests were significantly less empathic than younger preschoolers who failed them. Copyright © 2014 ISDN. Published by Elsevier Ltd. All rights reserved.

29 CFR 2509.75-8 - Questions and answers relating to fiduciary responsibility under the Employee Retirement Income...

Code of Federal Regulations, 2012 CFR

2012-07-01

... answers, relating them to the appropriate sections of the Act, is also provided. Index Key to question... reason to doubt the competence, integrity or responsibility of such persons. FR-12 Q: How many...

29 CFR 2509.75-8 - Questions and answers relating to fiduciary responsibility under the Employee Retirement Income...

Code of Federal Regulations, 2013 CFR

2013-07-01

... answers, relating them to the appropriate sections of the Act, is also provided. Index Key to question... reason to doubt the competence, integrity or responsibility of such persons. FR-12 Q: How many...

29 CFR 2509.75-8 - Questions and answers relating to fiduciary responsibility under the Employee Retirement Income...

Code of Federal Regulations, 2014 CFR

2014-07-01

... answers, relating them to the appropriate sections of the Act, is also provided. Index Key to question... reason to doubt the competence, integrity or responsibility of such persons. FR-12 Q: How many...

An issue encountered in solving problems in electricity and magnetism: curvilinear coordinates

NASA Astrophysics Data System (ADS)

Gülçiçek, Çağlar; Damlı, Volkan

2016-11-01

In physics lectures on electromagnetic theory and mathematical methods, physics teacher candidates have some difficulties with curvilinear coordinate systems. According to our experience, based on both in-class interactions and teacher candidates’ answers in test papers, they do not seem to have understood the variables in curvilinear coordinate systems very well. For this reason, the problems that physics teacher candidates have with variables in curvilinear coordinate systems have been selected as a study subject. The aim of this study is to find the physics teacher candidates’ problems with determining the variables of drawn shapes, and problems with drawing shapes based on given variables in curvilinear coordinate systems. Two different assessment tests were used in the study to achieve this aim. The curvilinear coordinates drawing test (CCDrT) was used to discover their problems related to drawing shapes, and the curvilinear coordinates detection test (CCDeT) was used to find out about problems related to determining variables. According to the findings obtained from both tests, most physics teacher candidates have problems with the ϕ variable, while they have limited problems with the r variable. Questions that are mostly answered wrongly have some common properties, such as value. According to inferential statistics, there is no significant difference between the means of the CCDeT and CCDrT scores. The mean of the CCDeT scores is only 4.63 and the mean of the CCDrT is only 4.66. Briefly, we can say that most physics teacher candidates have problems with drawing a shape using the variables of curvilinear coordinate systems or in determining the variables of drawn shapes. Part of this study was presented at the XI. National Science and Mathematics Education Congress (UFBMEK) in 2014.

What Do Professional Learning Policies Say about Purposes of Teacher Education?

ERIC Educational Resources Information Center

Kennedy, Aileen

2015-01-01

Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states' economic competitiveness. This globally accepted policy "hypernarrative" is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary…

How do pre-service teachers picture various electromagnetic phenomenon? A qualitative study of pre-service teachers' conceptual understanding of fundamental electromagnetic interaction

NASA Astrophysics Data System (ADS)

Beer, Christopher P.

This study analyzes the nature of pre-service teachers' conceptual models of various electromagnetic phenomena, specifically electrical current, electrical resistance, and light/matter interactions. This is achieved through the students answering the three questions on electromagnetism using a free response approach including both verbal and pictorial representation. The student responses are then analyzed qualitatively and quantitatively utilizing a multi-tiered approach. These analyses include epistemological representation, misconceptions, correct conceptions, and the impact of high school physics exposure on student conceptions. This study is unique in three primary respects; the free response questionnaire approach, a subject group that consists of pre-service teachers, and a primarily female demographic.

Teachers' Professional Development: What Are the Key Change Factors for Mathematics Teachers?

ERIC Educational Resources Information Center

Pehkonen, Erkki; Torner, Gunter

1999-01-01

Surveyed and interviewed 13 experienced German middle school mathematics teachers to examine key factors causing discontinuity in their professional development. Results included 49 statements about change that fell into four categories. Researchers extracted three change factors not reported in earlier literature: experiences and observations…

When Is Ritalin the Answer?

ERIC Educational Resources Information Center

Laughlin, Carolyn; Hall, Susan B.

1995-01-01

Two elementary teachers discuss their experiences of having children with attention deficit disorder and learning disabilities in their second-grade classrooms, focusing on the process involved in deciding whether or not to medicate the children with Ritalin to enhance their ability to learn. (SM)

Mathematics in the Early Years.

ERIC Educational Resources Information Center

Copley, Juanita V., Ed.

Noting that young children are capable of surprisingly complex forms of mathematical thinking and learning, this book presents a collection of articles depicting children discovering mathematical ideas, teachers fostering students' informal mathematical knowledge, adults asking questions and listening to answers, and researchers examining…

Educational Research and the 'Bermuda Triangle.'

ERIC Educational Resources Information Center

Halls, W. D.

1983-01-01

In answer to the suggestion that policymakers, researchers, and teachers unanimously agree that research is hardly taken into account by its potential users, the author provides an overview of educational research in Western Europe. Projects involve disciplines, history of education, and curriculum. (KC)

Interteaching

ERIC Educational Resources Information Center

Saville, Bryan K.; Zinn, Tracy E.

2011-01-01

In general, people associate college and university teaching with lecture-based methods, in which an expert (the teacher) delivers information to a group of nonexperts (the students), who subsequently show their newfound "knowledge" by answering examination questions. Because of the common notion that knowledge and intelligence are…

Secondary school teachers and mental health competence: Italy-United Kingdom comparison.

PubMed

Monducci, Elena; Battaglia, Claudia; Forte, Alberto; Masillo, Alice; Telesforo, Ludovica; Carlotto, Alessandra; Piazzi, Gioia; Patanè, Martina; De Angelis, Giulia; Romano, Antonio; Fagioli, Francesca; Girardi, Paolo; Cocchi, Angelo; Meneghelli, Anna; Alpi, Andrea; Pafumi, Nicoletta; Moreno Granados, Noelia; Preti, Antonio; Masolo, Francesca; Benzoni, Stefano; Cavenaghi, Sonia; Molteni, Ilaria; Salvadori, Lavinia; Solbiati, Sara; Costantino, Antonella; Di Lauro, Rosalba; Piccinini, Annachiara; Collins Eade, Amanda; Holmshaw, Janet; Fiori Nastro, Paolo

2018-06-01

The aim of this study was to evaluate the differences between teachers' knowledge about early psychosis among three different Italian cities and a UK sample. The sample consisted of 556 secondary school teachers from three different cities in Italy (Milan, Rome and Lamezia Terme) and London (UK). The research was based on the Knowledge and Experience of Social Emotional Difficulties Among Young People Questionnaire. The Italian version of the questionnaire was used in Italy. Overall, 67.6% of English teachers, 58.5% of Milan's teachers, 41.8% of Rome's teachers and 33.3% of Lamezia Terme's teachers were able to recognize psychotic symptoms from a case vignette. Logistic regression analysis showed that 'city' was the only independent variable significantly related to the correct/wrong answer about diagnosis. We found statistically significant differences between the three Italian samples and the UK sample regarding teachers' knowledge about first signs of psychosis. English teachers showed a better knowledge than Italian teachers in general. Teachers from Milan, where a specific early detection program was established in 2000, seemed to be more familiar with early signs of psychosis than teachers in the other two Italian towns. © 2016 John Wiley & Sons Australia, Ltd.

Advertising, a Distributive Education Manual and Answer Book.

ERIC Educational Resources Information Center

Martin, Charles H.; Cyrus, Cinda L.

This revised manual for individualized instruction of distributive education trainees at the high school or junior college level in basic advertising and sales promotion activities includes 15 self-study assignments, teaching suggestions, and a bibliography. Together with a separate answer key, each assignment provides student questions and…

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

NASA Astrophysics Data System (ADS)

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

2017-04-01

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

[The influence of pedagogic and discipline training on the teaching quality of university professors].

PubMed

Troncoso G, Diego; Pérez V, Cristhian; Vaccarezza G, Giulietta; Aguilar A, César; Muñoz N, Nadia

2017-05-01

University teachers prioritize acquiring knowledge about their disciplines over pedagogic training. However, the latter is becoming increasingly important in the present teaching scenario. To relate pedagogic practices with pedagogic training of teachers from health care careers of public and private universities. Pedagogic practice and training activities participation questionnaires were answered by 296 teachers of undergraduate students from Chilean public and private universities. There was a direct correlation between discipline training and all pedagogic practice factors. However, pedagogic training correlated with all the factors with the exception of teacher centered learning. Teachers with a master degree had higher scores in factors related to teaching planning and process assessment. Having a doctor degree had no impact on these factors. A multiple regression analysis showed that both discipline and pedagogic training and having a master degree were associated with pedagogic practices of teachers. Both pedagogic and discipline training influence the quality of teaching provided by undergraduate teachers.

Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction

ERIC Educational Resources Information Center

Lipp, Jamie R.; Helfrich, Sara R.

