Preparing Urban Teachers: Uncovering Communities. A Community Curriculum for Interns and New Teachers.

ERIC Educational Resources Information Center

Shakespear, Eileen; Beardsley, Linda; Newton, Anne

The Urban Teacher Training Collaborative (UTTC) is a school-university, school-based, Master of Arts in Teaching Program developed by Tufts University and three small Boston Public Schools. The program reflects partners' understanding of the needs of urban students and teachers. It presents an innovative model for teacher training similar to the…

A Call for Reformation of Teacher Preparation Programs in the United States

ERIC Educational Resources Information Center

Dann, Ashley Ireland

2014-01-01

Although current research, educational theorists, and international comparison prove a need for reform, the United States' teacher preparation programs are failing. The following paper will call for the reform of teacher preparation programs in three distinct areas. Examination of current data, application of educational theorists'…

University of Wisconsin-River Falls Renewal Program.

ERIC Educational Resources Information Center

Wisconsin State Univ., River Falls.

The "Renewal" program is available to teachers in school districts that participate as partners with the university in the education of future teachers. Any district which has, or has expressed the desire to have student teachers or pre-student teachers or interns from the University of Wisconsin--River Falls, is eligible to be included…

Vocational Teacher Education at Ferris State College: Product of Constant Evaluation and Revision

ERIC Educational Resources Information Center

Storm, George

1974-01-01

The trade-technical education program at Ferris State College, Big Rapids, Michigan, is reviewed. The curriculum of the college, its intern programs, and the teacher preparation technical programs are described. (DS)

Music for Elementary Teachers, Competency-Based Approach. Adams State College.

ERIC Educational Resources Information Center

Stokes, Cloyce; And Others

This is one of a series of eight Teacher Education Modules developed by Adams State College Teacher Corps Program. The goals of this module package are listed as follows: a) to introduce the intern to music for elementary school children; b) to enable interns to develop knowledge and skills of an elementary level in music; c) to enable interns to…

When Outbound Mobility Programs and Service Learning Align in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Power, Anne; Truong, Son; Gray, Tonia; Downey, Greg; Hall, Tim; Jones, Benjamin

2017-01-01

This project sought to investigate the learning that comes about from the intersection of outbound mobility experience programs (OMEs) with service learning in pre-service teacher education settings. The aim of the program of international service learning in the case study was to encourage pre-service teachers to rethink potentially ethnocentric…

An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for "High Need" Schools

ERIC Educational Resources Information Center

Helfeldt, John P.; Capraro, Robert M.; Capraro, Mary Margaret; Foster, Elizabeth; Carter, Norvella

2009-01-01

This article describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. Among the program results, were…

Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning.

PubMed

Goodyear, Victoria A

2017-03-01

It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.

Another Innovation from High Tech High--Embedded Teacher Training

ERIC Educational Resources Information Center

Griswold, Janie; Riordan, Rob

2016-01-01

High Tech High School's teaching internship program blends on-the-job work with classroom theory. Interns spend two years working as full teachers as they take courses. The program serves three large purposes: Train new teachers and build capacity in the HTH organization; train teachers in and beyond HTH for success in a wide range of contexts;…

Success of a Faculty Development Program for Teachers at the Mayo Clinic

PubMed Central

Lee, Staci M.; Lee, Mark C.; Reed, Darcy A.; Halvorsen, Andrew J.; Berbari, Elie F.; McDonald, Furman S.; Beckman, Thomas J.

2014-01-01

Background There has been limited research on the improvement of underperforming clinical teachers. Objective To determine whether a faculty development program could improve the evaluations of clinical teachers in an internal medicine residency program. Methods A total of 123 teachers completed faculty development at the Mayo Clinic from 2009 to 2012. The faculty enhancement and education development program (FEED) consists of 6 interactive, small group, 2-hour sessions taught by experienced Mayo Clinic faculty over 1 year. These sessions address the following competencies: asking questions, diagnosing learners, giving feedback, using teaching frameworks, recognizing learning styles, and providing clinical supervision. Resident-of-faculty Mayo teaching effectiveness (MTE) scores have previously demonstrated content, internal structure, and criterion validity. Teachers were grouped into the top 80% or the bottom 20%, according to baseline MTE scores. Mixed linear models were used to compare these groups regarding changes in MTE scores after completion of FEED. Results were adjusted for teacher age, sex, medical specialty, academic rank, and teaching awards. Results For all participants combined, the adjusted MTE scores (mean; standard error) improved from baseline (3.80; 0.04) to completion of FEED (3.93; 0.04; P < .001). However, the bottom 20% had a significantly greater improvement in scores than the top 80% (score-change difference  =  0.166, P < .001). Conclusions We describe a low-intensity faculty development intervention that benefited all clinical teachers, but was particularly effective for underperforming teachers in internal medicine. The approach may be suitable for adoption or adaptation in other graduate medical education programs. PMID:26140122

Investigation of School-Based Staff Development Programs as a Means to Promote International Cooperation in Curriculum Improvement Through Teacher Training.

ERIC Educational Resources Information Center

Thurber, John C.

This study explores the feasibility of utilizing school-focused staff development programs in promoting international cooperation through transferability and/or adaptation of relevant aspects of this type of inservice education by foreign countries. The objective of this presentation is to develop interest in ways in which teachers in various…

Mentoring for Mentors: The Music Mentor Plus Program

ERIC Educational Resources Information Center

Berg, Margaret H.; Rickels, David A.

2018-01-01

The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015-2016 school year, seven music teachers and two…

Structure of Primary Mathematics Teacher Education Programs in Spain

ERIC Educational Resources Information Center

Cañadas, María C.; Gómez, Pedro; Rico, Luis

2013-01-01

Spain was 1 of the 17 countries that participated in the International Association for the Evaluation of Educational Achievement's Teacher Education and Development Study in Mathematics (TEDS-M 2008). In this paper, we explore and describe the structure of Spanish primary mathematics teacher education programs. We analyzed the documents collected…

Impact of a Robert Noyce Scholarship on STEM Teacher Recruitment

ERIC Educational Resources Information Center

Morrell, Patricia D.; Salomone, Stephanie

2017-01-01

Funding from the Robert Noyce Teacher Scholarship Program supports the University of Portland Noyce Scholars and Interns Program (University of Portland Noyce Program). This study examined the first 3 years of the University of Portland Noyce Program to determine its effectiveness in attracting science, technology, engineering, and mathematics…

Identifying Characteristics of Technology and Engineering Teachers Striving for Excellence Using a Modified Delphi

ERIC Educational Resources Information Center

Rose, Mary Annette; Shumway, Steven; Carter, Vinson; Brown, Josh

2015-01-01

Preparing a technology and engineering (TE) teacher who strives for teaching excellence is a fundamental mission of TE teacher education programs in the United States. In 2012, the International Technology and Engineering Educators Association (ITEEA, formerly the International Technology Education Association, ITEA) Council on Technology and…

Local and Global--Conflicting Perspectives? The Place of Overseas Practicum in Preservice Teacher Education

ERIC Educational Resources Information Center

Cruickshank, Kenneth; Westbrook, Ros

2013-01-01

International practicum is disappearing from teacher education programs with the increasing pressures for "local experience". International practicum is seen as too different from local contexts to develop preservice teachers to meet professional standards. This study explores the teaching development of a group of 24 preservice teachers…

Career Education at the Elementary School Level: Student and Intern Teacher Perspectives

ERIC Educational Resources Information Center

Welde, Annelise M. J.; Bernes, Kerry B.; Gunn, Thelma M.; Ross, Stanley A.

2016-01-01

A teacher-training program was introduced in Southern Alberta, Canada, to enable intern teachers to integrate career education projects into their mainstream elementary school courses. This non-experimental, descriptive evaluation used content analysis to examine the effectiveness of 25 career education projects and their corresponding 56 types of…

International Education: Values and Perspectives on...Four Human Rights. Teacher Edition.

ERIC Educational Resources Information Center

American Federation of Teachers, Washington, DC.

This handbook is for use in teacher center or school district inservice programs designed to raise the levels of teacher interest, understanding, and involvement in incorporating international education into the curricula of the public schools. The introduction in the first section provides background information on the use of the guide and…

A Program to Train Apprentices to Lead Inservice Workshops for Secondary Teachers of Basic Skills. Developer/Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Stallings, Jane A.

The Development and Demonstration project has trained interns to lead Effective Use of Time inservice workshops for secondary school teachers of basic reading and mathematical skills. These interns then returned to their home bases and trained teachers who could in turn train other teachers to use the Stallings Effective Use of Time methods. The…

Becoming a science teacher: The competing pedagogies of schools and teacher education

NASA Astrophysics Data System (ADS)

Rozelle, Jeffrey J.

A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the classroom or not. To explore this disproportionate influence, this study documented the differences between the school-based placements and teacher education. Three contrasts were described. First, in schools, interns received support and assistance in real-time from cooperating teachers as they taught, while in teacher education, interns received support in planning for and reflecting on instruction. Second, in schools, interns and cooperating teachers' work had a task-orientation in which they solved concrete and contextualized problems together, while teacher educators were oriented toward ideas about teaching that might be generalized beyond the immediate context of the intern. Finally, in schools, interns acted like teachers. This meant dressing like a teacher, learning to use their bodies and voice in authoritative ways, and managing the physical space of the classroom. In teacher education classrooms, interns returned to talk and learn about teaching but reacquired the persona of students in their dress, movements, and social interactions. This study confirms the literature's consistent finding about the importance of cooperating teacher in the development of a student teacher's practices. In describing the worlds of the school and teacher education, it suggests reasons why the field experience acts as an influential "pedagogy of enactment" (Grossman, Hammerness, & McDonald, 2009) and discusses the implications for teacher education pedagogy.

The Impact of Vietnam's Globalization on National Education Policies and Teacher Training Programs for Teachers of English as an International Language: A Case Study of the University of Pedagogy in Ho Chi Minh City

ERIC Educational Resources Information Center

Lam, Tri Ly

2011-01-01

The Problem: The purpose of this study was to investigate the impact of Vietnam's globalization on national language education policies and teacher training programs for teachers of English to speakers of other languages. Specifically, this research explored the extent to which the new policies for English language training programs adopted by the…

75 FR 26945 - International Education Programs Service-Fulbright-Hays Group Projects Abroad Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-13

... higher education, and (2) projects that propose 50 percent or greater participation of K-12 teachers, K... area studies as part of a teacher education curriculum developed through collaboration between colleges... these schools and/or departments of education to prepare future teachers with the skills required to...

Planned Change in Teacher Education: Unfreezing the Status Quo through the Integration of Technology.

ERIC Educational Resources Information Center

Bell, Edwin D.; Ireh, Madu

This study examined planned change in Winston-Salem State University's teacher education program. An external review of the School of Education indicated a weakness in program planning and curriculum design. This review stimulated planned change initiative to strengthen teacher education. Factors influencing the internal environment of teacher…

Doorways III: Teacher Reference Materials. On School-Related Gender-Based Violence Prevention and Response

ERIC Educational Resources Information Center

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways III: Teacher Reference Materials on School-Related…

The Use of E-Portfolios in Music Teacher Education Programs: 2003-2013

ERIC Educational Resources Information Center

Rawlings, Jared

2016-01-01

This systematic review of literature presents empirical research published between 2003-2013 examining the use of E-portfolios within music teacher education programs located in the United States. International E-portfolio research in music teacher education offers a backdrop and a thematic influence throughout this review. The central research…

A Fifth Year Professional Training Program for Elementary School Teachers: Its Development through Mentoring and Internship.

ERIC Educational Resources Information Center

Jablonski, Ann

This paper describes the development of an experimental, alternative, graduate-level preservice teacher education program at Fordham University, the Internship Fellowship Program. The 15-month program includes an Instructional Training Laboratory (ITL) during the first summer, which supports the intern's acquisition of cognitive and performance…

Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida

ERIC Educational Resources Information Center

Akiba, Motoko; Wilkinson, Bryan

2016-01-01

The state of Florida has taken an unprecedented approach to teacher professional development in its Race to the Top (RTTT) Program application by proposing to promote an international innovation that originates in Japan, "lesson study," as a statewide teacher professional development model. Since winning the US$700 million RTTT funding…

Diversity and International. [SITE 2001 Section].

ERIC Educational Resources Information Center

Justice, Madeline, Ed.

This document contains the following papers on diversity and international issues from the SITE (Society for Information Technology & Teacher Education) 2001 conference: "Using Technology To Support Teaching for Social Justice in a Preservice Program" (Barbara Beyerbach); "Integrating Technology into a Teacher Education…

HST at CERN an Amazing Adventure

NASA Astrophysics Data System (ADS)

Restivo, Evelyn

2009-04-01

The High School Teacher Program (HST) at the European Organization for Nuclear Research, CERN, in Geneva, Switzerland was initiated in 1998 by a group of scientists, as a multicultural international program designed to introduce high school physics teachers to high-energy physics. The goal of the program is to provide experiences and materials that will help teachers lead their students to a better understanding of the physical world. Interacting with physics teachers from around the world leads to new approaches for dealing with educational issues that all teachers encounter. The program includes a variety of tours, a series of lectures and classroom activities about the physics expected from the Large Hadron Collider.

Impact of a Resident-as-Teacher Workshop on Teaching Behavior of Interns and Learning Outcomes of Medical Students

PubMed Central

Hill, Andrew G.; Srinivasa, Sanket; Hawken, Susan J.; Barrow, Mark; Farrell, Susan E.; Hattie, John; Yu, Tzu-Chieh

2012-01-01

Background Residents and interns are recognized as important clinical teachers and mentors. Resident-as-teacher training programs are known to improve resident attitudes and perceptions toward teaching, as well as their theoretical knowledge, skills, and teaching behavior. The effect of resident-as-teacher programs on learning outcomes of medical students, however, remains unknown. An intervention cohort study was conducted to prospectively investigate the effects of a teacher-training workshop on teaching behavior of participating interns and on the clerkship learning outcomes of instructed fourth-year medical students. Methods The House Officer-as-Teacher Training Workshop was implemented in November 2009 over 1.5 days and attended by all 34 interns from one teaching hospital. Subsequently, between February and August 2010, 124 fourth-year medical students rated the observable teaching behavior of interns during 6-week general surgery clerkships at this intervention hospital as well as at 2 comparable hospitals serving as control sites. Ratings were collected using an anonymous 15-item Intern Clinical Teaching Effectiveness Instrument. Student achievement of clerkship learning outcomes during this period was evaluated using a validated and centralized objective structured clinical examination. Results Medical students completed 101 intern clinical teaching effectiveness instruments. Intern teaching behavior at the intervention hospital was found to be significantly more positive, compared with observed behavior at the control hospitals. Objective structured clinical examination results, however, did not demonstrate any significant intersite differences in student achievement of general surgery clerkship learning outcomes. Conclusions The House Officer-as-Teacher Training Workshop noticeably improved teaching behavior of surgical interns during general surgery clerkships. This improvement did not, however, translate into improved achievement of clerkship learning outcomes by medical students during the study period. PMID:23451304

Teacher Kim Cantrell from the Edwards Air Force Base Middle School, Edwards, Calif., participating in a live uplink at NASA Dryden as part of NASA's Explorer Schools program, asks the crew of the International Space Station a question

NASA Image and Video Library

2003-07-15

Teacher Kim Cantrell from the Edwards Air Force Base Middle School, Edwards, Calif., participating in a live uplink at NASA Dryden as part of NASA's Explorer Schools program, asks the crew of the International Space Station a question.

Integrating Global Content into Special Education Teacher Preparation Programs

ERIC Educational Resources Information Center

Xin, Joy F.; Accardo, Amy L.; Shuff, Midge; Cormier, Mary; Doorman, Diane

2016-01-01

Globalization affects many aspects of our lives in the 21st century and requires us to adopt an international perspective. For this study, global content was integrated into one course of an undergraduate special education teacher education program. A total of 118 teacher candidates were enrolled in the course over two semesters. A pre-post test…

Teaching in Elementary School: Perceptions of Foreign-Trained Teacher Candidates on Their Teaching Practicum

ERIC Educational Resources Information Center

Myles, Johanne; Cheng, Liying; Wang, Hong

2006-01-01

The Alternative Teacher Accreditation Program for Teachers with International Experience (ATAPTIE) is a special Bachelor of Education program funded by the Ontario government in Canada to provide new immigrants with the skills and knowledge needed to re-certify and find jobs in Ontario elementary schools. This paper presents interview data that…

Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the Scale in Favor of Reform

ERIC Educational Resources Information Center

Tseunis, Paula

2011-01-01

Facing a teacher shortage in math, science, and language arts secondary courses, a suburban, unified, K-12 district partnered with a university in the southwest to create a program for alternatively certified teachers. This specialized program permitted candidates to teach with an intern certificate while completing university coursework leading…

Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response

ERIC Educational Resources Information Center

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Teachers can play a central role in violence prevention, and they can also help…

Afro-Caribbean Women Teachers Recruited for U.S. Urban Schools: A Narrative Analysis of Experience, Change, and Perception

ERIC Educational Resources Information Center

Beck, Makini

2010-01-01

Current initiatives to recruit international teachers are on the rise. Although international teachers have always played a part in educating American students, their presence in U.S. schools have increased over the past few years as a result of overseas recruitment programs (Francis, 2005; Hutchinson, 2007). This increase in the recruitment of…

First-Year Preschool and Kindergarten Teachers: Challenges of Working with Parents

ERIC Educational Resources Information Center

Mahmood, Sehba

2013-01-01

The significance of relationships between the parents and teachers of preschool and kindergarten children is well established. Teachers and schools are presumed to be responsible for lack of parent-teacher collaboration. Internationally, early childhood teacher education programs recognize this and offer courses related to parents and families.…

"Making It Relevant": A Rural Teacher's Integration of an International Studies Program

ERIC Educational Resources Information Center

Lee, Mimi Miyoung

2007-01-01

This paper presents a case study in which a series of international programs was delivered via interactive videoconferencing technology to a middle school classroom in a small rural town in the USA. Despite positive reactions to the international programs, a deeper look at the use of the programs pointed to some reason for concern regarding the…

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.

Adventures in supercomputing: An innovative program for high school teachers

DOE Office of Scientific and Technical Information (OSTI.GOV)

Oliver, C.E.; Hicks, H.R.; Summers, B.G.

1994-12-31

Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials ismore » remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).« less

Indonesian Christian Teachers' Perceptions of the Effectiveness of Professional Development Programs Offered by ACSI-I and Indonesian National Department of Education

ERIC Educational Resources Information Center

Iwani, Amy

2014-01-01

This is a study to examine Indonesian Christian Teachers' Perceptions of the effectiveness of professional development programs offered by the Association of Christian Schools International Indonesia (ACSI-I) and by the Indonesian National Department of Education. The study was focused on how Indonesian Christian teachers perceived the…

The use of international videoconferencing as a strategy for teaching medical students about transcultural psychiatry.

PubMed

Ekblad, Solvig; Manicavasagar, Vijaya; Silove, Derrick; Bäärnhielm, Sofie; Reczycki, Marguerita; Mollica, Richard; Coello, Mariano

2004-03-01

Videoconferencing is an innovative method that potentially allows medical students exposure to international teachers in refugee mental health who would otherwise be inaccessible. This article reports a pilot study using videoconferencing with international teachers from Australia, Sweden and the USA participating in the training of ten senior Swedish medical students. Interviews with an actual and a simulated patient were conducted at the U.S. and Australian sites respectively, followed by discussions involving those two sites with students and their supervisors in Sweden. Students evaluated the method favourably, as did the teachers, although the brevity of the program was seen as a limitation. Teachers noted the importance of preparing students and patients and ensuring that the technology operates smoothly to ensure success. Although cost-effective in teaching medical students in developed countries, videoconferencing may still be out of the reach of training programs in many developing countries where it is most needed.

Pre-Service Teachers' Perceptions of International Faculty: A Case Study

ERIC Educational Resources Information Center

Choi, Sheena; Hickey, M. Gail

2013-01-01

Teacher education programs emphasize a need for intercultural understandings that facilitate K-12 classroom practice. This study explores pre-service teachers' attitudes and perspectives about intercultural education. Findings show pre-service teachers from Euro-American ethnic backgrounds voice support for intercultural understanding while…

Teacher/Intern Partnerships in Isolated Areas: A Project Overview.

ERIC Educational Resources Information Center

Yarrow, Allan; Ballantyne, Roy; Hansford, Brian; Herschell, Paul; Millwater, Jan

1998-01-01

Describes a collaborative project designed to better prepare Australian preservice teachers for teaching in remote schools through six-week rural mentorship programs and joint preservice and inservice professional development. Discusses how development of partnerships among cooperating institutions and between teachers, student teachers, and the…

Globalizing the Professional Component of Teacher Education: Considerations for Reform.

ERIC Educational Resources Information Center

Ochoa, Anna S.

Ways and means for changing the professional component of teacher education programs to enable future teachers to create learning environments that reflect global/international dimensions are examined. In the first section, the ineffectiveness of teacher education courses in preparing teachers with a global outlook is discussed. It is pointed out…

Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching

NASA Astrophysics Data System (ADS)

Treagust, David F.; Won, Mihye; Petersen, Jacinta; Wynne, Georgie

2015-02-01

In this article, we describe how teachers in the Australian school system are educated to teach science and the different qualifications that teachers need to enter the profession. The latest comparisons of Australian students in international science assessments have brought about various accountability measures to improve the quality of science teachers at all levels. We discuss the issues and implications of government initiatives in preservice and early career teacher education programs, such as the implementation of national science curriculum, the stricter entry requirements to teacher education programs, an alternative pathway to teaching and the measure of effectiveness of teacher education programs. The politicized discussion and initiatives to improve the quality of science teacher education in Australia are still unfolding as we write in 2014.

Healthy Schools-Healthy Kids: a controlled evaluation of a comprehensive universal eating disorder prevention program.

PubMed

McVey, Gail; Tweed, Stacey; Blackmore, Elizabeth

2007-06-01

This study was a controlled evaluation of a comprehensive school-based universal prevention program involving male and female students, parents, teachers, school administrators and local public health professionals. A total of 982 male and female Grades 6 and 7 middle school students (and 91 teachers/school administrators) completed self-report surveys at baseline on measures of body satisfaction, internalization of media ideals, size acceptance, disordered eating, weight-based teasing, weight loss and muscle-gaining behaviours, and perceptions of school climate (teachers only). Eighty-four percent of the students repeated the surveys immediately following the 8-month school-wide intervention and 71% again 6 months later. Repeated measures ANCOVAs revealed that participation in the Healthy Schools-Healthy Kids (HS-HK) program had a positive influence by reducing the internalization of media ideals among male and female students and by reducing disordered eating among female students. The program was also associated with reductions in weight-loss behaviours among the students, although this effect was lost by the 6-month follow-up. When the intervention students were sub-divided into low versus high-risk groups, the high-risk group appeared to benefit most from the intervention with significant reductions in internalization of media ideals, greater body satisfaction, and reduced disordered eating over time. There were no intervention effects for teachers. Challenges of engaging teachers in prevention are discussed.

The Experiences of Advanced Placement and International Baccalaureate Diploma Program Participants: A Systematic Review of Qualitative Research

ERIC Educational Resources Information Center

Park, Kelly; Caine, Vera; Wimmer, Randolph

2014-01-01

Enriched high school curricula like the Advanced Placement and International Baccalaureate Diploma programs are endorsed as "pathway programs" for postsecondary-bound students. Program participation is perceived to have benefits that appeal to a broad stakeholder group of universities, administrators, teachers, students, and parents. In…

University ESL Teachers' Socialization in School Workplace toward Teaching Culturally Diverse Students

ERIC Educational Resources Information Center

Huang, Hsiang-Ling

2011-01-01

Employing interpretive theory, this study investigated 331 university ESL teachers' socialization in language programs for international students. Looking beyond teacher preparatory education, in-service teachers' workplace experiences are essential to study because experience is instrumental in the shaping of belief systems (Wu and Shaffer,…

Science Teacher Education Partnerships with Schools (STEPS): Partnerships in Science Teacher Education

ERIC Educational Resources Information Center

Kenny, John Daniel; Hobbs, Linda; Herbert, Sandra; Chittleborough, Gail; Campbell, Coral; Jones, Mellita; Gilbert, Andrew; Redman, Christine

2014-01-01

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships…

Re-Conceptualizing Professional Development of Teacher Educators in Post-Soviet Latvia

ERIC Educational Resources Information Center

Silova, Iveta; Moyer, Amy; Webster, Colin; McAllister, Suzanne

2010-01-01

During the first decade of post-socialist transformation in Eastern Europe, the majority of education reform projects focused on in-service teacher education. Governments, international agencies and non-governmental organizations prioritized various in-service teacher education programs to help teachers deal with rapid changes in schools. This has…

How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study

ERIC Educational Resources Information Center

Malewski, Erik; Sharma, Suniti; Phillion, JoAnn

2012-01-01

Background/Context: The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took…

The Impact of Teacher Observations with Coordinated Professional Development on Student Performance: A 27-State Program Evaluation

ERIC Educational Resources Information Center

Shaha, Steven H.; Glassett, Kelly F.; Copas, Aimee

2015-01-01

The impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States. Teacher observations conducted by school leaders or designated internal coaches were coordinated with PD offerings aligned with intended teacher improvements. The PD involved…

Leadership and Pedagogy: Rethinking Leadership in Professional Schools of Education.

ERIC Educational Resources Information Center

Marshall, J. Dan; And Others

1989-01-01

Analyzes cultural dimensions of Calvin College's Bridenthal Internship in Teaching program for improving the quality of public school teachers; explores how problems encountered by interns as classroom teachers relate to cultural dimensions of the program's industrial leadership orientation and style of leadership modeled by mentor John Wright.…

Closing the Gap: The Effects of Alternative Certification Programs on Intern Self-Efficacy

ERIC Educational Resources Information Center

Mitchell, Marianne

2011-01-01

The shortage of teachers necessitates systems of certification that quickly provide teachers for the field, especially in hard to staff schools. Alternative certification programs have attempted to address the need by enlisting non-certified college graduates and offering these individuals shortcuts to certification, special assistance, or…

International Partnership on the American Continent: U.S. Educators and Students Working with Children and Teachers in Bolivia

ERIC Educational Resources Information Center

Gonzales, Lizzie; Szecsi, Tunde

2006-01-01

In an effort to prepare future educators to function effectively through interdependence in the global community, teacher education programs provide students and faculty members with experiences that foster the development of intercultural understanding. This article reports on an international educational partnership developed by the senior…

International Reports on Literacy Research: Argentina, Mexico, France

ERIC Educational Resources Information Center

Malloy, Jacquelynn A., Comp.; Mallozzi, Christine, Comp.

2007-01-01

This is a compilation of reports on international literacy research. The report includes 3 separate reports on Argentina, Mexico, and France. In the first report, Melina Porto reports on a new implementation of a teacher-education program currently underway in the province of Buenos Aires, Argentina, under the leadership of teacher-researcher…

1977 Teacher Intern Project. Final Report.

ERIC Educational Resources Information Center

Resnick, Harold S.

A need for better understanding between industry and education prompted development of a program to employ eight teachers in industry on a full-time basis during the summer to broaden the teachers' understanding of the nature and scope of the industrial process. Weekly seminars were held in which the teachers shared their experiences with each…

How To Survive Your First Year. A Handbook for New Teachers in Health Science Technology Education.

ERIC Educational Resources Information Center

Texas Univ., Austin. Extension Instruction and Materials Center.

This guide is designed to assist teachers who are beginning their first year of teaching Texas' Health Science Technology Education program. Discussed in the guide's seven sections are the following: the state's educational system, the teacher-student relationship, and teachers' internal struggles; planning/scheduling; classroom management…

An Investigation of Time Distribution of Pre-Service Teachers while Interning

ERIC Educational Resources Information Center

Torres, Robert M.; Ulmer, Jonathan D.

2007-01-01

Student teaching is the culminating experience of most teacher preparation programs. Student teaching gives the prospective teacher the opportunity to join the worlds of theory and practice and to develop individual teaching talents. Long hours are regularly spent in several areas. This study sought to investigate how student teachers distribute…

The Impact of an International Student Teaching Program on the Cultural Responsiveness of Participants

ERIC Educational Resources Information Center

Allaman, Lisa St. Louis

2012-01-01

The purpose of this research was to explore the ways in which immersion into an international student teaching experience through participation in an international student teaching program can enhance the cultural responsiveness of American pre-service teachers. The population included in this study was eight students, including alumni, who…

Preparing Urban High School Teachers.

ERIC Educational Resources Information Center

Carlson, Kenneth

This is a brief personal review of the Rutgers University urban internship program which is operated in conjunction with the New Jersey Urban Education Corps. The purpose of the program is to prepare liberal arts graduates to be secondary school teachers in urban areas. The recruiting of the interns took place mostly at black colleges and…

75 FR 59049 - International Education Programs Service; Fulbright-Hays Group Projects Abroad Program

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-24

... higher education, and (2) in which at least 50 percent of participants are K-12 teachers, K-12... area studies as part of a teacher education curriculum developed through collaboration between colleges... education or within a consortium of higher education institutions, propose short-term projects abroad that...

Impacts of a Redesigned Virtual Internship Program on Preservice Teachers' Skills and Attitudes

ERIC Educational Resources Information Center

Faucette, Nell; Nugent, Peg

2015-01-01

An important issue in teacher education is how to design and implement effective virtual internships for future educators. Today, these experiences should reflect best practices (as found in more traditional programs) by infusing constructivist values and strategies into the process. Interns can develop needed content knowledge and delivery skills…

Advancing Teacher Education and Curriculum Development through Study Abroad Programs

ERIC Educational Resources Information Center

Rhodes, Joan A., Ed.; Milby, Tammy M., Ed.

2016-01-01

The number of English language students in American schools has dramatically increased in recent years, creating a greater awareness of cross-cultural issues and considerations in education. Globalization as well as an increase in international exchange student programs has proven that pre-service teachers can benefit from traveling abroad and…

Preparing LGBTQ-Allies and Combating Homophobia in a U. S. Teacher Education Program

ERIC Educational Resources Information Center

Clark, Caroline T.

2010-01-01

Interns in a US teacher education program were surveyed regarding their attitudes towards diversity, particularly issues of sexuality, their feelings of "cultural competence" around diversity, and the repertoires of practices and resources they feel prepared to draw on in their work with middle and high schools students (11-18 year…

International Space Programs. Aerospace Education III.

ERIC Educational Resources Information Center

Air Univ., Maxwell AFB, AL. Junior Reserve Office Training Corps.

This curriculum guide is prepared for the Aerospace Education III series publication entitled "International Space Programs." The guide is organized according to specific chapters in the textbook. It provides guidelines for teachers in terms of objectives, behavioral objectives, suggested outlines, orientation, suggested key points,…

Problem Implementation as a Lever for Change: An Experimental Study of the Effects of a Professional Development Program on Students' Mathematics Learning

ERIC Educational Resources Information Center

Santagata, Rossella; Kersting, Nicole; Givvin, Karen B.; Stigler, James W.

2011-01-01

This study investigates, through an experimental design, the effectiveness of a professional development program on teacher knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond to needs of U.S. teachers, as highlighted by findings from the 1999 Third International Mathematics…

Stories of Self and Other: Four In-Service Social Studies Teachers Reflect on Their International Professional Development

ERIC Educational Resources Information Center

Patterson, Timothy

2013-01-01

This study is an examination of the stories four social studies teachers told after participating in one international professional development program. Drawing on theories of postcolonialism, this narrative inquiry uses interviews, observations, and artifacts to investigate if and to what degree travel to and study in China influences the…

Classroom Management Competencies of Intern-Teachers in Nigeria Secondary Schools

ERIC Educational Resources Information Center

Ikoya, Peter Onotevure; Akinseinde, Samuel I.

2010-01-01

The purpose of the study was to find out the adequacy of the current classroom management training program for intern teachers in Nigerian Universities. Two hundred and six respondents were used for the study. A structured questionnaire was administered to seventy males and one hundred and thirty-six females drawn from Arts, Science, Technical and…

International Student Teaching: A Transformational Experience

ERIC Educational Resources Information Center

González-Carriedo, Ricardo; de Nava, Jesús López

2017-01-01

Today, being a teacher requires understanding and positively responding to the cultural and linguistic nuances present in the classroom. The increasingly diverse schools are placing higher expectations on teachers in regard to the use of multicultural practices. This is compelling teacher preparation programs to find new formulas to adequately…

A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages

ERIC Educational Resources Information Center

Clark, Sarah K.; Byrnes, Deborah; Sudweeks, Richard R.

2015-01-01

This study investigates how the culminating teacher preparation program (TPP) experience (either student teaching assignment or internship) influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test (N = 502) was conducted to compare perceptions of student teachers…

Using a Non-Equivalent Groups Quasi Experimental Design to Reduce Internal Validity Threats to Claims Made by Math and Science K-12 Teacher Recruitment Programs

NASA Astrophysics Data System (ADS)

Moin, Laura

2009-10-01

The American Recovery and Reinvestment Act national policy established in 2009 calls for ``meaningful data'' that demonstrate educational improvements, including the recruitment of high-quality teachers. The scant data available and the low credibility of many K-12 math/science teacher recruitment program evaluations remain the major barriers for the identification of effective recruitment strategies. Our study presents a methodology to better evaluate the impact of recruitment programs on increasing participants' interest in teaching careers. The research capitalizes on the use of several control groups and presents a non-equivalent groups quasi-experimental evaluation design that produces program effect claims with higher internal validity than claims generated by current program evaluations. With this method that compares responses to a teaching career interest question from undergraduates all along a continuum from just attending an information session to participating (or not) in the recruitment program, we were able to compare the effect of the program in increasing participants' interest in teaching careers versus the evolution of the same interest but in the absence of the program. We were also able to make suggestions for program improvement and further research. While our findings may not apply to other K-12 math/science teacher recruitment programs, we believe that our evaluation methodology does and will contribute to conduct stronger program evaluations. In so doing, our evaluation procedure may inform recruitment program designers and policy makers.

Design of a Teacher Professional Development Program for International Collaborative Astronomy Research in Chile

NASA Astrophysics Data System (ADS)

Pompea, S. M.; Seguel, J.; Sparks, R.; Opazo, L.; Walker, C. E.

2011-12-01

We have designed (but not yet implemented) a program where five US teachers will team with five Chilean teachers to conduct high-quality astronomical research in Chile that can be brought back to their classrooms and shared with their students. This project will introduce US teachers to four research projects at the Observatorio Cruz del Sur, one the largest municipal observatories in South America. The program would operate over the course of a year or more, with a month of observing and conducting research in Chile. The observatory is located in the small town of Combarbalá (Limari Province, IV Región de Coquimbo) in a region rich in archeological, historical, and cultural heritage. Teachers will use high-sensitivity digital detectors to take data through telescopes and with cameras as part of four research projects- light pollution research, digital photography of dark large areas of the sky using wide angle cameras, asteroid photometry, and exoplanet photometric studies. The project partners the National Optical Astronomy Observatory (Tucson, Arizona and La Serena, Chile), the Municipality of the town of Combarbalá, the National Observatory of Chile/University of Chile, and REUNA, an internet communication alliance that serves Chilean universities and observatories. Since the US teachers will have their astronomy classes running while they are in Chile, the teachers will be communicating with their classes on a regular basis. The teachers will also be providing long-term access to southern sky data for other teachers and students in the US while establishing the basis for long-term collaborative research. We expect the program to establish long-term international research collaborations among US and Chilean teachers and students.

Exploring the beliefs and practices of five preservice secondary science teachers from recruitment through induction in a university preparation program: A longitudinal study

NASA Astrophysics Data System (ADS)

Fletcher, Steven Samuel

This three-year longitudinal study explores the evolving beliefs and practices of five prospective secondary science teachers in a university preparation program from recruitment through their first year in the classroom. As an interpretive qualitative study, the format for data collection and analysis utilizes a case-study methodology with cross-case analysis. Data was collected through semi-structured interviews, collected artifacts, and classroom observations. There are a number of important conclusions from this study. First, the teachers' beliefs about teaching initially shift to a contemporary focus during the program, but ultimately return to a didactic orientation by their first year in the classroom. At the same time, the teachers' beliefs about learning remain consistently more contemporary in nature. Second, the participants believe that they practice teaching science as inquiry at a higher level than are indicated by researcher observations. Third, while participants value advanced content and educational theory coursework, they do not always see the link between these experiences and their development as science teachers. Fourth, the findings from this study reveal that internal and external contextual factors impacted, to varying degrees, the development of the science teachers. The findings from this study contribute to a deeper understanding of the development of science teachers from preservice education to the induction years, which indicates a pattern that is not linear. The findings from this study also reinforce the importance of internal and external contextual factors on the development of science teachers. Ultimately, this study is important to the field of secondary science teacher education as it depicts the complex interactions between the individual, the preparation program, and the school placements that impact the beliefs and practices of preservice and beginning teachers.

Professional Learning Communities in Singapore and Shanghai: Implications for Teacher Collaboration

ERIC Educational Resources Information Center

Hairon, Salleh; Tan, Charlene

2017-01-01

Professional learning communities (PLCs) have been recognised as having the potential to raise the quality of teachers, teaching and student learning through structured teacher collaboration, and have been featured prominently in Singapore and Shanghai--both considered top-performing Asian societies in the Program for International Student…

A Predictive Study of Pre-Service Teachers and Success in Final Student Internship

ERIC Educational Resources Information Center

Ingle, Karen M.

2017-01-01

Student teaching provides the final pre-service clinical teaching experience of an initial teacher preparation program. Research that specifically studies the pre-service student teacher and predictive factors of student teaching is limited. Identifying predictive factors that contribute to the success of student interns' student teaching…

Issues Surrounding the Evaluation of Teacher Internship Programs

NASA Astrophysics Data System (ADS)

Barrett, D.

2006-12-01

Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school math, science and technology teachers in over 1100 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program has an advisory board composed of university researchers, business and education leaders. The board members work in various subcommittees assisting the program with areas such as sponsor recruitment, evaluation and long term planning. The evaluation subcommittee has been actively involved in providing direction regarding the evaluation of the GIFT program's impact on teachers and their students. The program recently conducted a survey of its former participants. This presentation will discuss the results of the survey and the challenges associated with program evaluation of teacher internship programs.

An Evaluation of an Alternative Teacher Certification Program: A Matter of Trust

ERIC Educational Resources Information Center

Grubbs, Scott T.

2009-01-01

For the internal evaluator, the issue of trust can be one of the more difficult ethical matters to manage. An organization might choose to conduct an internal program evaluation for a variety of reasons, including capitalizing on the abilities of invested stakeholders to assess aspects of a program, building an institutional culture oriented…

NEWEST teachers

NASA Technical Reports Server (NTRS)

1996-01-01

NEWEST, or NASA Educational Workshops for Elementary School Teachers, is a two-week honors program for teachers, sponsored by NASA, the National Science Teachers Association, the National Council of Teachers of Mathematics and the International Technology Education-Association. A total of 25 teachers from the United States and U.S. State Department schools in Europe are chosen to work with NASA and other federal agency science and engineering professionals. Pictured, participants make hot air balloons as part of their activities.

Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Minneapolis, MN, January 8-11, 1998).

ERIC Educational Resources Information Center

Rubba, Peter A., Ed.; Rye, James A., Ed.

The 40 papers from this international conference addressed the major theme of facilitating science literacy for all teachers and students. Papers include the following: (1) "Confronting the Gender Gap in Science and Mathematics: The Sisters in Science Program" (P. Hammrich); (2) Teaching Instructional Materials for Science Educators with…

Reproducing Figured Worlds of Literacy Teaching and Learning: Examining the "Language-in-Use" of an Inservice and Preservice Teacher Enacting the Practice of Literacy Planning

ERIC Educational Resources Information Center

Gelfuso, Andrea; Dennis, Danielle V.

2017-01-01

There are international calls for teacher preparation programs to increase the quantity and quality of field experiences. The belief is that spending additional time in the field being mentored by inservice teachers will develop high-quality preservice teachers. However, the figured worlds of teacher education and the knowledge base of inservice…

The Roles of Family and Teacher Support in Moderating and Mediating Externalized and Internalized Outcomes of Exposure to Community Violence Among Arab and Jewish Adolescents in Israel.

PubMed

Haj-Yahia, Muhammad M; Leshem, Becky; Guterman, Neil B

2018-02-01

The study examined family and teacher support as factors that can protect adolescents from internalized and externalized problems after exposure to community violence (ECV). Self-administered questionnaires were filled out by a sample of 1,832 Arab and Jewish Israeli high school students. The Arab adolescents reported significantly higher levels of community violence victimization, internalized problems, externalized problems, family support, and teacher support than the Jewish adolescents. The girls reported higher levels of internalized problems, and the boys reported higher levels of externalized problems. ECV predicted high levels of internalized and externalized problems, family support predicted low levels of internalized and externalized problems, and teacher support had no predictive role. Path analysis confirmed the significance of the relationships between ECV effects, support variables, and gender. The limitations of the study and implications of the findings for future research and for the development of family care and family intervention programs are discussed.

Implementation Plan 1971-72 for School Psychology Program.

ERIC Educational Resources Information Center

Tennessee Appalachia Educational Cooperative, Oak Ridge.

The implementation of the intern program described in this document was based on information collected from superintendents and psychological personnel, the state department of education, and teachers and other school personnel. The activities in which the interns participated included PTA meetings, faculty meetings, in-service days, home visits,…

The Relationship between Assessor/Assessee Gender and Performance Observation Ratings.

ERIC Educational Resources Information Center

Schuyten, Shana; Tashakkori, Abbas

The effects of the genders of the assessor and the assessee on performance observation ratings of beginning teachers were studied in public schools in Louisiana. Data was collected in the pilot phase of the Louisiana Teacher Assessment Program for Interns, which included both teacher observation and structured interview. Of the assessees who…

Changes in Teachers' Attitudes toward Instructional Technology Attributed to Completing the ISTE NETS*T Certificate of Proficiency Capstone Program

ERIC Educational Resources Information Center

Overbaugh, Richard C.; Lu, Ruiling; Diacopoulos, Mark

2015-01-01

An evaluation was conducted of teachers' attitudinal perceptions of their confidence for implementation, stages of innovation adoption, and satisfaction, as a result of participating in the International Society for Technology in Education's National Educational Technology Standards-Teachers (ISTE NETS*T) Certificate of Proficiency Capstone…

The Coach-of-Coaches Model for Preparing Rural Special Education Teachers.

ERIC Educational Resources Information Center

Cegelka, Patricia Thomas; Fitch, Suzanne; Alvarado, Jose Luis

San Diego State University (California) has developed a coach-of-coaches model of providing support, assistance, and supervision to intern-teachers in its rural special education alternative credential program. Coaches, who are fully credentialed teachers with supervisory skills, make a minimum of nine direct and indirect (video analysis)…

Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators

ERIC Educational Resources Information Center

Arbaugh, Fran; Abell, Sandra; Lannin, John; Volkmann, Mark; Boone, William

2007-01-01

In response to shortages of science and mathematics teachers in the U.S., many states have promoted alternative routes to certification in which individuals with non-education undergraduate degrees can become certificated in shorter timeframes than in traditional programs. One consideration in designing alternative programs is how to arrange…

International Student Mobility Programs and Effects on Student Teachers' Perceptions and Beliefs about Education and Their Role as Future Educators

ERIC Educational Resources Information Center

Richardson, Rachel; Munday, Jennifer

2013-01-01

The aim of this study was to examine the value and benefits obtained from a semester length academic exchange for Australian early childhood teacher education students in equivalent programs in selected European sites. The data obtained from interviews conducted in this qualitative study indicate that students involved in the international…

Perspectives on enhancing international practical training of students in health and social care study programs - A qualitative descriptive case study.

PubMed

Hvalič-Touzery, Simona; Hopia, Hanna; Sihvonen, Sanna; Diwan, Sadhna; Sen, Soma; Skela-Savič, Brigita

2017-01-01

Internationalization of practical training in health and social care study programs is an important aspect of higher education. However, field mentors' and classroom teachers' competence in guiding culturally diverse students varies widely in European countries, and the majority does not have enough training in guiding foreign students. This study aimed to examine which factors enhance the efficacy of international practical placement experiences in health and social care study programs. A qualitative descriptive case study design was used. The study was conducted at six higher education institutions-two in Finland and one in Croatia, Estonia, the Netherlands and Slovenia. A convenience sample of 14 mentors, 15 teachers and 14 students with international experiences from six higher education institutions which are part of the Bologna Process was recruited. The data were collected from six focus groups using a semi-structured questionnaire based on a literature review. Each higher education institution conducted one group interview that was tape-recorded, transcribed and analysed for themes. Participants made several recommendations for enhancing the practical placement experience of students, teachers, and mentors. Most recommendations dealt with practical supervision of students. Three major themes noted were: 'Attitudes towards internationalization of practical placements', 'Factors impacting the international placement experience', and 'Pedagogical methods used and structural support available for internationalization.' The study highlights the need for strengthening the multicultural knowledge and skills of mentors and teachers. The findings provide practical guidelines for improving the international placement experience across health and social care fields. Copyright © 2016 Elsevier Ltd. All rights reserved.

Teacher labor markets in developed countries.

PubMed

Ladd, Helen F

2007-01-01

Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those in other industrialized countries. Teacher shortages also appear to stem from policies that make salaries uniform across academic subject areas and across geographic regions. Shortages are especially common in math and science, in large cities, and in rural areas. Among the policy strategies proposed to deal with such shortages is to pay teachers different salaries according to their subject area. Many countries are also experimenting with financial incentive packages, including bonuses and loans, for teachers in specific subjects or geographic areas. Ladd notes that many developed countries are trying to attract teachers by providing alternative routes into teaching, often through special programs in traditional teacher training institutions and through adult education or distance learning programs. To reduce attrition among new teachers, many developed countries have also been using formal induction or mentoring programs as a way to improve new teachers' chances of success. Ladd highlights the need to look beyond a single policy, such as higher salaries, in favor of broad packages that address teacher preparation and certification, working conditions, the challenges facing new teachers, and the distribution of teachers across geographic areas.

Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors.

PubMed

Williford, Amanda P; Wolcott, Catherine Sanger; Whittaker, Jessica Vick; Locasale-Crouch, Jennifer

2015-11-01

This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher's interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom (~three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed.

A Decade of Evolution in the Practice Teaching Component of a Canadian Teacher Education Program: What Drove Change, What Insights Were Gleaned, and What Challenges Lie Ahead

ERIC Educational Resources Information Center

Benson, Fiona; Hooton, Kate

2014-01-01

This paper explores the many and diverse factors that have driven changes to the field-based component of a program of teacher education in a large Canadian university over the past 10 years. We look at key contexts of influence to any work in program change; that of internal and external bodies at the institutional level, the operational or…

The Computer-Based Writing Program: A Clinical Teaching Experience for Education Interns to Develop Professional Knowledge and Skills in Effective Instructional Writing Practices

ERIC Educational Resources Information Center

Painter, Diane D.

2016-01-01

The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of…

International Mindedness: Conceptualizations and Curriculum in an International School in Brazil

ERIC Educational Resources Information Center

Dewey, Nelson Peter

2017-01-01

This dissertation is a qualitative, single case study of an international school in Brazil that explores how school administrators and teachers conceptualize international mindedness, and how it is developed within the curriculum of the International Baccalaureate Diploma Program. I provide a rich description of the context, developing four themes…

Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education

ERIC Educational Resources Information Center

Wilson, Sue

2012-01-01

The growing emphasis on sustainability in school curricula in Australia reflects international trends in education. Teacher education is a vital strategy for the incorporation of Education for Sustainability (EfS) in school curricula. Research to identify drivers and barriers to embedding EfS across a primary teacher education program in an…

Analyzing the Degree of Technology Use Occurring in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Stobaugh, Rebecca Ruth; Tassell, Janet Lynne

2011-01-01

Technology is not in the forefront of teacher education program thinking and planning. Yet, it is the tool dramatically changing education. Internationally, the role of technology has evolved from the role of assisting the teacher in personal management to using technology for instruction. To respond to this need, universities are altering courses…

Developing a Learning-Teaching Styles Scheme to Improve Teaching Behaviors of College Child Development Student Interns.

ERIC Educational Resources Information Center

Martin, Beverly Barber

Implemented in an urban community college's child development teacher training program, this practicum project addressed the problem of discrepancies between training and work environments. General goals of the practicum were: (1) to design a learning styles training format for preschool teachers; (2) to provide teachers with factual information…

Curbing Early-Career Teacher Attrition: A Pan-Canadian Document Analysis of Teacher Induction and Mentorship Programs

ERIC Educational Resources Information Center

Kutsyuruba, Benjamin; Tregunna, Leigha

2014-01-01

Over the past two decades, the phenomenon of teachers abandoning the profession has been noted internationally, and has increasingly caught the attention of policy makers and educational leaders. Despite this awareness, no pan-Canadian statistics or comprehensive reviews are available. This paper reports on the exploratory, pan-Canadian document…

Preservice Teachers' Ability to Identify Technology Standards: Does Curriculum Matter?

ERIC Educational Resources Information Center

Lewis, Carrie L.

2015-01-01

Both preservice and in-service PK-12 teachers in the United States are expected to create a classroom environment that fosters the creation of digital citizens. However, it is unclear whether or not teacher education programs build this direct instruction, or any other method of introducing students to the International Society for Technology in…

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

ERIC Educational Resources Information Center

Karisan, Dilek; Topcu, Mustafa S.

2016-01-01

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

The Value of Reflection in Writing Courses in ELT Preservice Teacher Education Programs

ERIC Educational Resources Information Center

Arikan, Arda

2006-01-01

Constructivist theory has brought significant momentum to all aspects of teacher education. Currently, personal growth of the individual in educational domains is so important that teacher candidates are asked to develop their reflective skills in many courses so that they grow by having internalized and problematized the issues under study by…

Issues in ITA Training Programs.

ERIC Educational Resources Information Center

Sequeira, Debra-L; Costantino, Magdalena

1989-01-01

The international teaching assistant as employee or visiting scholar, screening for proficiency in oral English, course training versus ongoing training, staffing and curriculum, and international teaching assistants as teachers of minority undergraduates are discussed. (MLW)

Galileoscope: From IYA 2009 to IYL 2015

NASA Astrophysics Data System (ADS)

Arion, Douglas N.; Tresch Fienberg, Richard

2015-01-01

The Galileoscope program (http://galileoscope.org) was originally launched as a Cornerstone Project for the 2009 International Year of Astronomy. By design, the Galileoscope is not only a telescope kit but also an optics kit, promoted for and useful in classrooms and by individuals to learn optics principles. As such, it is well placed to be a major component of the 2015 International Year of Light, as part of the 'Cosmic Light' Cornerstone Project managed under the auspices of the International Astronomical Union. The successful donation and teacher-education programs conducted during IYA 2009 have motivated us to launch a similar campaign for IYL 2015, with the goal to place at least 100,000 Galileoscopes into classrooms for science education in optics and astronomy. The ready availability of teaching materials and classroom activities tied to national science standards, combined with the existing worldwide network of Galileoscope users and the large number of workshops and education programs already utilizing Galileoscopes, makes this a particularly valuable program for teachers and other science educators for IYL 2015.

Linking research, education and public engagement in geoscience: Leadership and strategic partnerships

NASA Astrophysics Data System (ADS)

Laj, C. E.

2017-12-01

As a research scientist I have always been interested in sharing whatever I knew with the general public and with teachers, who have the responsibility of forming young people, our ambassadors to the future. The turning point in my educational activities was in 2002, when the European Geosciences Union (EGU) welcomed my proposition to develop a Committee on Education. One of the committee's main activities is the organisation of GIFT (Geosciences Information for Teachers) workshops, held annually during the EGU General Assembly. Typically, these workshops bring together about 80 teachers from 20-25 different countries around a general theme that changes every year. Teachers are offered a mixture of keynote presentations by renowned scientists, and participate to classroom hands-on activities led by high-class educators. They also participate to a poster session, open to every participant to the GA, in which they can show to everyone the activities they have developed in their classroom. Therefore, EGU GIFT workshops spread first-hand scientific information to science teachers, and also offer teachers an exceptional way to networking with fellow teachers worldwide. Speakers are chosen from the academic world, national geosciences organisations such as BGS (UK), BRGM (France), INGV (Italy), the European Space Agency (ESA), CEA (France), from private companies (Total), or from International Organizations for policy makers such as the International Energy Agency (IEA), and IPCC. Since 2010, EGU GIFT workshops have been organized beyond Europe, in connection with EGU Alexander von Humboldt Conferences and other major International Conferences, or in collaboration with local or international organisations. A `Teachers at Sea' program has also been developed for teachers to be able to take part in an Oceanographic cruise. Also, in collaboration with the media manager of EGU the Committee has participated in "Planet Press", a program of geoscience press releases for children.

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

NASA Astrophysics Data System (ADS)

Cattadori, M.

2010-12-01

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

Summer Enrichment Workshop (SEW): A Quality Component of the University of Alabama's Gifted Education Preservice Training Program

ERIC Educational Resources Information Center

Newman, Jane L.; Gregg, Madeleine; Dantzler, John

2009-01-01

Summer Enrichment Workshop (SEW) is a clinical experience in the teacher preservice training program for gifted and talented (GT) master's degree interns at the University of Alabama. This mixed design study investigated the effects of the SEW clinical experience on interns' preparation to teach. Quantitative analysis demonstrated a statistically…

Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research

ERIC Educational Resources Information Center

Carpenter, Jan Marie

2010-01-01

The case studies examined how three preservice teachers within a Master of Arts in Teaching program at a small, private university negotiated meaning around an educational practice--collaborative action research. Preservice teachers must negotiate multiple, and often competing, internal and external discourses as they "sort out" what educational…

Preservice Special Education Teachers' Perceptions of What Influences Their Appropriation of University Coursework Knowledge and Skills during the Clinical Teaching Internship Experience

ERIC Educational Resources Information Center

McElwee, Christine B.

2015-01-01

The clinical internship experience for preservice interns has been described as one of the most important components of teacher preparation programs. The National Council for Accreditation of Teacher Education's (NCATE) "Blue Ribbon Panel Report on Clinical Preparation and Partnerships for Improved Student Learning" suggests that teacher…

Teacher Education in a Global Society: Facilitating Global Literacy for Preservice Candidates through International Field Experiences

ERIC Educational Resources Information Center

Armstrong, Neill F.

2008-01-01

In this article, I address the following question: How, in a time of shrinking budgets and reduced graduation timelines, are university teacher preparation programs to best address the issue of global literacy for future teachers? In an effort to begin addressing this challenge, the College of Education at Stephen F. Austin State University…

Economic Education Experiences of Enterprising Teachers, Volume 15. A Report Developed from the 1976-77 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Dawson, George G., Ed.

Twenty award winning, teacher-developed programs, projects, courses, and materials in economic education are presented. These case study projects are designed to be used with kindergarten through college students. The case studies are organized by grade level into five chapters. Chapter I suggests ways to teach economic concepts to educable…

Teaching strategies used by internal medicine residents on the wards.

PubMed

Smith, Dustin T; Kohlwes, R Jeffrey

2011-01-01

Residents serve as teachers to interns and students in most internal medicine residency programs. The purpose of our study is to explore what internal medicine residents perceive as effective teaching strategies in the inpatient setting and to formulate a guideline for preparing residents to lead their ward teams. Housestaff identified as excellent teaching residents were recruited from a large internal medicine residency program. Focus groups were formed and interviews were conducted using open-ended questions. Transcripts of the interviews were reviewed, analyzed, and compared for accuracy by two investigators. The transcripts were then coded to categorize data into similar subjects from which recurrent themes in resident teaching were identified. Twenty-two residents participated in four focus group interviews held in 2008. We identified five principal themes for effective teaching by residents: (T)aking advantage of teaching opportunities, (E)mpowering learners, (A)ssuming the role of leader, (C)reating a learning environment, and (H)abituating the practice of teaching. Strategies for effective teaching by residents exist. The TEACH mnemonic is a resident-identified method of instruction. Use of this tool could enable residency programs to create instructional curricula to prepare their residents and interns to take on the roles of team leaders and teachers.

Tools to Assess the Impact of Teacher Enhancement Programs

NASA Astrophysics Data System (ADS)

Heatherly, S. A.; Maddalena, R. J.; Govett, A.; Hemler, D.

1997-05-01

Beginning in 1994, the NRAO has hosted an NSF-funded program, ``Research Experience in Teacher Preparation (RETP),'' in which inservice and preservice science teachers participate in residential institutes lasting one or two weeks. While on site, they conduct open-ended investigations using a 40-foot diameter working radio telescope. The aim of RETP has been to deepen and personalize participants' understanding of the nature of science, and to assist them in applying their newfound knowledge to their classroom teaching. So far RETP, and the teacher enhancement programs from which it evolved, have trained 434 inservice and 69 preservice teachers. The impact of the research experience on teachers' perceptions of themselves as professionals and their views of science was initially assessed through open-ended questionnaires and participant journals. From teachers' responses we learned that the research experience has a profound, positive influence on participants' views of science and increased their confidence in using research-based teaching methods. However, determining what actually happens in the classroom is harder to evaluate and requires a more structured approach. Therefore, to determine what changes occurred in teachers and their students, five survey instruments were developed. The instruments: 1) assess changes in teachers' perceptions of their ability to conduct research; 2) gauge teachers' perceptions of three aspects of the institute; 3) measure changes in teachers' concerns about implementing classroom research projects; 4) evaluate the development of teachers' understanding into the nature of science; and 5) determine changes in their students' perceptions of science and science class. To increase the reliability of the instruments, the survey questions were tested for internal consistency. Early results show that the RETP program has significantly affected participants and their students. These instruments are useful not only for evaluating this program but also for evaluating other teacher enhancement and preparation programs.

Teacher Characteristics and Teacher Education in Reading and English Language Arts Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1983 (Vol. 43 Nos. 7 through 12).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with a variety of topics, including the following: (1) the relationship between selected teacher personality traits and the teaching behaviors of remedial reading teachers; (2) reading program problems of beginning…

Engaging Disenfranchised Urban Youth in Science Learning

ERIC Educational Resources Information Center

D'Elia, Luis Alberto; Wishart, Diane

2014-01-01

The purpose of this work was to elicit the perceptions of science educators regarding enhancing opportunities to retain disenfranchised students in secondary schools. The article shows selective international perspectives on how teachers, university professors, and researchers in teacher education programs strive to support school completion for…

Peer Victimization as a Mediator of the Relation between Facial Attractiveness and Internalizing Problems

PubMed Central

Rosen, Lisa H.; Underwood, Marion K.; Beron, Kurt J.

2011-01-01

This study examined the relations between facial attractiveness, peer victimization, and internalizing problems in early adolescence. We hypothesized that experiences of peer victimization would partially mediate the relationship between attractiveness and internalizing problems. Ratings of attractiveness were obtained from standardized photographs of participants (93 girls, 82 boys). Teachers provided information regarding peer victimization experiences in sixth grade, and seventh grade teachers assessed internalizing problems. Attractiveness was negatively correlated with victimization and internalizing problems. Experiences of peer victimization were positively correlated with internalizing problems. Structural equation modeling provided support for the hypothesized model of peer victimization partially mediating the relationship between attractiveness and internalizing problems. Implications for intervention programs and future research directions are discussed. PMID:21984861

Joint Antarctic School Expedition - An International Collaboration for High School Students and Teachers on Antarctic Science

NASA Astrophysics Data System (ADS)

Botella, J.; Warburton, J.; Bartholow, S.; Reed, L. F.

2014-12-01

The Joint Antarctic School Expedition (JASE) is an international collaboration program between high school students and teachers from the United States and Chile aimed at providing the skills required for establishing the scientific international collaborations that our globalized world demands, and to develop a new approach for science education. The National Antarctic Programs of Chile and the United States worked together on a pilot program that brought high school students and teachers from both countries to Punta Arenas, Chile, in February 2014. The goals of this project included strengthening the partnership between the two countries, and building relationships between future generations of scientists, while developing the students' awareness of global scientific issues and expanding their knowledge and interest in Antarctica and polar science. A big component of the project involved the sharing by students of the acquired knowledge and experiences with the general public. JASE is based on the successful Chilean Antarctic Science Fair developed by Chile´s Antarctic Research Institute. For 10 years, small groups of Chilean students, each mentored by a teacher, perform experimental or bibliographical Antarctic research. Winning teams are awarded an expedition to the Chilean research station on King George Island. In 2014, the Chileans invited US participation in this program in order to strengthen science ties for upcoming generations. On King George Island, students have hands-on experiences conducting experiments and learning about field research. While the total number of students directly involved in the program is relatively small, the sharing of the experience by students with the general public is a novel approach to science education. Research experiences for students, like JASE, are important as they influence new direction for students in science learning, science interest, and help increase science knowledge. We will share experiences with the planning of the pilot program as well as the expedition itself. We also share the results of the assessment report prepared by an independent party. Lastly, we will offer recommendations for initiating international science education collaborations. United States participation was funded by the NSF Division of Polar Programs.

International Deaf Education Teacher-Training Projects.

ERIC Educational Resources Information Center

Moulton, Robert; Chinn, Kathleen

2002-01-01

This article discusses the need and challenges of developing nations regarding audiological and educational services for children who are deaf or hard-of-hearing. Stellar international programs are described. Availability and use of current computer technology is discussed and suggestions are made for international projects in audiology and deaf…

Mondelēz Hope Kitchen Program, China: a Program Impact Pathways (PIP) analysis.

PubMed

Li, Yanran; Yao, Xiaoxun; Gu, Lan

2014-09-01

Mondelēz Hope Kitchen is a community program initiated jointly in 2009 by Mondelēz International and the China Youth Development Foundation (CYDF). In response to the urgent needs of students, parents, and teachers at primary and middle schools in poverty-stricken rural areas of China, the program addresses the complex and intertwined issues of undernutrition and obesity. By funding both kitchen equipment and teacher training in health and nutrition, the Mondelēz Hope Kitchen Program improves the capacity of schools to supply healthy meals, helping students to access safe and nutritious foods and, ultimately, to improve their nutritional status and health. In 2011, the Mondelēz International Foundation awarded CYDF a grant to formally assess the impact of the original program design. The Mondelēz International Foundation encouraged CYDF and six other healthy lifestyles-focused community partners around the world to participate in this program evaluation workshop. The goals of this study were to describe the logic model of the Mondelēz Hope Kitchen Program, summarize a recent evaluation of the Mondelēz Hope Kitchen Program, and conduct a Program Impact Pathways (PIP) analysis to identify Critical Quality Control Points (CCPs) and a suite of impact indicators. The findings were presented at the Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation. The authors developed the program's PIP diagram based on deliberations involving the program managers and Director and consulting the "Hope Kitchen Management Rules "and "Hope Kitchen Inspection and Acceptance Report". The PIP analyses identified three CCPs: buy-in from schools, kitchen infrastructure, and changes in teachers' knowledge of nutrition after training. In addition, changes in children's knowledge of nutrition will be added to the core suite of impact evaluation indicators that also includes children's dietary behaviors. Participation in this program evaluation workshop provided the Mondelēz Hope Kitchen team with the tools to improve the program using a sound monitoring system.

A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers

NASA Astrophysics Data System (ADS)

Klein, Nina

The purpose of the multi-tiered study presented is to compare the effect of credentialing route on the self-efficacy, outcome expectancy, and retention of beginning urban science teachers serving students in a large urban school district in Southern California. Candidates from one traditional, university-based teacher education program and from two alternative programs, the Teach for America and District Intern Programs, were surveyed and interviewed during the second semester of their first year of teaching. To determine the potential of a difference in self-efficacy and outcome expectancy, the study gave teachers a modified version of the Science Teachers' Efficacy Belief Instrument (STEBI), developed and validated by Riggs and Enochs (1989). Two representative candidates from each program were then interviewed in order to probe for deeper understanding of possible sources of their efficacy and outcome expectancy. The final part of the study is an evaluation of retention data from the three programs, each to triangulate this information with data collected from the surveys, and comparing these retention rates with published data. The study provides data on unresearched questions about traditionally and alternatively credentialed science teachers in urban settings in California.

Earth System Science Education Alliance (ESSEA) IPY Modules

NASA Astrophysics Data System (ADS)

Blaney, L. S.; Myers, R. J.; Schwerin, T.

2008-12-01

The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. With additional support from NASA, the ESSEA program is being enhanced to reflect emphasis on the International Polar Year. From 1999-2005 the ESSEA program was based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. With NASA support, the K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. Additional modules examining the changes in black carbon, ice sheets and permafrost have been added for middle and high school levels. The new modules incorporate geoscience data and analysis tools into classroom instruction. By exploring IPY related topics and data, participating teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions. Changes in climate, air, water, and land quality and animal and plant populations make the news everyday. The ESSEA IPY modules will help teachers inform rather than frighten their students as they learn more about the characteristics and importance of our polar regions. One goal of IPY 2007-2008 is to increase the awareness, understanding and interest of school-age children in polar conditions and research. The inclusion of polar topics in the ESSEA courses and modules contributes to the achievement of that goal.

Singapore Chooses Teachers Carefully

ERIC Educational Resources Information Center

Sclafani, Susan K.

2015-01-01

At the heart of the plans and programs that launched Singapore's rise to the top of international education comparisons are the tiny nation-state's commitments to its teaching force beginning with its highly competitive selection process and carrying through its teacher training, its career-long professional development, and even an enhanced…

The Significance of Ongoing Teacher Support in Earth Science Education Programs: Evidence from the GLOBE Program

NASA Astrophysics Data System (ADS)

Penuel, B.; Korbak, C.; Shear, L.

2003-12-01

The GLOBE program provides a rich context for examining issues concerning implementation of inquiry-oriented, scientist-driven educational programs, because the program has both a history of collecting evaluation data on implementation and mechanisms for capturing program activity as it occurs. In this paper, researchers from SRI International's evaluation team explore the different roles that regional partners play in preparing and supporting teachers to implement the GLOBE Program, an international inquiry-based Earth science education initiative that has trained over 14,000 teachers worldwide. GLOBE program evaluation results show the program can be effective in increasing students' inquiry skills, but that the program is also hard for teachers to implement (Means et al., 2001; Penuel et al., 2002). An analysis of GLOBE's regional partner organizations, which are tasked with preparing teachers to implement its data collection and reporting protocols with students, shows that some partners are more successful than others. This paper reports findings from a quantitative analysis of the relationship between data reporting and partner support activities and from case studies of two such regional partners focused on analyzing what makes them successful. The first analysis examined associations between partner training and support activities and data reporting. For this analysis, we used data from the GLOBE Student Data Archive matched with survey data collected from a large sample of GLOBE teachers as part of SRI's Year 5 evaluation of GLOBE. Our analyses point to the central importance of mentoring and material support to teachers. We found that incentives, mentoring, and other on-site support to teachers have a statistically significant association with higher data reporting levels. We also found that at present, teachers access these supports less often than they access listservs and e-mail communication with teachers after GLOBE training. As a follow-up to this study, SRI researchers used the data on student data reporting activity from different partners to identify candidate sites for case studies, where we might investigate the nature of follow-up activities provided by successful partners more closely. We worked to select 2 regional partners that had evidence of high percentages of teachers trained that reported data and that also offered follow-up to teachers. Case study researchers conducted observations within 2-3 active GLOBE schools supported by each regional partner organization and interviewed teachers, principals, and partner staff. On the basis of our observation data and transcripts from interviews, we compiled profiles of schools' implementation and analyzed the core activities of each regional partner. Researchers found that keys to promoting successful implementation in one partnership were: one partnership were: close alignment with state mathematics and science initiatives; mentors that helped teachers by modeling inquiry in GLOBE and by assisting with equipment set-up and curriculum planning; and allowing room for schools to adopt diverse goals for GLOBE. In the second partnership, keys to success included a strategic approach to developing funding for the program; a focus on integration of culturally-relevant knowledge into teacher preparation; follow-up support for teachers; and use of GLOBE as an opportunity to investigate local evidence of climate change. Both partner organizations were challenged by funding limitations that prevented them from providing as much follow-up support as they believe is necessary.

Mental Health Education in Three Primary Care Specialities.

ERIC Educational Resources Information Center

Strain, James J.; And Others

1986-01-01

The characteristics of the mental health components of residency training in traditional internal medicine, primary care internal medicine, and family practice were examined. Internal medicine programs relied on the consultation method and in-patient facilities, and used the psychiatrist as the primary teacher. Evaluation of the outcome of…

The Academic Impact of Enrollment in International Baccalaureate Diploma Programs: A Case Study of Chicago Public Schools

ERIC Educational Resources Information Center

Saavedra, Anna Rosefsky

2014-01-01

Background: In schools accredited as "IB World Schools" by the International Baccalaureate Organization (IBO), teachers use IB curriculum and pedagogy to teach a range of courses that are intended to prepare IB-enrolled students for college. Over the past 18 years, the number of U.S. schools that implement IB programs has increased…

Teacher Characteristics and Teacher Education in Reading and English Language Arts Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 Nos. 1 through 6).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with the following topics: (1) the knowledge and skills of elementary school principals relevant to the development of reading programs; (2) the effects of a communication skills training program for elementary…

Economic Education Experiences of Enterprising Teachers. Volume 16. A Report Developed from the 1977-78 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Nappi, Andrew T., Ed.; Suglia, Anthony F., Ed.

Eighteen award winning, teacher-developed programs, projects, courses, and materials in economic education are presented in condensed versions. The case study projects are designed to be used in primary, intermediate, junior high, senior high, and college, and are organized into five chapters by grade level. Chapter I suggests ways to teach…

Economic Education Experiences of Enterprising Teachers. Volume 17. A Report Developed from the 1978-79 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Nappi, Andrew T., Ed.; Suglia, Anthony F., Ed.

Sixteen award-winning teacher-developed programs, projects, courses, and materials in economics education are presented. The projects are designed for use in primary, intermediate, junior high, and senior high schools and are organized into four chapters. Chapter I suggests ways to teach economic concepts in grades K-3. Projects include an auction…

(Congressional Add) Partnership in Innovative Preparation for Educators and Students (PIPES)

DTIC Science & Technology

2011-12-30

researchers collected and analyzed both qualitative and quantitative data from students, teachers, and parents related to PIPES program effectiveness...years. PIPES researchers collected and analyzed both qualitative and quantitative data from students, teachers, and parents related to PIPES program...reported an internal reliability of .93 at pretest and .95 at posttest and follow-up. We used a six point scale "not at all true" to "definitely

University of Maryland MRSEC - Education: Professional Development for

Science.gov Websites

"stepped" (we call this type of surface a vicinal surface). Modern scanned-probe microscopes International Educational Education Pre-College Programs Homeschool Programs Undergraduate & Graduate Facilities Logos MRSEC Templates Opportunities Search Home » Education » Teacher Programs Professional

North-South Collaborations: Learning from a Decade of Intercultural Experiences for Teachers and Faculty in One Mexican and US University Partnership

ERIC Educational Resources Information Center

Thomas-Ruzic, Maria; Prudencio, Fatima Encinas

2015-01-01

This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development.…

Reimagining the Curriculum: Future Teachers and Study Abroad

ERIC Educational Resources Information Center

Phillion, JoAnn; Malewski, Erik L.; Sharma, Suniti; Wang, Yuxiang

2009-01-01

Universities in the United States and elsewhere offer study abroad programs to meet requirements that graduates have cross-cultural competencies and an international perspective on their discipline. Study abroad courses and field experiences for preservice teachers address two major challenges specific to the teaching profession: (1) how to…

Preparation of Teachers for Basic Education.

ERIC Educational Resources Information Center

Egbert, Robert L.; And Others

These papers, presented at the 1981 World Assembly of the International Council of Education for Teaching, describe the methods and status of teacher education programs in the United States, Australia, Ireland, and Malaysia. The first paper, "The Preparation of Educational Personnel for Basic Education," by Robert L. Egbert, introduces the…

Forty Years after the Bay of Pigs: Resources for Social Studies Teachers.

ERIC Educational Resources Information Center

Contreras, Gloria

2001-01-01

Reflects on the experience of visiting Cuba through the People to People Ambassador Program, founded by President Dwight D. Eisenhower to promote international understanding and cooperation. Includes a list of suggested readings for social studies teachers and a list of organizations focusing on Cuba. (CMK)

Factors Affecting Teachers' Participation in Professional Development Activities in Turkey

ERIC Educational Resources Information Center

Bayar, Adem

2013-01-01

The purpose of this study was to examine the relationship between factors (internal [personal] and external [environmental]) and teachers' participation in professional development (PD) programs in Turkey. The researcher employed a survey design, using a multiple-stage sampling method, selecting 30 out of 66 elementary schools in the Center…

Resistance and Disidentification in Reflective Practice with Preservice Teaching Interns

ERIC Educational Resources Information Center

Middleton, Michael; Abrams, Eleanor; Seaman, Jayson

2011-01-01

Teachers who engage in reflective practices are better able to recognize the complexity of teaching, use judgment to choose appropriate strategies for teaching and learning in their specific contexts, and experience improved self-confidence. For these reasons, many teacher education programs emphasize self-reflective practice. Self-reflective…

GLOBE at Night: Scientific Research outside of the Classroom

NASA Astrophysics Data System (ADS)

Henderson, S.; Walker, C. E.; Geary, E.; Pompea, S. M.

2005-12-01

Increased and robust understanding of our environment requires learning opportunities that take place outside of the traditional K-12 classroom and beyond the confines of the school day. GLOBE at Night is a new event within The GLOBE Program that provides a mechanism for a nontraditional learning activity involving teachers, students, and their families taking observations of the night sky around the world and reporting their observations via a central data base for analysis. To support activities centered on authentic research experiences such as GLOBE at Night, The GLOBE Program has changed its approach to professional development (PD). The new focus of GLOBE PD efforts is centered on teachers being able to facilitate student research in and out of the classroom reflective of authentic scientific research experiences. It has been recognized that there is a critical need for effective teacher professional development programs that support teacher involvement in meaningful scientific research that encourages partnerships between scientists, teachers, and students. Partnerships promoting scientific research for K-12 audiences provides the foundation for The GLOBE Program, an international inquiry-based program designed to engage teachers with their students in partnership with research scientists to better understand the environment at local, regional, and global scales. GLOBE is an ongoing international science and education program that unites students, teachers, and scientists in the study of the Earth System. Students participating in GLOBE engage in hands-on activities, including the collection, analysis, and sharing of research quality scientific data with their peers around the world. Students interact with members of the science community who use the data collected from locations around the world in their research - data that would often not be available otherwise. As of September 2005, over 30,000 teachers representing over 16,000 schools worldwide have participated in GLOBE workshops resulting in over 13 million environmental measurements reported by students to the GLOBE Web site. GLOBE at Night will utilize the GLOBE infrastructure and network to promote a week of night observations (February 2006) by teachers and students. The quality of the night sky for stellar observations is impacted by several factors, including human influences. GLOBE at Night will help scientists assess how the quality of the night sky varies around the world. The data that is collected will be accessible via the GLOBE Web site by scientists studying light pollution and will be available for use by teachers and students worldwide. GLOBE at Night is a collaborative effort of the NASA-sponsored GLOBE Program and the National Optical Astronomy Observatory (NOAO).

OEI, GTTP and Adventurers of the Universe: training teachers and disseminating science in the South of Brazil

NASA Astrophysics Data System (ADS)

Pavani, D. B.; Saraiva, M. F. O.; Dottori, H.

2014-10-01

Itinerant Educative Observatory (OEI) is a permanent program of our Department of Astronomy since 1999. It aims to lecture Astronomy to teachers of fundamental and middle levels, using attractive resources such as telescopic observations, audiovisuals, and multimedia. The training courses are requested by different cities of Rio Grande do Sul and nearby states and are organized by a local committee of the requesting city. In 2014, with federal funds, we are uniting efforts with other extension project: the Galileo Teacher Training Program (GTTP). This is an international program developed to train teachers in the effective use of astronomy education tools and resources in their science classes. The program, that is a legacy of IYA2009, aims to create a worldwide network of Galileo Ambassadors the promoters of the training workshops and Galileo Teachers the teachers who bring the learned methodologies into classroom. To supplement these activities, we initiated a new program in 2012 called Adventurers of the Universe. University professors, undergraduates students and teachers of high-school and elementary school of social vulnerable communities develop transdiciplinary didactic sequences where Astronomy is the central focus to motivate different processes of teaching and learning, considering different learning levels, designed for direct use in the classroom. The objective of the program is to contribute to the didactic transposition through the discussion about how to relate astronomy with other science and non-science disciplines. In 2012 we collaborated with 20 teachers of one school, and 900 students. In 2013, the collaborations were expanded to include teachers and students of 3 other schools.

An International Asteroid Search Campaign: Internet-Based Hands-On Research Program for High Schools and Colleges, in Collaboration with the Hands-On Universe Project

ERIC Educational Resources Information Center

Miller, J. Patrick; Davis, Jeffrey W.; Holmes, Robert E., Jr.; Devore, Harlan; Raab, Herbert; Pennypacker, Carlton R.; White, Graeme L.; Gould, Alan

2008-01-01

The International Asteroid Search Campaign (IASC, fondly nicknamed "Isaac") is an Internet-based program for high schools and colleges. Within hours of acquisition, astronomical CCD images are made available via the Internet to participating schools around the world. Under the guidance of their teachers, students analyze the images with free…

A Description and Evaluation of the 1979 Summer Training Workshop. Roosevelt University and the Chicago Board of Education Teacher Corps Project--Program '78.

ERIC Educational Resources Information Center

Asser, Eliot; And Others

A report is given of a fifteen-day summer workshop sponsored by the Teacher Corps. The workshop was held in Chicago, Illinois and involved faculty from the Hyde Park Career Academy, Dumas Elementary School, representatives from the Community Council, and interns from the Teacher Corps Member Training Institute. The focus of the workshop was on…

Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

NASA Astrophysics Data System (ADS)

Danch, J. M.

2015-12-01

In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

Establishing Internationally-Competent Leaders for the Future: Promoting an Agenda for Social Justice, Equity, and Intercultural Sensitivity

ERIC Educational Resources Information Center

Talbert-Johnson, Carolyn

2009-01-01

To be successful in a global economy, U.S. candidates must possess international knowledge, intercultural communication skills, and global perspectives to effectively teach diverse student populations. Unfortunately, teacher education programs have not prepared candidates to be internationally competent leaders for the future. Schools of education…

Physics Teacher Preparation's Role in the Transformation of a Physics Department

NASA Astrophysics Data System (ADS)

Kramer, Laird

2011-04-01

Physics teacher preparation programs offer one vehicle of creating sustained educational transformation within a physics department. Strategic implementations pave the way for developing more and better prepared physics teachers while providing a cohort of trained peer instructors to drive reform in the physics course sequence. We present the design and results of the new physics teacher preparation programs implemented at Florida International University (FIU). FIU implemented University of Colorado's Learning Assistant (LA) program in 2008, through the support of a PhysTEC Primary Partner Institute Grant. The LA program is an experiential teaching program for undergraduates that recruits and prepares future teachers while driving reform in the department, as LAs must experience research-validated curricula in order to make informed decisions about teaching in their future. FIU's Physics LA program now employs over 40 LAs, impacts over 2,000 introductory physics students per year, and is now fully sustained by university funding. The LA program's success has prompted a spread to chemistry, earth science, mathematics, and biology and serves as the foundation in the university's strategic vision. The impact is most compelling as FIU is a minority-serving urban public research institution in Miami, Florida serving over 42,000 students, of which 64% are Hispanic, 13% are Black, and 56% are women.

CIVITAS: An International Civic Education Exchange Program. Evaluation Report.

ERIC Educational Resources Information Center

Cabello, Beverly

This evaluation report documents the CIVITAS program's progress toward its five stated goals: (1) acquaint educators from Eastern and Central Europe with exemplary curricular and teacher training programs in civic education developed in the United States; (2) assist educators from Eastern and Central Europe in adapting and implementing effective…

Development and Implementation of an Administrative Internship Program

ERIC Educational Resources Information Center

Wermuth, Esther; Quezada, Edwin M.

2017-01-01

This article describes the development and implementation of a pilot program to prepare teachers seeking New York state certification as school district administrators, by assigning them as administrative interns to a school district. The superintendent of a large urban school district and the director of a college program to prepare school…

Meanings teachers make of teaching science outdoors as they explore citizen science

NASA Astrophysics Data System (ADS)

Benavides, Aerin Benavides

This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engestrom's (2001) framework of cultural-historical activity theory (CHAT), the Arboretum's outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers' expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors.

Integrating EIL Pedagogy in a Pre-Service Teacher Education Program

ERIC Educational Resources Information Center

Zacharias, Nugrahenny T.

2014-01-01

Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present…

Cross-Cultural Experience in Preservice Teacher Education

ERIC Educational Resources Information Center

Sahin, Mehmet

2008-01-01

The study investigated the effect of international student teaching experience on the professional and personal development of preservice teachers. Within the framework of their internship program, 26 graduate students in a private university in Turkey had a two-month internship in a mid western state in the United States, the main component of…

Bridging Silos: Novices Partner with Veteran Teachers on the Path to Board Certification

ERIC Educational Resources Information Center

Gilrein, Erin; Wolfe, Jennifer

2016-01-01

To stem the tide of new professionals leaving teaching, the Oceanside School District in New York created a program that sees teaching as a six-year career ladder beginning with an internship and ending with National Board Certification, with board-certified teachers supporting new interns and residents.

MARK TWAIN SUMMER INSTITUTE, 1965 SESSION. GENERAL CATALOGUE OF INFORMATION AND COURSES OFFERED.

ERIC Educational Resources Information Center

LEMEN, ROBERT F.

THE MARK TWAIN SUMMER INSTITUTE OFFERED CHALLENGING EDUCATIONAL OPPORTUNITIES, PROVIDED EXCELLENT TEACHERS AN OPPORTUNITY TO DEVELOP NEW TECHNIQUES, AND OFFERED AN "INTERN-TEACHER" PROGRAM. THE STUDENTS QUALIFIED TO ATTEND WERE ABLE SECONDARY STUDENTS FROM GRADES 9 THROUGH 12. EACH STUDENT WOULD TAKE ONE NON-CREDIT HIGH SCHOOL COURSE.…

Advice and Reflections for a University Teacher Beginning an Academic Career

ERIC Educational Resources Information Center

Hay, Iain; Bartlett-Trafford, Julie; Chang, T. C.; Kneale, Pauline; Szili, Gerti

2013-01-01

Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's "Letter to a New University Teacher," which has been used internationally to help new lecturers beginning their career.…

Examining the Effectiveness of the Remote Observation of Graduate Interns

ERIC Educational Resources Information Center

Hartshorne, Richard; Heafner, Tina; Petty, Teresa

2011-01-01

With teacher shortages in both general and critical needs areas and constricting operating budgets, it is important for Colleges of Education to develop methods of providing alternative certification programs to reach larger segments of the population. One method of increasing the scope of potential preservice teachers is through the development…

Re-Imagining Teacher Professional Development and Citizenship Education: Lessons for Import from Colombia

ERIC Educational Resources Information Center

Noonan, James M.

2010-01-01

This paper examines the role of teachers in the implementation of citizenship education in Colombia. Consistent with its highly-decentralized school system, Colombia's National Program of Citizenship Competencies was developed with the participation of many local, national, and international partners. Among the most involved and most critical…

Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers

ERIC Educational Resources Information Center

Tellez, Kip; Varghese, Manka

2013-01-01

Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools.…

Understanding Teacher Change: A National Survey of U.S. Physical Educators

ERIC Educational Resources Information Center

Kern, Ben D.; Graber, Kim C.

2018-01-01

Physical education is critical to addressing childhood obesity, yet many school-based programs do not meet established quality standards and teachers are called upon to change. Little is known about how change is initiated and its associated internal and external factors. Purpose: The purpose of this study was to investigate physical education…

Transitioning Design and Technology Education from Physical Classrooms to Virtual Spaces: Implications for Pre-Service Teacher Education

ERIC Educational Resources Information Center

Best, Marnie; MacGregor, Denise

2017-01-01

Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in pre-service teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding…

PBTE (Performance-Based Teacher Education); Vol 2, No. 5, November 1973.

ERIC Educational Resources Information Center

Andrews, Theodore E., Ed.

This issue of the Multi-State Consortium on Performance-Based Teacher Education (PBTE) newsletter presents an examination of Florida International University's efforts over two academic years to develop and implement performance-based curricula across all of its programs at both the undergraduate and graduate levels. Efforts were aimed at…

UTeach Maker: A Micro-Credentialing Program for Preservice Teachers

ERIC Educational Resources Information Center

Rodriguez, Shelly R.; Harron, Jason R.; DeGraff, Michael W.

2018-01-01

"Making" has been used to describe an internally motivated iterative design process that embodies notions of playful building and tinkering. Recently, interest in applying making to PK-12 education has increased. As schools add facilities dedicated to making, there is a need to support teachers in effectively utilizing these makerspaces.…

Developing a Global Science and Math Education System Based on Real Astronomy Data

NASA Astrophysics Data System (ADS)

Pennypacker, Carlton

2015-03-01

Global Hands-On Universe (GHOU) is an educational system where students use real astronomy data from (largely optical) telescopes to learn fundamental physics, math, astronomy, and technology.GHOU is a good example of a collaborative global education project, where data, software, teacher training methods, curriculum, activities, telescopes, and human resources are developed by many members of GHOU and then shared internationally.Assessments show that in this program students learn more science and math than in conventional classroom teaching, and students change their attitudes towards choosing careers in science and technology.GHOU is an exemplar of appropriate use of computers in the classroom for real data analysis.The International Asteroid Search program of GHOU has helped students discover over 700 asteroids. Half a dozen high schools have named the asteroids they have found after their high school (some from here in Texas!).GHOU has found resonance with many teachers and students around the world, reaching approximately 20,000 global teachers in the International Year of Astronomy in 2009.In addition, activities from French HOU are part of the official French National Curriculum, and exit exam, teacher training syllabus and teacher exit exams. GHOU has found particular enthusiasms in nations with increasing technology basis - for example, GHOU is reaching many teachers in China, Chile, Indonesia, Kenya, Venezuela, with expansion plans for Cuba underway. Some nations, such as Portugal, have reached reasonable fractions of their teachers through GHOU. Workshops are planned in Iran, and HOU colleagues are starting to build a GHOU telescope in Israel. US HOU had trained approximately 1000 teachers in the United States, before the closing of the NSF Teacher Enhancement Section.But as many new large and smaller telescopes come on line - e.g., the Large Synoptic Survey Telescope - the need for GHOU around the world and even the United States will only increase.

Innovative Activities in Associated Schools.

ERIC Educational Resources Information Center

International Understanding at School, 1978

1978-01-01

Three projects are described which were developed under the auspices of UNESCO associated schools to promote international cooperation and peace. The projects involved ethnographic artifacts in Denmark, an international understanding workshop in the United Kingdom, and a summer study program in Poland for teachers from foreign countries. (DB)

Compulsory Education: Schools, Pupils, Teachers, Programs and Methods. Conference Papers for the 8th Session of the International Standing Conference for the History of Education (Parma, Italy, September 3-6, 1986). Volume II.

ERIC Educational Resources Information Center

Genovesi, Giovanni, Ed.

This second of four volumes on the history of compulsory education among the nations of Europe and the western hemisphere covers schools, pupils, teachers, programs, and methods. Of the volume's 16 selections, 13 are written in English and 3 are written in Italian. Most selections contain summaries; summaries of the Italian articles are written in…

The Integration of International Agricultural Concepts into Agricultural Science Programs in the North Central Region of the United States. Summary of Research 78.

ERIC Educational Resources Information Center

Ibezim, Don O.; McCracken, J. David

A study examined the extent to which international agricultural dimensions were taught in secondary agricultural programs and factors associated with the extent of integration. A systematic sampling technique was used to select a random sample of 332 of the 2,612 secondary agricultural teachers in 12 states of the North Central United States. Of…

Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study.

PubMed

Kirkhaug, Bente; Drugli, May Britt; Handegård, Bjørn Helge; Lydersen, Stian; Åsheim, Merethe; Fossum, Sturla

2016-10-26

Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training. A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1 st - 3 rd grade (age 6-8 years) assessed by their teacher as having severe externalizing problems on the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3- level linear mixed models analysis. In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.

Investigating the Impact of Cambridge International Assessments on U.S. Stakeholders: Student and Teacher Perceptions

ERIC Educational Resources Information Center

Shaw, Stuart

2011-01-01

As part of the continuing program to study the impact of its international assessments, the University of Cambridge International Examinations ("Cambridge") has undertaken a series of studies investigating the impact on a range of US stakeholders. This paper reports on research designed to respond to a series of washback and impact…

A Literature-Based Approach on International Perspectives of Bilingual Education

ERIC Educational Resources Information Center

Ozfidan, Burhan; Burlbaw, Lynn M.

2017-01-01

This study examines the bilingual education in Spain and in Canada, and discusses their historical backgrounds, current bilingual education programs in use, and teacher proficiency within their bilingual education programs. The purpose of this study is to examine these two countries' bilingual education programs and find a way to implement a…

The Evaluation of an Early Childhood Teacher Preparation Program: An Action Research Project

ERIC Educational Resources Information Center

Ragno, Kerry Sullivan

2013-01-01

The purpose of this dissertation was to evaluate the effectiveness of an Early Childhood Development Associate of Applied Science (AAS) degree program at one community college as part of an ongoing action research project. Prior to this dissertation study, external and internal barriers prevented the associate degree program stakeholders from…

"What" and "how" does a mentor teacher learn during a secondary science teacher candidate's internship?

NASA Astrophysics Data System (ADS)

Ashmann, Scott A.

Teaching science for understanding is hard work. Not many teachers leave a teacher education program sufficiently prepared to engage in this practice. In fact, many veteran teachers struggle with this complicated task, so effective professional development is needed. One approach that may hold some promise is being a mentor teacher to an intern. To investigate this possibility, the following central question guided this study: "What" and "how" does a secondary science teacher learn about the practices of teaching from the experience of being a mentor teacher for a science intern? A conceptual framework based on three planes of focus was utilized in this study. These planes are (a) a focus on the larger learning community and context, (b) a focus on the local learning community and activities, and (c) a focus on learners and purposes. Data were collected on two focus mentor teachers. These data included observations of interactions between the mentor and intern, responses to clarifying questions, interviews with other science teachers, and observations of both the mentor and the intern teaching lessons. Relationships among the characteristics of the context of the school and science department with the mentor teacher's theory of learning and teaching practices and the patterns of practice the mentor used in responding to specific occasions for learning were explored. It was found that these characteristics are related to five elements of mentor teacher learning: the social environment, resource use, defining tasks, the learning process, and the nature of a satisfactory conclusion. Two conclusions were made. The first was that remarkably detailed parallels exist among key elements in the context in which a mentor teacher works, the mentor teacher's approaches to teaching and learning, and the mentor's response to occasions for learning during the internship. The second was that differences among mentors in these key elements could account for differences in "what" was learned and "how" it was learned.

The Training of Music Teachers in Colombia: A Descriptive Analysis

ERIC Educational Resources Information Center

Nayibe Cárdenas Soler, Ruth; Lorenzo Quiles, Oswaldo; Hargreaves, David J.

2015-01-01

This study is an evaluative analysis of 13 Music Education programs in Colombia that provide training for secondary school music teachers for 6th to 11th grade in the Colombian education system. The study utilized an analysis matrix from the International Research Project ALFA II-0448-A, which developed a similar study with Latin American and…

A Professor Returns to the Classroom in a Professional Development School.

ERIC Educational Resources Information Center

Lyman, Lawrence

This paper describes one professor's sabbatical leave, when he returned to a third/fourth grade classroom as a teacher. It examines logistical arrangements necessary for success and insights gained. He worked in a Professional Development School (PDS) for 1 year, mentoring a PDS intern, 2 student teachers in the traditional preservice program, and…

A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

ERIC Educational Resources Information Center

Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue

2015-01-01

Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in "International Journal of Science Education," 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need…

"Comparison, Understanding and Teacher Education in International Perspective" by Shen-Keng Yang. Book Review.

ERIC Educational Resources Information Center

Clarkson, J. D.

2000-01-01

Notes that Yang's book provides a combination of Eastern and Western philosophy in defining values, aims, and methods of education, research, and teacher preparation programs. Maintains that the book presents important insights into current educational issues. Asserts that problems such as printing errors and significant flaws in arguments add to…

The Spatial Politics of Gender in EAP Classroom Practice

ERIC Educational Resources Information Center

Appleby, Roslyn

2009-01-01

This paper explores some of the challenges faced by EAP teachers as they address gender issues that arise when teaching in a non-Western cultural context. It draws on interviews with four Australian teachers regarding their experiences in delivering EAP programs in East Timor as part of an international aid effort, and focuses on critical…

Summer Research Experiences for Science and Art Teachers to Explore Astrobiology

NASA Astrophysics Data System (ADS)

Cola, J.; Gaucher, E.; Snell, T.; Greenwood, J.; Angra, A.; Zimmerman, C.; Williams, L. D.

2012-12-01

The Georgia Tech Center for Ribosomal Origins and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational program titled, "Life on the Edge: Astrobiology." The purpose of the program was to provide high school educators with the exposure, materials, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with undergraduate students interested in becoming a teacher through the NSF Pre-Teaching REU program. The GIFT and Pre-Teaching fellows investigated extremophiles, which became the focus of a week-long, "Life on the Edge: Astrobiology " summer program developed by three high school educators, two undergraduate students and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. Twenty high school students were introduced to hands-on activities, such as astrobiology inspired art and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact of the Astrobiology program on the GIFT researchers, Pre-Teaching REU students, high school students, and faculty are discussed.

Space education and outreach symposium (E1.). Structures for space education (2.)

NASA Astrophysics Data System (ADS)

Rodrigues, Ivette; Carvalho, Himilcon

2008-07-01

The Brazilian Space Agency (AEB) sponsors an outreach program aimed at promoting Brazilian space activities among students and teachers of primary and secondary schools. The program, called AEB Escola (Brazilian Space Agency School), was created in 2003 and, since then, has taken the space theme to thousands of students and teachers. The main goal of the AEB Escola Program is to make the Brazilian Space Program known among students and teachers. Additionally, it intends to use the space theme as a way to increase youth interest in studies in general, and in sciences in particular. The program focuses on teachers who, ultimately, are the ones responsible for introducing the subject to their students. And who also guarantee the continuity of the Program. An Astronautics and Space Science course is given to teachers by researchers involved with the Brazilian Space Program activities. The course has over 100 h of activities covering the following themes: Astronomy, Satellite Launcher Vehicles, Satellites and Space Platforms, Remote Sensing, Meteorology and Environmental Sciences, and Projects's Learning. The AEB Escola Program also promotes many other activities among students including lectures, contests, interactive exhibitions and hands-on activities. One of the consequences of such initiatives was the creation of two experiments taken to the International Space Station in April 2006 by the Brazilian astronaut, Marcos Pontes. Moreover, a nationwide contest called Brazilian Astronomy and Astronautical Olympics (OBA) is held every year involving nearly half a million students, with ages ranging from 7 to 17. The top five students are taken to the International Astronomy Olympics, where Brazil has obtained many medals. The top 50 students of OBA are taken, along with their teachers, to the city of São José dos Campos, in the state of São Paulo, to participate in the Space Journey event. The journey lasts a week during which the participants get a chance to learn about the activities and infrastructure of the National Institute of Space Research (INPE) and the Institute of Aeronautics and Space (IAE), the leading Brazilian institutions linked to Space activities. The material used by the teachers is produced by a net of partners, including universities and the Brazilian Ministry of Education. The material is produced both in printed and electronics format: CDs and DVDs, being distributed, free of charge, to thousands of schools. The paper introduces the concepts, methods, achievements and perspectives of the AEB Escola Program.

Empowering Innovations: Adding Value to University-School Partnerships

ERIC Educational Resources Information Center

Nugent, Peg; Faucette, Nell

2013-01-01

This article discusses results from a study on beginning teachers who developed university interns as a focus of their induction program at their schools. For 13-weeks, four novice physical educators (who were considered highly skilled pedagogically) received support from prior university faculty as interns worked with them twice weekly. Results…

Perspectives on the World: International Education Instructional Units.

ERIC Educational Resources Information Center

Kallner, Pam; And Others

This publication is a compilation of lessons and unit plans developed by teachers of the Bexley, Ohio City School District through an international education program. Sample lesson plans include: "Giant Pandas from China" (Grade 1); "Haiku Writing" (Grade 4); and "Treasures--Ancient Civilizations of Ohio" (Grade 7).…

A Compilation of Internship Reports - 2012

DOE Office of Scientific and Technical Information (OSTI.GOV)

Stegman M.; Morris, M.; Blackburn, N.

This compilation documents all research project undertaken by the 2012 summer Department of Energy - Workforce Development for Teachers and Scientists interns during their internship program at Brookhaven National Laboratory.

Using Interdisciplinary research to enrich teachers and classrooms

NASA Astrophysics Data System (ADS)

Warburton, J.; Timm, K.; Huffman, L. T.; Peart, L. W.; Hammond, J.; McMahon, E.

2011-12-01

Imagine being on the stern of a ship in the Atlantic Ocean off the coast of New England as the crew dumps thousands of scallops on the deck, searching the Greenland ice sheet for a remote weather station, or uncovering secrets to past climates as you join an ocean sediment drilling team in Antarctica. So you ask yourself, what would you be doing in all of these places? What you would be doing is what hundreds of educators from around the world have done for over 20 years, participating in field-based Teacher Research Experience (TRE) programs. Teacher Research Experiences involve educators from varying grade levels and backgrounds in hands-on research as a member of a scientific research team. The teacher works side by side with actual research scientists, often on tasks similar to a field assistant or graduate student. As an important member of the research team teachers learn more about science content and the process of science. Subsequently, the educators play a key role in digesting and communicating the science to their students and the general public. TRE programs vary in many ways. Programs take place in a variety of settings-from laboratories to field camps, and from university campuses to aircraft or ships. The primary commonality of the TRE programs in this presentation-PolarTREC (Teachers and Researchers Exploring and Collaborating), ANDRILL (ANtarctic geological DRILLing) Research Immersion for Science Educators (ARISE); Integrated Ocean Drilling Program (IODP) School of Rock (SOR); and the National Oceanic and Atmospheric Administration Teacher at Sea (TAS) program-is that these programs provide an authentic field-based research experience for teachers outside of a laboratory setting, frequently in harsh, remote, or unusual settings. In addition, each of these programs is federally funded, possess dedicated program management staff, leverage existing scientific and programmatic resources, and are usually national, and sometimes international, in scope. Sharing their unique lessons learned and program results, authors will describe how TRE's improve and enrich interdisciplinary science education by connecting teachers, researchers, students, and the public around the globe for involvement in scientific research and global issues.

Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers—A Case Study

NASA Astrophysics Data System (ADS)

Klieger, Aviva; Ben-Hur, Yehuda; Bar-Yossef, Nurit

2010-04-01

The study examines the professional development of junior-high-school teachers participating in the Israeli "Katom" (Computer for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for teachers' professional development. The first circle applies to all teachers in the program; the second, to all teachers at individual schools; the third to teachers of specific disciplines. The study reveals and describes the attitudes of science teachers to the integration of laptop computers and to the accompanying professional development model. Semi-structured interviews were conducted with eight science teachers from the four schools participating in the program. The interviews were analyzed according to the internal relational framework taken from the information that arose from the interviews. Two factors influenced science teachers' professional development: (1) Introduction of laptops to the teachers and students. (2) The support and training system. Interview analysis shows that the disciplinary training is most relevant to teachers and they are very interested in belonging to the professional science teachers' community. They also prefer face-to-face meetings in their school. Among the difficulties they noted were the new learning environment, including control of student computers, computer integration in laboratory work and technical problems. Laptop computers contributed significantly to teachers' professional and personal development and to a shift from teacher-centered to student-centered teaching. One-to-One laptops also changed the schools' digital culture. The findings are important for designing concepts and models for professional development when introducing technological innovation into the educational system.

The effects of Promoting Alternative Thinking Strategies Preschool Program on teacher-children relationships and children's social competence in Turkey.

PubMed

Bilir Seyhan, Gamze; Ocak Karabay, Sakire; Arda Tuncdemir, Tugce B; Greenberg, Mark T; Domitrovich, Celene

2017-05-02

This quasi-experimental study examined the effects of the Promoting Alternative Thinking Strategies (PATHS) Preschool Program on the outcomes of children's social-emotional competence, perceived relationships between teacher and children and teachers' ability to create a positive classroom atmosphere. Two hundred and eighty five children (48-72 months) and teachers in Izmir participated in the intervention, and 280 children (48-72 months) and teachers participated as comparison group. Intervention teachers implemented PATHS in their classrooms. For data triangulation, multiple sources of data were collected in the study. Classrooms were observed using two different scales. Teacher rated students using another two different scales. Children were assessed with an interview to evaluate their perceptions of relationships. Intervention group teachers reported greater improvement of children's social-emotional skills, interpersonal relationship skills and emotion regulation. Furthermore, when observed intervention group children showed higher levels of pro-social behaviour, increased levels of compliance, better problem solving skills and more positive feelings. Intervention group children also described their relationships with their teachers as significantly more positively. Finally, intervention group teachers perceived more dependency in their relationships with children. © 2017 International Union of Psychological Science.

Bridging Communities: Culturing a Professional Learning Community that Supports Novice Teachers and Transfers Authentic Science and Mathematics to the Classroom

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Miller, H. R.; Loving, C. L.; Pedersen, S.

2006-12-01

Professional Learning Community Model for Alternative Pathways (PLC-MAP) is a partnership of North Harris Montgomery Community Colleges, Texas A&M University, and 11 urban, suburban, and rural school districts in the Greater Houston area focused on developing a professional learning community that increases the retention and quality of middle and high school mathematics and science teachers who are being certified through the NHMCCD Alternative Certification Program. Improved quality in teaching refers to increased use of effective inquiry teaching strategies, including information technology where appropriate, that engage students to ask worthy scientific questions and to reason, judge, explain, defend, argue, reflect, revise, and/or disseminate findings. Novice teachers learning to adapt or designing authentic inquiry in their classrooms face two enormous problems. First, there are important issues surrounding the required knowledgebase, habit of mind, and pedagogical content knowledge of the teachers that impact the quality of their lesson plans and instructional sequences. Second, many ACP intern teachers teach under challenging conditions with limited resources, which impacts their ability to implement authentic inquiry in the classroom. Members of our professional learning community, including scientists, mathematicians and master teachers, supports novice teachers as they design lesson plans that engage their students in authentic inquiry. The purpose of this research was to determine factors that contribute to success or barriers that prevent ACP secondary science intern and induction year teachers from gaining knowledge and engaging in classroom inquiry as a result of an innovative professional development experience. A multi-case study design was used for this research. We adopted a two-tail design where cases from both extremes (good and poor gains) were deliberately chosen. Six science teachers were selected from a total of 40+ mathematics and science teachers. These six, on average, demonstrated either the highest gain in knowledge and/or engagement in inquiry-based teaching or the lowest gain among all the novice science teachers through the year of participation in the PLC-MAP program. Certain patterns emerged across all six cases, even when the other variables are acknowledged. The principal external factors were school climate—its culture, its mandates, its degree of teacher autonomy. The internal factors were teacher beliefs about learning through inquiry, about their own need for additional knowledge, and about managing inquiry--all tied to degrees of self-efficacy.

Evaluating the effectiveness of a training program that builds teachers' capability to identify and appropriately refer middle and high school students with mental health problems in Brazil: an exploratory study.

PubMed

Vieira, Marlene A; Gadelha, Ary A; Moriyama, Taís S; Bressan, Rodrigo A; Bordin, Isabel A

2014-02-28

In Brazil, like many countries, there has been a failure to identify mental health problems (MHP) in young people and refer them to appropriate care and support. The school environment provides an ideal setting to do this. Therefore, effective programs need to be developed to train teachers to identify and appropriately refer children with possible MHP. We aimed to evaluate teachers' ability to identify and appropriately refer students with possible MHP, and the effectiveness of a psychoeducational strategy to build teachers' capability in this area. To meet the first objective, we conducted a case-control study using a student sample. To meet the second, we employed longitudinal design with repeated measures before and after introducing the psychoeducational strategy using a teacher sample. In the case control study, the Youth Self-Report was used to investigate internalizing and externalizing problems. Before training, teachers selected 26 students who they thought were likely to have MHP. Twenty-six non-selected students acted as controls and were matched by gender, age and grade. The underlying principle was that if teachers could identify abnormal behaviors among their actual students, those with some MHP would likely be among the case group and those without among the control group. In the longitudinal study, 32 teachers were asked to evaluate six vignettes that highlighted behaviors indicating a high risk for psychosis, depression, conduct disorder, hyperactivity, mania, and normal adolescent behavior. We calculated the rates of correct answers for identifying the existence of some MHP and the need for referral before and after training; teachers were not asked to identify the individual conditions. Teachers were already able to identify the most symptomatic students, who had both internalizing and externalizing problems, as possibly having MHP, but teachers had difficulty in identifying students with internalizing problems alone. At least 50.0% of teachers learned to identify hypothetical cases as problematic and to make the appropriate referral, and 60.0% of teachers who before training could not identify normal adolescence learned to do so. The strategy was partially effective but could be improved mainly by extending its duration, and including discussion of actual cases.

Cracking the Challenge of Changing Dispositions: Changing Hearts and Minds through Stories, Narratives, and Direct Cultural Interactions

ERIC Educational Resources Information Center

Kidd, Julie K.; Sanchez, Sylvia Y.; Thorp, Eva K.

2005-01-01

This paper reports the findings of a study that examined changes in interns' culturally and family-responsive dispositions over the course of a 2-year early childhood teacher preparation program that prepares teachers who are willing and able to work with culturally, linguistically, and ability-diverse young children and their families.…

Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Austin, TX, January 14-17, 1999).

ERIC Educational Resources Information Center

Rubba, Peter A., Ed.; Rye, James A., Ed.; Keig, Patricia F., Ed.

This proceedings contains a copy of the conference program and more than 75 papers and presentation summaries from the meeting, placed in order by conference session. Paper topics include science assessment issues; science for special needs students; science teachers' self-efficacy; teaching science to at-risk students; online inquiry…

Orienting EFL Teachers: Principles Arising from an Evaluation of an Induction Program in a Japanese University

ERIC Educational Resources Information Center

Fenton-Smith, Ben; Torpey, Michael John

2013-01-01

Despite the ubiquity of teachers of English as a foreign language (EFL) globally and the weight of evidence about the importance of training for new expatriate staff in international settings, the process of orienting EFL instructors to new workplaces and unfamiliar cultural surroundings has yet to be researched. This article presents the results…

Beginning Teachers' Pupil Control Ideologies: An Empirical Examination of the Impact of Beliefs about Education, Mentorship, Induction, and Principal Leadership Style

ERIC Educational Resources Information Center

Rideout, Glenn; Windle, Sheila

2010-01-01

This empirical study examined changes in beginning teachers' pupil control ideologies (PCI). Quantitative analyses were conducted with regard to shifts in PCI that may be associated with internal beliefs about education and with external factors such as mentorship, induction programs, and school leadership style. Follow-up interviews facilitated a…

How Are Alabama's Teachers Integrating the International Society for Technology in Education (ISTE) Standards in the Classroom: Measuring Technology Integration's IMPACT--Roberts Middle School.

ERIC Educational Resources Information Center

Ash, Stephanie B.; Sun, Feng; Sundin, Robert

Alabama's Preparing Tomorrow's Teachers To Use Technology program developed an assessment instrument to measure the level of technology integration into Alabama's classrooms. The instrument asked questions related to five factors: (1) general instruction integration; (2) teaching students to use technology; (3) managing technology resources; (4)…

Learning to teach in a coteaching community of practice

NASA Astrophysics Data System (ADS)

Gallo-Fox, Jennifer

2009-12-01

As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift & Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary to understand the implications of these models for preservice teacher learning. Drawing on sociocultural theoretical frameworks and ethnographic perspectives (Gee and Green, 1998), this qualitative research study examined the learning experiences of a cohort of eight undergraduate preservice secondary science teachers who cotaught with eight cooperating teachers for their full practicum semester. In this model, interns planned and taught alongside multiple cooperating teachers and other interns. This study centers on the social and cultural learning that occurred within this networked model and the ways that the interns developed as high school science teachers within a coteaching community of practice (Wenger, 1998). This study utilized the following data sources: Intern and cooperating teachers interviews, field observations, meeting recordings, and program documentation. Analysis focused on community and interpersonal planes of development (Rogoff, 1995) in order understand of the nature of the learning experiences and the learning that was afforded through participant interactions. Several conclusions were made after the data were analyzed. On a daily basis, the interns participated in a wide range of cultural practices and in the activities of the community. The coteaching model challenged the idiosyncratic nature of traditional student teaching models by creating opportunities to learn across various classroom contexts. In different classrooms, there were markedly different constructions of teacher practice and participant roles. The implementation of the coteaching model also resulted in the creation of an interconnected network of colleagues. In the resulting learning community, coteachers supported one another's developing practice and critically examined their shared practice.

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

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 explanation construction. Student opportunities to engage in practices that prioritize scientific discourse also occurred when interns were using dialogic voice and the tools designed to foster development of teacher knowledge for facilitating investigation-based science discussions. However, several intern characteristics likely moderated or mediated intern use of tools, dialogic voice, and productive teaching practices to capitalize on student contributions. These characteristics included intern knowledge of the science content and practices and initial beliefs about science teaching. Missed opportunities to use a combination of several teaching practices and tools designed to foster the development of knowledge for science teaching resulted in fewer opportunities for students to engage in data analysis, argumentation based on evidence, and construction of scientific explanations. These findings highlight the potential of teacher-educator provided tools for supporting beginning teachers in learning to facilitate investigation-based discussions that capitalize on student contributions. These findings also help the field conceptualize how beginning teachers use tools and teaching practices to plan and enact investigation-based science lessons, and how intern characteristics relate to tool use and planned and enacted lessons. By analyzing the investigation-based science lessons holistically, this study begins to unpack the complexities of facilitating investigation-based discussions including the interplay between intern characteristics and tool use, and the ways intern engagement in synergistic teaching practices provide opportunities for students to engage in data analysis, explanation construction, and argumentation. This study also describes methodological implications for this type of whole-lesson analysis and comments on the need for further research investigating beginning teachers' use of tools over time. Finally, I propose the need for iterative design of scaffolds to further support beginning teacher facilitation of investigation-based science lessons.

Education and Outreach Plans for the U.S. Drillship in IODP

NASA Astrophysics Data System (ADS)

White, K. S.; Reagan, M.; Klaus, A. D.

2003-12-01

The Integrated Ocean Drilling Program (IODP) began on October 1, 2003, following the end of operations of the 20-year Ocean Drilling Program (ODP). Education and outreach is a key component of IODP both nationally and internationally. The JOI Alliance (Joint Oceanographic Institutions, Inc., Texas A&M University, and Lamont Doherty Earth Observatory of Columbia University) will lead activities related to the U.S. drillship, coordinating these education and outreach efforts with those undertaken by the Central Management Organization, other IODP platform operators, and a U.S. Science Support Program successor. The Alliance will serve the national and assist the international scientific drilling communities by providing the results from the U.S. vessel to the public, government representatives, and scientists. The Alliance will expand upon media outreach strategies that were successful in ODP, such as issuing press releases at the conclusion of each leg and for major scientific breakthroughs; conducting tours, press conferences, and events during port calls; working with the press at major scientific meetings, and encouraging journalists to sail on expeditions. The Alliance will increase its education role by developing, coordinating, and disseminating educational materials and programs for teachers and students on the scientific themes and discoveries of IODP science. An important component of the outreach plan is using the vessel and associated laboratories and repositories as classrooms. IODP plans include multiple ship berths each year for teachers, based on the success of a pilot program conducted by ODP in 2001. This program, featuring a teacher onboard for a cruise, was accompanied by a distance-learning program and on-line curriculum models. Teachers can tour, both virtually and directly, laboratories and core repositories and participate in scheduled activities and courses. Using science conducted onboard the ship, the Alliance will develop online curriculum materials, as well as publications and fact sheets geared toward nonscientists. The Alliance will partner with existing scientific and education organizations, including programs at their universities, to widely disseminate IODP results and materials.

ILGWU Worker-Family Education Program Curriculum Guide, 1989-1990.

ERIC Educational Resources Information Center

Freeman, Deidre; LaMar, Maureen

This teacher's guide for the International Ladies' Garment Workers' Union (ILGWU) educational program provides background information, instructional materials, and instructional techniques for teaching a course in job skills and issues, with emphasis on the development of English language skills. The course is made available to union members and…

Building Inner Resilience

ERIC Educational Resources Information Center

Lantieri, Linda

2008-01-01

The capacity to be in control of one's thoughts, emotions, and physiology can form an internal safety net preparing children to face the challenges and opportunities of life. This is the goal of the Inner Resilience Program in the New York City Schools. Teachers in the Inner Resilience Program's intervention are exposed to calming and focusing…

Integrating Primary Sources, Artifacts, and Museum Visits into the Primary Years Program Inquiry Curriculum in an International Baccalaureate Elementary Setting

ERIC Educational Resources Information Center

Coppersmith, Sarah A.; Song, Kim H.

2017-01-01

Questions remain about inquiry instruction, while research confirms that using primary sources can aid students' inquiry learning processes. This study questioned: "How do second-grade teachers at an International Baccalaureate Organization/IBO language immersion setting incorporate inquiry methods in instructional practices?"; "How…

NASA/OAI Collaborative Aerospace Internship and Fellowship Program

NASA Technical Reports Server (NTRS)

1995-01-01

The NASA/OAI Collaborative Aerospace Internship and Fellowship Program is a collaborative undertaking by the Office of Educational Programs at the NASA Lewis Research Center and the Department of Workforce Enhancement at the Ohio Aerospace Institute. This program provides 12 or 14 week internships and 10 or 12 week fellowships for undergraduate and graduate students of science and engineering, and for secondary school teachers. Approximately 200 interns are selected to participate in this program and begin arriving the second week in May. Each intern is assigned a NASA mentor who facilitates a research assignment. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 1994.

NASA/OAI Collaborative Aerospace Internship and Fellowship Program

NASA Technical Reports Server (NTRS)

1997-01-01

The NASA/OAI Collaborative Aerospace Internship and Fellowship Program is a collaborative undertaking by the Office of Educational Programs at the NASA Lewis Research Center and the Department of Workforce Enhancement at the Ohio Aerospace Institute. This program provides 12 or 14 week internships and 10 or 12 week fellowships for undergraduate and graduate students of science and engineering, and for secondary school teachers. Approximately 150 interns are selected to participate in this program and begin arriving the second week in May. Each intern is assigned a NASA mentor who facilitates a research assignment. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 1995.

Reaching Your Program Goals: The Secret to a Successful Relationship with Your Evaluator

NASA Astrophysics Data System (ADS)

Warburton, J.; Crowley, S.; Larson, A.

2012-12-01

PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the Polar Regions. PolarTREC has become a leader in the evaluation of teacher research experiences (TREs) and offers a model for outside evaluation for education and public outreach. Programs such as TRE's offer a direct package of outreach opportunities for effective broader impacts. This presentation offers a model for the evaluative process beginning with project design and goals, which involve an outside evaluator, and that provide funders with an outlined scope of projects as well as outcomes and products for use by the public to advance scientific understanding. Outcomes are determined before the program is developed to ensure that all components are striving for program efficacy. Formative and summative evaluations for all audiences ensure robust program reports via survey's, knowledge assessments, conference calls, outreach implementation plans for multiple diverse audiences and in-depth case studies with teachers back in their classrooms. PolarTREC has become part of a larger, international working group of evaluators and program managers on program assessment. As part of this working group, sharing best practices for effective evaluation to better support science efforts, inform funders, and communicate with the public, has been integral to the evolution and advancement of our successful evaluation model.

Preservice elementary teachers learning to use curriculum materials to plan and teach science

NASA Astrophysics Data System (ADS)

Gunckel, Kristin Lee

New elementary teachers rely heavily on curriculum materials, but available science curriculum materials do not often support teachers in meeting specified learning goals, engaging students in the inquiry and application practices of science, or leveraging students' intellectual and cultural resources for learning. One approach to supporting new elementary teachers in using available science curriculum materials is to provide frameworks to scaffold preservice teachers' developing lesson planning and teaching practices. The Inquiry-Application Instructional Model (I-AIM) and the Critical Analysis and Planning (CA&P) tool were designed to scaffold preservice teachers' developing practice to use curriculum materials effectively to plan and teach science. The I-AIM identifies functions for each activity in an instructional sequence. The CA&P provides guides preservice teachers in modifying curriculum materials to better fit I-AIM and leverage students' resources for learning. This study followed three elementary preservice teachers in an intern-level science method course as they learned to use the I-AIM and CA&P to plan and teach a science unit in their field placement classrooms. Using a sociocultural perspective, this study focused on the ways that the interns used the tools and the mediators that influenced how they used the tools. A color-coding analysis procedure was developed to identify the teaching patterns in the interns' planned instructional approaches and enacted activity sequences and compare those to the patterns implied by the I-AIM and CA&P tools. Interviews with the interns were also conducted and analyzed, along with the assignments they completed for their science methods course, to gain insight into the meanings the interns made of the tools and their experiences planning and teaching science. The results show that all three interns had some successes using the I-AIM and CA&P to analyze their curriculum materials and to plan and teach science lessons. However, all three interns used the tools in different ways, and some of their ways of using the tools were different from the intentions for the tools. These differences can be accounted for by the variety of mediators that influenced the interns' use of the I-AIM and CA&P tools. These mediators were rooted in the Discourses at play in the various communities in which the interns participated during their teacher preparation program. Some of the practices and resources of these various Discourses interfered with or supported the interns' use of the I-AIM and CA&P tools. Each intern took a different trajectory through these Discourses and encountered different practices that mediated how each used the I-AIM and CA&P tools. The results of this study suggest that the goal of preparing preservice teachers to use the I-AIM and CA&P tools should be to provide preservice teachers with opportunities to use the tools and help them develop the metaknowledge about the tools necessary to critically analyze the affordances and weaknesses of different approaches to teaching science.

Leading & Learning: A Portfolio of Change in Vermont Schools, 1991.

ERIC Educational Resources Information Center

Hewitt, Geof, Comp.; And Others

The Governor's Institutes of Vermont are summer programs for Vermont high school students. The students are chosen for their strong personal motivation and interest in art, science and technology, and international affairs. Coordinated with the Institutes, the Lead Learner program is designed to enhance teacher and school efforts in restructuring.…

Coming Home: Continuing Intercultural Learning during the Re-Entry Semester Following a Study Abroad Experience

ERIC Educational Resources Information Center

Marx, Helen A.; Moss, David M.

2015-01-01

International experiences through structured study abroad programs are proposed as a powerful way to impact pre-service teachers' intercultural understandings and competence. In recent years attention has been placed on the nature of such study abroad programs, seeking to illuminate design elements that might enhance intercultural learning prior…

Doorways II: Community Counselor Reference Materials. On School-Related Gender-Based Violence Prevention and Response

ERIC Educational Resources Information Center

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways II: Community Counselor Reference Materials on…

International Distance Learning in Special Education: A Program Evaluation of a US-Ecuador Collaboration

ERIC Educational Resources Information Center

McPherson, Rebekah

2010-01-01

The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program…

GLOBE ONE: A Community-Based Environmental Field Campaign

Treesearch

Rebecca Boger; Peggy LeMone; John McLaughlin; Sharon Sikora; Sandra Henderson

2006-01-01

The Global Learning and Observations to Benefit the Environment (GLOBE) program is an international environmental science and education program involving scientists, teachers and students in the collection, analysis, and display of data used in environmental monitoring and research. Since its formation in 1994, students have collected over 11 million data points in...

Connecting the Pieces: Building a Better Economics Lesson. Teacher Resource Manual. EconomicsAmerica.

ERIC Educational Resources Information Center

McCorkle, Sarapage; Meszaros, Bonnie T.; Morton, John S.; Schug, Mark C.; Suiter, Mary C.

This booklet was developed from a 1996 grant program for international education exchange. U.S. curriculum writers worked with writers in partner countries to design training and create a handbook for curriculum development. The "Train the Writers" program was piloted with 14 educators from 7 countries, and this publication,…

Assessing Experiences with Online Educational Videos: Converting Multiple Constructed Responses to Quantifiable Data

ERIC Educational Resources Information Center

Harrison, David J.

2015-01-01

Online educational videos disseminated content for a university pre-service teacher internship program. Placed within an online course management system, the videos were accessed by 202 interns located in several Western U.S. states. To ascertain the interns' subjective experiences of the online course and videos to assist in the evaluation of the…

The GLOBE Program 10 Years On: Challenges and Opportunities

NASA Astrophysics Data System (ADS)

Blurton, C.

2004-12-01

The initiative for the GLOBE Program, a hands-on primary and secondary school-based Earth science and education program that unites students, teachers and scientists in study and research about the dynamics of the Earth's environment, was first announced on Earth Day, April 22, 1994, by then-Vice President Al Gore. The U.S. National Oceanic and Atmospheric Administration (NOAA) was designated as GLOBE's lead agency. Along with NOAA, the National Aeronautics and Space Administration (NASA), the National Science Foundation (NSF), and the Environmental Protection Agency (EPA) provided funding, and the Department of State, although not a funding agency, was involved in the development and implementation of the international aspects of the program. The US Agency for International Development (USAID) and the Peace Corps have also provided support to GLOBE in other countries. GLOBE started up with just a few hundred schools and teachers but quickly grew over the years largely through the efforts of the growing number of International Partners and U.S. Partners such as universities, school districts and others. In December 2003, over 25,000 teachers in more than 14,500 schools in 105 countries had been trained to implement GLOBE in their classrooms. Students in those classrooms had contributed over 11,000,000 individual environmental measurements to the GLOBE database. In September 2002, NASA assumed lead U.S. federal agency responsibility for GLOBE and shortly thereafter issued a Cooperative Agreement Notice to solicit proposals to assume responsibility in assisting NASA in the management of the GLOBE Program, including both worldwide implementation and coordination in the U.S. A Cooperative Agreement between NASA and the University Corporation for Atmospheric Research (UCAR) for the Program entitled: Inspiring the Next Generation of Explorers: The GLOBE Program (NCC5-735) was signed June 16, 2003. UCAR's partner in implementing GLOBE is Colorado State University (CSU). This session will examine what was accomplished during GLOBE's first 10 years as a Federal program, what challenges the Program faces, and what plans are afoot for GLOBE's next ten years under UCAR's leadership.

To the Extremes! A Teacher Research Experience Program in the Polar Regions

NASA Astrophysics Data System (ADS)

Warburton, J.; Bartholow, S.

2014-12-01

PolarTREC-Teachers and Researchers Exploring and Collaborating, a teacher professional development program, began with the International Polar Year in 2004 and continues today in the United States. In 2007, the National Science Foundation designated PolarTREC as potentially transformative, meaning that the "research results often do not fit within established models or theories and may initially be unexpected or difficult to interpret; their transformative nature and utility might not be recognized until years later." PolarTREC brings U.S. K-12 educators and polar researchers together through an innovative teacher research experience model. Teachers spend three to six weeks in remote arctic and Antarctic field camps. Since 2007, over 100 teachers have been placed in field experiences throughout the Arctic and Antarctic and with half of them participating in field experiences in Antarctica. During their experience, teachers become research team members filling a variety of roles on the team. They also fulfil a unique role of public outreach officer, conducting live presentations about their field site and research as well as journaling, answering questions, and posting photos. Evaluation data collected over the past eight years on program participants shows that PolarTREC has clearly achieved it goals and strongly suggests programs that link teachers and researchers can have the potential to transform the nature of science education. By giving teachers the content knowledge, pedagogical tools, confidence, understanding of science in the broader society, and experiences with scientific inquiry, participating teachers are using authentic scientific research in their classrooms. Not surprisingly this has also led to increases in student interest and knowledge about the Polar Regions. In this presentation, we will highlight the best practices of teacher research experiences as well as discuss why it is vital to have teachers and researchers work together to communicate science to the broader public.

'So you want to be a clinician-educator...': designing a clinician-educator curriculum for internal medicine residents.

PubMed

Heflin, Mitchell T; Pinheiro, Sandro; Kaminetzky, Catherine P; McNeill, Diana

2009-06-01

Despite a growing demand for skilled teachers and administrators in graduate medical education, clinician-educator tracks for residents are rare and though some institutions offer 'resident-as-teacher' programs to assist residents in developing teaching skills, the need exists to expand training opportunities in this area. The authors conducted a workshop at a national meeting to develop a description of essential components of a training pathway for internal medicine residents. Through open discussion and small group work, participants defined the various roles of clinician-educators and described goals, training opportunities, assessment and resource needs for such a program. Workshop participants posited that the clinician-educator has several roles to fulfill beyond that of clinician, including those of teacher, curriculum developer, administrator and scholar. A pathway for residents aspiring to become clinician educators must offer structured training in each of these four areas to empower residents to effectively practice clinical education. In addition, the creation of such a track requires securing time and resources to support resident learning experiences and formal faculty development programs to support institutional mentors and leaders. This article provides a framework by which leaders in medical education can begin to prepare current trainees interested in careers as clinician-educators.

Economic Education Experiences of Enterprising Teachers. Volume 19. A Report Developed from the 1980-81 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Nappi, Andrew T., Ed.; Suglia, Anthony F., Ed.

Twenty-five award winning teacher developed projects and courses in economics are described. The projects are designed for use in primary, intermediate, junior high, and senior high schools. Descriptions indicate grade level, project background, time allotment, objectives, activities, and evaluation. The publication consists of five chapters.…

Reliability of questionnaires to assess the healthy eating and activity environment of a child's home and school.

PubMed

Wilson, Annabelle; Magarey, Anthea; Mastersson, Nadia

2013-01-01

Childhood overweight and obesity are a growing concern globally, and environments, including the home and school, can contribute to this epidemic. This paper assesses the reliability of two questionnaires (parent and teacher) used in the evaluation of a community-based childhood obesity prevention intervention, the eat well be active (ewba) Community Programs. Parents and teachers were recruited from two primary schools and they completed the same questionnaire twice in 2008 and 2009. Data from both questionnaires were classified into outcomes relevant to healthy eating and activity, and target outcomes, based on the goals of the ewba Community Programs, were identified. Fourteen and 12 outcomes were developed from the parent and teacher questionnaires, respectively. Sixty parents and 28 teachers participated in the reliability study. Intraclass correlation coefficients for outcomes ranged from 0.37 to 0.92 (parent) (P < 0.05) and from 0.42 to 0.86 (teacher) (P < 0.05). Internal consistency, measured by Cronbach's alpha, of teacher scores ranged from 0.11 to 0.91 and 0.13 to 0.78 for scores from the parent questionnaire. The parent and teacher questionnaires are moderately reliable tools for simultaneously assessing child intakes, environments, attitudes, and knowledge associated with healthy eating and physical activity in the home and school and may be useful for evaluation of similar programs.

Global Geoscience Initiatives From Windows to the Universe

NASA Astrophysics Data System (ADS)

Russell, R. M.; Johnson, R.; Gardiner, L.; Lagrave, M.; Genyuk, J.; Bergman, J.; Foster, S. Q.

2006-12-01

The Windows to the Universe (www.windows.ucar.edu) Earth and space science educational program and web site has an extensive international presence. The web site reaches a vast user audience, having served more than 124 million page views across approximately 14 million user sessions in the past year. About 44% of these user sessions originated from domains outside of the United States. The site, which contains roughly 7,000 pages originally offered in English, is being translated into Spanish. This effort, begun in 2003, is now approximately 80% complete. Availability in a second major language has dramatically increased use of the site both in the U.S.A. and abroad; about 29% (4.1 million) of the annual user sessions visit Spanish-language portions of the site. In September 2005 we began distributing a monthly electronic newsletter for teachers that highlights features on the web site as well as other geoscience programs and events of relevance to educators. We currently have more than 4,400 subscribers, 33.6% of whom are outside of the United States. We are actively seeking news and information about other programs of relevance to this audience to distribute via our newsletter. We have also begun to solicit information (tips, anecdotes, lesson plans, etc.) from geoscience teachers around the world to share via this newsletter. Finally, Windows to the Universe participated in the Education and Outreach efforts of the MILAGRO scientific field campaign in Mexico in March of 2006. MILAGRO was a collaborative, multi-agency, international campaign to conduct a coordinated study of the extent and effects of pollutants emitted by a "mega-city" (in this case Mexico City) in order to understand the impacts of vast urban environments on global climate modeling. We enlisted several scientists involved with MILAGRO to write "Postcards from the Field" about their ongoing research during the project; these electronic "postcards" were distributed, in English and Spanish, via the Windows to the Universe web site. Serendipitously, while training scientists in the field in Veracruz, Mexico, to develop these electronic "postcards", we had the opportunity to conduct a teacher training workshop for 60 teachers from the Veracruz area. Several of these teachers will be attending a bilingual (English and Spanish) professional development workshop, along with teachers from Colorado, that we are conducting in Boulder, Colorado, this fall. In this session we will describe our approaches to international Education and Outreach efforts. We will describe techniques that we think work well, challenges to successful multi-cultural education efforts, and pitfalls that we've learned to avoid or to work around. We will also describe opportunities for other programs to take advantage of our large, global audience and to participate in our international outreach efforts, primarily via announcements in our electronic newsletter.

Evaluating the effectiveness of a training program that builds teachers’ capability to identify and appropriately refer middle and high school students with mental health problems in Brazil: an exploratory study

PubMed Central

2014-01-01

Background In Brazil, like many countries, there has been a failure to identify mental health problems (MHP) in young people and refer them to appropriate care and support. The school environment provides an ideal setting to do this. Therefore, effective programs need to be developed to train teachers to identify and appropriately refer children with possible MHP. We aimed to evaluate teachers’ ability to identify and appropriately refer students with possible MHP, and the effectiveness of a psychoeducational strategy to build teachers’ capability in this area. Methods To meet the first objective, we conducted a case-control study using a student sample. To meet the second, we employed longitudinal design with repeated measures before and after introducing the psychoeducational strategy using a teacher sample. In the case control study, the Youth Self-Report was used to investigate internalizing and externalizing problems. Before training, teachers selected 26 students who they thought were likely to have MHP. Twenty-six non-selected students acted as controls and were matched by gender, age and grade. The underlying principle was that if teachers could identify abnormal behaviors among their actual students, those with some MHP would likely be among the case group and those without among the control group. In the longitudinal study, 32 teachers were asked to evaluate six vignettes that highlighted behaviors indicating a high risk for psychosis, depression, conduct disorder, hyperactivity, mania, and normal adolescent behavior. We calculated the rates of correct answers for identifying the existence of some MHP and the need for referral before and after training; teachers were not asked to identify the individual conditions. Results Teachers were already able to identify the most symptomatic students, who had both internalizing and externalizing problems, as possibly having MHP, but teachers had difficulty in identifying students with internalizing problems alone. At least 50.0% of teachers learned to identify hypothetical cases as problematic and to make the appropriate referral, and 60.0% of teachers who before training could not identify normal adolescence learned to do so. Conclusions The strategy was partially effective but could be improved mainly by extending its duration, and including discussion of actual cases. PMID:24580750

Evaluating Programs That Promote Climate and Energy Education-Meeting Teacher Needs for Online Resources

NASA Astrophysics Data System (ADS)

Lynds, S. E.; Buhr, S. M.

2011-12-01

The Climate Literacy and Energy Awareness Network (CLEAN) Pathway, is a National Science Digital Library (NSDL) Pathways project that was begun in 2010. The main goal of CLEAN is to generate a reviewed collection of educational resources that are aligned with the Essential Principles of Climate Science (EPCS). Another goal of the project is to support a community that will assist students, teachers, and citizens in climate literacy. A complementary program begun in 2010 is the ICEE (Inspiring Climate Education Excellence) program, which is developing online modules and courses designed around the climate literacy principles for use by teachers and other interested citizens. In these projects, we learn about teacher needs through a variety of evaluation mechanisms. The programs use evaluation to assist in the process of providing easy access to high quality climate and energy learning resources that meet classroom requirements. The internal evaluation of the CLEAN program is multidimensional. At the CLEAN resource review camps, teachers and scientists work together in small groups to assess the value of online resources for use in the classroom. The review camps are evaluated using observation and feedback surveys; the resulting evaluation reports provide information to managers to fine-tune future camps. In this way, a model for effective climate resource development meetings has been refined. Evaluation methods used in ICEE and CLEAN include teacher needs assessment surveys, teacher feedback at professional development opportunities, scientist feedback at resource review workshops, and regular analysis of online usage of resources, forums, and education modules. This paper will review the most successful strategies for evaluating the effectiveness of online climate and energy education resources and their use by educators and the general public.

Nurse teacher candidates learned to use social media during the international teacher training course.

PubMed

Salminen, Leena; Gustafsson, Marja-Liisa; Vilén, Liisa; Fuster, Pilar; Istomina, Natalja; Papastavrou, Evridiki

2016-01-01

The purpose of this study was to describe the nurse teacher candidates' learning outcomes and experiences in social media during the international nurse teacher training course, Empowering learning environments in nursing education, Intensive Program (EleneIP). The pre-post research design was used. The data was collected before and after the course, with the questionnaire consisting of structured and open questions. Altogether, 24 nurse teacher candidates from four different European countries participated in the course and this study. The results showed that the knowledge of using social media applications increased during the course from 5.2 (range 1-9) to 8.1 (range 4-10), and their skills increased from 4.5 (range 1-8) to 7.6 (range 4-10).The main topics learnt during the course were divided in two categories: subjects of the course and teaching and learning methods. The students' experiences concerning the EleneIP course were positive in both categories. The international group created during EleneIP course also allowed the students to achieve another important aim, learning from a collaborative group the importance and possibilities of different learning environments, considering the cultural and social characteristics of each country participating in it. Copyright © 2015 Elsevier Ltd. All rights reserved.

Students, Teachers, and Scientists Partner to Explore Mars

NASA Astrophysics Data System (ADS)

Bowman, C. D.; Bebak, M.; Curtis, K.; Daniel, C.; Grigsby, B.; Herman, T.; Haynes, E.; Lineberger, D. H.; Pieruccini, S.; Ransom, S.; Reedy, K.; Spencer, C.; Steege, A.

2003-12-01

The Mars Exploration Rovers began their journey to the red planet in the summer of 2003 and, in early 2004, will begin an unprecedented level of scientific exploration on Mars, attracting the attention of scientists and the public worldwide. In an effort to engage students and teachers in this exciting endeavor, NASA's Mars Public Engagement Office, partnering with the Athena Science Investigation, coordinates a student-scientist research partnership program called the Athena Student Interns Program. The Athena Student Interns Program \\(ASIP\\) began in early 1999 as the LAPIS program, a pilot hands-on educational effort associated with the FIDO prototype Mars rover field tests \\(Arvidson, 2000\\). In ASIP, small groups of students and teachers selected through a national application process are paired with mentors from the mission's Athena Science Team to carry out an aspect of the mission. To prepare for actual operations during the landed rover mission, the students and teachers participate in one of the Science Team's Operational Readiness Tests \\(ORTs\\) at JPL using a prototype rover in a simulated Mars environment \\(Crisp, et al., in press. See also http://mars.jpl.nasa.gov/mer/fido/\\). Once the rovers have landed, each ASIP group will spend one week at JPL in mission operations, working as part of their mentor's own team to help manage and interpret data coming from Mars. To reach other teachers and students, each group gives school and community presentations, contributes to publications such as web articles and conference abstracts, and participates in NASA webcasts and webchats. Partnering with other groups and organizations, such as NASA's Solar System Ambassadors and the Housing and Urban Development Neighborhood Networks helps reach an even broader audience. ASIP is evaluated through the use of empowerment evaluation, a technique that actively involves participants in program assessment \\(Fetterman and Bowman, 2002\\). With the knowledge they gain through the ASIP program and their participation in the empowerment evaluation, ASIP members will help refine the current program and provide a model for student-scientist research partnerships associated with future space missions to Mars and beyond. Arvidson, R.E., et al. \\(2000\\) Students participate in Mars Sample Return Rover field tests. Eos, 81(11). Crisp, J.A., et al. \\(in press\\) The Mars Exploration Rover Mission. J. Geophys. Research-Planets. Fetterman, D. and C.D. Bowman. \\(2002\\) Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example. J. Experiential Education, 25(2).

An Outcome Evaluation of the Success for Kids Program

PubMed Central

Maestas, Nicole; Gaillot, Sarah J.

2012-01-01

Abstract This article presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. The program seeks to build resilience in children by teaching them to access inner resources and build positive connections with others. The SFK program is unlike most after-school programs both in its focus on spiritual development and in its emphasis on outcomes related to resilience rather than academics. The authors found that the program had beneficial effects on adaptive skills, behavioral problems, overexternalization of problems, and school problems, and the effects persisted at 12-week follow-up. Interestingly, the program positively affected school-related outcomes, even though SFK is not an academic intervention. Specifically, it improved reported study skills and reduced reported learning problems and attention problems. Overall, a major strength of the program appears to be its careful attention to uniformity of program delivery—in particular, its standardized curriculum, use of experienced teachers, and formal teacher-training program. PMID:28083226

An Outcome Evaluation of the Success for Kids Program.

PubMed

Maestas, Nicole; Gaillot, Sarah J

2012-01-01

This article presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. The program seeks to build resilience in children by teaching them to access inner resources and build positive connections with others. The SFK program is unlike most after-school programs both in its focus on spiritual development and in its emphasis on outcomes related to resilience rather than academics. The authors found that the program had beneficial effects on adaptive skills, behavioral problems, overexternalization of problems, and school problems, and the effects persisted at 12-week follow-up. Interestingly, the program positively affected school-related outcomes, even though SFK is not an academic intervention. Specifically, it improved reported study skills and reduced reported learning problems and attention problems. Overall, a major strength of the program appears to be its careful attention to uniformity of program delivery-in particular, its standardized curriculum, use of experienced teachers, and formal teacher-training program.

Development of the teaching simulator based on animated film to strengthening pedagogical competencies of prospective teachers

NASA Astrophysics Data System (ADS)

Fatimah, Siti; Setiawan, Wawan; Kusnendar, Jajang; Rasim, Junaeti, Enjun; Anggraeni, Ria

2017-05-01

Debriefing of pedagogical competence through both theory and practice which became a requirement for prospective teachers were through micro teaching and teaching practice program. But, some reports from the partner schools stated that the participants of teaching practice program have not well prepared on implementing the learning in the classroom because of lacking the debriefing. In line with the development of information technology, it is very possible to develop a media briefing of pedagogical competencies for prospective teachers through an application so that they can use it anytime and anywhere. This study was one answer to the problem of unpreparedness participants of the teaching practice program. This study developed a teaching simulator, which was an application for learning simulation with the animated film to enhance the professional pedagogical competence prospective teachers. By the application of this teaching simulator, students as prospective teacher could test their own pedagogic competence through learning models with different varied characteristics of students. Teaching Simulator has been equipped with features that allow users to be able to explore the quality of teaching techniques that they employ for the teaching and learning activities in the classroom. These features included the election approaches, the student's character, learning materials, questioning techniques, discussion, and evaluation. Teaching simulator application provided the ease of prospective teachers or teachers in implementing the development of lessons for practice in the classroom. Applications that have been developed to apply simulation models allow users to freely manage a lesson. Development of teaching simulator application was passed through the stages which include needs assessment, design, coding, testing, revision, improvement, grading, and packaging. The application of teaching simulator was also enriched with some real instructional video as a comparison for the user. Based on the two experts, the media expert and education expert, stated that the application of teaching simulator is feasible to be used as an instrument for the debriefing of students as potential participants of the teaching practice program. The results of the use of the application to the students as potential participants of teaching practice program, showed significant increases in the pedagogic competence. This study was presented at an international seminar and in the process of publishing in international reputated journals. Applications teaching simulator was in the process of registration to obtain the copyright of the Ministry of Justice and Human Rights. Debriefing for prospective teachers to use teaching simulator application could improve the mastery of pedagogy, give clear feedback, and perform repetitions at anytime.

The Solar Dynamics Observatory Education and Public Outreach Program: The First Years

NASA Astrophysics Data System (ADS)

Wawro, M.; Drobnes, E.; van Doren, A.; Scherrer, D. K.

2010-12-01

The Solar Dynamics Observatory (SDO) Education and Public Outreach (E/PO) program began as a series of discrete programs implemented by each of the instrument teams and has evolved into a well-rounded program with a full suite of national and international programs: student, teacher, and journalist workshops, international research programs, family programs, etc. In this presentation, we provide an overview of our philosophy and approach and of some of the programs developed and implemented prior to launch. In conclusion we will summarize our successes, our failures, our lessons learned, and present guiding principles in the hope that future missions will use our platform as a guide to build upon for future programs, incorporating their own content to enhance the public's appreciation of the science that NASA does and its benefit to society.

They Own This: Mother Tongue Instruction for Indigenous Kuku Children in Southern Sudan

ERIC Educational Resources Information Center

Laguarda, Ana Isabel; Woodward, Walter Pierce

2013-01-01

This article details a pilot program of mother tongue instruction in five primary schools for classes one through three, in Kajokeji County, Central Equatoria State, South Sudan. The program was launched by teachers and volunteers with the support of the Jesuit Refugee Service, an international non-governmental organization. The research examines…

Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response

ERIC Educational Resources Information Center

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). "Doorways I: Student Training Manual on School-Related Gender-Based Violence…

Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response

ERIC Educational Resources Information Center

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to…

Trilingual Education Learning Environment Program, 1981-1982. O.E.E. Final Evaluation Report.

ERIC Educational Resources Information Center

Mirabito, Mary; And Others

Evaluated here is New York City's Trilingual Education Learning Environment Program (TELE), which in 1981-82 served approximately 900 Hispanic and 300 Italian students with limited English proficiency from grades 2-9 while at the same time training more than 300 bilingual teacher interns. The focus of the instructional component was the…

The Emerging Role of School Leadership in Israel: From External to Internal Locus of Control.

ERIC Educational Resources Information Center

Volansky, Ami; Habinski, Avi

1998-01-01

In 1997, all elementary schools in Jerusalem were transferred to a self-managing program over a three-year period. Research undertaken in schools entering the program in 1995 reveals high satisfaction among principals and teachers, enhanced school relations with local authorities, and simplified financial-reporting mechanisms. (10 references) (MLH)

Lessons Learned from Work with International Partners to Inform Rural Practices for Early Childhood Intervention

ERIC Educational Resources Information Center

Grisham-Brown, Jennifer; McCormick, Katherine M.

2013-01-01

The United States is becoming increasingly diverse with the largest growth in Hispanic populations. Diversity also is increasing in rural America. This diversity is reflected in the participants in early care and education programs and K-12 students. Unfortunately, demographics for college and university teacher education programs do not match…

The Challenge of Advanced Placement Partnerships in the South Texas Border Classroom

ERIC Educational Resources Information Center

Blackwell, Deborah L.; Pisani, Jana S.; Pisani, Michael J.

2007-01-01

In the year 2000, the Texas Education Agency and the Texas A&M University System teamed up to create an initiative called the University Faculty Fellows Program. Spearheaded by Texas A&M International University in Laredo, the program paired up faculty from the university with area Advanced Placement (AP) teachers in a variety of…

Evaluation of a classroom program of creative expression workshops for refugee and immigrant children.

PubMed

Rousseau, Cécile; Drapeau, Aline; Lacroix, Louise; Bagilishya, Déogratias; Heusch, Nicole

2005-02-01

This evaluative study assessed the effect of a creative expression program designed to prevent emotional and behavioral problems and to enhance self-esteem in immigrant and refugee children attending multiethnic schools. The 12-week program involved 138 children, aged 7 to 13, registered in both integration classes designed for immigrant children and regular classes at two elementary schools. Pretest and posttest data were collected from the children themselves and from their teacher. Teachers used Achenbach's Teacher's Report Form to assess the emotional and behavioral symptoms of their pupils whereas children self-reported their symptoms with the Dominic, a computerized questionnaire. Self-esteem was measured with the Piers-Harris Self-Concept Scale administered by interviewers to the children. At the end of the program, the children in the experimental groups reported lower mean levels of internalizing and externalizing symptoms and higher mean levels of feelings of popularity and satisfaction than the children in the control groups, when controlling for baseline data. In integration classes, the effect on self-esteem was especially notable in boys. The intervention's effect on internalizing and externalizing symptoms was not modified by gender, age or fluency in the mainstream language. The study provides some evidence that creative workshops in the classroom can have a beneficial effect on the self-esteem and symptomatology of immigrant and refugee children from various cultures and backgrounds. These quantitative results support previous qualitative analysis showing that the workshops participate in the reconstruction of a meaningful personal world while simultaneously strengthening the link of the child to the group. They also transform the teachers' perceptions of newcomers by placing an emphasis on their strength and their resilience, while not negating their vulnerabilities.

[Validation of a knowledge-questionnaire about asthma applied to teachers of elementary school of Monterrey, Mexico].

PubMed

González Diaz, Sandra Nora; Cruz, Alfredo Arias; González González, Arya Yannel; Félix Berumen, José Alfredo; Weinmann, Alejandra Macías

2010-01-01

asthma is one of the most common chronic childhood diseases; is increasing in prevalence and an important cause of school absenteeism. Previous studies have failed to evaluate knowledge about asthma among elementary school teachers worldwide because of the lack of validated questionnaires. to validate a questionnaire about asthma knowledge for elementary school teachers in Monterrey, Nuevo Leon. an observational, cross sectional, descriptive study, from February to December 2004, by applying a questionnaire to a group of elementary school teachers in Monterrey, Nuevo Leon. The questionnaire is a translation and adaptation to the questionnaire of 13 questions used to assess the knowledge about asthma among parents, according to the National Asthma Education Program of US. a total of 179 questionnaires were applied, in which 6 of the 13 questions were answered correctly by more than 90% of the teachers. The internal consistency reliability was adequate with a Cronbach a coefficient of 0.75. in order to obtain reliable data using questionnaires, these must undergo a validation process. Our questionnaire got validation because of the reliability shown according to the internal consistency analysis.

The Astronomical Society of the Pacific - Education and Public Outreach in the International Year of Astronomy

NASA Astrophysics Data System (ADS)

Gibbs, Michael; Manning, J.; Gurton, S.; Fraknoi, A.; Berendsen, M.; Hurst, A.; White, V.

2008-05-01

At the forefront of sharing the excitement of our exploration of the universe for 120 years, the Astronomical Society of the Pacific (ASP) is poised to use its networks and services to implement education and outreach programs for the 2009 International Year of Astronomy (IYA). The ASP is working with NASA, the AAS, NOAO, ASTC, and several other astronomical and educational organizations on IYA projects. The ASP will develop and implement four key signature programs, pending funding, for the IYA: a) "IYA Cosmic Calendar: A Year of Outreach Resources” with astronomy activities primarily for amateur astronomy clubs; b) "In the Footsteps of Galileo: A Teacher Training Program,” designed primarily for in-service teachers; c) an expanded "Astronomy from the Ground Up” program in IYA to bring astronomy into smaller museums and nature centers; and d) "The Cosmic Clearing-House,” an online educational resource for the best astronomy outreach resources and activities. The overarching goal for these programs is to bring together scientists, educators, and amateurs astronomers to improve science education and literacy through astronomy. The Society welcomes additional partners who seek to cooperate on IYA programs or work with the networks of formal and informal educators and amateur astronomers the ASP continues to support.

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

NASA Astrophysics Data System (ADS)

Wesley, Beth Eddinger; Krockover, Gerald H.; Devito, Alfred

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.

Country News.

ERIC Educational Resources Information Center

Population Education Newsletter and Forum, 1988

1988-01-01

Summarizes information shared at an international seminar on teacher training, the management of population education, and adolescent education. Proposes an evaluative research activity to assess the achievements of these experiences. Indicates that experimental schools have reported positive outcomes for the program. Describes efforts in several…

Development and psychometric characteristics of a new domain of the stanford faculty development program instrument.

PubMed

Owolabi, Mayowa O

2014-01-01

Teacher's attitude domain, a pivotal aspect of clinical teaching, is missing in the Stanford Faculty Development Program Questionnaire (SFDPQ), the most widely used student-based assessment method of clinical teaching skills. This study was conducted to develop and validate the teacher's attitude domain and evaluate the validity and internal consistency reliability of the augmented SFDPQ. Items generated for the new domain included teacher's enthusiasm, sobriety, humility, thoroughness, empathy, and accessibility. The study involved 20 resident doctors assessed once by 64 medical students using the augmented SFDPQ. Construct validity was explored using correlation among the different domains and a global rating scale. Factor analysis was performed. The response rate was 94%. The new domain had a Cronbach's alpha of 0.89, with 1-factor solution explaining 57.1% of its variance. It showed the strongest correlation to the global rating scale (rho = 0.71). The augmented SFDPQ, which had a Cronbach's alpha of 0.93, correlated better (rho = 0.72, p < 0.00001) to the global rating scale than the original SFDPQ (rho = 0.67, p < 0.00001). The new teacher's attitude domain exhibited good internal consistency and construct and factorial validity. It enhanced the content and construct validity of the SFDPQ. The validated construct of the augmented SFDPQ is recommended for design and evaluation of basic and continuing clinical teaching programs. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

On the Relationship between the IELTS Listening and Listening in Academic English Programs

ERIC Educational Resources Information Center

Sabet, Masood Khalili; Babaei, Hamid Reza

2017-01-01

The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFL. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS…

Formative Evaluation of "Taxes Influence Behavior" (Lesson #2) from "Tax Whys: Understanding Taxes". Research Report 91.

ERIC Educational Resources Information Center

Agency for Instructional Television, Bloomington, IN.

"Tax Whys: Understanding Taxes" is a series of six video/film instructional programs being produced for the Internal Revenue Service to provide middle school students with an understanding of the reasons for and effects of taxation. This report details both student and teacher evaluations of one of the first programs to be scripted: "Taxes…

Analysis of exchanges between novice and cooperating teachers during internships using the NCATE/NASPE Standards for Teacher Preparation in Physical Education as guidelines.

PubMed

Banville, Dominique

2006-06-01

To be recognized as an accredited program, Physical Education Teacher Education (PETE) programs in the country must abide by guidelines put forward by the National Association for Sport and Physical Education (NASPE), in collaboration with the National Council for the Accreditation of Teacher Education (NCATE). The guidelines are divided into nine standards and identify a number of outcomes (NASPE, 1998). The purpose of this study was to determine the nature of the exchanges between novice teachers (NTs) and cooperating teachers (CTs), when using the NASPE Standards (1998) as a reference point, and determine if the focus of the exchanges differed over time and according to data source. Six pairs of CTs and their NT participated in the study. Data were collected through recorded conversations between NTs and their CT as well as NTs' logs. Data showed that the majority of conversations focused on planning and instruction (Standard 6) and management and motivation (Standard 4), while few related to diverse learners (Standard 3), growth and development (Standard 2), and communication (Standard 5). The small amount of information shared by CTs in some standards indicates a need for PETE programs to share the guidelines with CTs to make them aware of the importance of offering a variety of topics to interns, because CTs are the primary source of information during this crucial experience.

Chilean Teachers Begin Exchange Program Visit in Magdalena

NASA Astrophysics Data System (ADS)

2007-01-01

Two teachers from the town of San Pedro de Atacama, in the northern desert of the South American nation of Chile, arrive in Magdalena, New Mexico, Sunday, January 28, for a two-week visit that is part of a Sister Cities program sponsored by Associated Universities, Inc. (AUI), the nonprofit research corporation that operates the National Radio Astronomy Observatory (NRAO). They will be accompanied by their town's mayor. Myriam Nancy Rivera Mercado, Head of the high school in San Pedro, Gabriela Fernanda Rodriguez Moraleda, a tourism teacher there, and San Pedro Mayor Sandra Berna Martinez will begin a visit that includes classroom observations in the Magdalena schools, a reception hosted by the Magdalena Village Council, and a Mayor's Breakfast with Magdalena Mayor Jim Wolfe. They also will meet local residents, tour the Bosque del Apache National Wildlife Refuge with a second-grade class, visit an area ranch, tour the Very Large Array (VLA) radio telescope, and see Socorro's Community Arts Party. "These teachers will learn much about New Mexico, the United States, and our educational system, and will take this new knowledge back to their students and their community," said NRAO Education Officer Robyn Harrison. The visit is part of a Sister Cities program initiated and funded by AUI, which operates the NRAO for the U.S. National Science Foundation. Radio astronomy is a common link between San Pedro de Atacama and Magdalena. San Pedro is near the site of the Atacama Large Millimeter/submillimeter Array (ALMA), an international telescope project now under construction with funding by major partners in North America, Europe, and Japan. Magdalena is near the site of NRAO's VLA radio telescope. In Magdalena, the Village Council and Mayor Wolfe formalized their participation in the Sister Cities program last September, and San Pedro ratified the program in December. In San Pedro, the ceremony ratifying the agreement was attended by U.S. Ambassador to Chile Craig K. Kelly. The Chilean teachers are visiting Magdalena while they are on their Southern Hemisphere summer vacation, and Magdalena's schools are in session. Two Magdalena teachers, Joleen Welborn and Sandra Montoya, will visit San Pedro in June, while they are on summer vacation and the Chilean schools will be in session. Dr. Eduardo Hardy, the AUI/NRAO representative in Chile, will accompany the Chilean teachers on their visit, which has been coordinated by Harrison. "ALMA is a groundbreaking example of the type of international cooperation that marks the future of astronomy. We are especially pleased to sponsor a program that brings together two communities that both enjoy proximity to world-class astronomical research facilities," said Dr. Fred K.Y. Lo, NRAO Director. "While separated by many miles, San Pedro de Atacama and Magdalena have much in common. Both are small communities in high desert environments, and both are next to telescopes where the world's astronomers will be making many exciting discoveries in the coming decades. Bringing these two communities together will advance education and international understanding," Harrison said. The National Radio Astronomy Observatory is a facility of the National Science Foundation, operated under cooperative agreement by Associated Universities, Inc.

A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

NASA Astrophysics Data System (ADS)

Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue

2015-04-01

Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in International Journal of Science Education, 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need to learn one-to-one scaffolding—dynamic support to help students accomplish tasks that they could not complete unaided. This study explores a middle school science teacher's provision of one-to-one scaffolding during a problem-based learning unit, in which students argued about how to optimize the water quality of their local river. The blended professional development program incorporated three 1.5-h seminars, one 8-h workshop, and 4 weeks of online education activities. Data sources were video of three small groups per period, and what students typed in response to prompts from computer-based argumentation scaffolds. Results indicated that the teacher provided one-to-one scaffolding on a par with inquiry-oriented teachers described in the literature.

Teaching for a World Conservation Strategy.

ERIC Educational Resources Information Center

Kirk, John J.

1982-01-01

The World Conservation Strategy calls upon international, national, and regional efforts to balance development with conservation of the world's living resources (e.g., forests, water, farmland, coastal resources). Environmental educators must inform themselves, establish adequate teacher training programs, and develop curriculum materials to…

Economic Education Experiences of Enterprising Teachers. Volume 21. A Report Developed by the Joint Council on Economic Education from the 1982-83 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Nappi, Andrew T., Ed.; Suglia, Anthony F., Ed.

Designed for use in grades K-12, award winning teacher-developed projects and courses in economics are described. Descriptions indicate grade level, project background, time allotment, objectives, activities, and evaluation. Arranged into 5 chapters, chapter 1 suggests ways to teach economic concepts to grades K-3. Projects include a lesson on…

Principals' Perceptions of the Effect of a Year-Long Internship on First-Year Teaching Performance: "They Really Get To Know What Is Going On."

ERIC Educational Resources Information Center

Boser, Judith A.; Wiley, Patricia Davis

Nine former interns were hired to teach at six schools in the same system in which they had completed a year-long internship. Three student teachers were also hired to teach in three of those schools. Principals of the six schools were interviewed on their reasons for hiring these new teachers and their thoughts on the internship program. None of…

Academic and Research Programs in Exercise Science, South Korea

PubMed Central

PARK, KYUNG-SHIN; SONG, WOOK

2009-01-01

We appreciate the opportunity to review academic curriculum and current research focus of Exercise Science programs in South Korea. The information of this paper was collected by several different methods, including e-mail and phone interviews, and a discussion with Korean professors who attended the 2009 ACSM annual conference. It was agreed that exercise science programming in South Korea has improved over the last 60 years since being implemented. One of distinguishable achievement is that exercise science programs after the 1980’s has been expanded to several different directions. It does not only produce physical education teachers but also attributes more to research, sports medicine, sports, leisure and recreation. Therefore, it has produced various jobs in exercise-related fields. Some of exercise science departments do not require teacher preparation course work in their curriculum which allows students to focus more on their specialty. Secondly, we believe we South Korea has caught up with advanced countries in terms of research quality. Many Korean researchers have recently published and presented their investigations in international journals and conferences. The quality and quantity of these studies introduced to international societies indicate that Exercise Science programs in South Korea is continuing to develop and plays an important part in the world. PMID:27182314

Education and Public Outreach in the International Year of Astronomy at the Astronomical Society of the Pacific

NASA Astrophysics Data System (ADS)

Gibbs, M. G.; Manning, J. G.; Gurton, S.; Fraknoi, A.; Berendsen, M.; Hurst, A.; White, V.

2008-11-01

At the forefront of sharing the excitement of our exploration of the universe for 120 years, the Astronomical Society of the Pacific (ASP) is poised to use its networks and services to implement education and outreach programs for the 2009 International Year of Astronomy (IYA). The ASP is working with the National Aeronautics and Space Administration (NASA), the American Astronomical Society (AAS), National Optical Astronomy Observatory (NOAO), Association of Science---Technology Centers (ASTC), and several other astronomical and educational organizations on IYA projects. The ASP will develop and implement four key signature programs, pending funding, for the IYA: a) IYA 2009 Cosmic Companion, with astronomy activities primarily for amateur astronomy clubs; b) Galileo Teacher Training Program, designed primarily for in-service teachers; c) Expanding the Informal Universe, to bring astronomy into smaller museums and nature centers; and d) Cosmic Clearing-House, an online educational resource for the best astronomy outreach resources and activities. The overarching goal for these programs is to bring together scientists, educators, and amateurs astronomers to improve science education and literacy through astronomy. The Society welcomes additional partners who seek to cooperate on IYA programs or work with the networks of formal and informal educators and amateur astronomers the ASP continues to support.

Universe Awareness: Inspiring Every Child with our Wonderful Cosmos

NASA Astrophysics Data System (ADS)

Schrier, W.; Nijman, I.; Russo, P.

2013-04-01

Universe Awareness (UNAWE) is an international program that aims to reach 4- to 10-year old children from disadvantaged backgrounds and uses astronomy to teach them about science and technology and provide them with a sense of global citizenship and tolerance. The science of astronomy is especially suited for this goal, since the beauty of our Universe grasps the attention of children, and the Universe plays a significant role in the history of global cultures. UNAWE was funded by the European Union in 2011 to start an EU-UNAWE project of a duration of three years. EU-UNAWE has various national websites and is now an international platform for astronomers, teachers and educators to share resources and ideas. EU-UNAWE develops educational materials and organizes teacher training workshops, which are highly appreciated and used by primary school teachers around the world. The UNAWE network continues to broaden, reaching more and more children with astronomy each year.

Lewis' Educational and Research Collaborative Intership Program Grant Closeout Report

NASA Technical Reports Server (NTRS)

2003-01-01

The Lewis' Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships and 10 or 12-week fellowships for undergraduate/graduate students and secondary school teachers. Approximately 130 interns are selected to participate in this program each year and begin arriving the second week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, lectures and short courses. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds.

A comparative analysis of locally based conservation education programs that promote issue awareness and community solutions within Honduras and the United States

NASA Astrophysics Data System (ADS)

Weber, Nicole R.

Public understanding and concern for environment issues is critical to conservation efforts. In this study, I investigated education programs focused on the local environmental issues and their impact on sense of place, environmental knowledge, empowerment and awareness (Honduras and Boston). I hypothesized that the curriculum will have an effect on multiple student measures and teachers who participate in workshops will have greater ownership of the curriculum, influencing curriculum's effectiveness. Then I looked at the relation of environmental knowledge to environmental connection, at the regional (Honduras) and international levels (Honduras vs. United States), comparing cultural differences in same measures mentioned. I hypothesized that a population connected to their natural surroundings will have an embedded biological understanding and appreciation of their surroundings. I surveyed a total of 887 students (727 Honduras, 160 Boston) and 293 teachers (Honduras), with participant and nonparticipant teachers included, in a pre/post/follow-up survey design. To evaluate these hypotheses, I used multiple measures to assess program success and regional differences: implicit measures (general sense of place); explicit measures (knowledge of problems and solutions; degree of specificity in thinking about these issues); and affective and attitudinal components (sense of empowerment). For the exploratory study, I gathered parallel data from teachers, so that the effects of the program on both teachers and students would be evident. Our results indicate that there were significant changes in number of problem and solution types proposed by students, that students' responses matched those of their teacher on some measures (but not all) by the end of the program. In Honduras, the main effect of being in the teacher workshop appears to be in their willingness to teach environmental education. Results for student's sense of place and environmental empowerment were inconsistent across programs. In addition, participants (teachers and students ) were not at the cap (as experts) for a number of measures, suggesting that the workshops and curriculum can be further improved. For the comparative study, there was strong support for a population's connection to their local natural surroundings having a strong relation to their sense of place, and partially related to a heightened environmental awareness.

Learning To Teach by Teaching: The Preparation of Post-Baccalaureate Candidates for Elementary Teaching through a Year-Long Mentored Internship.

ERIC Educational Resources Information Center

Jablonski, Ann M.

The purpose of this paper is twofold: to describe the revision of an experimental preservice teacher education program at Fordham University (New York) and to report the level of interns' perceived self-efficacy at the end of the summer instructional training laboratory. The method for revising the design of the Internship Fellowship Program using…

MIT Lincoln Laboratory Annual Report 2007: Technology in Support of National Security

DTIC Science & Technology

2007-01-01

technical innovation and scientific discoveries. MISSION: TechnoLogy In SupporT of naTIonaL SecurITy 2007 Dr. Claude R. Canizares Vice president for...problems. The Lincoln Laboratory New Technology Initiatives Program is one of several internal technology innovation mechanisms. Technologies emerging...externships. LIFT2, an innovative professional learning program for science, technology , and math teachers, serves Massachusetts metro south/west region

Educational Outreach for Astrobiology

NASA Astrophysics Data System (ADS)

Kadooka, M.; Meech, K.

2009-12-01

Astrobiology, the search for life in the universe, has fascinating research areas that can excite students and teachers about science. Its integrative nature, relating to astronomy, geology, oceanography, physics, and chemistry, can be used to encourage students to pursue physical sciences careers. Since 2004, the University of Hawaii NASA Astrobiology Institute (NAI) team scientists have shared their research with secondary teachers at our ALI’I national teacher program to promote the inclusion of astrobiology topics into science courses. Since 2007, our NAI team has co-sponsored the HI STAR program for Hawaii’s middle and high school students to work on authentic astronomy research projects and to be mentored by astronomers. The students get images of asteroids, comets, stars, and extrasolar planets from the Faulkes Telescope North located at Haleakala Observatories on the island of Maui and owned by Las Cumbres Observatory Global Telescope network. They also do real time observing with DeKalb Observatory telescope personally owned by Donn Starkey who willing allows any student access to his telescope. Student project results include awards at the Hawaii State Science Fair and the Intel International Science and Engineering Fair. We believe that research experience stimulates these students to select STEM (science, technology, engineering and mathematics) majors upon entering college so a longitudinal study is being done. Plans are underway with California and Hawaii ALI’I teachers cooperating on a joint astronomy classroom project. International collaborations with Brazil, Portugal, and Italy astronomers have begun. We envision joint project between hemispheres and crossing time zones. The establishment of networking teachers, astronomers, students and educator liaisons will be discussed.

SoTRE's Speak Up: Students Share the Benefits of Teacher Researcher Experiences

NASA Astrophysics Data System (ADS)

Eubanks, E.; Allen, S.; Farmer, S.; Jones, K.

2016-12-01

Being Students of Teacher Researcher Experiences (SoTRE) gives students special advantages that most students do not get. Teachers Elizabeth Eubanks and Steve Allen share their knowledge gained via partnerships with Teacher Researcher Experiences (TRE's) such as the National Oceanographic and Atmospheric Administration Teacher at Sea program (NOAA- TAS), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships, The Maury Project and Mate. Students gain special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals Eubanks and Allen help students connect with scientists. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, oral presentation, networking and personal research presentation, all tools that they will carry with them for a lifetime.

The clinician-educator track: training internal medicine residents as clinician-educators.

PubMed

Smith, C Christopher; McCormick, Ian; Huang, Grace C

2014-06-01

Although resident-as-teacher programs bring postgraduate trainees' teaching skills to a minimum threshold, intensive, longitudinal training is lacking for residents who wish to pursue careers in medical education. The authors describe the development, implementation, and preliminary assessment of the novel track for future clinician-educators that they introduced in the internal medicine residency program at Beth Israel Deaconess Medical Center in 2010. Categorical medical interns with a career interest in medical education apply to participate in the clinician-educator track (CET) at the midpoint of their first postgraduate year. CET residents complete a 2.5-year curriculum in which they review foundations of medical education, design and assess new curricula, and evaluate learners and programs. They apply these skills in a variety of clinical settings and receive frequent feedback from faculty and peers. All CET residents design and implement at least one medical education research project. A comprehensive evaluation plan to assess the impact of the CET on resident teaching skills, scholarly productivity, career selection, and advancement is under way. A preliminary evaluation demonstrates high satisfaction with the track among the first cohort of CET residents, who graduated in 2012. Compared with residents in the traditional resident-as-teacher program, CET residents reported higher gains in their confidence in core medical education skills. Although these preliminary data are promising, data will be collected over the next several years to explore whether the additional curricular time, faculty time, and costs and potential expansion to other institutions are justified.

Charge Up Your Career

ERIC Educational Resources Information Center

Lartz, Paul

2005-01-01

This articles describes a partnership between the Quad Cities Chapter of the National Electrical Contractors Association (NECA), the International Brotherhood of Electrical Workers (IBEW), and the Minority Teacher Incentive Program (MTIP) of the Rock Island-Milan Public Schools. The purpose of this partnership is to provide information about…

The Experience of Co-operation in Education for and between the Microstates of the Pacific: Is It Applicable Elsewhere?

ERIC Educational Resources Information Center

Higginson, Peter

1991-01-01

Discusses international cooperative efforts on educational improvement in small Pacific Ocean nations. Identifies problems in working with small nations with limited financial resources. Describes successful programs of teacher education and textbook development. (CFR)

PolarTREC-Teachers and Researchers Exploring and Collaborating: Innovative Science Education from the Poles to the World

NASA Astrophysics Data System (ADS)

Warnick, W. K.; Warburton, J.; Breen, K.; Wiggins, H. V.; Larson, A.; Behr, S.

2006-12-01

PolarTREC-Teachers and Researchers Exploring and Collaborating is a three-year (2007-2009) teacher professional development program celebrating the International Polar Year (IPY) that will advance polar science education by bringing K-12 educators and polar researchers together in hands-on field experiences in the Arctic and Antarctic. PolarTREC builds on the strengths of the existing TREC program in the Arctic, an NSF supported program managed by the Arctic Research Consortium of the US (ARCUS), to embrace a wide range of activities occurring at both poles during and after IPY. PolarTREC will foster the integration of research and education to produce a legacy of long-term teacher-researcher collaborations, improved teacher content knowledge through experiences in scientific inquiry, and broad public interest and engagement in polar science and IPY. PolarTREC will enable thirty-six teachers to spend two to six weeks in the Arctic or Antarctic, working closely with researchers investigating a wide range of IPY science themed topics such as sea-ice dynamics, terrestrial ecology, marine biology, atmospheric chemistry, and long-term climate change. While in the field, teachers and researchers will communicate extensively with their colleagues, communities, and hundreds of students of all ages across the globe, using a variety of tools including satellite phones, online journals, podcasts and interactive "Live from IPY" calls and web-based seminars. The online outreach elements of the project convey these experiences to a broad audience far beyond the classrooms of the PolarTREC teachers. In addition to field research experiences, PolarTREC will support teacher professional development and a sustained community of teachers, scientists, and the public through workshops, Internet seminars, an e-mail listserve, and teacher peer groups. For further information on PolarTREC, contact Wendy Warnick, ARCUS Executive Director at warnick@arcus.org or 907-474-1600 or visit www.arcus.org/trec/

Transfer of Instructional Practices from Freedom Schools to the Classroom

ERIC Educational Resources Information Center

Stanford, Myah D.

2017-01-01

The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children's Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell ("Transfer of learning: cognition, instruction, and reasoning." Academic Press, San Diego, 2001) outlined eleven principles of transfer…

CEFPI's Heart to Honduras Educational Facilities Team.

ERIC Educational Resources Information Center

Jennings, James E.

1997-01-01

Describes efforts by the Council of Educational Facility Planners International to evaluate and modernize poor, rural schools in Honduras. A positive reaction to the visitation by government officials and teachers is revealed leading to the planned use of a model school program to guide school transformation. (GR)

Developing the Music Pre-Service Teacher through International Service Learning

ERIC Educational Resources Information Center

Power, Anne

2013-01-01

Service learning in tertiary education is about partnerships between higher education institutions and communities, as co-generators of knowledge. Arts programs in service learning engage what Rendon (2009) calls "sentipensante" (sensing/thinking) pedagogy, in which critical examinations of ways of thinking and doing sit alongside…

Military Veterans' Midlife Career Transition and Life Satisfaction

ERIC Educational Resources Information Center

Robertson, Heather C.; Brott, Pamelia E.

2014-01-01

Many military veterans face the challenging transition to civilian employment. Military veteran members of a national program, Troops to Teachers, were surveyed regarding life satisfaction and related internal/external career transition variables. Participants included military veterans who were currently or had previously transitioned to K-12…

Earth System Science for Elementary Teachers: An Innovative Approach to Teacher Professional Development.

NASA Astrophysics Data System (ADS)

Purkiss, C.

2015-12-01

In many professional development programs, teachers attend workshops to learn new knowledge and skills and then are expected to go back to their classrooms and implement what they learned. Often skills or an activity is learned but does not necessarily get practiced in the classroom. Very few professional development programs add direct, immediate practice with children where teachers can try out immediately the new activities or the knowledge they have just learned. In this case, the program directors wanted to see that, by having children to practice with in a non-threatening, low stakes environment, if participants would incorporate the activities and knowledge learned during the workshop into their classrooms in a more immediate way. Would immediate practice help participants internalize the new knowledge and skills and thus create a fund of knowledge that they would use immediately on their return to the classroom. As part of a grant for professional development for underserved elementary teachers on climate literacy, an innovative children's camp was added to a summer intensive workshop. Prior to the summer workshop, participants completed an eight-week online graduate level course on the basics of inquiry-based science. Participants then attended the intensive three-week workshop to gain knowledge in weather and climate and how to teach these concepts in their classrooms. The workshop was rich in materials and resources for participants. During the third week of the workshop, teachers were camp leaders to 100 elementary students in grades 3 through 5 who were participating in "Climate Camp". Various evaluation and assessments were completed during the program on all participants. Through various evaluation methods, it was found that there was a positive transfer of knowledge to the classroom.

The QuarkNet Collaboration: How "Doing Science" is Changing Science Education

NASA Astrophysics Data System (ADS)

Whelan, K.

2004-12-01

QuarkNet is a national initiative to involve high-school teachers and their students in real scientific research. Students and teachers assist in seeking to resolve some of the mysteries about the structure of matter and the fundamental forces of nature It is supported by the Department and Energy and the National Science Foundation. This long-term project, beginning its sixth year of implementation, has provided a successful framework that might be adapted to similar endeavors. It is an international collaboration of universities, high schools and research centers including CERN in Switzerland, and Fermilab, LBNL, and SLAC in the United States. The goals of this program include the involvement of students and teachers in authentic scientific research projects. By actually "doing science", they gain first hand knowledge of the research procedure and the inquiry method of learning. Teachers increase their content knowledge and enhance their teaching skills by solving scientific research problems through the inquiry method of learning. