Teacher Hiring Practices and Educational Efficiency
ERIC Educational Resources Information Center
Naper, Linn Renee
2010-01-01
This paper analyses the relationship between teacher hiring practices and educational efficiency in Norwegian school districts. The hiring decision is made at the school level by the principal or at the school district level. According to the data, efficiency is the highest in districts where hiring is decentralized. Hiring practices are decided…
The Productivity Costs of Inefficient Hiring Practices: Evidence from Late Teacher Hiring.
Papay, John P; Kraft, Matthew A
2016-01-01
We use matched employee-employer records from the teacher labor market to explore the effects of late teacher hiring on student achievement. Hiring teachers after the school year starts reduces student achievement by 0.042SD in mathematics and 0.026SD in reading. This reflects, in part, a temporary disruption effect in the first year. In mathematics, but not in reading, late-hired teachers remain persistently less effective, evidence of negative selection in the teacher labor market. Late hiring concentrates in schools that disproportionately serve disadvantaged student populations, contributing to challenges in ensuring an equitable distribution of educational resources across students.
The Productivity Costs of Inefficient Hiring Practices: Evidence from Late Teacher Hiring
Papay, John P.; Kraft, Matthew A.
2017-01-01
We use matched employee-employer records from the teacher labor market to explore the effects of late teacher hiring on student achievement. Hiring teachers after the school year starts reduces student achievement by 0.042SD in mathematics and 0.026SD in reading. This reflects, in part, a temporary disruption effect in the first year. In mathematics, but not in reading, late-hired teachers remain persistently less effective, evidence of negative selection in the teacher labor market. Late hiring concentrates in schools that disproportionately serve disadvantaged student populations, contributing to challenges in ensuring an equitable distribution of educational resources across students. PMID:28966429
The Productivity Costs of Inefficient Hiring Practices: Evidence from Late Teacher Hiring
ERIC Educational Resources Information Center
Papay, John P.; Kraft, Matthew A.
2016-01-01
We use matched employee-employer records from the teacher labor market to explore the effects of late teacher hiring on student achievement. Hiring teachers after the school year starts reduces student achievement by 0.042 SD in mathematics and 0.026 SD in reading. This reflects, in part, a temporary disruption effect in the first year. In…
NASA Astrophysics Data System (ADS)
Navy, S. L.; Luft, J. A.; Toerien, R.; Hewson, P. W.
2018-05-01
In many parts of the world, newly hired science teachers' practices are developing in a complex policy environment. However, little is known about how newly hired science teachers' practices are enacted throughout a cycle of instruction and how these practices can be influenced by macro-, meso-, and micro-policies. Knowing how policies impact practice can result in better policies or better support for certain policies in order to enhance the instruction of newly hired teachers. This comparative study investigated how 12 newly hired science teachers at sites in South Africa (SA) and the United States (US) progressed through an instructional cycle of planning, teaching, and reflection. The qualitative data were analysed through beginning teacher competency frameworks, the cycle of instruction, and institutional theory. Data analysis revealed prevailing areas of practice and connections to levels of policy within the instructional cycle phases. There were some differences between the SA and US teachers and among first-, second-, and third-year teachers. More importantly, this study indicates that newly hired teachers are susceptible to micro-policies and are progressively developing their practice. It also shows the importance of meso-level connectors. It suggests that teacher educators and policy makers must consider how to prepare and support newly hired science teachers to achieve the shared global visions of science teaching.
ERIC Educational Resources Information Center
Navy, S. L.; Luft, J. A.; Toerien, R.; Hewson, P. W.
2018-01-01
In many parts of the world, newly hired science teachers' practices are developing in a complex policy environment. However, little is known about how newly hired science teachers' practices are enacted throughout a cycle of instruction and how these practices can be influenced by macro-, meso-, and micro-policies. Knowing how policies impact…
ERIC Educational Resources Information Center
Fortner, Dale
2011-01-01
The purpose of this project study was to assist school principals in hiring quality teachers by examining existing hiring processes and research-based criteria on teacher practices that influence student achievement. The superintendent in one school district identified a problem of low student achievement and high teacher turnover. The theoretical…
Evaluating Prospects: The Criteria Used to Hire New Teachers
ERIC Educational Resources Information Center
Cranston, Jerome
2012-01-01
Teacher hiring decisions have far-reaching effects. Accordingly, it is important that prospective teachers be scrutinized carefully. The process that yields new teacher hires also deserves careful analysis. This article reports on key findings derived from a larger study that examined the overall organization of the hiring process and how criteria…
Using Teacher Effectiveness Data for Information-Rich Hiring
ERIC Educational Resources Information Center
Cannata, Marisa; Rubin, Mollie; Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Drake, Timothy A.; Schuermann, Patrick
2017-01-01
Purpose: New teacher effectiveness measures have the potential to influence how principals hire teachers as they provide new and richer information about candidates to a traditionally information-poor process. This article examines how the hiring process is changing as a result of teacher evaluation reforms. Research Methods: Data come from…
The Timing of Teacher Hires and Teacher Qualifications: Is There an Association?
ERIC Educational Resources Information Center
Engel, Mimi
2012-01-01
Background: Case studies suggest that late hiring timelines are common in large urban school districts and result in the loss of qualified teachers to surrounding suburbs. To date, however, there has been no large-scale quantitative investigation of the relationship between the timing of teacher hires and teacher qualifications. Purpose: This…
Effective Middle Level Teaching: Perceptions on the Preparedness of Newly Hired Teachers
ERIC Educational Resources Information Center
Howell, Penny B.; Cook, Chris; Faulkner, Shawn A.
2013-01-01
This interpretive, exploratory study utilized survey methodology to document middle level principals' perceptions of effective teaching practices and the preparedness of newly hired middle level teachers. The findings suggest that principals' descriptions of effective teaching differ from their descriptions of effective teachers. Additionally,…
ERIC Educational Resources Information Center
Papay, John P.; Kraft, Matthew A.; Bloom, Julia; Buckley, Kate; Liebowitz, David
2013-01-01
While there are many reasons why late hiring may affect student achievement, no empirical studies have documented this effect in practice. This paper presents the first estimates of the direct impact of late hiring on students' academic achievement, sheds light on two competing explanations for the struggles of late-hire teachers advanced in the…
ERIC Educational Resources Information Center
Charney, Jonathan
2009-01-01
Schools in America, especially in communities far from urban centers, are working harder to find highly qualified and culturally proficient staff to prepare students successfully for an increasingly interconnected world. Apart from offering teachers more professional development and hiring educators with international travel experience, public…
New Teachers' Experiences of Hiring: Late, Rushed, and Information-Poor
ERIC Educational Resources Information Center
Liu, Edward; Johnson, Susan Moore
2006-01-01
Purpose: Teacher hiring decisions have far-reaching consequences for a school, its students, and faculty. This article examines how new teachers in four states are hired and explores whether the process leads to good matches between these individuals and their schools. The authors conceive of hiring as a two-way process and examine the extent to…
Enacting Social Justice Leadership through Teacher Hiring
ERIC Educational Resources Information Center
Laura, Crystal T.
2018-01-01
Drawn from a compendium of multiple cases, this single-subject qualitative study offers a nuanced depiction of the ways school principals advocate for social justice through teacher hiring. The hiring experiences of one Hispanic female high school principal was used to explore: (a) the principal's approach to school personnel administration to…
ERIC Educational Resources Information Center
Haas, Beth Ann
2012-01-01
Unlike the academic teacher who has years of teacher training at a university, a teaching practicum, and experiences that lead to the acquisition of a teaching credential, a career and technical education (CTE) teacher typically is hired and placed in the classroom with no pre-service experience or training. Career and technical administrators are…
The Impact of Collective Bargaining and Urbanicity on the Late Hiring of Teachers
ERIC Educational Resources Information Center
Loubert, Linda; Nelson, F. Howard
2010-01-01
It is commonly assumed that urban school districts hire teachers late due to issues related to district size and/or restrictions in collectively bargained teacher contracts affecting teacher hiring and transfers between schools. Our investigation of late teacher hiring and collective bargaining is based on a survey of 40 school districts that…
Hiring an Effective Special Education Teacher
ERIC Educational Resources Information Center
Fenlon, Amanda
2008-01-01
The task of hiring special education teachers may seem daunting because they serve in what is undeniably the most complex of teaching roles. This article provides guidance and suggestions for identifying key competencies that a viable special education teacher candidate should possess. Although many building leaders may still subscribe to gut…
Negligent Hiring and Retaining of Sexually Abusive Teachers.
ERIC Educational Resources Information Center
Regotti, Terri L.
1992-01-01
Explores negligent hiring, supervision, and retention of teachers who sexually abuse students. Examines the issue of defamation and suggests school policy that will work toward eradication of sexual abuse of students by teachers. (33 references) (MLF)
ERIC Educational Resources Information Center
Pease, Adam Steven
2012-01-01
The purpose of this study was to develop best practice standards for hiring public school teachers. This standard was developed from the available literature on recruiting, screening, selecting, and hiring high-quality teachers. The targeted and actual hiring processes of a case study district were compared to this teacher hiring standard.…
ERIC Educational Resources Information Center
Grose, Sarah Elizabeth
2017-01-01
The purpose of this study was to assess principals' and faculty senate chairs' perceptions of the effectiveness of WV BOE Policy 5000: Procedures for Designated Hiring and Transfer of School Personnel, in improving teacher hiring practices in West Virginia schools. Enacted on September 16, 2013, West Virginia's schools were required by state…
Determining Effective Teaching Behaviors through the Hiring Process
ERIC Educational Resources Information Center
Schumacher, Gary; Grigsby, Bettye; Vesey, Winona
2015-01-01
Purpose: One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals' current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they…
ERIC Educational Resources Information Center
Liu, Shujie; Liu, Caixiang; Stronge, James; Xu, Xianxuan
2016-01-01
Two research questions guided this study of teacher selection: (a) What characteristics do Chinese principals look for when hiring teachers? And (b) what is the effect of participants' gender, experience, or school location on perceived characteristics of effective teacher candidates in hiring? Both interviews and a questionnaire survey were used…
Hiring Quality Teachers: The Devil Is in the Details
ERIC Educational Resources Information Center
Whitworth, Jerry; Deering, Thomas; Jones, Steve; Hardy, Sam
2016-01-01
Persistent and consistent criticism of our nation's educational system has increased pressure on school districts and teacher education programs to improve the quality of teachers in our public schools. While there is research regarding the characteristics of effective teachers, the difficulty is often in identifying and hiring those teacher…
Staffing the Classroom: How Urban Principals Find Teachers and Make Hiring Decisions
ERIC Educational Resources Information Center
Engel, Mimi; Finch, Maida A.
2015-01-01
Despite the importance of teachers and the fact that teacher hiring is decentralized in most school districts, we know relatively little about the process through which individual principals hire faculty for their schools. Using interviews with 31 Chicago principals, we explore how principals find job candidates, whether they collaborate with…
Public Secondary School Principals' Perspectives on Teacher Hiring: What Matters Most?
ERIC Educational Resources Information Center
Bourke, Katharine Bridget
2012-01-01
Federal and state educational accountability mandates and measures have raised the standards for the hiring of teachers in public schools. While existing literature stresses the importance of hiring well, a gap in the knowledge base exists in the area of principal perspectives on how best to accomplish the task of hiring. Therefore, the primary…
ERIC Educational Resources Information Center
Engel, Mimi
2009-01-01
Interest in understanding how principals and school districts hire teachers has increased as empirical evidence on teacher effectiveness has grown. Case studies suggest late hiring timelines are pervasive in large urban school districts and result in the loss of more qualified teachers to surrounding suburbs. This paper uses labor market fixed…
The Division of PA Teacher Certification and Its Impact on Teacher Hiring
ERIC Educational Resources Information Center
Vaughn, Ann Marie G.
2017-01-01
In 2008, the Pennsylvania Department of Education enacted Chapter 49-2 which divided the certified grade spans of Elementary Teachers. This dissertation addresses the question of how the change of PA Teacher Certifications, known as Chapter 49-2, has affected the selecting, interviewing, and hiring process for administrators. A problem was…
Middle School Principals' Perceptions and Preferences When Hiring Teachers
ERIC Educational Resources Information Center
Mee, Molly; Haverback, Heather Rogers
2017-01-01
The purpose of this study was to investigate middle school principals' knowledge of the state's new middle level teacher certification, their hiring preferences for newly certified teachers, and their perceptions of middle certified teacher' competencies in teaching various subject areas to middle school students. Survey data indicated that the…
Best Practices in Hiring: Addressing Unconscious Bias
NASA Astrophysics Data System (ADS)
Simpson, Caroline E.
2012-01-01
Research has shown that implementing certain hiring practices will increase diversity in the workplace while enhancing academic quality. All of these practices rely on addressing the issue of 'unconscious bias.' A brief overview of unconscious bias--what it is, how it works, and simple measures to counter it--will be presented. Successful strategies, actions, and recommendations for implementing best recruiting and hiring practices, which have been proven to enhance academic excellence by ensuring a deep and diverse applicant pool, will also be presented.
Online K-12 Charter School Administrators' Perceptions of Newly Hired Teachers' Transferal Skills
ERIC Educational Resources Information Center
Sharp, Julin
2017-01-01
When hired to teach courses online, traditionally trained teachers may struggle to transition from non-online instructional delivery skills to research-based best practice strategies designed for the online classroom. The purpose of this qualitative exploratory case study was to examine how online K-12 charter school administrators perceived the…
Building the Best Faculty: Strategies for Hiring and Supporting New Teachers.
ERIC Educational Resources Information Center
Clement, Mary C.
This work explores the process of devising effective recruitment, hiring, training, and retention strategies for new teachers. Chapter 1, "The Need for New Teachers," documents the growing need for teachers due to growing enrollment, retirement, and increasing specialization. Chapter 2, "Envisioning and Defining the New…
Mix and Match: What Principals Really Look for when Hiring Teachers
ERIC Educational Resources Information Center
Harris, Douglas N.; Rutledge, Stacey A.; Ingle, William K.; Thompson, Cynthia C.
2010-01-01
The vast majority of research and policy related to teacher quality focuses on the supply of teachers and ignores teacher demand. In particular, the important role of school principals in hiring teachers is rarely considered. Using interviews of school principals in a midsized Florida school district, we provide an exploratory mixed methods…
Practices implemented by a Texas charter school system to overcome science teacher shortage
NASA Astrophysics Data System (ADS)
Yasar, Bilgehan M.
The purpose of this study was to examine practices used by a charter school system to hire and retain science teachers. The research design for this study was a qualitative case study. This single instrumental case study explored the issue within a bounded system. Purposeful sampling strategy was used to identify the participants who were interviewed individually. Findings of the case study supported that using online resources, advertising in the newspaper, attending job fairs, using alternative certification programs, attracting alumni, contacting the college of educations and hiring internationally helped the charter school system with hiring science teachers. Improving teacher salary scale, implementing teacher mentorship programs, reimbursing teachers for certification and master's programs, providing professional development and supporting teachers helped to retain science teachers. Therefore, this study contributes to determining strategies and techniques, selecting methods and programs, training administrators, and monitoring for successful hiring and retaining science teacher implementation.
ERIC Educational Resources Information Center
Ramirez, Heidi A.; Schofield, Lynne Steuerle; Black, Melissa
2009-01-01
The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Toward the goal of improving teacher quality and the experience balance, particularly in hard-to-staff schools, the Philadelphia…
Hiring Good Colleagues: What You Need to Know about Interviewing New Teachers
ERIC Educational Resources Information Center
Clement, Mary C.
2013-01-01
Employers need a systematic approach for sorting and selecting the best new hires, and hiring may be enhanced by the use of teachers in the process. This article discusses information-rich job advertisements, behavior-based interview questions, and how to objectively evaluate candidates in preliminary and on-site interviews. Candidates' past…
Certify, Blink, Hire: An Examination of the Process and Tools of Teacher Screening and Selection
ERIC Educational Resources Information Center
Rutledge, Stacey A.; Harris, Douglas N.; Thompson, Cynthia T.; Ingle, W. Kyle
2008-01-01
While much has been written about the process of employee selection in other occupations, there has been little discussion on the process and tools of teacher selection and why it occurs as it does. To understand this question, we conduct an extensive literature review in which we compare teacher hiring with hiring in other occupations. We also…
ERIC Educational Resources Information Center
Boyd, Don; Lankford, Hamp; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, Jim
2011-01-01
Many large urban school districts are rethinking their personnel management strategies, often giving increased control to schools in the hiring of teachers, reducing, for example, the importance of seniority. If school hiring authorities are able to make good decisions about whom to hire, these reforms have the potential to benefit schools and…
Conducting a Hiring Fair Simulation for Teacher Education Candidates
ERIC Educational Resources Information Center
Mosier, Brian; Heidorn, Brent; Johnson, Christie
2015-01-01
The purpose of this article is to provide a basic review of a hiring simulation fair, and to describe strategies for successfully implementing a similar organized event in a college/university teacher education program in order to better prepare students for the interview process.
ERIC Educational Resources Information Center
Donaldson, Morgaen L.
2013-01-01
Purpose: How principals hire, assign, evaluate, and provide growth opportunities to teachers likely have major ramifications for teacher effectiveness and student learning. This article reports on the barriers principals encountered when carrying out these functions and variations in the degree to which they identified obstacles and problem-solved…
A Research Brief: "Principals' Hiring of Teachers in Philadelphia"
ERIC Educational Resources Information Center
Ramirez, Heidi A.; Schofield, Lynne Steuerle; Black, Melissa
2008-01-01
The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Excluding its charter schools, SDP serves approximately 165,000 students, largely from high-poverty (76%) and minority (85%)…
Principals' Approaches to Hiring, Assigning, Evaluating, and Developing Teachers
ERIC Educational Resources Information Center
Donaldson, Morgaen L.
2011-01-01
This article provides key findings from a study of 30 principals working in charter and conventional schools in two northeastern states. It aims to inform policy makers regarding how principals could more positively influence teacher quality. It focuses on the following questions: (1) What influenced how principals hired, assigned, evaluated, and…
Hire Better Teachers Now: Using the Science of Selection to Find the Best Teachers for Your School
ERIC Educational Resources Information Center
Rose, Dale S.; English, Andrew; Finney, Treena Gillespie
2014-01-01
While it is clear that better teachers get better results with students, school leaders often put themselves at a disadvantage by not hiring the best teachers available. In this groundbreaking book, three human resource experts show how even small adjustments can help school districts' leaders, principals, and other human resource professionals…
The Relationship of Leadership Qualities to Wisconsin School Superintendent Hiring Practices
ERIC Educational Resources Information Center
VerDuin, Joel A.
2011-01-01
The purpose of this study was to examine the relationship between school board hiring practices and specific leadership behaviors. The current priority of educational leaders is often spoken of in terms of accountability for student achievement. This study considered the priority of educational improvement, and examined hiring practices using five…
Agricultural employers' hiring and safety practices for adolescent workers.
Lee, B C; Westaby, J D; Chyou, P H; Purschwitz, M A
2007-01-01
The goal of the "Safety Training for Employers and Supervisors of Adolescent Farmworkers" initiative is to improve the occupational health and safety knowledge and practices of agricultural employers and supervisors responsible for employees, ages 14 to 17 years. Surveys were sent to members of the National Council of Agricultural Employers and the Washington Growers League to measure attitudes regarding adolescent employees, current hiring and training practices, and future intentions. More than half of the respondents hire adolescents. Two-thirds were male, nearly three-quarters of the respondents had college or post-graduate degrees, and more than half were 50 years or older. The majority of respondents had positive perceptions of adolescents in terms of dependability, helpfulness, and work ethic. Among those who currently hire young workers, the most common reasons were to provide a job for children of friends and family and because they can work part-time to fill a labor demand. Among those not hiring adolescents, the most common reason was concern about child labor regulations and associated tasks (e.g., paperwork, monitoring hours). Respondents use a variety of safety training resources, especially posters and safety meetings. For the future, they expect to need more handout materials and training videos. Study results provide insights into barriers to the employment of young workers and suggest methods by which agricultural safety specialists can best assist those employers and producers who are willing to hire adolescents into agricultural work settings.
ERIC Educational Resources Information Center
Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, James
2010-01-01
Many large urban school districts are rethinking their personnel management strategies, often giving increased control to schools in the hiring of teachers, reducing, for example, the importance of seniority. If school hiring authorities are able to make good decisions about whom to hire, these reforms have the potential to benefit schools and…
Does Autonomy over Teacher Hiring Affect Student Math and Science Achievement?
ERIC Educational Resources Information Center
Kim, Youngran
2017-01-01
This paper examines the causal effects of autonomy over teacher hiring on student math and science achievement using the random student assignment policy implemented in Korea. Under this policy, students were randomly assigned to different schools within their school districts which equalized the compositions of student bodies across schools.…
Use of ePortfolios in K-12 Teacher Hiring in North Carolina: Perspectives of School Principals
ERIC Educational Resources Information Center
Ndoye, Abdou; Ritzhaupt, Albert Dieter; Parker, Michele A.
2012-01-01
This study explored the perceptions of principals involved in the hiring process of K-12 teachers in 11 counties in southeastern North Carolina. Forty-nine principals responded to a survey on ePortfolio use in the hiring process: the pros and cons, desirable artifacts, stage of use, preferred delivery method, and improvements that can increase…
20 Suggestions for Improving the Departmental Procedures for Hiring Teachers of Sociology.
ERIC Educational Resources Information Center
Ewens, Bill
Twenty suggestions are given to help university sociology departments develop procedures for hiring good teachers in the field. The first five ideas are about publicizing the position and initial screening of applications. Jobs should be announced in professional journals and at graduate departments with good reputations. Standardized forms should…
Recruiting, Funding, and Hiring of Doctoral Students in Physical Education Teacher Education
ERIC Educational Resources Information Center
Boyce, Barbara Ann; Curtner-Smith, Matt; Sinelnikov, Oleg
2016-01-01
This article examines trends and issues surrounding recruiting, funding, and hiring of doctoral physical education teacher education (D-PETE) students and graduates. Sources for this examination were background data collected by Boyce and her colleagues, the existing literature on these topics, and qualitative data gathered from 30 sport…
Context Matters: Principals' Sensemaking of Teacher Hiring and On-the-Job Performance
ERIC Educational Resources Information Center
Ingle, Kyle; Rutledge, Stacey; Bishop, Jennifer
2011-01-01
Purpose: School principals make sense of multiple messages, policies, and contexts within their school environments. The purpose of this paper is to examine specifically how school leaders make sense of hiring and subjective evaluation of on-the-job teacher performance. Design/methodology/approach: This qualitative study drew from 42 interviews…
The Role of Electronic Portfolios in the Hiring of K-12 Teachers
ERIC Educational Resources Information Center
Strawhecker, Jane; Messersmith, Ken; Balcom, Amanda
2008-01-01
This mixed-method study explored the perspectives of principals involved in the hiring process of K-12 teachers in one Midwestern state. Participants' survey data was used to examine the pros and cons of portfolios, to determine preferences in portfolio contents and electronic delivery method, and to investigate what predictors significantly…
The Use of Leadership Standards in the Hiring Practices of Effective Principals
ERIC Educational Resources Information Center
Kracht, Ritchie E.; Hensley, Melissa A.; Strange, Martha A.
2013-01-01
This is a problem based learning project focusing on superintendent use of ISSLC standards in hiring practices for human resource management. Research notes student achievement is affected by effective leadership of principals. School district superintendents charged with hiring effective principals must determine the best candidate for that…
Essentials for Principals: How To Interview, Hire, and Retain High-Quality New Teachers.
ERIC Educational Resources Information Center
Clement, Mary C.
This guide provides principals with useful information about hiring teachers, including checklists for organizing the search for qualified candidates, recommendations on how to identify suitable applicants, and sample interview questions. In an increasingly competitive employment environment, school district personnel systems can help, or hinder,…
ERIC Educational Resources Information Center
Saunders, Zachery S.
2017-01-01
This study examines the hiring practices for head football coaches at the NCAA Division I Football Bowl Subdivison (FBS) "Power 5" level. The research assesses the hiring practices used by athletic departments and evaluates various components of the hiring process that are utilized when hiring a head football coach. Additionally, this…
Interviewing Practices of Principals and the Role That Biases May Have on the Hiring Process
ERIC Educational Resources Information Center
Redmon, Lisa Ann
2012-01-01
This causal-comparative study examined reported practices by principals when hiring assistant principals. Two hypotheses were under investigation. The first hypothesis was "Principals will hire assistant principals with similar characteristics rather than hire assistant principals with dissimilar characteristics," and the second…
Agency-Hired Hotel Housekeepers
Sanon, Marie-Anne V.
2014-01-01
Hotel housekeepers experience unique workplace hazards and characteristics that increase their risks for poor health outcomes. Today’s agency-hiring practices may further marginalize hotel housekeepers and negatively impact their health. Yet the impact of such hiring practices on the health of this vulnerable worker group remains unexplored. This article presents the debate regarding agency-hiring practices and how these practices may influence the health and well-being of hotel housekeepers. Implications for occupational health nurses are also discussed. PMID:24512722
New Teacher Recruitment, Hiring, and Retention Strategies for the Canton Public School District
ERIC Educational Resources Information Center
Luckett, W. K., Jr.
2017-01-01
This investigation focused on identifying model foundational strategies to assist Canton Public School District (CPSD) officials in recruiting new teachers, successfully hiring them, and then retaining them the district. Located within the boundaries of the city of Canton, Mississippi, CSPD is geographically located in the central portion of the…
Disability-Inclusive Employer Practices and Hiring of Individuals with Disabilities
ERIC Educational Resources Information Center
Erickson, William A.; von Schrader, Sarah; Bruyère, M.; VanLooy, Sara A.; Matteson, S.
2014-01-01
Purpose: To determine what disability-inclusive policies and practices employers have in place and examine the relationship between these practices and the actual recruitment and hiring of persons with disabilities. Method: A survey 675 of human resources professionals who were members of the Society for Human Resource Management. Results: After…
ERIC Educational Resources Information Center
Ellis, Christina; Skidmore, Susan Troncoso; Combs, Julie P.
2017-01-01
Purpose: Teachers' satisfaction with their jobs has reached the lowest point in 25 years. One contributing factor is when teachers experience information-poor hiring processes and do not obtain an accurate preview of their positions, their person-organization (P-O) fit, and person-job (P-J) fit. Sparked by a renewed focus on the variables that can…
Personalized Learning: Hiring Educators for the 21st Century
ERIC Educational Resources Information Center
Stewart, Janet
2012-01-01
The hiring process is the intermediary step between teachers' pre-service education and their ongoing professional development journey. It's a critical juncture, and it's important that employers get it right. Within the education sector, the cost of a poor hire can be very high; an underperforming teacher may hinder student learning and undermine…
Kogan, Lori R; Hellyer, Peter W; Stewart, Sherry M; Dowers, Kristy L
2015-01-01
Hiring new employees is one of the most important and difficult decisions all veterinary practice managers and owners face. In an effort to improve hiring decisions, many employers are choosing to screen potential employees more thoroughly through the use of interviews, background checks, personality assessments, and online research including social and professional networking websites. The current study reports results from an anonymous online survey created to evaluate practicing veterinarians' attitudes and practices related to the use of recruitment and hiring tools. Results suggest that, compared to those in other professions, veterinarians underutilize these evaluative tools. The profession could benefit from more opportunities for both practitioners and veterinary students to learn how to utilize a broader range of hiring and recruitment techniques. One area of particular and growing concern is the use of Internet social media for evaluation of potential employees. Despite the fairly low number of participants who indicated they currently research applicants online, a significant number plan to implement this practice in the future. Many students are unaware of how their online postings can affect their future job possibilities and career. It is therefore important to designate time within continuing education programs and professional veterinary curricula to educate these populations about hiring and recruitment tool options and about how to manage their personal Internet interactions (especially social media) to enhance and maintain their professional image (e-professionalism).
Little Things Count: Principal and New Teacher Feedback about District Support in the Hiring Process
ERIC Educational Resources Information Center
Mac Iver, Martha Abele
2006-01-01
This study examines the role of district central offices in recruiting and hiring teachers and principals in an urban setting. Findings indicate many district human resources offices, particularly in urban settings, often lose quality candidates to suburban districts whose HR offices are better organized and pay closer attention to managing…
Hiring Practices Used to Staff the Iraqi Provisional Authorities
2009-01-16
Report No. D-2009-042 January 16 , 2009 Hiring Practices Used To Staff the Iraqi Provisional Authorities Report Documentation Page Form...with a collection of information if it does not display a currently valid OMB control number. 1. REPORT DATE 16 JAN 2009 2. REPORT TYPE 3. DATES...AVAILABILITY STATEMENT Approved for public release; distribution unlimited 13. SUPPLEMENTARY NOTES 14. ABSTRACT 15. SUBJECT TERMS 16 . SECURITY
What Every Public School Physical Educator Should Know about the Hiring Process
ERIC Educational Resources Information Center
Stier, William F., Jr.; Schneider, Robert C.
2007-01-01
A national survey of high school principals was conducted to determine whether they agreed or disagreed with selected practices and procedures used to hire high school physical education teachers. A survey instrument, developed with the help of experts in the field and consisting of 29 items, was sent to 400 randomly selected principals. Useable…
ERIC Educational Resources Information Center
Glanzer, Perry L.
2013-01-01
Since 2008 the Canadian Association of University Teachers (CAUT) has launched investigations into five Canadian faith-based universities to determine if they violate CAUT's particular understanding of academic freedom. The source of the violation concerns the universities' faith-based hiring requirements, which CAUT maintains violates the…
Hiring and Screening Practices of Agencies Supplying Paid Caregivers to Older Adults
Lindquist, Lee A.; Cameron, Kenzie A.; Messerges-Bernstein, Joanne; Friesema, Elisha; Zickuhr, Lisa; Baker, David W.; Wolf, Michael
2012-01-01
Objectives To assess what screening practices agencies use in hiring caregivers and how caregiver competency is measured prior to assigning older adult responsibilities. Design One-to-one phone interviewers where interviewers posed as prospective clients seeking a caregiver for an older adult relative. Setting Cross-sectional cohort of agencies supplying paid caregivers to older adults in Illinois, California, Florida, Colorado, Arizona, Wisconsin, and Indiana. Participants 462 home care agencies were contacted, of which 84 were no longer in service, 165 offered only nursing care, and 33 were excluded. 180 agencies completed interviews. Measurements Agencies were surveyed about their hiring methods, screening measures, training practices, skill competencies assessments, and supervision. Open ended responses were qualitatively analyzed by two coders. Results To recruit caregivers, agencies primarily used print and internet (e.g. Craigslist.com) advertising (n=69, 39.2%) and word-of-mouth referrals (n=49, 27.8%). In hiring, agencies required prior “life experiences” (n=121, 68.8%) of which less (n=33, 27.2%) were specific to care giving. Screening measures included federal criminal background checks (n=96, 55.8%) and drug testing (n= 56, 31.8%). Agencies stated that the paid caregiver could perform medication reminding (n=169, 96.0%).Skill competency was assessed by caregiver self-report (n=103, 58.5%), testing (n=62, 35.2%), and client feedback (n=62, 35.2%). General caregiver training length ranged from 0–7 days. Supervision ranged from none to weekly and included home visits, phone calls, and caregivers visiting the central office. Conclusion Using an agency to hire paid caregivers may give older adults and their families a false sense of security regarding the background and skill set of the caregiver. PMID:22724430
Hiring and screening practices of agencies supplying paid caregivers to older adults.
Lindquist, Lee A; Cameron, Kenzie A; Messerges-Bernstein, Joanne; Friesema, Elisha; Zickuhr, Lisa; Baker, David W; Wolf, Michael
2012-07-01
To assess what screening practices agencies use in hiring caregivers and how caregiver competency is measured before assigning responsibilities in caring for older adults. One-to-one phone interviews in which interviewers posed as prospective clients seeking a caregiver for an older adult relative. Cross-sectional cohort of agencies supplying paid caregivers to older adults in Illinois, California, Florida, Colorado, Arizona, Wisconsin, and Indiana. Four hundred sixty-two home care agencies were contacted, of which 84 were no longer in service, 165 offered only nursing care, and 33 were excluded; 180 agencies completed interviews. Agencies were surveyed about their hiring methods, screening measures, training practices, skill competencies assessments, and supervision. Two coders qualitatively analyzed open-ended responses. To recruit caregivers, agencies primarily used print and Internet (e.g., Craigslist.com) advertising (n = 69, 39.2%) and word-of-mouth referrals (n = 49, 27.8%). In hiring, agencies required prior "life experiences" (n = 121, 68.8%) few of which (n = 33, 27.2%) were specific to caregiving. Screening measures included federal criminal background checks (n = 96, 55.8%) and drug testing (n = 56, 31.8%). Agencies stated that the paid caregiver could perform skills, such as medication reminding (n = 169, 96.0%). Skill competency was assessed according to caregiver self-report (n = 103, 58.5%), testing (n = 62, 35.2%), and client feedback (n = 62, 35.2%). General caregiver training length ranged from 0 to 7 days. Supervision ranged from none to weekly and included home visits, telephone calls, and caregivers visiting the central office. Using an agency to hire paid caregivers may give older adults and their families a false sense of security regarding the background and skill set of the caregiver. © 2012, Copyright the Authors Journal compilation © 2012, The American Geriatrics Society.
Avoid costly litigation: ten steps to implementing lawful hiring practices.
Holmes, Judith H
2004-01-01
A malpractice claim or suit can have a devastating effect on a physician's practice and personal life. What is often overlooked is that an employment-related suit or EEOC charge also can extract a heavy toll, personally, professionally, and financially. The number of employment-related suits and claims has risen dramatically in the last few years. According to recent enforcement and litigation statistics released by the U.S. Equal Employment Opportunity Commission (EEOC) (1), the total discrimination charges filed by individuals against their employers increased last year to 80,840--the highest level since the mid-1990's. According to the EEOC data, in 2001, employers paid $248 million in connection with charges of discrimination filed with the EEOC by job applicants, employees, and former employees. Employers paid an additional $47 million to the EEOC in connection with lawsuits filed against employers by the EEOC (2). This does not include the millions of dollars employers were forced to pay in settlements, judgments, costs, and attorney's fees incurred in connection with employment-related lawsuits filed in state and federal courts during the same period of time. Employment-related litigation is on the rise, and the healthcare industry is not immune. Physicians as employers can be a target for a wide range of employment-related claims and suits, such as breach of contract, invasion of privacy, sex, race, age, religious and age discrimination, and negligent hiring, just to name a few. The number of jury verdicts rendered against employers is increasing and the verdict awards are often staggering. In addition, defending these suits can be as expensive as defending a complicated malpractice suit. Even worse, employment discrimination suits and charges are generally not covered by malpractice, D & O, or general liability insurance policies, leaving the physician to cope with the financial burden of judgments, settlements, attorney's fees and litigation costs. Most
ERIC Educational Resources Information Center
Goza, Barbara K.; Lau, Andrea DeBellis
1992-01-01
Employers (n=107) of human resource professionals described their hiring practices. Only 13 companies had human resource internship placements for college students. Most widely used methods for recruiting were newspapers, informal channels, and internal recruitment. Highest rating for initial screening criteria were given to job experience in…
Hiring and Recruitment Practices in Academic Libraries: Problems and Solutions.
ERIC Educational Resources Information Center
Raschke, Gregory K.
2003-01-01
Academic libraries need to change their recruiting and hiring procedures to stay competitive in today's changing marketplace. To be more competitive and effective in their recruitment and hiring processes, academic libraries must foster manageable internal solutions, look to other professions for effective hiring techniques and models, and employ…
Lessons Learned: Newly Hired Nurses' Perspectives on Transition Into Practice.
Ziebert, Carolyn; Klingbeil, Carol; Schmitt, Catherine A; Stonek, Alice V; Totka, Joan P; Stelter, Ashley; Schiffman, Rachel F
2016-01-01
This descriptive qualitative study explored data from debriefs of all newly hired nurses at 3, 6, and 12 months posthire during a newly designed transition-to-practice program at a pediatric hospital. Four major themes emerged: preceptors, education process, adaptation to the organization, and role transition. Supportive factors included staged orientation, limited preceptors, mentors, regular communication with leaders, and a culture of teamwork. Stressors included too many preceptors, mentorship needs, floating, communication challenges, and organizational changes.
The Law and Hiring Practices in Faith-Based Schools
ERIC Educational Resources Information Center
Russo, Charles J.
2009-01-01
A key concern of educational leaders in faith-based schools is their ability to hire faculty members who support institutional missions. Insofar as the American legal system protects the rights of leaders in faith-based schools to hire those who share in school goals, this article is divided into three substantive sections. The first section…
Hiring at Risk: Time to Ensure Hiring Really Is the Most Important Thing We Do
ERIC Educational Resources Information Center
Hughes, Thomas Ross
2014-01-01
This article focuses on the necessity of providing foundational preparatory training for those who are charged with leading teacher hiring efforts at the K-12 level. The essential question proposed within the article is: Why are the very educators tasked with directly leading K-12 staff selection and retention efforts far more likely to be…
A narrative inquiry into novice science mentor teachers' mentoring practices
NASA Astrophysics Data System (ADS)
Naseem, Samina
Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into
ERIC Educational Resources Information Center
Habib, Masooma
2010-01-01
Teacher absenteeism is a persistent problem in Pakistani government schools. Under a new policy, teachers hired in Pakistani schools after 2002 are hired on fixed term contracts that are renewed, in part, based on low absenteeism. This study uses qualitative analysis techniques to assess the impact of contractual hiring on teacher absenteeism…
ERIC Educational Resources Information Center
Palagi, Patti
2017-01-01
To determine the qualities associated with effective building leaders, this study identifies how those tasked with hiring principals value core leadership practices and past educational experience. The inclusion of prior classroom teaching experience as a pre-requisite for applying to a principal preparation program provided the impetus for this…
ERIC Educational Resources Information Center
Mulieri, Vincent K.
2010-01-01
The purpose of this study was to investigate teacher selection practices in public high schools on Long Island, New York. More specifically, this study sought to identify criteria used to guide teacher selection, how the criteria are developed and used within the process, and the role of the principal in teacher selection. This research was…
Teacher Hiring, Transfer and Assignment in Chicago Public Schools. Executive Summary
ERIC Educational Resources Information Center
New Teacher Project, 2007
2007-01-01
In the winter of 2006-2007, The New Teacher Project (TNTP) engaged in an extensive review of teacher staffing policies and practices in Chicago Public Schools (CPS). TNTP investigated the impact of CPS staffing rules through several avenues: (1) Review of CPS Teachers contract; (2) Analysis of Human Resources transaction data; (3) Surveys of…
Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education
ERIC Educational Resources Information Center
Kagoda, Alice Merab; Sentongo, John
2015-01-01
Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher…
Teacher Evaluation. Policy Brief.
ERIC Educational Resources Information Center
Glass, Gene V.
2004-01-01
Traditional forms of evaluating teachers (e.g., inspection of credentials, supervisor and peer observation and rating) for purposes of hiring, promotion, and salary increases have served the profession of teaching well for decades and should receive continued support in policy and practice. Newer forms of evaluation--primarily paper-and-pencil…
Supporting Newly Hired Science Teachers
ERIC Educational Resources Information Center
Luft, Julie A.; Nixon, Ryan S.; Dubois, Shannon L.; Campbell, Benjamin K.
2014-01-01
New teachers are common in the teaching workforce (Ingersoll and Merrill 2012). All new teachers will learn about the school curriculum and school policies in their first years. New science teachers, however, need to attend to the "Next Generation of Science Standards" (NGSS Lead States 2013) as they build their instruction and knowledge…
Sticky Schools: How to Find and Keep Teachers in the Classroom
ERIC Educational Resources Information Center
Podolsky, Anne; Kini, Tara; Bishop, Joseph; Darling-Hammond, Linda
2017-01-01
To ensure that schools enjoy a steady supply of competent and committed teachers, federal, state, and local policymakers should look to the extensive research literature in this area, focusing on five strategies in particular: strengthening teacher preparation, improving hiring practices, increasing compensation, providing support for new…
Mentoring for New-Hire Success in Any Profession
ERIC Educational Resources Information Center
Runyan, Charles K.
2013-01-01
The paper focuses on the need for trained mentors in developing new hires in any profession and outlines a developmental theoretical framework as a basis for mentor training. To illustrate the success of trained developmental mentoring, a unique mentoring program called the Kansas Early Career/Mentor Teacher Academy is reviewed. The paper shares…
Teacher Recruitment and Teacher Quality? Are Charter Schools Different? Policy Report Number 20
ERIC Educational Resources Information Center
Burian-Fitzgerald, Marisa; Harris, Debbi
2004-01-01
Charter schools are expected to be innovative and to look different than traditional public schools. There is evidence that charter school administrators are taking advantage of opportunities to be innovative in their hiring practices and that teachers in charter schools look different than their colleagues in traditional public schools. It is not…
ERIC Educational Resources Information Center
Zhang, Fengjuan; Zhan, Ju
2014-01-01
This study explores the knowledge base of non-native English-speaking teachers (NNESTs) working in the Canadian English as a second language (ESL) context. By examining NNESTs' experiences in seeking employment and teaching ESL in Canada, and investigating ESL program administrators' perceptions and hiring practices in relation to NNESTs, it…
Special considerations for hiring an office manager.
Sachs Hills, Laura
2004-01-01
Medical practice office managers come in many varieties. They can be hired from the outside or promoted from within. They can have a great deal of experience working in medical practices or practically none. Which type of office manager is the best choice for your practice? This article will help you decide. It describes three types of office managers and considers the pros and cons of each. It explores the characteristics, advantages, and disadvantages of lay administrators hired from the outside, office managers promoted from the ranks, and "super-aides" who are asked to manage while doing their old jobs. This article also offers a list of 10 characteristics to look for in office manager candidates, as well as six areas of overall responsibility for your office manager. Finally, it includes a quick checklist of 20 required duties of typical medical practice office managers that can help you shape your office manager's job description.
Hiring your next partner: AOA critical issues.
Blasier, R Dale; Gagnon, Michael R; Iannotti, Joseph P; Jarvis-Selinger, Sandra
2014-09-03
Hiring a new partner into an orthopaedic department or group can be a daunting task. A recent American Orthopedic Association symposium sought to address three major aspects of hiring that affect orthopaedic leaders: (1) when to hire-the chairperson's role; (2) generational issues that affect hiring; and (3) the development of an initial compensation package.How does the chairperson recruit new physicians? Hiring a new partner into the academic setting requires a good deal of foresight. There must be an established game plan. Advertising and interviews need to be orchestrated. Chairpersons can find information about candidates from many unique sources. Fit within the department and community is important and must be cultivated. Spouses and families need special attention. Research candidates have individual needs. Perhaps the most important aspect of recruitment is the development of a realistic business plan. This paper provides an overview of factors to consider in managing a new hire.Generational issues are intriguing. Should they affect our hiring practices? It seems clear to established physicians that the new generation of graduates is different from their predecessors. Is this really true? Most everyone is familiar with the terms "Silent Generation," "Baby Boomers," "Generation X," and "Generation Y." Is there anything to be gained by categorizing an applicant? Is it important to hire a replica of one's self? This paper provides a thoughtful overview of generational issues as they apply to hiring new partners.Most department chairpersons are not trained as negotiators. Some preparation and experience are helpful in guiding the process of making an initial offer to a candidate. It is not all about pay. The package includes the guarantee period, expectations for the new hire, mentorship, and resources. How much should new orthopaedic academic hires be paid? Recent benchmark data from the Academic Orthopaedic Consortium suggest a mean income of $282,667 for
ERIC Educational Resources Information Center
Fernandez-Araoz, Claudio
1999-01-01
Describes the problems related to the hiring of senior-level positions. Suggests that regardless of the hiring process used, between 30% and 50% of executive-level appointments end in firing or resignation. Discusses the most common mistakes used in hiring. (JOW)
ERIC Educational Resources Information Center
Whaley, Jamie, Ed.; Cox, Cheryl, Ed.
Educators love to say it takes a village to raise a child. This task is accomplished through the skills, talents, and support of good teachers. This manual is designed to help school administrators help their teachers and students reach their maximum potential. It contains tools, tips, and guidelines that school leaders around the nation use to…
"No-hire" clauses in healthcare sector contracts: their use and enforceability.
Basanta, W Eugene
2006-01-01
In today's healthcare industry, many hospitals utilize outside agencies for both business and clinical functions. This Article acknowledges the prevalence of outsourcing contract labor in the healthcare arena and focuses on the restrictive provisions included in these employment contracts, particularly "no-hire" clauses. No-hire clauses are often included in contracts between healthcare providers and professional groups that provide clinical service employees to the provider, such as a medical practice group providing physicians to a hospital or an agency providing nurses to a nursing home. These clauses usually provide that the healthcare provider may not directly hire an employee provided by the professional group, nor may it contract with another professional group that later hires the employee. The purpose of a no-hire clause is two-fold: to protect the professional group's investment of time and moneyfor recruiting, training, and establishing the employee's clinical practice, and to give the professional group leverage to retain its employees. While noncompete clauses in employment contracts have traditionally been the subject of litigation, no-hire clauses raise distinct legal issues. Case law provides conflicting views as to the enforceability of these provisions. Some courts find no-hire clauses to be per se illegal restrictions on trade, while others will permit them when they are reasonable within a specific context. The author proposes that a multifactor test be applied on a case-by-case basis to determine the reasonableness of the no-hire provision in a given employment contract and suggests drafting improvements to facilitate enforcement.
Raising Teacher Salaries: The Funds Are There.
ERIC Educational Resources Information Center
Haberman, Martin
2005-01-01
School districts currently spend $2.6 billion annually on maintaining a system of recruiting and hiring teachers who quit or fail. The 120 major urban districts are the primary locus of this teacher churn. The causes include the negative conditions of work in these districts, the impersonal hiring procedures which recruit and hire the wrong people…
Pharmacists’ Opinions of the Value of CAPE Outcomes in Hiring Decisions
Marsh, Wallace A.; Castleberry, Ashley N.; Kelley, Katherine A.; Boyce, Eric G.
2017-01-01
Objective. The Hiring Intent Reasoning Examination (HIRE) was designed to explore the utility of the CAPE 2013 outcomes attributes from the perspective of practicing pharmacists, examine how each attribute influences hiring decisions, and identify which of the attributes are perceived as most and least valuable by practicing pharmacists. Methods. An electronic questionnaire was developed and distributed to licensed pharmacists in four states to collect their opinions about 15 CAPE subdomains plus five additional business related attributes. The attributes that respondents identified were: necessary to be a good pharmacist, would impact hiring decisions, most important to them, and in short supply in the applicant pool. Data were analyzed using statistical analysis software to determine the relative importance of each to practicing pharmacists and various subsets of pharmacists. Results. The CAPE subdomains were considered necessary for most jobs by 51% or more of the 3723 respondents (range, 51% to 99%). The necessity for business-related attributes ranged from 21% to 92%. The percentage who would not hire an applicant who did not possess the attribute ranged from 2% to 71.5%; the percentage who considered the attribute most valuable ranged from 0.3% to 35%; and the percentage who felt the attribute was in short supply ranged from 5% to 36%. Opinions varied depending upon gender, practice setting and whether the pharmacist was an employee or employer. Conclusion. The results of this study can be used by faculty and administrators to inform curricular design and emphasis on CAPE domains and business-related education in pharmacy programs. PMID:29367774
The challenges of staffing urban schools with effective teachers.
Jacob, Brian A
2007-01-01
Brian Jacob examines challenges faced by urban districts in staffing their schools with effective teachers. He emphasizes that the problem is far from uniform. Teacher shortages are more severe in certain subjects and grades than others, and differ dramatically from one school to another. The Chicago public schools, for example, regularly receive roughly ten applicants for each teaching position. But many applicants are interested in specific schools, and district officials struggle to find candidates for highly impoverished schools. Urban districts' difficulty in attracting and hiring teachers, says Jacob, means that urban teachers are less highly qualified than their suburban counterparts with respect to characteristics such as experience, educational background, and teaching certification. But they may not thus be less effective teachers. Jacob cites recent studies that have found that many teacher characteristics bear surprisingly little relationship to student outcomes. Policies to enhance teacher quality must thus be evaluated in terms of their effect on student achievement, not in terms of conventional teacher characteristics. Jacob then discusses how supply and demand contribute to urban teacher shortages. Supply factors involve wages, working conditions, and geographic proximity between teacher candidates and schools. Urban districts have tried various strategies to increase the supply of teacher candidates (including salary increases and targeted bonuses) and to improve retention rates (including mentoring programs). But there is little rigorous research evidence on the effectiveness of these strategies. Demand also has a role in urban teacher shortages. Administrators in urban schools may not recognize or value high-quality teachers. Human resource departments restrict district officials from making job offers until late in the hiring season, after many candidates have accepted positions elsewhere. Jacob argues that urban districts must improve hiring
NASA Astrophysics Data System (ADS)
Cotner, Bridget A.
years (2008 and 2013). Additionally, a classroom observation was conducted with one of the interviewed teachers in 2013. Qualitative analyses were conducted following the constant comparative method and were facilitated by ATLAS.ti v. 6.2, a qualitative analysis software program. Qualitative findings identified themes at the district level that influenced teachers' use of Teaching SMARTRTM strategies. All the themes were classified as obstacles to sustainability: economic downturn, turnover of teachers and lack of hiring, new reform policies, such as Race to the Top, Student Success Act, Common Core State Standards, and mandated blocks of time for specific content. Results from the survey data showed no statistically significant difference through time in perceived instructional practices except for a perceived decrease in the use of hands-on instructional activities from 2008 to 2013. Analyses conducted at the individual teacher level found change scores were statistically significant for a few teachers, but overall, teachers reported similarly on the teacher survey at both time points. This sustainability study revealed the lack of facilitating factors to support the continuation of reform practices; however, teachers identified strategies to continue to implement some of the reform practices through time in spite of a number of system-wide obstacles. This sustainability study adds to the literature by documenting obstacles to sustainability in this specific context, which overlap with what is known in the literature. Additionally, the strategies teachers identified to overcome some of the obstacles to implement reform practices and the recommendations by district level administrators add to the literature on how stakeholders may support sustainability of reform through time.
ERIC Educational Resources Information Center
Treese, Matthew Paul
2012-01-01
Public school districts in Pennsylvania use varying teacher screening and interviewing processes for hiring teachers. In order to hire the best teacher candidates for vacancies, the qualities of effective teachers such as those cited by the Council of Chief State School Officers Interstate Teacher Assessment and Support Consortium (InTASC) Model…
Teachers, Arts Practice and Pedagogy
ERIC Educational Resources Information Center
Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken
2014-01-01
What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…
Fasbender, Ulrike; Wang, Mo
2016-01-01
Organizational hiring practices have been charged for unfair treatment on the grounds of age. Drawing on theories of planned behavior and core self-evaluations, this research investigated the impact of negative attitudes toward older workers on hiring decisions and examined the moderating role of decision-makers' core self-evaluations. We tested our hypotheses based on a structured online questionnaire and a vignette study using a sample of 102 participants working in human resource management across different industries. As predicted, negative attitudes toward older workers were positively related to avoidance of hiring older people, which in turn was negatively related to the likelihood to select the oldest candidate. Because hiring decisions are not only about the hiring subject but also about the decision-maker, we tested the moderating role of decision-makers' core self-evaluations. Results showed that core self-evaluations buffered the relationship between negative attitudes toward older workers and avoidance of hiring older people. Theoretical implications of the findings with regard to hiring decisions about older people and practical recommendations to improve diversity management strategies and age-balanced hiring practices in organizations are discussed.
ERIC Educational Resources Information Center
Crain de Galarce, Patricia
2014-01-01
Urban schools are struggling to hire and retain effective literacy teachers. Alternative certification programs throughout the country seek to bridge the achievement gap and to bring qualified teachers to underserved classrooms. This dissertation explores the transformative inquiry of developing "resident" teachers in their journey as…
Principals' and Cooperating Teachers' Expectations of Teacher Candidates
ERIC Educational Resources Information Center
Bigham, Sarah G.; Hively, Dorothy E.; Toole, Georgiann H.
2014-01-01
This study examined public school partners' expectations of teacher candidates and beginning teachers and the qualities that principals consider most important when hiring new teachers. Teachers in Maryland, West Virginia and Virginia (N = 130) responded to 37 Likert-style survey questions based upon the 100 school principals' interview questions…
A Legal Brief--Unfulfilled Hiring Promises.
ERIC Educational Resources Information Center
Zirkel, Perry A.; Gluckman, Ivan B.
1988-01-01
Using a specific case, this article reviews some common areas of contract and tort law applicable to principals and employment practices in public and private schools. The question/answer format treats contract validity, negligent misrepresentation, and constitutionality issues involved in a case based on unfulfilled hiring promises. Includes four…
ERIC Educational Resources Information Center
Payne, Katherina A.
2018-01-01
Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their…
Hiring in a Hobbesian World. Social Infrastructure and Employers' Use of Information.
ERIC Educational Resources Information Center
Miller, Shazia Rafiullah; Rosenbaum, James E.
1997-01-01
Interviews of 51 employers showed they do not use transcripts or teacher recommendations in hiring. They mistrust applicant information from most sources, emphasizing interviews and "gut instinct," which often gives invalid results. They tend to use information from other employees or long-term social networks. (SK)
Sex Discrimination in Schools: Evaluating Employment Practices.
ERIC Educational Resources Information Center
Kane, Roslyn D.; And Others
This guide outlines how school districts can identify sex discrimination against women teachers and women administrators in their employment practices. It offers step-by-step instructions for collecting and analyzing data relevant to hiring patterns, promotional processes, salary, and fringe benefits. The first section of each chapter provides…
Beginning Student Teachers' Teacher Identities Based on Their Practical Theories
ERIC Educational Resources Information Center
Stenberg, Katariina; Karlsson, Liisa; Pitkaniemi, Harri; Maaranen, Katriina
2014-01-01
In this article, we investigate first-year student teachers' teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this…
ERIC Educational Resources Information Center
Cannata, Marisa; Engel, Mimi
2012-01-01
The academic success of any school depends on its teachers. However, relatively little research exists on the qualities principals value in teacher hiring, and we know almost nothing about charter school principals' preferences. This article addresses this gap in the literature using survey results for a matched sample of charter and traditional…
Can California Teacher Pensions Be Distributed More Fairly? Research Report
ERIC Educational Resources Information Center
Johnson, Richard W.; Southgate, Benjamin G.
2014-01-01
The California State Teachers' Retirement System (CalSTRS) has been grossly underfunded for the past decade. State policymakers have responded by cutting plan benefits for new hires and raising teachers' required plan contributions. These changes, however, have undermined teachers' retirement income security. Only 35 percent of new hires will…
ERIC Educational Resources Information Center
Pippen, Rebecca Gintz
2016-01-01
For decades, accountability for student results has been at the forefront of school reform. While many school-based factors have influence, teacher quality has consistently been identified as the most important school-based factor related to student achievement (Rivkin, Hanushek, & Kain, 2000; Stronge, 2007). Research also suggests that a…
Hiring and Retaining Great Independent School Teachers
ERIC Educational Resources Information Center
Balossi, Matt; Hernández, Natalie R.
2016-01-01
While numerous studies measure teacher effectiveness in public schools, there is little research on teacher quality among independent schools. In fact, the topic of teacher quality in public schools receives widespread media coverage, funding, and special interest. In order to better understand how independent schools describe high-quality…
ERIC Educational Resources Information Center
Feirsen, Robert; Weitzman, Seth
2004-01-01
Competition for the best teaching jobs is becoming more intense. Since publication of the first edition, when it was mainly the most desirable schools that were deluged by applications, the economic climate has made the teacher market more competitive across the board, and is changing hiring practices. Now extensively revised, this book maintains…
Development and Implementation of Minimum Hiring Specifications
ERIC Educational Resources Information Center
Herbstritt, Michael R.
1978-01-01
Specifications were developed to avoid possible discrimination and confusion in the hiring practices at a large southeastern university. They were developed through job analysis and a systematic file search designed to find the education and prior related work experience possessed by each incumbent. The specifications were validated as…
Exploring into Teacher's Specialized Practicality
ERIC Educational Resources Information Center
Tian, Lian-jin
2010-01-01
Teacher specialization is a subject with very strong practicality as regards its essence. This paper analyzes the main problems of the existing teacher professionalism, poses and argues the 3 hypotheses of teacher professionalism. Around the reality of teacher professionalism, the author brings forward and establishes a new teacher evaluation…
Survey of Art Teacher Educators: Qualifications, Identity, and Practice
ERIC Educational Resources Information Center
Milbrandt, Melody K.; Klein, Sheri R.
2008-01-01
A survey conducted in the fall of 2006 on the National Art Education Association Higher Education Listserv yielded rich demographic information about the contexts, preparation, and values of 100 higher education art educator volunteer participants. The academic credentials of art educator participants, along with hiring and promotion practices in…
Hiring and Training Lifeguards.
ERIC Educational Resources Information Center
Hunsucker, John
1993-01-01
Discusses options for the hiring, testing, training, and supervision of lifeguards. Stresses the responsibility of camp directors in hiring properly trained lifeguards to ensure camper safety. Includes a precamp screening test of lifeguard knowledge and skills. (LP)
ERIC Educational Resources Information Center
Weinstein, Margery
2011-01-01
"You're hired!" Those two words are easy to say, but it's not always easy to find the right employee. Success hinges on hiring interviews--and they require quite a bit of training to get right. Much of the work in identifying the best people for open positions falls to line-of-business managers. In this article, Verizon Wireless, Umpqua Bank,…
Wanted: "Highly Motivated, Concept-Driven Stars"--Hiring Preferences of Top U.S. Creative Directors.
ERIC Educational Resources Information Center
Broyles, Sheri J.; Kendrick, Alice
A study surveyed creative directors of top United States advertising agencies to provide an idea of the expectations and hiring practices for both copywriters and art directors in creative departments of those agencies. Results revealed that two-thirds hire creative personnel "right out of school," but that little if any formal recruiting is…
Deliberate Practice in Teacher Education
ERIC Educational Resources Information Center
Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D.
2014-01-01
Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers' learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the different…
From Teacher to Teacher Educator: Reframing Knowledge in Practice
ERIC Educational Resources Information Center
Dinkelman, Todd; Margolis, Jason; Sikkenga, Karl
2006-01-01
This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in…
ERIC Educational Resources Information Center
Jamil, Faiza M.; Sabol, Terri J.; Hamre, Bridget K.; Pianta, Robert C.
2015-01-01
Contemporary education reforms focus on assessing teachers' performance and developing selection mechanisms for hiring effective teachers. Tools that enable the prediction of teachers' classroom performance promote schools' ability to hire teachers more likely to be successful in the classroom. In addition, these assessment tools can be used for…
The Perceptions of New Middle School Teachers Regarding Teacher Job Satisfaction
ERIC Educational Resources Information Center
Evans, Paula Joan
2017-01-01
Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the…
Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility
ERIC Educational Resources Information Center
Feng, Li
2010-01-01
This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997-2003 in conjunction with the 1999-2000 Schools and Staffing Survey and its…
ERIC Educational Resources Information Center
Ballou, Dale; Podgursky, Michael
1995-01-01
Using Scholastic Aptitude Test scores as a measure of ability, across-the-board raises in teacher salaries produce only a modest improvement in attracting more able teachers. Such raises tend to encourage teachers of every type to stay longer and lowers the probability of hiring new entrants with high ability. (SK)
Goal Setting as Teacher Development Practice
ERIC Educational Resources Information Center
Camp, Heather
2017-01-01
This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…
Relating Teacher PCK and Teacher Practice Using Classroom Observation
NASA Astrophysics Data System (ADS)
Barendsen, Erik; Henze, Ineke
2017-09-01
Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions.
Unruly democracy and the privileges of public intimacy: (same) sex spousal hiring in academia.
Nadeau, Chantal
2005-01-01
Within the context of a discussion of lesbian academic couples there is something to be said about the (dis)pleasures and profits of a heteronormative practice such as spousal hiring and how much this privilege reveals the broader systemic discrimination vis-à-vis sexual and gender claims in our academic institutions. Two issues emerge from its (questionable) application: (1) How a privilege such as spousal hiring intersects with institutional policies concerning sexual diversity; and in light of this, (2)Why queer or lesbian couples shouldn't embrace dubious spousal hiring incentives.
ERIC Educational Resources Information Center
Gracia, Lidamar M.
2015-01-01
Hiring alternative certified teachers has been a plausible solution to meeting the growing needs for highly qualified teachers in the classroom. Not only is there a need for teachers, there is also a need for strong leadership in education. Newly hired teachers must not only be prepared to tackle the everyday issues and responsibilities of the…
ERIC Educational Resources Information Center
Kogan, Deborah; And Others
Trends in the recruitment and hiring practices of U.S. private sector firms were examined by analyzing data from the following: a literature review; telephone discussions with representatives of 13 key national labor market intermediaries (outplacement, career management, job search, screening, and staffing service firms); telephone discussions…
Unraveling the "Teacher Shortage" Problem: Teacher Retention is the Key.
ERIC Educational Resources Information Center
2002
This paper examines how the National Commission on Teaching and America's Future will address the high teacher attrition rates. Sections discuss: "The Conventional Wisdom is Wrong" (it is important to focus on how to keep the good teachers who have been recruited, trained, and hired rather than ask how to find and prepare more teachers); "A Closer…
Beginning literacy: links among teacher knowledge, teacher practice, and student learning.
McCutchen, Deborah; Abbott, Robert D; Green, Laura B; Beretvas, S Natasha; Cox, Susanne; Potter, Nina S; Quiroga, Teresa; Gray, Audra L
2002-01-01
Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.
Teacher Hiring, Transfer and Evaluation in Pueblo City Schools, CO. Executive Summary
ERIC Educational Resources Information Center
New Teacher Project, 2008
2008-01-01
In the winter and spring of 2008, The New Teacher Project (TNTP) partnered with Pueblo City Schools (PCS) in Pueblo, Colorado to assess the impact of the district's policies and practices on the ability of schools to build and maintain strong instructional teams. TNTP's analysis included the following components: (1) Interviews with a diverse…
Role of Clinical Practice in Teacher Preparation: Perceptions of Elementary Teacher Candidates
ERIC Educational Resources Information Center
Singh, Delar K.
2017-01-01
The Council for Accreditation of Teacher Education Programs (CAEP) has established five standards to measure the effectiveness of teacher preparation programs. Clinical partnerships and practice represent "Standard 2." The CAEP requires that teacher education programs design high quality clinical practice that is central to preparation…
Teacher Education: From Education to Teacher Substance and Practice
ERIC Educational Resources Information Center
Felicetti, Vera Lucia
2011-01-01
This article aims to reflect the trajectory of the teacher from the perspective of building and rebuilding the knowledge of the professional in education; it shows the teacher constituting the development of his knowledge-substance and knowledge-practice over the course of teacher performance, which makes each professional unique, though they…
Special considerations for hiring an associate.
Hills, Laura Sachs
2004-01-01
If you 're thinking about hiring an associate for your medical practice, you will have many things to consider and many decisions to make. This article weighs the pros and cons of associateships and provides a 12-question quiz to help you determine whether an associate will be a good fit for your goal, philosophy, needs, and personality. It suggests helpful tips for recruiting and interviewing top-notch applicants to your associateship, including effective interview questions. It also offers advice about evaluating associateship applicants and suggests typical compensation arrangements. This article also includes questions to answer in your associateship contract and practical advice about restrictive covenants and externships. Finally, the article offers 12 suggestions for getting your new associate up to speed right away in your practice.
ERIC Educational Resources Information Center
Hegde, Archana V.; Cassidy, Deborah J.
2009-01-01
The study assessed kindergarten teachers' beliefs, stated practices and actual practices regarding developmentally appropriate practices (DAP) in India. Forty kindergarten teachers from the urban city of Mumbai (India) participated in the study. Overall, the results indicated that teachers' beliefs were more developmentally appropriate than their…
No Teacher Left Behind: A Study of Teacher Attrition in Public Schools
ERIC Educational Resources Information Center
Heck, Barbara J.
2010-01-01
In 2002, President George W. Bush signed into law the No Child Left Behind Act (NCLB), which is intended to ensure that each classroom has a highly qualified teacher. Current research, however, shows approximately 27% of teachers hired each year leave the profession; in addition, approximately 50% of teachers with less than five years experience…
NASA Astrophysics Data System (ADS)
Sezen-Barrie, Asli
2018-03-01
Drawn from the cultural-historical theories of knowing and doing science, this article uses the concept of professional vision to explore what scientists and experienced teachers see and articulate as important aspects of climate science practices. The study takes an abductive reasoning approach to analyze scientists' videotaped lectures to recognize what scientists pay attention to in their explanations of climate science practices. It then analyzes how ideas scientists attended align with experienced teachers' sense-making of scientific practices to teach climate change. The findings show that experienced teachers' and scientists' explanations showed alignment in the focus on scientific practices, but indicated variations in the temporal and spatial reasoning of climate data. Furthermore, the interdisciplinarity of climate science was emphasized in climate scientists' lectures, but was not apparent once scientists and teachers shared the same culture in meetings to provide feedback to preservice teachers. Given the importance of teaching through scientific practices in classrooms, this study provides suggestions to capture the epistemic diversity of scientific disciplines.
Maximizing Uncertified Teachers' Potential
ERIC Educational Resources Information Center
Sterling, Donna R.; Frazier, Wendy M.
2010-01-01
New teachers, especially those who are not certified in education, need support to succeed at teaching and remain in the profession. Because there is a growing national shortage of science teachers, many school districts are forced to hire teachers who have science degrees but little training in education or experience teaching. Research shows…
Is It Better to Be Good or Lucky? Decentralized Teacher Selection in 10 Elementary Schools
ERIC Educational Resources Information Center
DeArmond, Michael; Gross, Betheny; Goldhaber, Dan
2010-01-01
In this article, the authors explore how school-based hiring reforms play out among schools serving different students in different locations within a single district. In particular, they consider how the intersection of school-based capacity and local school context affect teacher selection practice and outcomes. The analysis is based on a…
Preservice Teachers' Teacher Efficacy Beliefs and Constructivist-Based Teaching Practice
ERIC Educational Resources Information Center
Temiz, Tugba; Topcu, Mustafa Sami
2013-01-01
The purpose of this paper is to explore the relationship between preservice teachers' (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers' Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the…
The Influence Of A Multicultural Teacher Education Program On Teachers' Multicultural Practices
ERIC Educational Resources Information Center
McNeal, Kezia
2005-01-01
This study examined the multicultural classroom practices of two novice secondary English teachers employed by the same U.S. school district that serves a diverse student population. Findings indicated a high level of consistency between the teachers' intended multicultural practices and their implemented practices. Based on classroom…
ERIC Educational Resources Information Center
Zeringo, Thomas A.; Baldwin-LeClair, Jack
The past 20 years have witnessed a significant metamorphosis with regard to clinical gender neutrality within the classrooms of public schools. However, the beginning and formative years of a child's formal entry into public school are overseen by female teachers. Men comprise only 12% of the teaching force in elementary school, and this 12% of…
Teachers Implementing Entrepreneurship Education: Classroom Practices
ERIC Educational Resources Information Center
Ruskovaara, Elena; Pihkala, Timo
2013-01-01
Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
ERIC Educational Resources Information Center
Conklin, Hilary G.; Hughes, Hilary E.
2016-01-01
In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an…
ERIC Educational Resources Information Center
Pitkäniemi, Harri; Karlsson, Liisa; Stenberg, Katariina
2014-01-01
The purpose of this research is two-fold: 1) to describe what kind of practical theories student teachers have in the Finnish class teacher education context and 2) to analyse their differences and similarities at the initial and final phase of teacher education. We further analyse the relationship between the practical theories and their sources.…
ERIC Educational Resources Information Center
Gross, Betheny; DeArmond, Michael; Goldhaber, Dan
2010-01-01
Education reformers routinely call on school districts to stop hiring teachers based on seniority, which they argue interferes with effective staffing, especially in disadvantaged schools. The few researchers who have empirically studied the issue, however, disagree about whether seniority-based hiring is systematically associated with staffing…
Teachers Lead the Way in Denver
ERIC Educational Resources Information Center
Nazareno, Lori
2014-01-01
This article describes a teacher-led school "Mathematics and Science Leadership Academy" (MSLA) that is part of the Denver Public Schools. At MSLA, teachers collaborate to make authentic and substantive decisions about how the school operates and seek to meet each student's needs. At teacher-led schools, teachers hire their own…
A Study of Science Teachers' Homework Practices
ERIC Educational Resources Information Center
Tas, Yasemin; Sungur-Vural, Semra; Öztekin, Ceren
2014-01-01
This study investigates Turkish middle school science teachers' homework practices, the value teachers attach to homework and teachers' communication with parents about homework. One hundred and sixty-eight teachers completed surveys. Teachers reported to assign homework frequently: 93.4 per cent of the teachers reported that they assign homework…
ERIC Educational Resources Information Center
Alemdag, Ecenaz; Simsek, Pinar Özdemir
2017-01-01
This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had…
Fraser, Robert T; Johnson, Kurt; Hebert, James; Ajzen, Icek; Copeland, Jana; Brown, Pat; Chan, Fong
2010-12-01
As part of the planning process for a larger survey study to examine factors affecting employers' intention to hire and hiring of people with disabilities, a series of three semi-structured focus groups were held with key hiring decision makers, such as Human Resources directors, Chief Operating Officers (COOs), or Chief Executive Officers (CEOs) of small, medium, and large Seattle area companies. The chief goals of the focus groups were to elicit and refine the participants' beliefs, normative influences, and perceived control relative to hiring workers with disabilities. Narrative data obtained from the focus group discussion were examined using the Theory of Planned Behavior (TPB) to identify themes expressed by the focus group participants within the context of company size. Themes did vary by company size, but a prevailing concern across all companies related to questions about the efficiency/effectiveness of contact with vocational rehabilitation agencies. For both small- and mid-sized companies, there was a belief that people with disabilities could not do the work or were somehow less qualified. For large companies, convincing departmental and team managers that outreaching workers with disabilities would be a worthwhile hiring practice remained a challenge. The themes derived from this study can be used to help occupational rehabilitation professionals develop educational and marketing interventions to improve employers' attitudes toward hiring and retaining individuals with disabilities.
Teachers' Professional Practice Conducting Mathematical Discussions
ERIC Educational Resources Information Center
da Ponte, João Pedro; Quaresma, Marisa
2016-01-01
This paper seeks to identify actions that can be regarded as building elements of teachers' classroom practice in mathematical discussion and how these actions may be combined to provide fruitful learning opportunities for students. It stands on a framework that focuses on two key elements of teaching practice: the tasks that teachers propose to…
ERIC Educational Resources Information Center
Akkoç, Hatice; Balkanlioglu, Mehmet Ali; Yesildere-Imre, Sibel
2016-01-01
This research aimed to analyse the induction experiences of preservice mathematics teachers during their school placements through the lens of communities of practice. The main research question was concerned with how preservice mathematics teachers perceive what constitutes the practice of a professional community of mathematics teachers. A…
Teacher Hiring, Transfer and Evaluation in Los Angeles Unified School District. Executive Summary
ERIC Educational Resources Information Center
New Teacher Project, 2009
2009-01-01
In the spring and summer of 2008, The New Teacher Project (TNTP) partnered with Los Angeles Unified School District (LAUSD) to investigate the impact of the school district's policies and practices on the ability of schools to build and maintain strong instructional teams. TNTP's analysis included the following components: (1) Analysis of teacher…
Supporting practice teachers to identify failing students.
Skingley, Ann; Arnott, J; Greaves, J; Nabb, J
2007-01-01
The subject of identifying and supporting failing students in community nursing education programmes has been largely overlooked in the literature, yet is of great concern to practice teachers. This article discusses the views on the topic of a group of practice teachers in the light of existing, related research and proposes a number of indicators for good practice. It is suggested that of central importance is the need for higher education institutions and practice teachers to work together in identifying students causing concern at an early stage in their studies, based on both objective and subjective observations, and to have in place documented procedures to be followed when such situations arise.
Profile of Hired Farmworkers, 1996 Annual Averages.
ERIC Educational Resources Information Center
Runyan, Jack L.
Analyses of data from the 1996 Current Population Survey earnings microdata file examined demographic, earnings, and geographic characteristics of U.S. hired farmworkers. Approximately 906,000 persons aged 15 and older were employed as hired farmworkers each week in 1996, and an additional 72,000 persons were hired as farmworkers as a second job.…
ERIC Educational Resources Information Center
Mohamed, Ahmed Hassan Hemdan; Al-Qaryouti, Ibrahim Amin
2016-01-01
The purpose of this study was to explore whether preschool teachers' self-reported beliefs could predict their self-reported practices about developmentally appropriate practices (DAP). A related purpose was to examine whether classroom size and teachers' experience are significant predictors of their self-reported beliefs and practices. A total…
School food practices of prospective teachers.
Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya
2007-12-01
Schoolteachers can affect students' eating habits in several ways: through nutrition knowledge, positive role modeling, and avoidance of unhealthy classroom food practices. In this study, the knowledge, attitudes, and eating behaviors of prospective teachers as determinants of intended classroom food practices and the school environment and its potential impact on classroom food practices were examined and explored. One hundred and three students (response rate 79%) enrolled in the final year of a bachelor of education program with at least 22 weeks of practice teaching completed a self-administered questionnaire adapted from the Teens Eating for Energy and Nutrition at School teaching staff survey. Indexes related to classroom food practices, school food environment, personal health, fat intake, and nutrition knowledge were constructed and explored quantitatively using linear modeling techniques and contingency table analysis. The majority of respondents reported a high fat intake (65%) and had mid-to-low nutrition knowledge (72%). While most respondents (93%) believed that a healthy school food environment was important, two thirds reported unhealthy classroom food practices. Unhealthy classroom food practices were more likely to be used by those intending to teach at the secondary level, those who held a high personal health belief, and those who demonstrated less support for a healthy school environment. These findings suggest that knowledge, attitudes, and food behaviors of prospective teachers may be barriers to promoting healthy food habits to their future students. Further, prospective teachers would benefit from policies and programs that support healthy classroom practices and from compulsory nutrition education in the teacher training curriculum.
NASA Astrophysics Data System (ADS)
Deneroff, Victoria Matzenauer
This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.
Things to Remember During the Teacher Hiring Season. Newsletter
ERIC Educational Resources Information Center
Center for Comprehensive School Reform and Improvement, 2005
2005-01-01
Of all the factors that schools control, teacher quality is the one that most affects student achievement (Darling-Hammond, 2000). In fact, researcher Eric Hanushek (2002) found the difference in annual student achievement growth between a student taught by an effective teacher and one taught by an ineffective teacher can be as much as one…
Allied Health Teacher's Manual. Project HIRE.
ERIC Educational Resources Information Center
Gardner, David C.; And Others
Designed as supplemental material to on-going instruction in the vocational program, this teacher's manual to the Allied Health series is intended to accompany three dictionary booklets (available as CE 024 407-409) for use by handicapped students to help them master the core vocabulary taught in the trade. Information presented in the manual…
Culinary Arts Teachers Manual. Project HIRE.
ERIC Educational Resources Information Center
Gardner, David C.; And Others
Designed as supplemental material to on-going instruction in the vocational program, this teacher's manual to the Culinary Arts series is intended to accompany three dictionary booklets (available as CE 024 415-417) for use by handicapped students to help them master the core vocabulary taught in the trade. Information presented in the manual…
Confronting Unsuccessful Practices: Repositioning Teacher Identities in English Education
ERIC Educational Resources Information Center
Vetter, Amy; Hartman, Shana V.; Reynolds, Jeanie M.
2016-01-01
Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult…
Veteran teachers' use of recommended practices in deaf education.
Easterbrooks, Susan R; Stephenson, Brenda H; Gale, Elaine
2009-01-01
Deaf education teacher preparation programs face the likelihood that their graduates may not implement evidenced-based practices they were taught once they have graduated. The literature suggests that new teachers follow the school culture where they work rather than methods and strategies taught in their preparation programs. To investigate whether teachers of students who are deaf or hard of hearing (DHH) implement recommended practices, 23 teachers from three schools for the deaf were interviewed about their implementation and use of two recommended practices: independent reading and problem solving. The guiding questions were: Do teachers of students who are DHH use independent reading and problem solving after the enculturation process? If so, to what level? If not, can a review improve their level of use? Results demonstrated, at least regarding these two practices, that teachers of students who are DHH do implement evidence-based practices in their classrooms.
From Teacher Quality to Quality Teaching
ERIC Educational Resources Information Center
Kennedy, Mary M.
2006-01-01
Proposals to improve teacher quality often focus on hiring teachers with the right combination of personality, values, and knowledge and skills. The author suggests that although these elements of teacher quality are important, schools also need to pay attention to the conditions of classroom life that can determine teaching quality. She…
Layoff Policies Could Diminish Teacher Reform
ERIC Educational Resources Information Center
Sawchuk, Stephen
2009-01-01
This article reports that with the poor economy endangering more novice teachers' jobs, researchers and policymakers have begun to question the human-capital costs of "last hired, first fired" layoff policies. Such layoffs, those experts argue, do not consider teacher effectiveness, meaning that teachers who make vital contributions to school…
Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education
ERIC Educational Resources Information Center
Ellerbrock, Cheryl R.; Cruz, Bárbara C.; Vásquez, Anete; Howes, Elaine V.
2016-01-01
Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on…
Where Are All the Black Teachers? Discrimination in the Teacher Labor Market
ERIC Educational Resources Information Center
D'amico, Diana; Pawlewicz, Robert J.; Earley, Penelope M.; McGeehan, Adam P.
2017-01-01
In this article, Diana D'Amico, Robert J. Pawlewicz, Penelope M. Earley, and Adam P. McGeehan examine the racial composition of one public school district's teacher labor market through teacher application data and subsequent hiring decisions. Researchers and policy makers have long noted the lack of racial diversity among the nation's public…
A Survey of Athletic Training Employers' Hiring Criteria
Andrews, Lanna
2001-01-01
Objective: To identify athletic training employers' hiring criteria and to determine if the importance of individual hiring criteria vary by setting. Design and Setting: The Athletic Training Employer Needs Assessment Survey was mailed to athletic training employers advertising in the National Athletic Trainers' Association (NATA) placement vacancy notice between October 1996 and October 1998. Subjects: A total of 111 athletic training employers in NATA Districts 7, 8, and 10 were surveyed. Measurements: Employers rated the importance of hiring criteria on a 7-point Likert scale. Means and standard deviations were calculated for each criterion and compared these values to ascertain the importance of individual criteria. A principal component analysis was done to determine the underlying factors. Results: Hiring characteristics can be divided into 4 factors that include highly related criteria: (1) personal characteristics, (2) educational experience, (3) professional experience, and (4) work-related attributes. In addition, the hiring characteristics desired by employers varied among athletic training settings. Conclusions: When interviewing and presenting themselves for entry-level positions, athletic trainers should pay particular attention to the attributes within the 4 hiring criteria factors. Also, the desired hiring criteria of athletic training employers differed by setting. Applicants need to pay particular attention to these hiring criteria differences when constructing résumés, cover letters, and professional correspondence and when interviewing with prospective employers. PMID:12937484
Using Introductory Videos to Enhance ePortfolios and to Make Them Useful in the Hiring Process
ERIC Educational Resources Information Center
Hartwick, James M. M.; Mason, Richard W.
2014-01-01
This article explores whether or not there is a more effective way to develop and present portfolios to make them more meaningful and usable in the hiring process. An example of a pilot ePortfolio, with an accompanying three to four-minute introductory reflective video highlighting the pre-service teachers' beliefs about education, was shown to 15…
Practices of Effective Writing Teachers
ERIC Educational Resources Information Center
Gadd, Murray; Parr, Judy M.
2017-01-01
This study analyses the practices of nine New Zealand teachers of upper primary and middle-school students (N = 210) whose classes had consistently shown gains in writing far greater than normative expectations. Data from observations of three writing lessons and related interviews with each teacher, plus interviews with three focus students after…
ERIC Educational Resources Information Center
Grissom, Jason A.
2011-01-01
Background: High rates of teacher turnover likely mean greater school instability, disruption of curricular cohesiveness, and a continual need to hire inexperienced teachers, who typically are less effective, as replacements for teachers who leave. Unfortunately, research consistently finds that teachers who work in schools with large numbers of…
Improving Teacher Practice: Teachers' Perspectives on Capacity-Building Initiatives in Literacy
ERIC Educational Resources Information Center
Mattos, Joseph C.
2011-01-01
Educational research over the past 15 years shows that schools and school districts have, on a large scale, failed to translate reform goals into improved teacher practice and student learning. Although classroom teachers are central to successful school reform, research has rarely examined how teachers experience reform initiatives and how that…
ERIC Educational Resources Information Center
Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jiacheng
2013-01-01
Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive…
Preservice Elementary Teachers' Ideas About Scientific Practices
NASA Astrophysics Data System (ADS)
Ricketts, Amy
2014-10-01
With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers' ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants' written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers' content knowledge about doing the practices and their pedagogical knowledge about teaching the practices.
The Dilemma of Hiring Minorities and Conservative Resistance: The Diversity Game
ERIC Educational Resources Information Center
Antwi-Boasiako, Kwame Badu
2008-01-01
This paper defines affirmative action in the context of hiring practices in educational institutions and the public sector. It discusses discrimination, gender, equality, and conservative resistance to diversity programs. Cases are cited to illustrate the legal dilemmas of diversity in public and educational institutions. The monograph concludes…
ERIC Educational Resources Information Center
Johns, Kyoko Maeno
2009-01-01
The research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over…
Preschool Teachers' Language and Literacy Practices with Dual Language Learners.
Sawyer, Brook E; Hammer, Carol Scheffner; Cycyk, Lauren M; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.
ERIC Educational Resources Information Center
Egne, Robsan M.
2017-01-01
This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The…
Qualification Journey in Teacher Training: Case in Northern Cyprus
ERIC Educational Resources Information Center
Erden, Hale
2016-01-01
Problem Statement: The identification of professional teaching standards has great value on initial teacher training, hiring teachers, assessing teacher performance, as well as planning and organizing teacher professional development. In Northern Cyprus there are not any identified professional teaching standards. This study aimed at filling this…
Democratic Practices in Education: Implications for Teacher Education
ERIC Educational Resources Information Center
Pearl, Art, Ed.; Pryor, Caroline R., Ed.
2005-01-01
This book presents the findings of eleven teacher educators as they examine the meaning of democracy and its application to classroom practice. There is a shared belief among all contributors to this volume: that incorporating democratic practice into teacher education is an essential requirement to introducing democratic practices in K-12…
ERIC Educational Resources Information Center
Duflo, Esther; Dupas, Pascaline; Kremer, Michael
2012-01-01
We examine a program that enabled Parent-Teacher Associations (PTAs) in Kenya to hire novice teachers on short-term contracts, reducing class sizes in grade one from 82 to 44 on average. PTA teachers earned approximately one-quarter as much as teachers operating under central government civil-service institutions but were absent one day per week…
Teacher Reflective Practice in Jesuit High Schools
ERIC Educational Resources Information Center
Klug, Joseph H.
2010-01-01
Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…
48 CFR 3052.222-90 - Local hire (USCG).
Code of Federal Regulations, 2011 CFR
2011-10-01
... 48 Federal Acquisition Regulations System 7 2011-10-01 2011-10-01 false Local hire (USCG). 3052... CLAUSES Text of Provisions and Clauses 3052.222-90 Local hire (USCG). As prescribed in (HSAR) 48 CFR 3022.9001, insert the following clause: Local Hire (USCG) (JUN 2006) (a) When performing a contract in whole...
48 CFR 3052.222-90 - Local hire (USCG).
Code of Federal Regulations, 2010 CFR
2010-10-01
... 48 Federal Acquisition Regulations System 7 2010-10-01 2010-10-01 false Local hire (USCG). 3052... CLAUSES Text of Provisions and Clauses 3052.222-90 Local hire (USCG). As prescribed in (HSAR) 48 CFR 3022.9001, insert the following clause: Local Hire (USCG) (JUN 2006) (a) When performing a contract in whole...
ERIC Educational Resources Information Center
Hegde, Archana V.; Sugita, Chisato; Crane-Mitchell, Linda; Averett, Paige
2014-01-01
This study explored Japanese day nursery and kindergarten teachers' beliefs and practices regarding developmentally appropriate practices. Data were collected using in-depth interviews. Teacher interviews provided insights into the merger of the childcare and education systems of Japan. Six themes emerged from the analysis of the day nursery and…
Taking the Reins: Preservice Teachers Practicing Leadership
ERIC Educational Resources Information Center
Dunlap, Karen; Hansen-Thomas, Holly
2011-01-01
What makes the difference between a good teacher and a great one? Knowing one's content is important, but having strong leadership skills can tip the scales from mediocrity to excellence. The best time to begin practicing being a teacher leader is during the preservice years. By practicing leadership skills, one can begin to view oneself not only…
The Practical Audio-Visual Handbook for Teachers.
ERIC Educational Resources Information Center
Scuorzo, Herbert E.
The use of audio/visual media as an aid to instruction is a common practice in today's classroom. Most teachers, however, have little or no formal training in this field and rarely a knowledgeable coordinator to help them. "The Practical Audio-Visual Handbook for Teachers" discusses the types and mechanics of many of these media forms and proposes…
Beliefs, Practices, and Expectations of Oral Teachers of the Deaf
ERIC Educational Resources Information Center
Brown, P. Margaret; Paatsch, Louise
2010-01-01
This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist…
Sayeski, Kristin L; Earle, Gentry A; Eslinger, R Paige; Whitenton, Jessy N
2017-04-01
Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.
Teacher Beliefs and Practices of Kindergarten Teachers in Hong Kong
ERIC Educational Resources Information Center
Leung, Chi-hung
2012-01-01
A key educational reform proposal made in 2000 is to build a new culture for quality early childhood education through upgrading professional competence. Teachers are an important element of high-quality, developmentally appropriate early childhood programs. The Teacher Beliefs and Practices Survey (TBS) based on 2009 NAEYC Developmentally…
ERIC Educational Resources Information Center
Karimi, Mohammad Nabi; Dehghani, Asieh
2016-01-01
The present study examined EFL teachers' theoretical orientations towards reading, their reading instructional practices and the correspondence between the theoretical orientations/practices. The study participants were 80 male and female Iranian EFL teachers teaching at a number of private English language institutes. Half of the teachers were…
The relationship of science teachers' beliefs and practices
NASA Astrophysics Data System (ADS)
Varrella, Gary Frank
1997-10-01
The relationships between constructivist and Science-Technology-Society (STS) teaching practices and teachers beliefs are the focus of this dissertation. This study is founded on the premise that individual teacher's beliefs are strong indicators of their instructional choices and teaching habits. The basic research premise is: the more complete and complex the individuals' belief structure about constructivist and STS teaching, the more expert and consistent the teacher is in the complementary constructivist teaching practices. This triangulation study used quantitative and qualitative methods. Three instruments were used: the Science Classroom Observation Rubric and Teaching Practices Assessment Inventory, from the Expert Science Teacher Educational Evaluation Model (ESTEEM), and the Science Teacher Beliefs About the Learning Environment Rubric (developed by the author). The results yielded significant multiple regression analysis regarding the relationships between beliefs and practices in constructivist/STS science teaching not documented elsewhere. Statistically significant factors contributing to expertise included the value teachers placed on their students as individuals whose ideas and contributions to the class are important, teachers' commitment to work as partners with students in the learning environment, and the importance of context, i.e., instruction which is personally relevant and meaningful. No differences were found related to gender or total years of teaching experience. A cross-case methodology was used to explore data from open-ended interviews and for examination of teachers' written comments regarding their interactions with students in the learning environment. Expertise was also shown to be linked to teachers with a commitment to life-long learning and to years of participation/leadership by teachers in state and national reform movements. Qualitative data corroborated these findings, providing a rich and authentic background to the
Assessment of school mathematics: Teachers' perceptions and practices
NASA Astrophysics Data System (ADS)
Pfannkuch, Maxine
2001-12-01
This is the first report of a proposed ten-year interval longitudinal study about teacher assessment practice in Auckland, New Zealand. Interviews with teachers of Year 3, 6, 8, 10, and 13 students are analysed. These interviews indicate that primary teachers are using a variety of assessment strategies in a mastery-based system. Their judgement of mathematical performance is dominated by the belief that all students must feel that they are achieving. The secondary teacher interviews indicate common use of alternative assessment strategies in non-examination classes. Judgement of student performance is benchmarked against national examinations. It is conjectured that an education system effect determines teachers' assessment practices.
Teachers' Knowledge Development and Change: Untangling Beliefs and Practices
ERIC Educational Resources Information Center
Theriot, Shirley; Tice, Kathleen C.
2009-01-01
Through a case-study approach, the authors focus on understanding the complexity of teachers' knowledge development, particularly as it pertains to teachers' beliefs about literacy development and their teaching practices in literacy. Participants of the study are middle-school teachers who shared their beliefs and practices through (1) a…
Do Career Goals Promote Continuous Learning among Practicing Teachers?
ERIC Educational Resources Information Center
Ng, Chi-Hung
2010-01-01
Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning…
Salaries of Teachers. Indicator of the Month.
ERIC Educational Resources Information Center
National Center for Education Statistics (ED), Washington, DC.
This report lists percentage distribution and annual median salaries (in constant 1998 dollars) of full-time elementary and secondary school teachers, by age for 1971-98. As a wave of younger teachers hired in the mid-1970s has aged, a demographic shift in the age of teachers has occurred. The percentage of full-time teachers 45 years or older has…
Major Employers' Hiring Practices and the Evolving Function of the Professional Master's Degree
ERIC Educational Resources Information Center
Gallagher, Sean R.
2014-01-01
Across the last decade, master's degree attainment has grown dramatically in the United States, as bachelor's degrees have become more common and economic growth has been driven by knowledge industries. A significant value and purpose of degrees is their use as qualifications for jobs. Despite the prominence of degrees in the hiring process, why…
ERIC Educational Resources Information Center
Hardy, Ian
2016-01-01
Drawing upon research into a case study of teacher inquiry in one school in Queensland, Australia, recent theorising into professional practice, and relevant literature on teachers' learning, this article reveals the complexity and particularity of teacher inquiry processes in support of teachers' learning. Specifically, the research reveals how…
ERIC Educational Resources Information Center
Wetzel, Melissa Mosley; Hoffman, James V.; Roach, Audra K.; Russell, Katie
2018-01-01
This longitudinal study explores how one university's practice-based teacher preparation program prepared literacy teachers to develop practical knowledge for teaching and how that knowledge was tested and adapted in the first years of teaching. To understand change, we identified and analyzed points of tension, challenge, or dissonance in the…
Teacher Inquiry: Living the Research in Everyday Practice.
ERIC Educational Resources Information Center
Clarke, Anthony, Ed.; Erickson, Gaalen, Ed.
This book includes 22 papers in three parts. After (1) "Teacher Inquiry: A Defining Feature of Professional Practice" (Anthony Clarke and Gaalen Erickson), Part 1, "Enacting Teacher Research in Practice Settings," includes (2) "Writing Matters: Exploring the Relationship between Writing Instruction and Assessment"…
Translations among Mathematical Representations: Teacher Beliefs and Practices
ERIC Educational Resources Information Center
Bosse, Michael J.; Adu-Gyamfi, Kwaku; Cheetham, Meredith
2011-01-01
Student ability, teacher expectations, respective degrees of difficulty, and curriculum and instructional practices all work together to provide students experiences leading to differing levels of success in respect to mathematical translations. Herein, we discuss teacher beliefs and instructional practices, investigate why some translations seem…
Description and effects of sequential behavior practice in teacher education.
Sharpe, T; Lounsbery, M; Bahls, V
1997-09-01
This study examined the effects of a sequential behavior feedback protocol on the practice-teaching experiences of undergraduate teacher trainees. The performance competencies of teacher trainees were analyzed using an alternative opportunities for appropriate action measure. Data support the added utility of sequential (Sharpe, 1997a, 1997b) behavior analysis information in systematic observation approaches to teacher education. One field-based undergraduate practicum using sequential behavior (i.e., field systems analysis) principles was monitored. Summarized are the key elements of the (a) classroom instruction provided as a precursor to the practice teaching experience, (b) practice teaching experience, and (c) field systems observation tool used for evaluation and feedback, including multiple-baseline data (N = 4) to support this approach to teacher education. Results point to (a) the strong relationship between sequential behavior feedback and the positive change in four preservice teachers' day-to-day teaching practices in challenging situational contexts, and (b) the relationship between changes in teacher practices and positive changes in the behavioral practices of gymnasium pupils. Sequential behavior feedback was also socially validated by the undergraduate participants and Professional Development School teacher supervisors in the study.
New Teachers' Identity Shifts at the Boundary of Teacher Education and Initial Practice
ERIC Educational Resources Information Center
Beauchamp, Catherine; Thomas, Lynn
2011-01-01
As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope…
ERIC Educational Resources Information Center
Wiley, Caroline Rose Hummel
2011-01-01
The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking…
Simulation and the Need for Practice in Teacher Preparation
ERIC Educational Resources Information Center
Girod, Mark; Girod, Gerald R.
2008-01-01
Recognizing the power of high quality practice in teacher preparation, a web-based simulation called Cook School District was designed to allow teacher candidates to practice the skills necessary to connect their teaching to the learning of all children employing the framework of teacher work samples (TWS). Pilot study data comparing simulation…
Practice-Oriented Teachers' Training: Innovative Approach
ERIC Educational Resources Information Center
Shukshina, Tatjana I.; Gorshenina, Svetlana N.; Buyanova, Irina B.; Neyasova, Irina A.
2016-01-01
Modernization of Russian education meets the global trend of professionalization of teachers' training which assumes strengthening the practical orientation of educational programs as a significant factor in increasing the competitiveness of the teacher in the modern educational environment. The purpose of the article is to identify and…
34 CFR 200.55 - Qualifications of teachers.
Code of Federal Regulations, 2010 CFR
2010-07-01
... ensure that all teachers hired after the first day of the 2002-2003 school year who teach core academic... school students under § 200.62. (b) All teachers of core academic subjects. (1) Not later than the end of... teach core academic subjects, including teachers employed by an LEA to provide services to eligible...
Enhancing Teacher Efficacy and Pedagogical Practices amongst General and Special Education Teachers
ERIC Educational Resources Information Center
Coleman, Michael
2017-01-01
The purpose of this action research project was to collect both qualitative and quantitative data to acquire information in teacher efficacy from the viewpoint of teachers themselves so that pedagogical practices could be enhanced to better serve the special needs student population. In this study, the relationship between teachers' perception of…
5 CFR 337.205 - Critical hiring needs.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Critical hiring needs. 337.205 Section 337.205 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS EXAMINING... the use of other hiring authorities is impracticable or ineffective. ...
5 CFR 337.205 - Critical hiring needs.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Critical hiring needs. 337.205 Section 337.205 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS EXAMINING... the use of other hiring authorities is impracticable or ineffective. ...
ERIC Educational Resources Information Center
Olson, Heather
2017-01-01
The purpose of the study was to determine what student teachers perceive as an effective practice used by their cooperating teacher and school district to enhance the success of the year-long student teaching experience. In addition, the study intended to determine the differences in what student teachers perceive as effective practice based on…
Learning to Coach in Practice-Based Teacher Education: A Self-Study
ERIC Educational Resources Information Center
Drake, Michael R. A.
2016-01-01
In some forms of practice-based teacher education, one important task for the teacher educator is to undertake in-the-moment coaching during rehearsals of practice. However, being such a coach is a new role for many teacher educators and requires a different skill set to other forms of teacher educator practice. In addition, there is little…
When Teachers Reflect: Journeys toward Effective, Inclusive Practice.
ERIC Educational Resources Information Center
Tertell, Elizabeth A., Ed.; Klein, Susan M., Ed.; Jewett, Janet L., Ed.
On the premise that hearing other preschool teachers talk about their challenges in creating inclusive settings is a powerful impetus to reflect about one's own teaching practice, this book contains personal narratives by 18 teachers about their journeys toward inclusive, developmentally appropriate practice in early childhood education. The…
Japan's Teachers Earn Tenure on Day One
ERIC Educational Resources Information Center
Ahn, Ruth; Asanuma, Shigeru; Mori, Hisayoshi
2016-01-01
Teachers in Japan earn tenure on their first day of employment--not after two years of experience based on evaluations of teaching performance or student test scores. This is almost too good to be true. If tenure is so easy to attain, how do the Japanese make sure their teachers, especially novice teachers hired with little teaching experience,…
ERIC Educational Resources Information Center
Weisz, Vera C.
Project HIRE is a special program conducted by Middlesex Community College since October 1978 to help people 55 years of age and older find paid employment. The specific goals of the project, as it was originally conceived, were to: (1) open three intake centers; (2) register clients at the centers; (3) provide career counseling; (4) offer…
NASA Technical Reports Server (NTRS)
Fowler, John W.; Aumann, H. H.
1994-01-01
The High-Resolution image construction program (HiRes) used at IPAC is based on the Maximum Correlation Method. After HiRes intensity images are constructed from IRAS data, additional images are needed to aid in scientific interpretation. Some of the images that are available for this purpose show the fitting noise, estimates of the achieved resolution, and detector track maps. Two methods have been developed for creating color maps without discarding any more spatial information than absolutely necessary: the 'cross-band simulation' and 'prior-knowledge' methods. These maps are demonstrated using the survey observations of a 2 x 2 degree field centered on M31. Prior knowledge may also be used to achieve super-resolution and to suppress ringing around bright point sources observed against background emission. Tools to suppress noise spikes and for accelerating convergence are also described.
Fostering Teacher Candidates' Reflective Practice through Video Editing
ERIC Educational Resources Information Center
Trent, Margaret; Gurvitch, Rachel
2015-01-01
Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has…
Teachers' Practices of Inquiry When Teaching Investigations: A Case Study
ERIC Educational Resources Information Center
Dudu, Washington T.; Vhurumuku, Elaosi
2012-01-01
Teacher practices are essential for supporting learners in scientific inquiry practices of framing research questions, designing and conducting investigations, collecting data, and drawing conclusions. This study examines instructional practices of two Grade 11 Physical Science teachers engaged in teaching practical investigations. Data were…
ERIC Educational Resources Information Center
Sensoy, Özlem; DiAngelo, Robin
2017-01-01
Despite stated commitments to diversity, predominantly White academic institutions still have not increased racial diversity among their faculty. In this article Robin DiAngelo and Özlem Sensoy focus on one entry point for doing so--the faculty hiring process. They analyze a typical faculty hiring scenario and identify the most common practices…
Reddy, Linda A; Fabiano, Gregory A; Jimerson, Shane R
2013-12-01
Progress monitoring is a type of formative assessment. Most work on progress monitoring in elementary school settings has been focused on students. However, teachers also can benefit from frequent evaluations. Research addressing teacher progress monitoring is critically important given the recent national focus on teacher evaluation and effectiveness. This special topic section of School Psychology Quarterly is the first to showcase the current research on measuring Tier 1 instructional and behavioral management practices used by prekindergarten and elementary school teachers in general education settings. The three studies included in the special section describe the development and validation efforts of several teacher observational and self-report measures of instruction and/or behavioral management. These studies provide evidence for the utility of such assessments for documenting the use of classroom practices, and these assessment results may be leveraged in innovative coaching models to promote best practice. These articles also offer insight and ideas for the next generation of teacher practice assessment for the field. Finally, the special topic is capped by a commentary synthesizing the current work and offers "big ideas" for future measurement development, policy, and professional development initiatives. PsycINFO Database Record (c) 2013 APA, all rights reserved.
Making Philosophy of Science Education Practical for Science Teachers
NASA Astrophysics Data System (ADS)
Janssen, F. J. J. M.; van Berkel, B.
2015-04-01
Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.
Principal Perceptions of New Teacher Effectiveness
ERIC Educational Resources Information Center
Shepherd, Dan; Devers, Christopher
2017-01-01
Relatively little research has been conducted on the professional satisfaction of principals with recently hired beginning teachers. This study surveyed principals to learn their perspectives on these new teachers in relation to National Board Standards. Data were gathered using an online survey of 423 principals throughout the state of Indiana…
ERIC Educational Resources Information Center
Oonk, Wil; Verloop, Nico; Gravemeijer, Koeno P. E.
2015-01-01
This study concentrated on the theory-practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could…
Teachers' Experiences with Middle-Level Mathematics Coaches
ERIC Educational Resources Information Center
Frost, Bernard Emmanuel
2013-01-01
Many school districts have provided support to middle school mathematics teachers who face challenges involving delivery of instruction by hiring instructional mathematics coaches. The purpose of this qualitative case study was to explore the experiences between classroom mathematics middle school teachers and their instructional coach, and to…
A Case Study Analysis of Middle School Principals' Teacher Selection Criteria
ERIC Educational Resources Information Center
Woodburn, Jane Lai
2012-01-01
The hiring of middle school teachers to positively impact student achievement--is this a process of teacher selection or teacher attraction for schools, respectively, with low teacher turnover and schools with high teacher turnover? Since research indicates that the most important variable influencing student achievement is having a highly…
Students' Ratings of Teacher Practices
ERIC Educational Resources Information Center
Stevens, T.; Harris, G.; Liu, X.; Aguirre-Munoz, Z.
2013-01-01
In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of…
ERIC Educational Resources Information Center
Kaymakamoglu, Sibel Ersel
2018-01-01
This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively…
Practicing and Pre-Service Elementary Teachers' Representations of Matter
ERIC Educational Resources Information Center
Weller, Jessica Kristine
2012-01-01
This qualitative exploratory study investigated practicing and pre-service elementary teachers' representations of the nature of matter and the ways in which those representations were transformed into teaching representations. Seven practicing elementary teachers from a rural elementary school and five pre-service elementary teachers were…
Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices
ERIC Educational Resources Information Center
Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi
2015-01-01
This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…
ERIC Educational Resources Information Center
Willemse, T. M.; Boei, F.
2013-01-01
Research conducted by teacher educators is considered important for their professional development, their actual teaching practice and their body of knowledge. However, for many teacher educators in Universities of Applied Sciences (UAS) in the Netherlands, research is a new challenge. A survey was conducted among 508 such teacher educators…
Implicit Age Cues in Resumes: Subtle Effects on Hiring Discrimination
Derous, Eva; Decoster, Jeroen
2017-01-01
Anonymous resume screening, as assumed, does not dissuade age discriminatory effects. Building on job market signaling theory, this study investigated whether older applicants may benefit from concealing explicitly mentioned age signals on their resumes (date of birth) or whether more implicit/subtle age cues on resumes (older-sounding names/old-fashioned extracurricular activities) may lower older applicants’ hirability ratings. An experimental study among 610 HR professionals using a mixed factorial design showed hiring discrimination of older applicants based on implicit age cues in resumes. This effect was more pronounced for older raters. Concealing one’s date of birth led to overall lower ratings. Study findings add to the limited knowledge on the effects of implicit age cues on hiring discrimination in resume screening and the usefulness of anonymous resume screening in the context of age. Implications for research and practice are discussed. PMID:28848463
Data and graph interpretation practices among preservice science teachers
NASA Astrophysics Data System (ADS)
Bowen, G. Michael; Roth, Wolff-Michael
2005-12-01
The interpretation of data and construction and interpretation of graphs are central practices in science, which, according to recent reform documents, science and mathematics teachers are expected to foster in their classrooms. However, are (preservice) science teachers prepared to teach inquiry with the purpose of transforming and analyzing data, and interpreting graphical representations? That is, are preservice science teachers prepared to teach data analysis and graph interpretation practices that scientists use by default in their everyday work? The present study was designed to answer these and related questions. We investigated the responses of preservice elementary and secondary science teachers to data and graph interpretation tasks. Our investigation shows that, despite considerable preparation, and for many, despite bachelor of science degrees, preservice teachers do not enact the (authentic) practices that scientists routinely do when asked to interpret data or graphs. Detailed analyses are provided of what data and graph interpretation practices actually were enacted. We conclude that traditional schooling emphasizes particular beliefs in the mathematical nature of the universe that make it difficult for many individuals to deal with data possessing the random variation found in measurements of natural phenomena. The results suggest that preservice teachers need more experience in engaging in data and graph interpretation practices originating in activities that provide the degree of variation in and complexity of data present in realistic investigations.
Hiring: take your time but not too much
NASA Astrophysics Data System (ADS)
Usher, Linda
2010-08-01
People are any company's greatest asset. Without a great team no company would be able to conceive of a product or service. It would not be able to design or develop a product or service. It could not possibly market or sell that product or service. How a company goes about hiring its talent is one of the most critical components to developing a great team, to having low attrition, and to having a high level of employee faith in management. Far too often I have seen companies when tasked with filling requisitions not take the time to consider, or layout and execute their priorities in hiring. It's a pretty safe assumption that if one doesn't feel they have enough time to be careful and thorough in their hiring approach in order to get the right person the first time - they probably won't have enough time to replace someone they would not have hired had they done it right in the first place! The flip side of this is the problem of letting too much time pass in the process and therefore losing opportunities to hire great people. This paper will point out many mistakes I have seen made in hiring approaches so that hopefully, different strategies can be adopted to avoid those mistakes in the future.
Fostering Meaning-Oriented Learning and Deliberate Practice in Teacher Education
ERIC Educational Resources Information Center
Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D.
2011-01-01
Meaning-oriented learning and deliberate practice may be expected to promote student teachers' continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an…
Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study
ERIC Educational Resources Information Center
Hildenbrand, Susan M.; Arndt, Katrina
2016-01-01
This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…
Exploring Teachers' Beliefs and Their Influence on Grading Practices
ERIC Educational Resources Information Center
Jenkins, Kimberly
2017-01-01
Purpose: The purpose of this phenomenological study was to examine the experiences of middle school teachers that shaped their beliefs as they relate to grading practices. The study offers insight for school leaders when addressing grading practices with teachers and may inform decisions regarding professional development for teachers. Conceptual…
Developing Principles of Physical Education Teacher Education Practice through Self-Study
ERIC Educational Resources Information Center
Fletcher, Tim
2016-01-01
Background: The articulation of specific principles of teacher education practice allows teacher educators to make explicit the beliefs, values, and actions that shape their practice. Engaging in processes to articulate the principles that guide practice is beneficial not only for teacher educators and their colleagues but also for students. There…
Equity Sensitivity in Illinois Public School Teachers
ERIC Educational Resources Information Center
Grossi, Robert G.
2013-01-01
Research supports the importance of teacher quality on effective student learning. School districts recognize this fact and focus extensively on hiring quality teachers and improving teaching skills through professional development programs. Amazingly, despite common sense and a vast amount of research that reflects that employee performance is a…
49 CFR 1033.1 - Car hire rates.
Code of Federal Regulations, 2012 CFR
2012-10-01
... 49 Transportation 8 2012-10-01 2012-10-01 false Car hire rates. 1033.1 Section 1033.1... OF TRANSPORTATION GENERAL RULES AND REGULATIONS CAR SERVICE § 1033.1 Car hire rates. (a) Definitions applicable to this section: (1) Car. A freight car bearing railroad reporting marks, other than an excluded...
49 CFR 1033.1 - Car hire rates.
Code of Federal Regulations, 2011 CFR
2011-10-01
... 49 Transportation 8 2011-10-01 2011-10-01 false Car hire rates. 1033.1 Section 1033.1... OF TRANSPORTATION GENERAL RULES AND REGULATIONS CAR SERVICE § 1033.1 Car hire rates. (a) Definitions applicable to this section: (1) Car. A freight car bearing railroad reporting marks, other than an excluded...
49 CFR 1033.1 - Car hire rates.
Code of Federal Regulations, 2014 CFR
2014-10-01
... 49 Transportation 8 2014-10-01 2014-10-01 false Car hire rates. 1033.1 Section 1033.1... OF TRANSPORTATION GENERAL RULES AND REGULATIONS CAR SERVICE § 1033.1 Car hire rates. (a) Definitions applicable to this section: (1) Car. A freight car bearing railroad reporting marks, other than an excluded...
49 CFR 1033.1 - Car hire rates.
Code of Federal Regulations, 2010 CFR
2010-10-01
... 49 Transportation 8 2010-10-01 2010-10-01 false Car hire rates. 1033.1 Section 1033.1... OF TRANSPORTATION GENERAL RULES AND REGULATIONS CAR SERVICE § 1033.1 Car hire rates. (a) Definitions applicable to this section: (1) Car. A freight car bearing railroad reporting marks, other than an excluded...
49 CFR 1033.1 - Car hire rates.
Code of Federal Regulations, 2013 CFR
2013-10-01
... 49 Transportation 8 2013-10-01 2013-10-01 false Car hire rates. 1033.1 Section 1033.1... OF TRANSPORTATION GENERAL RULES AND REGULATIONS CAR SERVICE § 1033.1 Car hire rates. (a) Definitions applicable to this section: (1) Car. A freight car bearing railroad reporting marks, other than an excluded...
Looking at Teacher Practices through the Lens of Parenting Style
ERIC Educational Resources Information Center
Walker, Joan M. T.
2008-01-01
In this article, the author used a parenting style framework to explain mixed evidence about the influence of teacher practices on student outcomes. Participants included 3 fifth-grade math teachers and 45 of their students. The author assessed teacher practices, teaching style (i.e., demandingness and responsiveness), student engagement,…
ERIC Educational Resources Information Center
Sawyer, Richard D.; Neel, Michael; Coulter, Matthew
2016-01-01
This paper examines the endemic separation between K-12 schools and colleges of education in teacher preparation. Specifically, we examine a new approach related to the promise of clinical practice--a clinical practice program that overlaps a public high school, a graduate-level teacher preparation program, and a professional practice doctoral…
ERIC Educational Resources Information Center
Steele, Annfrid R.
2017-01-01
There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…
Teacher Attrition Variables That Influence Retention and Job Satisfaction
ERIC Educational Resources Information Center
Butler, Leslie Garmon
2014-01-01
Teacher attrition is a major problem. According to researchers at North Carolina State University, more teachers are leaving the profession than staying or entering. Accordingly, school systems in the United States find themselves in the predicament where they must hire teachers who have little teaching experience or who have not been adequately…
School Food Practices of Prospective Teachers
ERIC Educational Resources Information Center
Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya
2007-01-01
Background: Schoolteachers can affect students' eating habits in several ways: through nutrition knowledge, positive role modeling, and avoidance of unhealthy classroom food practices. In this study, the knowledge, attitudes, and eating behaviors of prospective teachers as determinants of intended classroom food practices and the school…
Postlingual adult performance in noise with HiRes 120 and ClearVoice Low, Medium, and High.
Holden, Laura K; Brenner, Christine; Reeder, Ruth M; Firszt, Jill B
2013-11-01
The study's objectives were to evaluate speech recognition in multiple listening conditions using several noise types with HiRes 120 and ClearVoice (Low, Medium, High) and to determine which ClearVoice program was most beneficial for everyday use. Fifteen postlingual adults attended four sessions; speech recognition was assessed at sessions 1 and 3 with HiRes 120 and at sessions 2 and 4 with all ClearVoice programs. Test measures included sentences presented in restaurant noise (R-SPACE), in speech-spectrum noise, in four- and eight-talker babble, and connected discourse presented in 12-talker babble. Participants completed a questionnaire comparing ClearVoice programs. Significant group differences in performance between HiRes 120 and ClearVoice were present only in the R-SPACE; performance was better with ClearVoice High than HiRes 120. Among ClearVoice programs, no significant group differences were present for any measure. Individual results revealed most participants performed better in the R-SPACE with ClearVoice than HiRes 120. For other measures, significant individual differences between HiRes 120 and ClearVoice were not prevalent. Individual results among ClearVoice programs differed and overall preferences varied. Questionnaire data indicated increased understanding with High and Medium in certain environments. R-SPACE and questionnaire results indicated an advantage for ClearVoice High and Medium. Individual test and preference data showed mixed results between ClearVoice programs making global recommendations difficult; however, results suggest providing ClearVoice High and Medium and HiRes 120 as processor options for adults willing to change settings. For adults unwilling or unable to change settings, ClearVoice Medium is a practical choice for daily listening.
Making It Real: A Practice-Based Early Childhood Teacher Education Program
ERIC Educational Resources Information Center
Vartuli, Sue; Snider, Karrie; Holley, Maggie
2016-01-01
In early childhood teacher education programs, the reality of educational systems must be understood and teacher candidates must be ready to deal with the current challenges schools face. The rationale and application of the principles of practice based teacher education are presented in this article. Practice-based teacher education programs…
Teacher's experiences in PBL: implications for practice
NASA Astrophysics Data System (ADS)
Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.
2016-03-01
Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed.
An Exploration of Self-Efficacy in a Teacher-Educator's Practice
ERIC Educational Resources Information Center
Tobery-Nystrom, Jamelyn C.
2011-01-01
Designed in response to an expressed need for assessment measures of teacher preparation programs, this exploratory study presents one method to assess and improve teacher-educator practices (Crowe, 2010; Gardiner, 2007). Teacher-educators have discovered that conducting a personal assessment or a self-study of one's practice is a way to improve…
Do Early Outs Work Out? Teacher Early Retirement Incentive Plans.
ERIC Educational Resources Information Center
Brown, Herb R.; Repa, J. Theodore
1993-01-01
School districts offer teacher early retirement incentive plans (TERIPs) as an opportunity to hire less expensive teachers, reduce fringe benefits costs, and eliminate teaching positions. Discusses reasons for teachers to accept TERIP, and describes a computer model that allows school officials to calculate and compare costs incurred if an…
Leadership in Hard-to-Staff Schools: Novice Teachers as Mentors
ERIC Educational Resources Information Center
Catapano, Susan; Huisman, Sarah
2013-01-01
In our study, we chronicle the development of two novice urban teachers who developed in to mentors in the third year of their teaching. The two novice teachers were hired to serve as mentors to new teachers in or near their school. Interviews with the teachers about their experiences identified three areas of discussion as a result of their…
Video Use in Teacher Education: A Survey of Teacher-Educators' Practices across Disciplines
ERIC Educational Resources Information Center
Arya, Poonam; Christ, Tanya; Chiu, Ming Ming
2016-01-01
Video methods utilize tenets of high quality teacher education and support education students' learning and application of learning to teaching practices. However, how frequently video is used in teacher education, and in what ways is unknown. Therefore, this study used survey data to identify the extent to which 94 teacher-educators used video in…
ERIC Educational Resources Information Center
Kraft, Matthew A.
2013-01-01
Research has shown that "last hired, first fired" policies maximize the number of teachers subject to reductions in force by eliminating those teachers that are lowest on the pay scale first. Until now, advocates of effectiveness-based reduction-in-force (RIF) policies could only point to simulated policy exercises as evidence of the…
ERIC Educational Resources Information Center
Banas, Jennifer R.
2010-01-01
To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding…
Gender and class housework inequalities in the era of outsourcing hiring domestic work in Spain.
Gonalons-Pons, Pilar
2015-07-01
Many households regularly outsource unpaid domestic labor by purchasing services and products to help with cleaning, cooking, ironing, and other chores. Despite the prevalence of this practice, scholars know little about how it affects inequalities in the time spent on housework. Drawing on data on 3540 dual-earner households in Spain, this article examines the relationship between hiring domestic work and both the within-household gender gap in housework and the class gap in housework among women. I find that women who hire do about 30min less housework per day than non-hiring women, but in relation to their partners these women continue to do the same share of housework. Using counterfactual analysis, I find that the absence of paid domestic work is associated with a 20% decline in the class gap in housework among Spanish women. Copyright © 2015 Elsevier Inc. All rights reserved.
Pedagogy and Practice for Online English Language Teacher Education
ERIC Educational Resources Information Center
Pawan, Faridah; Wiechart, Kelly A.; Warren, Amber N.; Park, Jaehan
2016-01-01
Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and…
Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration
ERIC Educational Resources Information Center
Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia
2017-01-01
Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this…
Desirable Attributes and Practices for Mentees: Mentor Teachers' Expectations
ERIC Educational Resources Information Center
Hudson, Peter
2013-01-01
Research indicates attributes and practices for mentor teachers that can be used for effective mentoring. Universities provide guidelines for preservice teacher (mentee) engagement in schools generally from anecdotal evidence, however, what are desirable attributes and practices for mentees? This qualitative study gathers data from 25 mentor…
Assessment of School Mathematics: Teachers' Perceptions and Practices.
ERIC Educational Resources Information Center
Pfannkuch, Maxine
2001-01-01
Reports on part of a 10-year interval longitudinal study on teacher assessment practices in Auckland, New Zealand. Indicates that primary teachers are using a variety of assessment strategies in a mastery-based system and secondary teachers commonly use alternative assessment strategies in non-examination classes. Suggests that an education system…
Athletic Directors' Barriers to Hiring Athletic Trainers in High Schools.
Mazerolle, Stephanie M; Raso, Samantha R; Pagnotta, Kelly D; Stearns, Rebecca L; Casa, Douglas J
2015-10-01
In its best-practices recommendation, the Inter-Association Task Force for Preventing Sudden Death in Secondary School Athletics Programs urged all high schools to have a certified athletic trainer (AT) on staff. Despite the recommendation, many high schools lack the medical services of an AT. To examine the barriers that athletic directors (ADs) face in hiring ATs in public high schools and in providing medical coverage for their student-athletes. Qualitative study. Semistructured telephone interviews. Twenty full-time public high school ADs (17 men, 3 women) from various geographical regions of the United States (6 North, 4 South, 4 Midwest, 6 West) participated. Data saturation guided the total number of participants. We completed telephone interviews guided by a semistructured questionnaire with all participants. Interviews were recorded and transcribed verbatim. Multiple-analyst triangulation and peer review were included as steps to establish data credibility. We analyzed the data using the principles of the general inductive approach. We identified 3 themes. Lack of power represented the inability of an AD to hire an AT, which was perceived to be a responsibility of the superintendent and school board. Budget concerns pertained to the funding allocated to specific resources within a school, which often did not include an AT. Nonbudget concerns represented rural locations without clinics or hospitals nearby; misconceptions about the role of an AT, which led to the belief that first-aid-trained coaches are appropriate medical providers; and community support from local clinics, hospitals, and volunteers. Many ADs would prefer to employ ATs in their schools; however, they perceive that they are bound by the hiring and budgeting decisions of superintendents and school boards. Public school systems are experiencing the consequences of national budget cuts and often do not have the freedom to hire ATs when other school staff are being laid off.
Athletic Directors' Barriers to Hiring Athletic Trainers in High Schools.
Mazerolle, Stephanie M; Raso, Samantha; Pagnotta, Kelly D; Stearns, Rebecca; Casa, Douglas J
2015-09-18
In its best-practices recommendation, the Inter-Association Task Force for Preventing Sudden Death in Secondary School Athletics Programs urged all high schools to have a certified athletic trainer (AT) on staff. Despite the recommendation, many high schools lack the medical services of an AT. To examine the barriers that athletic directors (ADs) face in hiring ATs in public high schools and in providing medical coverage for their student-athletes. Qualitative study. Semistructured telephone interviews. Twenty full-time public high school ADs (17 men, 3 women) from various geographical regions of the United States (6 North, 4 South, 4 Midwest, 6 West) participated. Data saturation guided the total number of participants. We completed telephone interviews guided by a semistructured questionnaire with all participants. Interviews were recorded and transcribed verbatim. Multiple-analyst triangulation and peer review were included as steps to establish data credibility. We analyzed the data using the principles of the general inductive approach. We identified 3 themes. Lack of power represented the inability of an AD to hire an AT, which was perceived to be a responsibility of the superintendent and school board. Budget concerns pertained to the funding allocated to specific resources within a school, which often did not include an AT. Nonbudget concerns represented rural locations without clinics or hospitals nearby; misconceptions about the role of an AT, which led to the belief that first-aid-trained coaches are appropriate medical providers; and community support from local clinics, hospitals, and volunteers. Many ADs would prefer to employ ATs in their schools; however, they perceive that they are bound by the hiring and budgeting decisions of superintendents and school boards. Public school systems are experiencing the consequences of national budget cuts and often do not have the freedom to hire ATs when other school staff are
Best Ideas for Teaching with Technology: A Practical Guide for Teachers, by Teachers
ERIC Educational Resources Information Center
Reich, Justin; Daccord, Thomas
2008-01-01
This practical, how-to guide makes it easy for teachers to incorporate the latest technology in their classes. Employing an informal workshop approach, the book avoids technical jargon and pays special attention to the needs of teachers who are expanding the use of computers in their classroom. The authors focus on what teachers do and how they…
Guy, Jacqui; Taylor, Christine; Roden, Janet; Blundell, Jennifer; Tolhurst, Gerda
2011-04-01
The Australian nurse teacher competencies were introduced in 1996; however, the researchers perceived that changes to the health care system and a nursing workforce shortage may have affected nurse teacher roles over the past decade. This study aimed to explore perceptions of nurse teachers on the applicability of the current Australian nurse teacher competencies to practice, and modify the nurse teacher competencies to better reflect current practice. Methodology utilized mixed methods, and data collection was via focus groups, telephone interviews, and survey data. Results revealed that participants were mostly positive about the original competency statements, although there were some variations between items. Themes that emerged from the qualitative data were: changing trends in health care; preparation for teaching; understanding of the competencies, contextual influences on education role; nurse teachers as change agents, and resource management. Conclusions were that the Australian nurse teacher competencies (1996) were reflective of the current generic roles of nurse teachers however some of the competencies needed reframing to meet the current needs of nurse teachers. However, changes needed to be made in areas such as reducing complex language, inclusion of technology, and cultural competencies. Nurse teachers were supportive of the research because they valued the teacher competencies for reflection on their practice and the development of portfolios, job descriptions and performance appraisals. Copyright © 2010. Published by Elsevier Ltd.
Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies
NASA Astrophysics Data System (ADS)
Hsu, Hui-Yin; Wang, Shiang-Kwei; Runco, Lisa
2013-06-01
Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices.
Implementing Computer Technologies: Teachers' Perceptions and Practices
ERIC Educational Resources Information Center
Wozney, Lori; Venkatesh, Vivek; Abrami, Philip
2006-01-01
This study investigates personal and setting characteristics, teacher attitudes, and current computer technology practices among 764 elementary and secondary teachers from both private and public school sectors in Quebec. Using expectancy-value theory, the Technology Implementation Questionnaire (TIQ) was developed; it consists of 33 belief items…
Teacher Beliefs, Knowledge, and Practice of Self-Regulated Learning
ERIC Educational Resources Information Center
Spruce, Robin; Bol, Linda
2015-01-01
This study examined teacher beliefs, knowledge, and classroom practice of self-regulated learning for ten elementary and middle school teachers. Using Zimmerman's SRL model to frame our method and results, we administered questionnaires, observed classrooms and conducted interviews with these teachers. Teachers had positive beliefs about the role…
Teachers' Professional Learning: The Role of Knowledge Management Practices
ERIC Educational Resources Information Center
Niehoff, Karissa
2010-01-01
This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…
Teacher Supervision Practices and Principals' Characteristics
ERIC Educational Resources Information Center
April, Daniel; Bouchamma, Yamina
2015-01-01
A questionnaire was used to determine the individual and collective teacher supervision practices of school principals and vice-principals in Québec (n = 39) who participated in a research-action study on pedagogical supervision. These practices were then analyzed in terms of the principals' sociodemographic and socioprofessional characteristics…
A Practice Turn for Teacher Education?
ERIC Educational Resources Information Center
Reid, Jo-Anne
2011-01-01
Within the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University, teacher education researchers have been quick to respond to the opportunities created by what is known as "the practice turn" that characterises contemporary theory around the globe and across disciplines. We are working,…
Value Related Practices Used by Teacher Educators at a Public University, Islamabad
ERIC Educational Resources Information Center
Mahmood, Munazza; Rizvi, Syed Asad Abbas; Perveen, Uzma
2017-01-01
Values play a vital role in any teacher-training program. The value practices, used by teacher educators affect students' understanding and practicing of values. This study aimed to explore the value related practices of teacher educators and to rank the value practices of education programs at a public sector university. Survey method was used…
Differentiating Science Instruction: Secondary science teachers' practices
NASA Astrophysics Data System (ADS)
Maeng, Jennifer L.; Bell, Randy L.
2015-09-01
This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.
Teachers' Sources of Knowledge for Field Trip Practices
ERIC Educational Resources Information Center
Rebar, Bryan M.
2012-01-01
Teachers draw from many personal and professional experiences when organising and leading field trips. In order to identify the influences on teachers' field trip practices, I used surveys, interviews, artifacts and observations gathered from teachers who led trips to an aquarium. Findings clarified the types of influence and the impact that these…
Teacher Education for Inclusive Practice--Responding to Policy
ERIC Educational Resources Information Center
Alexiadou, Nafsika; Essex, Jane
2016-01-01
This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and…
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…
13 CFR 101.200 - When does SBA hire private counsel?
Code of Federal Regulations, 2011 CFR
2011-01-01
... 13 Business Credit and Assistance 1 2011-01-01 2011-01-01 false When does SBA hire private counsel? 101.200 Section 101.200 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION ADMINISTRATION Employment of Private Counsel § 101.200 When does SBA hire private counsel? (a) Business loans. SBA may hire...
13 CFR 101.200 - When does SBA hire private counsel?
Code of Federal Regulations, 2010 CFR
2010-01-01
... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false When does SBA hire private counsel? 101.200 Section 101.200 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION ADMINISTRATION Employment of Private Counsel § 101.200 When does SBA hire private counsel? (a) Business loans. SBA may hire...
NASA Astrophysics Data System (ADS)
Higdon, Robbie L.
The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983). In this multi-case study, two middle school science teachers who were engaged within a sustained professional development initiative participated in a series of one-on-one reflective dialogues regarding the decisions they made about the utilization of inquiry-based instruction. In addition, these teachers were asked to reflect upon the criteria used to determine how and when to implement these inquiry-based practices. These reflective dialogue sessions provided the opportunity to observe teacher conceptions and stimulate teacher cognitive dissonance about instructional practice. Qualitative analysis of data collected from these reflective dialogues along with informal and formal classroom observations of instructional practice uncovered diverse perceptions regarding the implementation of inquiry-based methods into present teaching practice. The use of reflective dialogue within the existing structure of the professional development initiative allowed for the facilitators of the professional development initiative to tailor ongoing support and their effective implementation of inquiry-based instruction. Additional research is needed to investigate the impact of reflective dialogue in achieving
Second Language Teacher Development through CALL Practice: The Emergence of Teachers' Agency
ERIC Educational Resources Information Center
Kitade, Keiko
2015-01-01
A growing number of studies examining second language (L2) teacher education from the perspective of sociocultural theory, in particular the activity theory framework (Engeström, 1999), show that transformations in teachers' cognition and practice can be fostered through negotiation of sociocultural and cognitive dissonance in their teaching…
Developing Practice: Teaching Teachers Today for Tomorrow
ERIC Educational Resources Information Center
Mays, Tony John
2011-01-01
This paper argues that the development of classroom practice is central to the purpose of the IPET (initial professional education and training) of teachers. Notwithstanding the growing use of ICTs (information and communication technologies), both in teacher development and school classrooms, the normative modeling of appropriate contact-based…
Transfer of Online Professional Learning to Teachers' Classroom Practice
ERIC Educational Resources Information Center
Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug
2009-01-01
Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…
Researcher/Teacher Orientation of Doctoral Programs for Business.
ERIC Educational Resources Information Center
Burkholder, Jeanette S.; Stevens, Robert E.
1987-01-01
A survey of business school directors and department administrators attempted to (1) determine the orientation of doctoral programs toward researcher/teacher training, (2) assess the desires of administrators who hire doctoral business graduates in terms of researcher/teacher training, and (3) compare the reality with the desired reality. (CH)
Female Teachers' Professional Development through Action Research Practice
ERIC Educational Resources Information Center
Hassen, Rukya
2016-01-01
This is a study on teachers' professional development through action research practice. The participants of the study were 23 English Language Teachers (ELT) who teach in high schools, preparatory schools and colleges in Debre Markos, in Dessie and around in 2014. The methods of data collection were teacher reflection, and in-depth interview. The…
ERIC Educational Resources Information Center
McKool, Sharon S.; Gespass, Suzanne
2009-01-01
This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while…
Science Teachers' Understanding and Practice of Inquiry-Based Instruction in Uganda
NASA Astrophysics Data System (ADS)
Ssempala, Fredrick
High school students in Uganda perform poorly in science subjects despite the Ugandan government's efforts to train science teachers and build modern science laboratories in many public high schools. The poor performance of students in science subjects has been largely blamed on the inability by many science teachers to teach science through Inquiry-Based Instruction (IBI) to motivate the students to learn science. However, there have been no empirical studies done to establish the factors that influence science teachers' understanding and practice of IBI in Uganda. Most of the published research on IBI has been conducted in developed countries, where the prevailing contexts are very different from the contexts in developing countries such as Uganda. Additionally, few studies have explored how professional development (PD) training workshops on inquiry and nature of science (NOS) affect chemistry teachers' understanding and practice of IBI. My purpose in this multi-case exploratory qualitative study was to explore the effect of a PD workshop on inquiry and NOS on chemistry teachers' understanding and practice of IBI in Kampala city public schools in Uganda. I also explored the relationship between chemistry teachers' NOS understanding and the nature of IBI implemented in their classrooms and the internal and external factors that influence teachers' understanding and practice of IBI. I used a purposive sampling procedure to identify two schools of similar standards from which I selected eight willing chemistry teachers (four from each school) to participate in the study. Half of the teachers (those from School A) attended the PD workshop on inquiry and NOS for six days, while the control group (those from School B) did not. I collected qualitative data through semi-structured interviews, classroom observation, and document analysis. I analyzed these data by structural, conceptual and theoretical coding approach. I established that all the participating chemistry
Hoffman, F M
1985-02-01
Costs of recruiting, hiring, and training new staff members can be significant. This article demonstrates a method for analyzing the components of these costs to target areas where improved efficiency can lead to lower costs.
Selecting and Preparing Teachers and School Leaders to Improve Educational Outcomes
ERIC Educational Resources Information Center
Bastian, Kevin C.
2013-01-01
In the following three studies we explore ways to improve the quality of school-based personnel by identifying characteristics and training of effective teachers and principals. First, to enhance the selection and hiring of teachers into preparation programs and/or school districts, we examine whether teachers' non-cognitive characteristics…
The Opinions of Pre-Service Science Teachers on School Practice
ERIC Educational Resources Information Center
Kubat, Ulas
2017-01-01
The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was employed for this research study. The…
ERIC Educational Resources Information Center
Thoonen, Erik E. J.; Sleegers, Peter J. C.; Oort, Frans J.; Peetsma, Thea T. D.; Geijsel, Femke P.
2011-01-01
Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher…
ERIC Educational Resources Information Center
Ficarra, Laura; Quinn, Kevin
2014-01-01
In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…
Assessing the Quality of Teachers' Teaching Practices
ERIC Educational Resources Information Center
Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan
2012-01-01
This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and…
Focusing the Gaze: Teacher Interrogation of Practice
ERIC Educational Resources Information Center
Nayler, Jennifer M.; Keddie, Amanda
2007-01-01
Within an Australian context of diminishing opportunities for equitable educational outcomes, this paper calls for teacher engagement in a "politics of resistance" through their focused gaze in relation to the ways in which they are positioned in their everyday practice. Our belief is that the resultant knowledge might equip teachers to…
Lessons for Teacher Education from Corporate Practice.
ERIC Educational Resources Information Center
Houston, W. Robert
1987-01-01
Teacher education suffers from parochialism and is essentially the same today as it was 50 years ago. Corporate education programs are large and well developed, and adoption of their promising ideas could improve teacher education. Eight conclusions about corporate educational practices are presented from a study of corporate training programs…
ERIC Educational Resources Information Center
Callahan, Casey
2017-01-01
This study was conducted to explore how public school superintendents consider the skills, traits, behaviors, and responsibilities of effective school principals in the hiring and assessment of campus principals at high performing schools in Education Service Center Region 15 (ESC Region 15). The participants of the current study (n=42) were the…
ERIC Educational Resources Information Center
Maelan, Ellen Nesset; Tjomsland, Hege Eikeland; Baklien, Børge; Samdal, Oddrun; Thurston, Miranda
2018-01-01
This study aimed to explore teachers' and head teachers' understandings of how they work to support pupils' mental health through their everyday practices. A qualitative study, including individual interviews with head teachers and focus groups with teachers, was conducted in lower secondary schools in Norway. Rich descriptions of teachers' and…
Hughes, Jan N.; Wu, Wei; West, Stephen G.
2010-01-01
We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students’ behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. PMID:21215834
Hughes, Jan N; Wu, Wei; West, Stephen G
2011-02-01
We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.
Pedagogical Reasoning and Action: Affordances of Practice-Based Teacher Professional Development
ERIC Educational Resources Information Center
Pella, Shannon
2015-01-01
A common theme has been consistently woven through the literature on teacher professional development: that practice-based designs and collaboration are two components of effective teacher learning models. In addition to collaboration and practice-based designs, inquiry cycles have been long recognized as catalysts for teacher professional…
A Markovian model for assessment of personnel hiring plans
NASA Technical Reports Server (NTRS)
Katz, L. G.
1974-01-01
As a result of the current economic environment, many organizations are having to operate with fewer resources. In the manpower area, these constraints have forced organizations to operate within well-defined hiring plans. Exceeding personnel ceilings is in most cases an intolerable situation. A mathematical model, based on the theory of Markov processes, is presented which can be used to assess the chances of success of personnel hiring plans. The model considers a plan to be successful if the final population size, at the end of the planning period, lies within a range specified by management. Although this model was developed to assess personnel hiring plans at the Goddard Space Flight Center, it is directly applicable wherever personnel hiring plans are used.
Hiring and Retaining High-Quality Teachers: What Principals Can Do
ERIC Educational Resources Information Center
Williby, Roseanne L.
2004-01-01
Many Catholic school principals have limited assistance from their respective central offices in the recruitment and selection of teachers, especially if their objective is to recruit candidates of color or candidates for a particular subject area. Aware that teacher quality is related to student achievement, Catholic school principals must employ…
28 CFR 115.17 - Hiring and promotion decisions.
Code of Federal Regulations, 2013 CFR
2013-07-01
... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Hiring and promotion decisions. 115.17 Section 115.17 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) PRISON RAPE ELIMINATION ACT NATIONAL STANDARDS Standards for Adult Prisons and Jails Prevention Planning § 115.17 Hiring and promotion...
Assessing Pre-Service Teachers' Quality Teaching Practices
ERIC Educational Resources Information Center
Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi
2011-01-01
The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated…
Secondary Teachers' Nutrition Knowledge, Attitudes, and Practices.
ERIC Educational Resources Information Center
Penner, Karen P.; Kolasa, Kathryn M.
The nutrition knowledge, attitudes, and practices of secondary teachers of health and physical education, home economics, science, and social studies were assessed. Of the 518 teachers who completed the survey instruments, 43 percent had never taken a food or nutrition course, and 63 percent had no inservice training in nutrition or food…
ERIC Educational Resources Information Center
Williams, Fabby Terry
2017-01-01
One of the major challenges currently facing public school systems and administrators around the country is the shortage of certified teachers in classrooms. In addition, when school systems are able to find and hire properly certified teachers, school administrators face an even greater challenge in terms of keeping or retaining them. In the…
Negotiating multiple roles: link teachers in clinical nursing practice.
Ramage, Charlotte
2004-02-01
The background to this study was a concern about the teacher's role in clinical practice. Experience suggested that teachers believed that their role in practice was important but that there were significant forces which impeded their ability to move with ease between education and practice. A discrepancy between previous research findings and theoretical discussions, and the reality experienced by teachers, led to the adoption of grounded theory as a way of exploring uncertainties in the situation. Data were gathered over a period of 7 years and involved 28 in-depth interviews with nurses with a range of educational roles, employed in educational institutions and practice settings in inner city and provincial areas in the South of England. The data revealed four categories, 'gaining access', 'negotiating credibility', 'being effective' and the core category 'negotiating multiple roles'. The core category is addressed in this article. Experiences of moving from a position of clinical practitioner to link teacher involved: 'disassembling the self' through leaving behind old identities; 'reconstructing the self' through clarifying new ways of being; and, finally, 'realizing the self' through reciprocal interpersonal activity with students, educational and nursing colleagues. It is inevitable that an individual with a remit for change entering an established social group will experience difficulties in establishing their role. It is also clear that an individual who changes their role within a group to reflect behaviours not congruent with the primary activity in that setting will experience dimensions of social exclusion. Further work needs to address how educational roles can make a significant impact on the everyday lives of students and nurses working in practice. The findings of this study are as relevant for the new roles of practice educator, clinical facilitator and practice placement co-ordinator as they are for link teachers and lecturer practitioners
Validity in the hiring and evaluation process.
Gregg, Robert E
2006-01-01
Validity means "based on sound principles." Hiring decisions, discharges, and layoffs are often challenged in court. Unfortunately the employer's defenses are too often found "invalid." The Americans With Disabilities Act requires the employer to show a "validated" hiring process. Defense of discharges or layoffs often focuses on validity of the employer's decision. This article explains the elements of validity needed for sound and defendable employment decisions.
Identifying the Best Foreign Language Teachers: Teacher Standards and Professional Portfolios
ERIC Educational Resources Information Center
Sullivan, Joann Hammadou
2004-01-01
This study explored the differing perspectives of principals and foreign language department chairs on one state's teaching standards and the use of professional teaching portfolios as part of the hiring process. A 17-item questionnaire completed by 61 participants revealed that both groups strongly agreed with state teacher standards as accurate…
NASA Astrophysics Data System (ADS)
Kim, Mijung; Tan, Aik-Ling
2011-03-01
To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in practical work, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching practical work. More important than knowing technical-rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre-service teachers' understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and practical work.
Practical microbiology in schools: a survey of UK teachers.
Redfern, James; Burdass, Dariel; Verran, Joanna
2013-11-01
A survey of secondary school teachers investigated practical microbiology in the classroom. The results were heartening (practical microbiology was common), but concerns were expressed regarding equipment, time, cost, and expertise. Microbiologists should engage more with school education to support teachers and maintain the health of microbiology for future generations. Copyright © 2013 Elsevier Ltd. All rights reserved.
Question Asking in the Science Classroom: Teacher Attitudes and Practices
NASA Astrophysics Data System (ADS)
Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana
2014-02-01
Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.
Not Just for Novices: The Programmatic Impact of Practice-Based Teacher Education
ERIC Educational Resources Information Center
Francis, Anthony Tuf; Olson, Mark; Weinberg, Paul J.; Stearns-Pfeiffer, Amanda
2018-01-01
This article describes how a secondary teacher education program at a midsized university made the turn toward a practice-based program in teacher education. The authors argue that efforts to recenter the program around practices have not only improved opportunities for novice teachers, but also have provided teacher educators a programmatic…
Fast-Track Teacher Recruitment.
ERIC Educational Resources Information Center
Grant, Franklin Dean
2001-01-01
Schools need a Renaissance human-resources director to implement strategic staffing and fast-track teacher-recruitment plans. The HR director must attend to customer satisfaction, candidate supply, web-based recruitment possibilities, stabilization of newly hired staff, retention of veteran staff, utilization of retired employees, and latest…
28 CFR 29.9 - Motor vehicles for hire.
Code of Federal Regulations, 2013 CFR
2013-07-01
... 28 Judicial Administration 1 2013-07-01 2013-07-01 false Motor vehicles for hire. 29.9 Section 29.9 Judicial Administration DEPARTMENT OF JUSTICE MOTOR VEHICLE THEFT PREVENTION ACT REGULATIONS § 29.9 Motor vehicles for hire. (a) Any person who is in the business of renting or leasing motor...
28 CFR 29.9 - Motor vehicles for hire.
Code of Federal Regulations, 2012 CFR
2012-07-01
... 28 Judicial Administration 1 2012-07-01 2012-07-01 false Motor vehicles for hire. 29.9 Section 29.9 Judicial Administration DEPARTMENT OF JUSTICE MOTOR VEHICLE THEFT PREVENTION ACT REGULATIONS § 29.9 Motor vehicles for hire. (a) Any person who is in the business of renting or leasing motor...
28 CFR 29.9 - Motor vehicles for hire.
Code of Federal Regulations, 2011 CFR
2011-07-01
... 28 Judicial Administration 1 2011-07-01 2011-07-01 false Motor vehicles for hire. 29.9 Section 29.9 Judicial Administration DEPARTMENT OF JUSTICE MOTOR VEHICLE THEFT PREVENTION ACT REGULATIONS § 29.9 Motor vehicles for hire. (a) Any person who is in the business of renting or leasing motor...
Slow Transformation: Teacher Research and Shifting Teacher Practices
ERIC Educational Resources Information Center
Patterson, Thomas H.; Crumpler, Thomas P.
2009-01-01
As a teacher with more than 30 years experience at the middle school, secondary, and college level, primarily in English studies, Patterson (the first author) decided a few years ago to reexamine his practices and instructional methods. He wondered what would be the effects on him and his students when he would begin to utilize ideas emanating…
NASA Astrophysics Data System (ADS)
Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael
2014-09-01
Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice.
The Role of Action Research in Empowering Teachers to Change Their Practice
ERIC Educational Resources Information Center
Bradley-Levine, Jill; Smith, Joshua; Carr, Kari
2009-01-01
Universities need to work with teachers to dispel the belief that research is disconnected from practice and teachers must be open to the benefits of action inquiry. This study examined the process and impact of conducting action research on teachers' perceptions of practice and professionalism. Twelve teachers enrolled in a master's level course…
Teachers' Perceptions and Practices of STEAM Education in South Korea
ERIC Educational Resources Information Center
Park, HyunJu; Byun, Soo-yong; Sim, Jaeho; Han, Hyesook; Baek, Yoon Su
2016-01-01
This study examined teachers' perceptions and practices of science, technology, engineering, arts, and mathematics (STEAM) education in South Korea, drawing on a survey of teachers in STEAM model schools. Results showed that the majority of Korean teachers, especially experienced teachers and male teachers, had a positive view on the role of STEAM…
Teachers' Beliefs and Practices: A Dynamic and Complex Relationship
ERIC Educational Resources Information Center
Zheng, Hongying
2013-01-01
Research on teachers' beliefs has provided useful insights into understanding processes of teaching. However, no research has explored teachers' beliefs as a system nor have researchers investigated the substance of interactions between teachers' beliefs, practices and context. Therefore, the author adopts complexity theory to explore the features…
ERIC Educational Resources Information Center
Brenner, Aimee M.; Brill, Jennifer M.
2016-01-01
The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study used a two-phase, sequential explanatory strategy. Data were…
ERIC Educational Resources Information Center
Aronson, Brittany; Anderson, Ashlee
2013-01-01
With this article, we challenge the successful implementation of critical perspectives in an increasingly neoliberal and neoconservative educational climate. Although many teacher education programs challenge teachers to be critical and to empower students, current top-down accountability practices and policy mandates do not allow teachers the…
Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators
ERIC Educational Resources Information Center
Nutta, Joyce W., Ed.; Mokhtari, Kouider, Ed.; Strebel, Carine, Ed.
2012-01-01
"Preparing Every Teacher to Reach English Learners" presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach--winning faculty support, assessing needs, and developing capacity--and share strategies for avoiding pitfalls. The…
ERIC Educational Resources Information Center
Youens, Bernadette; Gordon, Jules; Newton, Len
2014-01-01
Practical work has a long history in science education in the UK. This article explores how the influences of curriculum and assessment policy have shaped practical work over recent years. We argue that, together with changes in teacher training programmes, these influences have weakened science teachers' capacity to meet the challenge of calls…
NASA Astrophysics Data System (ADS)
Helgoe, Catherine A.
Recently, educators in public K-12 schools have added testing of science knowledge to the measures of Adequate Yearly Progress required by the federal No Child Left Behind (NCLB) legislation. Research of the impact of NCLB policy on general teaching practices had credited the policy with improving instruction; however, negative impacts noted included the concern that teachers "teach to the test," narrowing the curriculum. Testing as an assessment strategy was not advocated by the professional educators and scientists responsible for the National Science Education Standards (NSES). Results from previous studies pointed to a potential conflict between the NCLB reforms and the National Science Education Standards science standards, in which teachers might reduce or eliminate hands-on activities and other constructivist practices in order to focus class time on other topics and tasks. Most research on NCLB policy, however, had not evaluated instructional practices regarding science education. This study examined the relationship among teacher beliefs, specifically the strength of their constructivist versus traditional beliefs, teachers' responses to NCLB policy, and teachers' use of constructivist practices in the form of manipulatives. This study showed that national policy did have an impact on teachers; however, that impact was not specific to the hands-on practices in science education. Teachers who responded to this survey had found many benefits in student learning using manipulatives and those positive impacts on their students justified the increased use of manipulatives in the classroom. The strength of teachers' constructivist beliefs showed a weak positive correlation to choices related to curriculum priorities, learning goals and advantages in using manipulatives. However, a relationship to beliefs was not found in the changes teachers made to various instructional practices, or in how they viewed certain manipulative materials, or in how they viewed
Effective Schools: Teacher Hiring, Assignment, Development, and Retention
ERIC Educational Resources Information Center
Loeb, Susanna; Kalogrides, Demetra; Beteille, Tara
2012-01-01
The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key…
Practices and representations of health education among primary school teachers.
Jourdan, Didier; Pommier, Jeanine; Quidu, Frédérique
2010-02-01
School is one of the key settings for health education (HE). The objectives of this study are to assess primary school teachers' self-reported teaching practices in HE and to describe their representation concerning their role in HE. A quantitative study was conducted on a sample of primary school teachers (n = 626) in two French regions in order to analyze their practices and representations in HE. A hierarchical clustering dendogram was performed on questions exploring representations of HE. Multiple linear regression analysis helped explain the motivation and self-perceived competency score. Three quarters of the teachers declare they work in HE. Only one third of them declare they work in a comprehensive HE perspective. The HE approach is often considered in terms of specific unique curriculum intervention. Two thirds of the teachers say they work alone in HE, the other third associate other partners and choose mainly school health services. Parents are rarely (12%) involved in HE initiatives. It is essentially the practice of HE, teacher training and teachers' representation of HE that condition their motivation to develop HE. Teachers can take different approaches to HE. Teachers' representation of HE plays an important role in the development of HE activities: some teachers consider that HE is the mission of the health professionals and the parents. Our expectations of teacher involvement should be realistic, should take into account the representations of their role, the difficulties they encounter, and should be sustained by specific training.
ERIC Educational Resources Information Center
Croasdaile, Susanne
2007-01-01
Although the value of teacher research to both the teachers and to the education community has been extensively reported in recent literature, it is only practiced by small pockets of teachers across the country. Viewing the problem through a social organizational lens suggests that the lack of widespread involvement in teacher research may be due…
An Analysis of Alterity in Teachers' Inclusive Pedagogical Practices
ERIC Educational Resources Information Center
Sagner-Tapia, Johanna
2018-01-01
This investigation contributes to understanding how teachers reflect on the other with a disability and on their own practices. Literature suggests that inclusion takes place when barriers are removed, allowing participation. However, scholars agree that teachers still struggle with pedagogical practices in inclusive classrooms. Hansen (Hansen,…
Considering the Impact of Preservice Teacher Beliefs on Future Practice
ERIC Educational Resources Information Center
Thomas, Cathy Newman
2014-01-01
Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider…
Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study
ERIC Educational Resources Information Center
Farrell, Thomas S. C.; Ives, Jessica
2015-01-01
This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…
The Principle of Hiring the Best Available Academics
ERIC Educational Resources Information Center
Dilger, Alexander
2009-01-01
Purpose: Higher education, including research, depends crucially on the people involved, their talents and human capital. Therefore, a university can improve or at least maintain its standing by hiring only the best available academics. Hiring the absolute best may be too expensive for most and is impossible for all. However, it is not too…
Evaluating Urban Teacher Recruitment Programs: An Application of Private Sector Recruitment Theories
ERIC Educational Resources Information Center
Winter, Paul A.; Ronau, Robert N.; Munoz, Marco A.
2004-01-01
This teacher recruitment study was conducted in one of the largest school districts in the United States. The participants (N = 152) were newly hired teachers. Findings revealed the participants considered economic (e.g., teacher salary schedule), school (e.g., location), and community (e.g., cultural opportunities) attributes important in their…
NASA Astrophysics Data System (ADS)
Wei, Bing; Li, Xiaoxiao
2017-09-01
It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for the purpose of restructuring school practical work in view of science practice. Qualitative interviews were conducted with 87 science teachers at the secondary school level. In the interviews, science teachers were asked to make a comparison between students' experiments and scientific experiments. Eight dimensions of experimentation were generated from the qualitative data analysis, and the distributions of these eight dimensions between the two types of experiments were compared and analysed. An ideal model of practical work was suggested for restructuring practical work at the secondary school level, and some issues related to the effective enactment of practical work were discussed.
Job-Embedded Professional Development: Reducing Teacher Isolation by Enacting Social Change
ERIC Educational Resources Information Center
Frank, K.
2009-01-01
Teacher isolation and burn-out are problems which contribute to high rates of teacher attrition and require school districts to hire new teachers each year and start anew with professional development. The purpose of this qualitative case study was to investigate whether peer coaching and mentoring programs had an effect on this problem by…
ERIC Educational Resources Information Center
Strom, Kathryn Jill
2014-01-01
While research suggests that new teachers work to put into practice the pedagogy learned from their preservice preparation programs during their first year of teaching, they often resort to traditional, teacher-centered pedagogies even when prepared to use innovative practices, particularly in urban schools. Relatively little is known, however,…
Predicting Elementary Classroom Teaching Practices from Teachers' Educational Beliefs.
ERIC Educational Resources Information Center
Bauch, Patricia A.
Using data from the national research project "A Study of Schooling," researchers sought to describe teachers' educational beliefs and to relate those beliefs to the teachers' classroom teaching practices. From 13 elementary schools in the national survey, 182 teachers were selected, based on their scores on two dimensions of belief:…
A Study of Variables That Influence Teacher Turnover in the Little Municipal School District
ERIC Educational Resources Information Center
Stokes, Paula Hollingsworth
2013-01-01
A teacher shortage is a recognized problem in research on public schools. Schools across the United States must hire and retain highly qualified teachers, but the literature indicates teachers with fewer than 3 years of experience are often leaving teaching, creating a possible teacher shortage of 4.2 million teachers by the year of 2016.…
High School Mathematics Teachers: Grading Practice and Pupil Control Ideology.
ERIC Educational Resources Information Center
Cicmanec, Karen Mauck; Johanson, George; Howley, Aimee
Survey data gathered from 230 respondents from a random sample of 500 Ohio public school teachers explores the association between teachers' practice of assigning grades based on nonachievement grading factors and teachers' pupil control orientation (PCI). Responding high school mathematics teachers provided information that relates to the use of…
Teachers' Practices and Mental Models: Transformation through Reflection on Action
ERIC Educational Resources Information Center
Manrique, María Soledad; Sánchez Abchi, Verónica
2015-01-01
This contribution explores the relationship between teaching practices, teaching discourses and teachers' implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E…
Using critical race theory to analyze science teachers culturally responsive practices
NASA Astrophysics Data System (ADS)
Wallace, Tamara; Brand, Brenda R.
2012-06-01
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers' capacity to accommodate students' needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator on the basis of classroom observations, students' responses and standardized assessment results. Both teachers' classrooms consisted primarily of African American students. Grounded theory was used to analyze the teachers' beliefs and practices in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the students' racial identities on the teachers' beliefs and practices. The analysis reveals that the teachers' beliefs and practices were informed by their critical awareness of social constraints imposed upon their African American students' identities. These findings communicate the significance of sociocultural awareness to informing the teachers' instruction, as well as their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for the culturally responsive dispositions and practices of these middle school science teachers.
English Teachers Classroom Assessment Practices
ERIC Educational Resources Information Center
Saefurrohman; Balinas, Elvira S.
2016-01-01
The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…
Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms
NASA Astrophysics Data System (ADS)
Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy
2017-06-01
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.
ERIC Educational Resources Information Center
Oshita, Linda
2013-01-01
The special education teacher shortage prompted school districts to hire unlicensed teachers on the condition they earn their credentials on-the-job (in place). Although the benefits of traditional student teaching is well documented, little is known about how in place arrangements prepare individuals for teaching special education. Given that…
Athletic Directors' Barriers to Hiring Athletic Trainers in High Schools
Mazerolle, Stephanie M.; Raso, Samantha R.; Pagnotta, Kelly D.; Stearns, Rebecca L.; Casa, Douglas J.
2015-01-01
Context In its best-practices recommendation, the Inter-Association Task Force for Preventing Sudden Death in Secondary School Athletics Programs urged all high schools to have a certified athletic trainer (AT) on staff. Despite the recommendation, many high schools lack the medical services of an AT. Objective To examine the barriers that athletic directors (ADs) face in hiring ATs in public high schools and in providing medical coverage for their student-athletes. Design Qualitative study. Setting Semistructured telephone interviews. Patients or Other Participants Twenty full-time public high school ADs (17 men, 3 women) from various geographical regions of the United States (6 North, 4 South, 4 Midwest, 6 West) participated. Data saturation guided the total number of participants. Data Collection and Analysis We completed telephone interviews guided by a semistructured questionnaire with all participants. Interviews were recorded and transcribed verbatim. Multiple-analyst triangulation and peer review were included as steps to establish data credibility. We analyzed the data using the principles of the general inductive approach. Results We identified 3 themes. Lack of power represented the inability of an AD to hire an AT, which was perceived to be a responsibility of the superintendent and school board. Budget concerns pertained to the funding allocated to specific resources within a school, which often did not include an AT. Nonbudget concerns represented rural locations without clinics or hospitals nearby; misconceptions about the role of an AT, which led to the belief that first-aid–trained coaches are appropriate medical providers; and community support from local clinics, hospitals, and volunteers. Conclusions Many ADs would prefer to employ ATs in their schools; however, they perceive that they are bound by the hiring and budgeting decisions of superintendents and school boards. Public school systems are experiencing the consequences of national budget
Making Philosophy of Science Education Practical for Science Teachers
ERIC Educational Resources Information Center
Janssen, F. J. J. M.; van Berkel, B.
2015-01-01
Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…
EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices
ERIC Educational Resources Information Center
Simegn, Birhanu
2014-01-01
This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…
Teacher Layoffs: Rethinking "Last-Hired, First-Fired" Policies
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2010
2010-01-01
In the past year, cash-strapped districts have been handing out pink slips by the hundreds, and some, by the thousands. The Bureau of Labor Statistics estimates that nearly 60,000 teachers were laid off in 2009. State budget gaps and deficit projections, with federal stimulus funding already spent, suggest more of the same for 2010. Some observers…
Examining Primary Pre-Service Teachers' Perspectives on Teaching Practice Courses
ERIC Educational Resources Information Center
Basturk, Savas
2016-01-01
The courses "school experience" and "teaching practice" are undoubtedly among the central courses to be received by pre-service teachers who will be future teachers. Through them, pre-service teachers obtain the realistic information about their profession. Therefore, the aim of this study was to examine pre-service teachers'…
The pedagogy of argumentation in science education: science teachers' instructional practices
NASA Astrophysics Data System (ADS)
Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel
2017-07-01
Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional Strategies for Argumentation, and Meta-strategic Instructional Strategies for Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.
Portfolio as Practice: The Narratives of Emerging Teachers.
ERIC Educational Resources Information Center
Darling, L. Farr
2001-01-01
Portfolio construction is a complex social practice with intentions, rules, and standards. This definition is not typically found in teacher education literature and has implications for evaluating students' portfolios. The paper examines teacher education students' recollections of creating portfolios in one Canadian program and argues that…
Teacher Educators' Personal Practical Knowledge of Language
ERIC Educational Resources Information Center
Swart, Fenna; de Graaff, Rick; Onstenk, Jeroen; Knezic, Dubravka
2018-01-01
This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical…
Investigating and Critiquing Teacher Educators' Mobile Learning Practices
ERIC Educational Resources Information Center
Burden, Kevin John; Kearney, Matthew
2017-01-01
Purpose: This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning? Design/methodology/approach: The study uses data from an online survey that elicited information about how 46 teacher…
Gender Stereotypes on Biology Practical Pedagogy: A Student-Teachers' Perspective
ERIC Educational Resources Information Center
Abimbola, I. O.; Dada, F. E.
2015-01-01
This study examines ideas of pre-service teachers on goals of biology practical in three purposely selected Colleges of Education. To this end, A researcher designed questionnaire which was adapted titled "views of preservice teachers on biology practical" to elicit information, and findings of a survey administered to 405 preservice…
ERIC Educational Resources Information Center
Heller, Tamar; Arnold, Catherine K.; van Heumen, Lieke; McBride, Elizabeth L.; Factor, Alan
2012-01-01
The study examined the differential experiences and outcomes for people with intellectual and developmental disabilities and their families receiving self-directed services based on the type of personal support worker hired (parents, siblings, other relatives, friends, and agency staff). The sample consisted of 372 participants in a self-directed…
NASA Astrophysics Data System (ADS)
Brown, Sherri Lynne
, 36% of the participants displayed a conceptual style, which has characteristics of both teacher and student-centered domains. Linkages between the interview and observational data were unexpected due to the fact that participants professed a slightly greater teacher-centered style along the inquiry instruction continuum than what they actually practiced. This study reported congruity between what the participants believed and what they practiced. A negligible change regarding inquiry beliefs and instruction was discovered among the three cohorts as years of teaching experience increased.
The Black Teacher Shortage: A Literature Review of Historical and Contemporary Trends
ERIC Educational Resources Information Center
Madkins, Tia C.
2011-01-01
Desegregation marked the beginning of a long period of loss of Black teachers within the profession. First, Black teachers were not hired in desegregated schools, and then as other professional opportunities opened up in society, fewer Blacks entered the teacher pipeline. The purpose of this literature review is to synthesize research relevant to…
Beginning Science Teachers' Use of a Digital Video Annotation Tool to Promote Reflective Practices
NASA Astrophysics Data System (ADS)
McFadden, Justin; Ellis, Joshua; Anwar, Tasneem; Roehrig, Gillian
2014-06-01
The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports the development of reflective practice for beginning secondary science teachers through the creation of online "communities of practice" (Barab et al. in Inf Soc, 237-256, 2003), which have been shown to have positive impacts on teacher collaboration, communication, and reflection. Specifically, TIN integrated the use of asynchronous, video annotation as an affordance to directly facilitate teachers' reflection on their classroom practices (Tripp and Rich in Teach Teach Educ 28(5):728-739, 2013). This study examines the use of video annotation as a tool for developing reflective practices for beginning secondary science teachers. Teachers were enrolled in an online teacher induction course designed to promote reflective practice and inquiry-based instruction. A modified version of the Learning to Notice Framework (Sherin and van Es in J Teach Educ 60(1):20-37, 2009) was used to classify teachers' annotations on video of their teaching. Findings from the study include the tendency of teachers to focus on themselves in their annotations, as well as a preponderance of annotations focused on lower-level reflective practices of description and explanation. Suggestions for utilizing video annotation tools are discussed, as well as design features, which could be improved to further the development of richer annotations and deeper reflective practices.
NASA Astrophysics Data System (ADS)
Whitacre, Michelle Phillips
This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy
Opening Our Eyes, Changing Our Practices: Learning through the Transnational Lifeworlds of Teachers
ERIC Educational Resources Information Center
Knight, Michelle G.; Oesterreich, Heather A.
2011-01-01
This article examines the inclusion of a culturally relevant curricular practice of social identity papers within teacher education in the USA that incorporates the transnational lifeworlds of teachers. Using tenets of feminist interdisciplinary frameworks, we highlight how this curricular practice allows teachers and teacher candidates in urban…
ERIC Educational Resources Information Center
Curcio, Rachelle; Schroeder, Stephanie
2017-01-01
Through reflective narrative, we present our experiences in a Community of Practice (CoP) committed to teacher preparation for social justice. First, we discuss the CoP's origination and then reflect upon how our participation informed our practice as novice teacher educators. Specifically, we propose that novice teacher educators' participation…
Reading instruction in science: Teachers' practices, beliefs, & self-efficacy
NASA Astrophysics Data System (ADS)
Morales, Christina M.
The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence
NASA Astrophysics Data System (ADS)
Cavedon, Carolina Christmann
With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.
Preschool Teachers' Language and Literacy Practices with Dual Language Learners
ERIC Educational Resources Information Center
Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene
2016-01-01
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…
Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices
ERIC Educational Resources Information Center
Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.
2016-01-01
This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the…
Preschool Teachers' Use of Pyramid Model Practices in Mainland China
ERIC Educational Resources Information Center
Luo, Li; Snyder, Patricia; Clark, Cinda L.; Hong, Xiumin
2017-01-01
The social domain is 1 of 5 preschool curricular domains in mainland China. Chinese preschool teachers are expected to use teaching practices that foster young children's social competence. The purpose of this study was to explore a small sample of Chinese preschool teachers' use of teaching and behavior support practices associated with the…
Reforming Professional Development: Focusing on Teachers' Practices
ERIC Educational Resources Information Center
Leach, Laura M.
2012-01-01
The purpose of this position paper was to study professional development, specifically looking at teachers' practices. After problems with a recent charter renewal for a small charter school and conversations with teachers and administration, professional development arose as an area that needed improvement. A model for professional…
ERIC Educational Resources Information Center
Uzuner-Smith, Sedef; Englander, Karen
2015-01-01
Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its…
The Relationship between Teacher Gender and Student Achievement: Evidence from Five Indian States
ERIC Educational Resources Information Center
Chudgar, Amita; Sankar, Vyjayanthi
2008-01-01
Little conclusive evidence is available on the relationship between teacher gender and student achievement. However, a great emphasis has been placed on hiring more female teachers, both internationally and in India. Given this context, this paper investigates the relationship between student learning outcomes and the presence of women teachers in…
Teacher coaching supported by formative assessment for improving classroom practices.
Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M
2018-06-01
The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Old Habits Die Hard: Literacy Practices of Pre-Service Teachers
ERIC Educational Resources Information Center
Gupta, Renu
2004-01-01
Reading methodology in pre-service teacher training may not be effective because of the literacy beliefs and practices of the trainees. This paper examines the reading practices of a group of pre-service teachers (n=29) in Singapore. Their personal approach to reading revealed that the majority split reading into two domains: leisure reading and…
Critical Practice in Teacher Education: A Study of Professional Learning
ERIC Educational Resources Information Center
Heilbronn, Ruth, Ed.; Yandell, John, Ed.
2010-01-01
This timely book uncovers all of the processes that should be considered when high-quality teacher education is designed, delivered and studied around the world. Written by experienced teacher educators, this book shows what critical practice is and how it can be used to facilitate a deeper understanding of practice that draws upon personal…
School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices
ERIC Educational Resources Information Center
Hongboontri, Chantarath; Keawkhong, Natheeporn
2014-01-01
This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…
The Nature of Feedback in English: Teacher Practices
ERIC Educational Resources Information Center
Dargusch, Joanne
2014-01-01
This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in the standards-based Queensland assessment system. This paper focuses in particular on the teachers' provision of feedback on rough draft summative assessment items. It identifies the links between assessment criteria and…
New Hires, Building Demolition
None
2017-12-09
Using Recovery Act funding, Department of Energy contractor CH2M HILL Plateau Remediation Company has hired hundreds of new employees to do cleanup work at the Hanford Site, including demolition of dozens of excess facilities.This video was produced by CH2M HILL on Jan. 8, 2010.
ERIC Educational Resources Information Center
Yook, Cheongmin; Lee, Yong-hun
2016-01-01
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers' classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected…
ERIC Educational Resources Information Center
Daniels, Lia M.; Radil, Amanda; Wagner, Amanda K.
2016-01-01
During their education, preservice teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains whether preservice teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between preservice teachers'…
Science Teachers' Beliefs and Practices: Issues, Implications and Research Agenda
ERIC Educational Resources Information Center
Mansour, Nasser
2009-01-01
The study of teachers' beliefs forms part of the process of understanding how teachers conceptualize their work which in turn is important to the understanding of teachers' practices and their decisions in the classroom. A growing body of research argues that teachers' beliefs should be studied within a framework that is aware of the influence of…
ERIC Educational Resources Information Center
Davis, Kathleen S.
2003-01-01
Provides a critical analysis of the implementation of an innovative science curriculum at a middle school site. Explores the issues that surround teacher learning of new practices including the structures, policies, and practices that were in place within the reform context that supported or impeded teacher learning. Identifies parallels between…
Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice
ERIC Educational Resources Information Center
Hill, Heather C.; Umland, Kristin; Litke, Erica; Kapitula, Laura R.
2012-01-01
Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor…
Small business employers' views on hiring individuals with mental illness.
Hand, Carri; Tryssenaar, Joyce
2006-01-01
This study investigated the beliefs of small business employers regarding hiring individuals with mental illness. Fifty-eight participants completed mail-in questionnaires concerning beliefs and willingness to hire persons with mental illness. Employers were most concerned regarding the social and emotional skills of individuals with mental illness. Those employers who reported positive beliefs, had positive interactions with individuals with mental illness, or operated in public/social services, stated greater willingness to hire a person with mental illness. Methods to decrease stigma are discussed.
Negligent hiring liability--a primer for healthcare administrators.
Bates, Norman D
2008-01-01
Healthcare institutions are particularly vulnerable to negligent hiring liability which holds employers responsible for their employees' improper conduct. Several methods are simple and inexpensive yet many employers neglect to employ them effectively, the author, an attorney and security management consultant, points out. In this article, he spells out what can be done to screen applicants to avoid and/or better defend against negligent hiring lawsuits.
Teacher Preparation Practices in Kenya and the 21st Century Learning: A Moral Obligation
ERIC Educational Resources Information Center
Kafwa, Nabwire Opata; Gaudience, Obondo; Kisaka, Sella Terrie
2015-01-01
Teacher preparation practices are indices used to measure quality teacher besides other variables. Whereas the current teacher preparation is test scores based inclining to cognitive knowledge, a good teacher preparation practices is a holistic development in nature oriented towards character, skills and knowledge. To embed teacher preparation in…
Exploring Gender Roles' Effects of Turkish Women Teachers on Their Teaching Practices
ERIC Educational Resources Information Center
Sari, Mediha
2012-01-01
The purpose of this study is to investigate how gender roles of women teachers affect their practices in the classrooms. Participants in the study were 75 female teachers working in elementary schools in Adana, Turkey. Findings indicated that gender roles of women teachers have important effects on their educational practices. Women teachers…
ERIC Educational Resources Information Center
Ekuri, Emmanuel Etta; Egbai, Julius Michael; Ita, Caroline Iserome
2011-01-01
This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females)…
Developing Teachers and Teaching Practice: International Research Perspectives.
ERIC Educational Resources Information Center
Sugrue, Ciaran, Ed.; Day, Christopher, Ed.
This volume presents a selection of the 200 papers given at the 1999 biennial conference of the International Study Association on Teachers and Teaching. The theme of the conference was "Teachers and Teaching: Revisioning Policy and Practice for the Twenty-First Century." The 15 papers are: (1) "Teaching in a Box: Emotional…
ERIC Educational Resources Information Center
Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim
2016-01-01
Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…
Analyzing beliefs and practices of a Mexican high school biology teacher
NASA Astrophysics Data System (ADS)
Verjovsky, Janet; Waldegg, Guillermina
2005-04-01
This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in-depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a 4-year international science project using collaborative learning and information and communication technology. Her beliefs and practices were explored by means of questionnaires, semi-structured interviews, and nonparticipant observation of classes. Through the use of the three-component framework, the degrees of coherence between practice and beliefs that guide the teacher's daily behavior became apparent, as well as the difficulties of incorporating innovations due to institutional constraints.
Science Teacher Leaders: Exploring Practices and Potential
NASA Astrophysics Data System (ADS)
Stinson, John Kevin
It has become standard practice for teachers to step into the role of "teacher leaders" and perform a variety of curriculum, instruction and assessment tasks for schools and school districts. The literature regarding these Ohio K-12 teacher leaders, who may perform these tasks in addition to or in lieu of regular teaching assignments, rarely includes a disciplinary focus. In this exploratory, descriptive study the results of a web-based survey containing both closed and open-ended items were used in an inquiry into teacher leaders working with the discipline of science. Data from Ohio teachers responding to the survey were used first to create a standard profile for science teacher leaders. Descriptive statistics and correlations were then performed on quantitative survey data to explore science teacher leader tasks and factors that influence task performance. Analysis of data included descriptions of sense of purpose for their role held by these science teacher leaders. Results indicate that science teacher leaders appear to embrace their role as advocates for science and have great potential for implementing science education reform as well as other science-related school initiatives. Aligning performance, administrative oversight, impact on student achievement and teacher training concerning tasks science teacher leaders are expected to perform would enhance this potential. However, science teacher leaders face challenges to realizing that potential due to ambiguity of their leadership role, the breadth of tasks they tend to perform and lack of alignment between task and outcomes.
ERIC Educational Resources Information Center
Nami, Fatemeh; Marandi, S. Susan; Sotoudehnama, Elaheh
2016-01-01
Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this…
Teacher Practices: How They Promote or Hinder Student Engagement in Mathematics
ERIC Educational Resources Information Center
Skilling, Karen
2014-01-01
With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of…
From Reflective Practice to Practical Wisdom: Toward a Post-Foundational Teacher Education
ERIC Educational Resources Information Center
Eryaman, Mustafa Yunus
2007-01-01
The author situates this paper within ongoing debates in related areas such as reflective practice, critical pedagogy, practical wisdom and critical theory. First, the author identifies some of the problems in the present notions of reflective teaching and progressive teacher education. The analyzes and compares the traditional-technical and…
ERIC Educational Resources Information Center
Nambiar, R. M. K.; Thang, S. M.
2016-01-01
Blogs are commonly used for online interaction because of their ease of use and access, which allow people to gather in a virtual space to share knowledge, experiences and practices. Teachers can also use blogs as an avenue to think, reflect and respond to views and comments regarding pedagogical practices and difficulties, thereby developing…
Research for the Classroom: Teachers Practicing Research
ERIC Educational Resources Information Center
Gorlewski, Julie, Ed.; Roberts, Mike
2009-01-01
How can teachers merge research and daily practice? Where can they find the time, information, and resources? In exploring this issue, it is important to clarify the definition of "research". "Research" might mean (1) using best practices that are already research-based or (2) doing research on one's own students. For purposes of discussion in…
Reflective Teaching Practices in Turkish Primary School Teachers
ERIC Educational Resources Information Center
Tok, Sukran; Dolapcioglu, Sevda Dogan
2013-01-01
The objective of the study is to explore the prevalence of reflective teaching practices among Turkish primary school teachers. Qualitative and quantitative research methods were used together in the study. The sample was composed of 328 primary school teachers working in 30 primary education institutions in the town of Antakya in the province of…
Conceptions of Assessment: Trainee Teachers' Practice and Values
ERIC Educational Resources Information Center
Winterbottom, Mark; Brindley, Sue; Taber, Keith S.; Fisher, Linda G.; Finney, John; Riga, Fran
2008-01-01
This study examines the values and practice in relation to assessment of a sample of 220 trainee teachers studying for a Postgraduate Certificate in Education, an initial teacher training and education (ITET) course, at the University of Cambridge, UK. The survey instrument was drawn from James and Pedder (2006), and was composed of questionnaire…
Teacher practices as predictors of children's classroom social preference.
Mikami, Amori Yee; Griggs, Marissa Swaim; Reuland, Meg M; Gregory, Anne
2012-02-01
Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Studying Changes in the Practice of Two Teachers Developing Assessment for Learning
ERIC Educational Resources Information Center
Lee, Clare; Wiliam, Dylan
2005-01-01
This article describes changes in the practice of two teachers, observed over an 18-month period, who were participating in a study intended to support teachers in developing their use of assessment in support of learning. The design of the intervention allowed each teacher to choose for themselves which aspects of their practice to develop.…
ERIC Educational Resources Information Center
Göçer, Ali
2013-01-01
The aim of this study was to determine whether student teachers are sufficiently prepared for teaching practice in primary schools. In this study, student teachers' teaching practice in real classrooms was evaluated by using observation and interview methods. For this purpose, interviews were conducted with seven guidance teachers, and each…
ERIC Educational Resources Information Center
Kim, Mijung; Tan, Aik-Ling
2011-01-01
To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of…
Justice and Practice: Tensions in the Development of Social Justice (Teacher) Educators
ERIC Educational Resources Information Center
Schiera, Andrew J.
2017-01-01
This dissertation explores how pre-service teachers conceptualize the relationship between justice and practice, and then navigate the tensions of their student teaching context to enact their beliefs in their teaching practice. Starting from the assumption that all teachers must understand how their practice challenges rather than reproduces…
Advocacy as a Practice of Critical Teacher Leadership
ERIC Educational Resources Information Center
Bradley-Levine, Jill
2018-01-01
Teacher advocacy has been examined as a practice of activism external to the school and as a practice of educational leadership. However, researchers have not merged these ideas by framing advocacy as a practice of leadership that takes place within the classroom and across the school. This article illustrates how, through advocacy on behalf of…
Culturally Responsive Practice for Teacher Educators: Eight Recommendations
ERIC Educational Resources Information Center
Baumgartner, Dana; Bay, Mary; Lopez-Reyna, Norma A.; Snowden, Peggy A.; Maiorano, Michael J.
2015-01-01
In this article, we argue for the importance of all teacher educators engaging in a culturally responsive practice in their university classrooms. Whereas the literature is replete with recommendations regarding the use of a culturally responsive practice in P-12 settings, it is virtually silent on the use of such a practice in higher education…
5 CFR 330.504 - Special restrictions after appointment under Part-time Direct Hire Program.
Code of Federal Regulations, 2010 CFR
2010-01-01
... under Part-time Direct Hire Program. 330.504 Section 330.504 Administrative Personnel OFFICE OF... To Protect Competitive Principles § 330.504 Special restrictions after appointment under Part-time Direct Hire Program. (a) A person hired under the Part-time Direct Hire Program may not be changed to...
ERIC Educational Resources Information Center
Hibbard, Brandon Lee
2016-01-01
The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher's sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study…
ERIC Educational Resources Information Center
Hamilton, Anna Rawlings
2010-01-01
The primary purpose of this study is to determine if there is a relationship between teacher personality traits and teachers' reported attitudes and behaviors towards family-school partnerships. A secondary purpose of this study was to: 1) explore how various teacher demographic impacted attitudes and practices towards partnership, 2) examine if a…
Science Teachers' Perception on Multicultural Education Literacy and Curriculum Practices
ERIC Educational Resources Information Center
Huang, Hsiu-Ping; Cheng, Ying-Yao; Yang, Cheng-Fu
2017-01-01
This study aimed to explore the current status of teachers' multicultural education literacy and multicultural curriculum practices, with a total of 274 elementary school science teachers from Taitung County as survey participants. The questionnaire used a Likert-type four-point scale which content included the teachers' perception of…
Effects of the learning assistant experience on in-service teachers' practices
NASA Astrophysics Data System (ADS)
Gray, Kara E.; Webb, David C.; Otero, Valerie K.
2012-02-01
The Colorado Learning Assistant (LA) Program serves as a content-specific supplement to standard teacher preparation programs. In addition to transforming undergraduate STEM courses, it recruits and prepares math and science majors for teaching careers by involving university STEM faculty. The research reported here compares the teaching practices of in-service teachers who participated in the LA experience as undergraduates to a comparison group of teachers who did not participate in the LA program as undergraduates but were certified to teach through the same program. We report on teachers' views of assessments and differences in their teaching practices. This analysis is based on interviews with approximately 30 teachers and observations of their classrooms throughout their induction years of teaching. This work considers how the LA program may help improve current teacher preparation models.
Accardo, Amy L; Finnegan, Elizabeth G
2017-11-01
Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.
NASA Astrophysics Data System (ADS)
Nelson, Adrienne Fleurette
The purpose of this mixed method research study was to examine the constructivist beliefs and instructional practices of secondary science teachers. The research also explored situations that impacted whether or not student centered instruction occurred. The study revealed science teachers held constructive beliefs pertaining to student questioning of the learning process and student autonomy in interacting with other learners. Teachers held the least constructivist beliefs pertaining to student teacher collaboration on lesson design. Additionally, teacher beliefs and practice were not congruent due to instructional practices being deemed less constructivist than reported. The study found that curricular demands, teacher perceptions about students, inadequate laboratory resources, and the lack of teacher understanding about the components of constructivist instruction inhibited student centered instruction. The results of this study led to six recommendations that can be implemented by school districts in collaboration with science teachers to promote constructivist instruction.
Teacher perceptions and practices regarding school bullying prevention.
Dake, Joseph A; Price, James H; Telljohann, Susan K; Funk, Jeanne B
2003-11-01
This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities.
Challenging Teachers' Pedagogic Practice and Assumptions about Social Media
ERIC Educational Resources Information Center
Cartner, Helen C.; Hallas, Julia L.
2017-01-01
This article describes an innovative approach to professional development designed to challenge teachers' pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this…
Promotion of scientific literacy: Bangladeshi teachers' perspectives and practices
NASA Astrophysics Data System (ADS)
Sarkar, Mahbub; Corrigan, Deborah
2014-05-01
Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life - an aim consistent with the notion of scientific literacy. Purpose: This paper reports Bangladeshi science teachers' perspectives and practices in regard to the promotion of scientific literacy. Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications. Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers' science lessons, interviewing them twice - once before and once after the lesson observation, and interviewing their students in focus groups. Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students' difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition. Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic
Teacher labor markets in developing countries.
Vegas, Emiliana
2007-01-01
Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America
ERIC Educational Resources Information Center
Clayton, Kathleen; Smith, Heidi; Dyment, Janet
2014-01-01
Understanding theory-practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory-practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service…
Hiring Processes in California of the PK-12 Superintendency
ERIC Educational Resources Information Center
Guthrie, Marcelline Marie
2013-01-01
In California women are underrepresented in the position of superintendent, yet are overrepresented in the field of education. The research questions for this study were (a) What are the processes used to hire superintendents? and (b) What are the processes when a woman is hired as superintendent? This research examined how organizational culture,…
Sex Typing of Jobs in Hiring: Evidence from Japan
ERIC Educational Resources Information Center
Mun, Eunmi
2010-01-01
Using unique data on employers' pre-hire preferences, this article examines the effect of sex typing on the gender gap in offered wages and training. Previous studies using post-hire data have not been able to focus directly on the effects of employer behavior, distinct from employee preferences. By analyzing gender-designated job requisitions for…
What Is "Good" Teaching? Teacher Beliefs and Practices about Their Teaching
ERIC Educational Resources Information Center
Devine, Dympna; Fahie, Declan; McGillicuddy, Deirdre
2013-01-01
There has been increasing attention on teacher "quality" and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools,…
Bridging Theory and Practice in Norwegian Teacher Education through Action Research
ERIC Educational Resources Information Center
Husebo, Dag
2012-01-01
Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of…
Theory to Practice through Teacher Inquiry Courses in a Graduate Program: Two Teachers' Perspectives
ERIC Educational Resources Information Center
Keat, Jane Blakely
2005-01-01
Our graduate degree program includes a component of six one-credit courses, in which teachers find ways to bring into their own classroom practices theory learned in related three-credit courses. Prior research indicates that taking course work alone may not bring about changes in teachers' decision-making. Prior research also encourages higher…
Improving Special Education Teacher Retention: Implications from a Decade of Research.
ERIC Educational Resources Information Center
Billingsley, Bonnie S.
2002-01-01
A review of the research on the shortage of special education teachers and the role of attrition leads to eight recommendations to improve special educators' work environments and increase retention. Four of these recommendations are: hire certified teachers; use salaries and bonuses as incentives to remain; develop responsive induction programs…
Lessons learned hiring HMO medical directors.
Ottensmeyer, D J; Key, M K
1991-01-01
A medical director has enormous influence on medical cost and quality in managed care organizations. Little empirical work has been done on the attributes of an effective HMO medical director. The survey discussed in this article sought to examine those desirable traits from the perspective of medical directors who have risen in the ranks to become employers of medical directors. Mailed questionnaires asked 30 experts to rate skills and personality qualities based on what they would look for in a prospective hire. The factors that emerged as significant were communication and interpersonal skills, clinical credibility, ego strength, concern about quality, motivation, data orientation, and leadership qualities, along with organizational/systemic variables. Implications for hiring and physician education are drawn.
"It All depends...": Middle School Teachers Evaluate Single-Sex Classes
ERIC Educational Resources Information Center
Spielhagen, Frances R.
2011-01-01
This mixed-methods study explored the effectiveness of single-sex classes according to key stakeholders in this educational reform--the teachers who choose or are hired to teach in single-sex classes and schools. Specifically, this study examined the on-the-ground experiences of middle school teachers as they attempted to implement a relatively…
ERIC Educational Resources Information Center
Winstead, Robert A.
2013-01-01
Over the past few decades thousands of special education teachers have been teaching students with disabilities on emergency or temporary certificates (Barnes, Crow, & Schaefer, 2007). The majority of these teachers entered the field of education with little to no preparation. Most of these under qualified teachers were hired in rural areas.…
ERIC Educational Resources Information Center
Chingos, Matthew M.; West, Martin R.
2015-01-01
Since 2002, public school teachers in Florida have been permitted to choose between a defined benefit (DB) and a defined contribution (DC) retirement plan. We exploit this unique policy environment to study new teachers' revealed preferences over pension plan structures. Roughly 30 percent of teachers hired between 2003 and 2008 selected the DC…
ERIC Educational Resources Information Center
Goldhaber, Dan; Grout, Cyrus; Huntington-Klein, Nick
2014-01-01
Evidence suggests that teacher hiring in public schools is ad hoc and often fails to result in good selection among applicants. Some districts use structured selection instruments in the hiring process, but we know little about the efficacy of such tools. In this paper, we evaluate the ability of applicant selection tools used by the Spokane…
ERIC Educational Resources Information Center
Hoerr, Thomas R.
2006-01-01
The author of this article, a principal, describes the hiring process of new teachers at his school, New City School. At his school, he assumes that pedagogical skills are a given, but he concentrates more on determining the right match between institution and individual. He also relates that he often involves his staff members in the interviews…
A Re-Examination of Faculty Hiring Processes and Procedures.
ERIC Educational Resources Information Center
Academic Senate for California Community Colleges, Sacramento.
This paper discusses faculty hiring procedures by highlighting features of previous models adopted by the Academic Senate for California Community Colleges, and by presenting specific recommendations. By 2010, more than 30,000 full-time and part-time faculty will be replaced, and 15,000 additional new hires will be needed to meet the demands of an…
The Teacher Technology Integration Experience: Practice and Reflection in the Classroom
ERIC Educational Resources Information Center
Ruggiero, Dana; Mong, Christopher J.
2015-01-01
Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…
Linking Theory and Practice: Teacher Research in History and Geography Classrooms
ERIC Educational Resources Information Center
Admiraal, Wilfried; Buijs, Maartje; Claessens, Wout; Honing, Terence; Karkdijk, Jan
2017-01-01
The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might…
Implementation of Evidence-Based Adolescent Literacy Practices by Select Secondary Teachers
ERIC Educational Resources Information Center
Mergele, Catherine E.
2013-01-01
The purpose of this mixed methods research study was to investigate how evidence-based adolescent literacy practices are implemented by secondary teachers in the classroom or what the reasons might be for these practices not being implemented. Three secondary English teachers of three different types of classes, comprising Intensive, Project-based…
Pre-Service Mathematics Teachers' Noticing Skills and Scaffolding Practices
ERIC Educational Resources Information Center
Kilic, Hulya
2018-01-01
A 14-week course program was designed to investigate pre-service teachers' noticing skills and scaffolding practices. Six pre-service teachers were matched with a pair of sixth grade students to observe and scaffold students' mathematical understanding while they were working on the given tasks. Data was collected through pre-service teachers' own…
Student Teachers' Attitudes and Beliefs about Inclusion and Inclusive Practice
ERIC Educational Resources Information Center
Beacham, Nigel; Rouse, Martyn
2012-01-01
The beliefs and attitudes of teachers are an important element in the development of inclusive education and its associated practices. Teacher education is seen as crucial in helping to develop positive attitudes and beliefs that are thought to promote inclusion, although attempts to reform teacher education in order to address issues of inclusion…
NASA Astrophysics Data System (ADS)
Wilcox, Jesse Lee
This year-long study explored how ten teachers--five first year, five second year--acclimated to their new school environment after leaving a master's level university science teacher preparation program known for being highly effective. Furthermore, this study sought to explore if a relationship existed between teachers' understanding and implementation of research-based science teaching practices, the barriers to enacting these practices--known as institutional constraints, and the constructive-developmental theory which explores meaning-making systems known as orders of consciousness. As a naturalistic inquiry mixed methods study, data were collected using both qualitative (e.g., semi-structured interviews, field notes) as well as quantitative methods (e.g., observation protocols, subject/object protocol). These data sources were used to construct participant summaries and a cross-case analysis. The findings from provide evidence that teachers' orders of consciousness might help to explain why understanding research-based science teaching practices are maintained by some new teachers and not others. Additionally, this study found the orders of consciousness of teachers relates to the perceptions of institutional constraints as well as how a teacher chooses to navigate those constraints. Finally, the extent to which teachers implement research-based science teaching practices is related to orders of consciousness. While many studies have focused on what meaning teachers make, this study highlights the importance of considering how teachers make meaning.
ERIC Educational Resources Information Center
Ho, Kai Fai; Tan, Preston
2013-01-01
The term "professional vision" points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher's interest was to capture and study notable aspects of the teacher's practice. Through a coding scheme, disparate…
Beginning Teacher Induction in Secondary Schools: A Best Practice Case Study
ERIC Educational Resources Information Center
Kearney, Sean
2017-01-01
Beginning teacher induction is becoming an increasingly popular process in acculturating teachers to their new careers. The problems that teachers face early in their careers are well known, and effective and ongoing induction is one of the foremost practices for alleviating the pressures that teachers face early in their careers. While induction…
Examining Mathematics Teacher Educators' Emerging Practices in Online Environments
ERIC Educational Resources Information Center
Kastberg, Signe; Lynch-Davis, Kathleen; D'Ambrosio, Beatriz
2014-01-01
Teacher professional development and course work using asynchronous online environments seems promising, yet little is known about how mathematics teacher educators (MTEs) develop practices for such spaces. Research has shown that views of learning impact design of online learning spaces, enabling and constraining particular student action. More…
Preschool Teachers' Language and Literacy Practices with Dual Language Learners
ERIC Educational Resources Information Center
Sawyer, Brook E.; Hammer, Carol Scheffner; Cycyk, Lauren M.; Lopez, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene
2016-01-01
The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool…
ERIC Educational Resources Information Center
Anderson, Dayle
2015-01-01
Students' negative experiences of science in the primary sector have commonly been blamed on poor teacher content knowledge. Yet, teacher beliefs have long been identified as strong influences on classroom practice. Understanding the nature of teacher beliefs and their influence on primary science teaching practice could usefully inform teacher…
ERIC Educational Resources Information Center
Krieg, John M.; Theobald, Roddy; Goldhaber, Dan
2016-01-01
We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but…
Knowledge, Attitudes, and Practices of School Teachers toward Oral Health in Davangere, India.
Maganur, Prabhadevi C; Satish, V; Marwah, Nikhil; Vishwas, T D; Dayanand, M C
2017-01-01
The aim of this study was to assess the knowledge, attitudes, and practices of school teachers toward oral health. Descriptive study. School teachers (n = 150) of Davangere city were recruited into this study. The subjects completed a questionnaire that aimed to evaluate teachers' knowledge, attitudes, and practices on oral health. The results were statistically analyzed and percentage was calculated. The participants' oral hygiene habits were found to be regular. The majority of teachers showed good knowledge on oral health. Most of the teachers in this study recognized the importance of oral health. The majority of teachers did incorporate the importance of oral health in teaching and educating children in the school. But, not all teachers are involved effectively. So, the teachers should be trained comprehensively regarding importance of oral health and creating awareness on oral health promotion for their students in combination with health care personnel. Maganur PC, Satish V, Marwah N, Vishwas TD, Dayanand MC. Knowledge, Attitudes, and Practices of School Teachers toward Oral Health in Davangere, India. Int J Clin Pediatr Dent 2017;10(1):89-95.
Addressing the Research/Practice Divide in Teacher Education
ERIC Educational Resources Information Center
Flessner, Ryan
2012-01-01
Educational scholars often describe a research/practice divide. Similarly, students in teacher education programs often struggle to navigate the differences between university coursework and expectations they face in field-based placements. This self-study analyzes one researcher's attempt to address the research/practice divide from the position…
Becoming Warm Demanders: Perspectives and Practices of First Year Teachers
ERIC Educational Resources Information Center
Bondy, Elizabeth; Ross, Dorene D.; Hambacher, Elyse; Acosta, Melanie
2013-01-01
In the literature on culturally responsive pedagogy "warm demanders" are teachers who embrace values and enact practices that are central to their students' success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be…
Ideas of and Attitudes towards Projects and Changing Practices: Voices of Four Teachers
ERIC Educational Resources Information Center
Shome, Saurav; Natarajan, Chitra
2013-01-01
The paper reports a study of the project practices of four Indian middle school teachers, elicited through semi-structured interviews of individual teachers. The teachers also responded to a proposal to modify four aspects of existing project practices, viz. subject integration, assessment, group work, and management of resources. The aspects were…
The Problems of Practice: Bricolage as a Metaphor for Teachers' Work and Learning
ERIC Educational Resources Information Center
Scribner, Jay Paredes
2005-01-01
In this article the author uses Levi-Strauss' (1966) metaphor of Bricolage to examine how teachers, not policymakers, make sense of their "problems of practice" in three United States high schools. The article also examines how teachers address these problems of practice. It concludes by underscoring the disconnect between teachers' and…
Wind and Wind Stress Measurements in HiRes
2008-09-30
to design the experimental system to be conducted on R /P FLIP. Data from a past experiment are also being analyzed with respect to processes...For the HiRes experiment on R /P FLIP, the air temperature profile will be measured along with wind stress, surface heat flux, sea surface...the best as it registered the lower ambient temperature. In preparation for the HiRes experiment onboard R /P FLIP a mast prototype was built in
Last hired, first fired? Black-white unemployment and the business cycle.
Couch, Kenneth A; Fairlie, Robert
2010-02-01
Studies have tested the claim that blacks are the last hired during periods of economic growth and the first fired in recessions by examining the movement of relative unemployment rates over the business cycle. Any conclusion drawn from this type of analysis must be viewed as tentative because cyclical movements in the underlying transitions into and out of unemployment are not examined. Using Current Population Survey data matched across adjacent months from 1989-2004, this article provides the first detailed examination of labor market transitions for prime-age black and white men to test the last hired, first fired hypothesis. Considerable evidence is presented that blacks are the first fired as the business cycle weakens. However no evidence is found that blacks are the last hired. Instead, blacks appear to be initially hired from the ranks of the unemployed early in the business cycle and later are drawn from nonparticipation. The narrowing of the racial unemployment gap near the peak of the business cycle is driven by a reduction in the rate of job loss for blacks rather than increases in hiring.
Master teachers' responses to twenty literacy and science/mathematics practices in deaf education.
Easterbrooks, Susan R; Stephenson, Brenda; Mertens, Donna
2006-01-01
Under a grant to improve outcomes for students who are deaf or hard of hearing awarded to the Association of College Educators--Deaf/Hard of Hearing, a team identified content that all teachers of students who are deaf and hard of hearing must understand and be able to teach. Also identified were 20 practices associated with content standards (10 each, literacy and science/mathematics). Thirty-seven master teachers identified by grant agents rated the practices on a Likert-type scale indicating the maximum benefit of each practice and maximum likelihood that they would use the practice, yielding a likelihood-impact analysis. The teachers showed strong agreement on the benefits and likelihood of use of the rated practices. Concerns about implementation of many of the practices related to time constraints and mixed-ability classrooms were themes of the reviews. Actions for teacher preparation programs were recommended.
Preservice Teachers in Secondary Social Studies: Examining Conceptions and Practices.
ERIC Educational Resources Information Center
Wilson, Elizabeth K.; And Others
1994-01-01
Reports on a study of 11 preservice teachers' beliefs and practices about secondary social studies education. Finds that the preservice teachers held positive conceptions about social studies, stressing active learning techniques and knowledge construction. (ACM)
The Relationship between Principal Leadership Practices and Teacher Morale
ERIC Educational Resources Information Center
Williams, Fabre K.
2013-01-01
This research explores the relationship of principal leadership practices and teacher morale. Six schools in a West Tennessee school system participated in the study. The participants in the study were executive principals and classroom teachers. The study was a descriptive, causal-comparative research design chosen to examine the possible…
Principals' and Teachers' Practices about Parent Involvement in Schooling
ERIC Educational Resources Information Center
Erdener, Mehmet Akif
2016-01-01
Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent…
Understanding Changes in Teachers' ICT Practices: A Longitudinal Perspective
ERIC Educational Resources Information Center
Orlando, Joanne
2009-01-01
With the introduction of Information and Communication Technologies (ICT) into schools came the expectation that teachers would adopt ICT and change their practices in particular ways. Research indicates that teachers have not changed in the ways expected. Suggested in this paper is that limitations in current research methodologies documenting…
Teacher-Quality Checklist for School Districts
ERIC Educational Resources Information Center
National Council on Teacher Quality, 2010
2010-01-01
Many districts struggle with multiple--and often incompatible--data systems for tracking payroll, collecting teacher evaluations, recruiting and hiring. Aligning these systems and annually assessing where a district stands is the first step towards developing a smart human capital strategy. This checklist outlines the goals, data and questions a…
ERIC Educational Resources Information Center
Allen, Jeanne M.
2009-01-01
This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite…
ERIC Educational Resources Information Center
Waring, Hansun Zhang
2013-01-01
Despite the push for fostering reflective practices in teacher education in the last 20 years, true reflection remains rare (Farr, 2011). Based on a detailed analysis of four mentor-teacher meetings in a graduate TESOL program, I show how specific mentor practices generate teacher reflection without explicit solicitations. Findings of this study…
Theoretical, Practical and Personal Domains in the Curriculum of Teacher Education
ERIC Educational Resources Information Center
Ingram, James B.
1974-01-01
This survey of teacher trainers in Rhodesia considers their intentions in teaching with respect to three domains of teacher education -- theoretical, practical, and personal. The study assumes that the effectiveness of a curriculum is ultimately dependent on the intentions of its teachers. (JH)
Administrators' Sense of Self-Efficacy in Supervision of Teachers of English as a Second Language
ERIC Educational Resources Information Center
Murphy, Audrey Figueroa; Torff, Bruce
2012-01-01
English language learners (ELLs) are the fastest growing segment of the U.S. school population, which means schools are hiring significant numbers of new ESL (English as a Second Language) teachers. This burgeoning pool of ESL teachers must be supervised by administrative staff, and the stakes are considerably higher now that teacher-evaluation…
ERIC Educational Resources Information Center
Dieterle, Steven
2012-01-01
Prior research has established the potential for achievement gains from attending smaller classes. However, large statewide class-size reduction (CSR) policies have not been found to consistently realize such gains. A leading explanation for the disappointing performance of CSR policies is that schools are forced to hire additional teachers of…
ERIC Educational Resources Information Center
Willemse, T. Martijn; Boei, Fer; Pillen, Marieke
2016-01-01
Practice-based research and supervising students' research has become an important task for higher vocational institutes, including the teacher education departments. However, conducting practice-based research is not always common practice for a great number of teacher educators. Therefore, professional development activities are undertaken to…
NASA Astrophysics Data System (ADS)
Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.
2013-02-01
This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the
Sheridan, Jennifer T.; Fine, Eve; Pribbenow, Christine Maidl; Handelsman, Jo; Carnes, Molly
2014-01-01
One opportunity to realize the diversity goals of academic health centers comes at the time of hiring new faculty. To improve the effectiveness of search committees in increasing the gender diversity of faculty hires, the authors created and implemented a training workshop for faculty search committees designed to improve the hiring process and increase the diversity of faculty hires at the University of Wisconsin–Madison. They describe the workshops, which they presented in the School of Medicine and Public Health between 2004 and 2007, and they compare the subsequent hiring of women faculty in participating and nonparticipating departments and the self-reported experience of new faculty within the hiring process. Attendance at the workshop correlates with improved hiring of women faculty and with a better hiring experience for faculty recruits, especially women. The authors articulate successful elements of workshop implementation for other medical schools seeking to increase gender diversity on their faculties. PMID:20505400
Impacts of the Retired Mentors for New Teachers Program. REL 2017-225
ERIC Educational Resources Information Center
DeCesare, Dale; McClelland, Abby; Randel, Bruce
2017-01-01
This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district's schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less…
Association between Contract Teachers and Student Learning in Five Francophone African Countries
ERIC Educational Resources Information Center
Chudgar, Amita
2015-01-01
This article investigates the association between studying with a contract teacher and a student's academic outcomes, using data from five Francophone African countries for two grade levels and two subjects. Based on this analysis, the evidence for or against this form of teacher hiring is inconclusive. The results indicate that these…
ERIC Educational Resources Information Center
Chen, Xiangming; Wei, Ge; Jiang, Shuling
2017-01-01
Previous research concerning teacher practical knowledge has revealed its epistemological foundations, content structure and research methodology, but little research examines its ethical dimension. Based on a four-year project in China, this study probes the ethical dimension of an experienced teacher's practical knowledge, explicated in a…
Towards Building Science Teachers' Understandings of Contemporary Science Practices
ERIC Educational Resources Information Center
Lancaster, Greg; Corrigan, Deborah; Fazio, Lisa; Burke, Joanne; Overton, David
2017-01-01
Faculties of Education and Science at Monash University have designed a Masters unit to assist pre-service and in-service science teachers in exploring the practices of contemporary science and examine how varied understandings can influence science communication. Teachers are encouraged to explore their current understandings of the Nature of…
Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences
ERIC Educational Resources Information Center
Raina, Jyoti
2016-01-01
Teacher agency is a dynamic catalyst in the process of inclusion, emancipation and social change through school education. This article highlights three key curricular practices in the structure, content and method of a process-based elementary teacher education curriculum aimed at enabling the emergence of this agency that characterise the…
Teachers Are Designers: Addressing Problems of Practice in Education
ERIC Educational Resources Information Center
Henriksen, Danah; Richardson, Carmen
2017-01-01
Teachers may be confused or put off by buzzwords like "design thinking," but the concept is a useful one: To solve stubborn, everyday problems of practice in schools, they should approach those problems strategically and systematically. Specifically, explain the authors, teachers gain new insights into challenges they face when they take…
Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning
ERIC Educational Resources Information Center
Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin
2015-01-01
Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…
Teacher Educators Struggling to Make Complex Practice Explicit: Distancing Teaching through Video
ERIC Educational Resources Information Center
Klein, Emily J.; Taylor, Monica
2017-01-01
This self-study examines our use of video with a cohort of preservice teachers as a means to address the challenges we face as teacher educators who are working with candidates in extensive clinical practice. We came to video as a nuanced way to discuss and make meaning of complex practice and as a means of bridging theory and practice. We found…
ERIC Educational Resources Information Center
Strong-Wilson, Teresa, Ed.
2012-01-01
How do classroom teachers envision new technologies within their practice? In the conversation on incorporating new technologies into classrooms, teachers are often sidelined. "Envisioning New Technologies in Teacher Practice" looks at the complex ways in which teachers move forward to embrace change as well as how they circle back, continually…
Practices of Cooperating Teachers Contributing to a High Quality Field Experience
ERIC Educational Resources Information Center
Lafferty, Karen Elizabeth
2015-01-01
This mixed methods study framed in cognitive apprenticeship theory involved cooperating and preservice teachers from 10 university-based credentialing programs in California. It examined the connection between cooperating teacher practices and preservice teachers' perceptions of a high quality field experience. Survey responses from 146…
ERIC Educational Resources Information Center
Reddy, Linda A.; Dudek, Christopher M.
2014-01-01
In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…
Digital Learning in Schools: Conceptualizing the Challenges and Influences on Teacher Practice
ERIC Educational Resources Information Center
Blundell, Christopher; Lee, Kar-Tin; Nykvist, Shaun
2016-01-01
Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain…
ERIC Educational Resources Information Center
Vander Ploeg, Guadalupe
2012-01-01
The vigorous expansion of online learning in K-12 education is a recent change to the conceptualization of schooling that has been occurring for more than 10 years. However, methods used for recruiting, hiring, and preparing online teachers have not been altered beyond the current federal standard defined by No Child Left Behind of Highly…
NASA Astrophysics Data System (ADS)
Borhan, Noziati; Zakaria, Effandi
2017-05-01
This quantitative study was conducted to investigate the perception level of novice teachers about mathematics belief, teachers' attitude towards mathematics and teaching practices of mathematics in the classroom. In addition, it also aims to identify whether there is a correspondence model with the data obtained and to identify the relationship between the variables of beliefs, attitudes and practices among novice teachers in Malaysia. A total of 263 primary novice teachers throughout the country were involved in this study were selected randomly. Respondents are required to provide a response to the questionnaire of 66 items related to mathematics beliefs, attitudes and practices of the teaching mathematics. There are ten sub-factors which have been established in this instrument for three major constructs using a Likert scale rating of five points. The items of the constructs undergo the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) procedure involve of unidimensionality test, convergent validity, construct validity and discriminant validity. Descriptive statistics were used to describe the frequency, percentage, the mean and standard deviation for completing some research questions that have been expressed. As for inferential statistical analysis, the researchers used structural equation modeling (SEM) to answer the question of correspondents model and the relationship between these three variables. The results of the study were found that there exist a correspondence measurement and structural model with the data obtained. While the relationship between variable found that mathematics beliefs have a significant influence on teachers' attitudes towards mathematics as well as the relationship between the attitudes with teaching practices. Meanwhile, mathematics belief had no significant relationship with mathematics teaching practices among novice teachers in Malaysia.
Teachers' Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic.
Rapoport, Shirley; Rubinsten, Orly; Katzir, Tami
2016-01-01
The current study investigated early elementary school teachers' beliefs and practices regarding the role of Executive Functions (EFs) in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1) beliefs regarding the contribution of EFs to reading and arithmetic, (2) pedagogical practices, and (3) a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe EFs affect students' performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers' scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices.
ERIC Educational Resources Information Center
Yoon, Hye-Gyoung; Kim, Mijung; Kim, Byoung Sug; Joung, Yong Jae; Park, Young-Shin
2013-01-01
This study attempted to explore 15 Korean elementary pre-service teachers' views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators' comments on their first peer teaching practice, and revised and re-taught the lesson as…
ERIC Educational Resources Information Center
McNeill, Katherine L.; Krajcik, Joseph
2008-01-01
Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific…
ERIC Educational Resources Information Center
Wei, Bing; Li, Xiaoxiao
2017-01-01
It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for…
The Moral Vacuum in Teacher Education Research and Practice
ERIC Educational Resources Information Center
Sanger, Matthew; Osguthorpe, Richard
2013-01-01
This chapter examines the gap between the widespread acknowledgment that teaching is a moral endeavor, on the one hand, and the lack of explicit, systematic teacher education research and practice to support preparing teachers for the moral aspects of teaching. After providing an initial description of the aforementioned gap, the chapter surveys…
Current Practice of Extensive Reading in Asia: Teachers' Perceptions
ERIC Educational Resources Information Center
Chang, Anna C.-S.; Renandya, Willy A.
2017-01-01
This study investigated teachers' perceptions of the practice of extensive reading (ER) in the Asian context. One hundred and nineteen L2 teachers in Asia responded to an online questionnaire that probed into their reasons for implementing ER, the difficulties they encountered, and their perception about the effectiveness of different ways of…
Mothers' Trust toward Teachers in Relation to Teaching Practices
ERIC Educational Resources Information Center
Lerkkanen, Marja-Kristiina; Kikas, Eve; Pakarinen, Eija; Poikonen, Pirjo-Liisa; Nurmi, Jari-Erik
2013-01-01
This study examined the extent to which mothers' trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in…
Teacher Beliefs and Technology Integration Practices: A Critical Relationship
ERIC Educational Resources Information Center
Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne T.; Sadik, Olgun; Sendurur, Emine; Sendurur, Polat
2012-01-01
Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs.…
Improving Teacher Practices Using Microteaching: Planful Video Recording and Constructive Feedback
ERIC Educational Resources Information Center
Ostrosky, Michaelene M.; Mouzourou, Chryso; Danner, Natalie; Zaghlawan, Hasan Y.
2013-01-01
When teacher preparation is disconnected from classroom practice, preservice teachers are left to try to make this connection without the guidance and support of skilled mentors. Practicum or field experiences are essential for effective personnel preparation. Practicum experiences can provide situated learning for preservice teachers to…
NASA Astrophysics Data System (ADS)
Kademian, Sylvie M.
Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and
NASA Astrophysics Data System (ADS)
Sezen-Barrie, Asli; Moore, Joel; Roig, Cara E.
2015-08-01
Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices
ERIC Educational Resources Information Center
Post, Jerri L.
2013-01-01
The problem explored in this study focused on the attitudes of nurse educators toward online degrees in relation to hiring practices. With the proliferation of online courses and degrees, research has shown that the acceptability of online degrees has become a concern for graduates of online programs seeking jobs and for potential employers. A…
"Control Must Be Maintained": Exploring Teachers' Pedagogical Practice outside the Classroom
ERIC Educational Resources Information Center
Glackin, Melissa
2018-01-01
Drawing on qualitative data, this article presents an analysis of six secondary science teachers' expectations and practices related to teaching outdoors during a professional development programme. Using Foucault's and Bernstein's theories of "space", routines and set practices, I argue that participant teachers' fear of losing control…
Pre-Kindergarten Teachers' Use of Transition Practices and Children's Adjustment to Kindergarten
ERIC Educational Resources Information Center
LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C.
2008-01-01
This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten…
ERIC Educational Resources Information Center
Mannathoko, Magdeline C.
2013-01-01
Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student-teachers in practical subjects…
ERIC Educational Resources Information Center
Maranto, Robert; Shuls, James V.
2012-01-01
Rural schools, particularly high poverty rural schools, often have difficulty hiring and retaining qualified teachers. Here, we discuss three programs the Arkansas Department of Education has used to attract teachers to teacher Geographic Shortage Districts (GSDs) through material incentives. Unfortunately, none of the programs have had much…
ERIC Educational Resources Information Center
Towndrow, Phillip A.; Tan, Aik-Ling; Yung, Benny H. W.; Cohen, Libby
2010-01-01
This paper considers the circumstances under which science teachers can respond positively and productively to educational policy reforms in the area of science practical assessment. To understand what might be involved in linking science teachers' assessment capacities and their professional development, we present illustrative data from recent…
Last Hired, First Fired? Black-White Unemployment and the Business Cycle
COUCH, KENNETH A.; FAIRLIE, ROBERT
2010-01-01
Studies have tested the claim that blacks are the last hired during periods of economic growth and the first fired in recessions by examining the movement of relative unemployment rates over the business cycle. Any conclusion drawn from this type of analysis must be viewed as tentative because cyclical movements in the underlying transitions into and out of unemployment are not examined. Using Current Population Survey data matched across adjacent months from 1989–2004, this article provides the first detailed examination of labor market transitions for prime-age black and white men to test the last hired, first fired hypothesis. Considerable evidence is presented that blacks are the first fired as the business cycle weakens. However, no evidence is found that blacks are the last hired. Instead, blacks appear to be initially hired from the ranks of the unemployed early in the business cycle and later are drawn from nonparticipation. The narrowing of the racial unemployment gap near the peak of the business cycle is driven by a reduction in the rate of job loss for blacks rather than increases in hiring. PMID:20355692
Blind Man's Bluff: Instructional Leadership, Teacher Selection and Rational Decision-Making.
ERIC Educational Resources Information Center
Mertz, Norma T.; McNeely, Sonja R.
Little research has been done to discover the process of selection of teachers by principals. This paper reports the results of a small study in which 29 principals in 11 districts in Tennessee were interviewed to determine the process used to hire a teacher, with the results analyzed for instructional leadership and rational decision making. If…
NASA Astrophysics Data System (ADS)
Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan
2018-02-01
This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.
STS-90 Mission Specialist Kathryn (Kay) Hire is suited up for launch
NASA Technical Reports Server (NTRS)
1998-01-01
STS-90 Mission Specialist Kathryn (Kay) Hire prepares for launch during suitup activities in the Operations and Checkout Building as Astronaut Support Personnel team member Heidi Piper braids Hire's hair. Hire and the rest of the STS-90 crew will shortly depart for Launch Pad 39B, where the Space Shuttle Columbia awaits a second liftoff attempt at 2:19 p.m. EDT. Her first trip into space, Hire is participating in this life sciences research flight that will focus on the most complex and least understood part of the human body -- the nervous system. Neurolab will examine the effects of spaceflight on the brain, spinal cord, peripheral nerves and sensory organs in the human body.
Measuring Student Teachers' Practices and Beliefs about Teaching Mathematics Using the Rasch Model
ERIC Educational Resources Information Center
Kaspersen, Eivind; Pepin, Birgit; Sikko, Svein Arne
2017-01-01
Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. "Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers." "Research in Education" 75 (1): 58-70]. One of the reasons for measuring both beliefs and practices is…
Beyond Sex: The Influence of Gender Perceptions on Hiring Decisions.
ERIC Educational Resources Information Center
Horn, Jennifer L.; Gaeddert, William P.
Recently, the concept of gender has been introduced as a possible influence on hiring bias. To examine the relationship between gender perception and bias in hiring, a two-part study was conducted. In the initial phase, 99 college students developed descriptions of applicants that reflected gender characteristics. In the second phase, 63 college…
Perspectives and Practices of Graduates of an Urban Teacher Residency Program
ERIC Educational Resources Information Center
Tricarico, Katie M.
2012-01-01
Many traditional university-based and alternative route teacher preparation programs have been developed to prepare new teachers to work in urban, high minority, and high-poverty classrooms. There is little literature that documents the outcomes of these programs designed specifically for urban environments or the practices of teachers who…