2016-01-01

Effective teachers are continuously striving to improve their instruction. Reading Recovery teachers have detailed and specific literacy training and expertise that can be of great value to classroom teachers, especially in the area of guided reading instruction. This article explores the ways in which key Reading Recovery strategies can be…

Comparing Teachers' Literacy-Related Knowledge to Their State's Standards for Reading

ERIC Educational Resources Information Center

McCombes-Tolis, Jule; Feinn, Richard

2008-01-01

This study compared elementary and special education teachers' knowledge of when K-3 students develop key reading competencies, their knowledge of who is responsible for teaching K-3 students key reading competencies, and teachers' perceptions of their own instructionally relevant competencies to those standards articulated within their state's…

Effective Teaching: A Review of Research and Evidence

ERIC Educational Resources Information Center

Ko, James; Sammons, Pamela

2013-01-01

Teachers are one of the key elements in any school and effective teaching is one of the key propellers for school improvement. This review is concerned with how to define a teacher's effectiveness and what makes an effective teacher. It draws out implications for policymakers in education and for improving classroom practice. Teacher…

Corporate Competition for Foreign Language Customers: Is There an Answer?

ERIC Educational Resources Information Center

Wilkins, Wynona H.

1976-01-01

The proliferation of private organizations offering foreign language instruction to the public, and the advertising approaches of these organizations, are discussed. Suggestions are made for foreign language teachers in high schools and colleges to use in attracting more students. (RM)

The SOL: No Easy Answers.

ERIC Educational Resources Information Center

Pasi, Raymond

2000-01-01

Since the state board adopted the Standards of Learning, Virginia high-school teachers maintain tighter schedules and more often use direct instruction instead of group activities to cover the new curriculum. A two-edged sword, the SOL has engendered an increased interest in professional collaboration. (MLH)

Introduction to Agricultural Sales and Service. Teacher Edition.

ERIC Educational Resources Information Center

Kauer, Les

This Oklahoma curriculum guide contains 12 units. Each instructional unit includes some or all of these components: performance objectives, suggested activities, basic academic skills taxonomy, handouts, information sheets, supplements, transparency masters, activity sheets, assignment sheets, assignment sheet answers, job sheets, practical tests,…

Managerial Skills Teaching: Ten Questions and Answers.

ERIC Educational Resources Information Center

McEnrue, Mary Pat

2002-01-01

Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…

Consistent Query Answering of Conjunctive Queries under Primary Key Constraints

ERIC Educational Resources Information Center

Pema, Enela

2014-01-01

An inconsistent database is a database that violates one or more of its integrity constraints. In reality, violations of integrity constraints arise frequently under several different circumstances. Inconsistent databases have long posed the challenge to develop suitable tools for meaningful query answering. A principled approach for querying…

Virtual bystanders in a language lesson: examining the effect of social evaluation, vicarious experience, cognitive consistency and praising on students' beliefs, self-efficacy and anxiety in a virtual reality environment.

PubMed

Qu, Chao; Ling, Yun; Heynderickx, Ingrid; Brinkman, Willem-Paul

2015-01-01

Bystanders in a real world's social setting have the ability to influence people's beliefs and behavior. This study examines whether this effect can be recreated in a virtual environment, by exposing people to virtual bystanders in a classroom setting. Participants (n = 26) first witnessed virtual students answering questions from an English teacher, after which they were also asked to answer questions from the teacher as part of a simulated training for spoken English. During the experiment the attitudes of the other virtual students in the classroom was manipulated; they could whisper either positive or negative remarks to each other when a virtual student was talking or when a participant was talking. The results show that the expressed attitude of virtual bystanders towards the participants affected their self-efficacy, and their avoidance behavior. Furthermore, the experience of witnessing bystanders commenting negatively on the performance of other students raised the participants' heart rate when it was their turn to speak. Two-way interaction effects were also found on self-reported anxiety and self-efficacy. After witnessing bystanders' positive attitude towards peer students, participants' self-efficacy when answering questions received a boost when bystanders were also positive towards them, and a blow when bystanders reversed their attitude by being negative towards them. Still, inconsistency, instead of consistency, between the bystanders' attitudes towards virtual peers and the participants was not found to result in a larger change in the participants' beliefs. Finally the results also reveal that virtual flattering or destructive criticizing affected the participants' beliefs not only about the virtual bystanders, but also about the neutral teacher. Together these findings show that virtual bystanders in a classroom can affect people's beliefs, anxiety and behavior.

Finnish and Russian Teachers Supporting the Development of Social Skills

ERIC Educational Resources Information Center

Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia

2016-01-01

We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by…

Pre-service Elementary Teachers Understanding on Force and Motion

NASA Astrophysics Data System (ADS)

Anggoro, S.; Widodo, A.; Suhandi, A.

2017-09-01

The research is done to investigate the understanding on the subtopic of Force and Motion that exists among the pre-services elementary teachers. The participants were 71 Elementary Teachers Study Program students in 6th and 77 one in 2nd semester at private university. Research instrument consisted of background information of respondents, belief of preconception and 8 questions that relates to Force and Motion with four alternative answers and their explained. Descriptive statistics such as percentage and bar chart were used for analyzing the data collected. Research findings have shown many participants have some misunderstand or misconception conception especially in free fall object, rest object, buoyant force and gravitation. This research recommends learning progression pre-services teachers to be exposed with conflict cognitive strategy for science conceptual change.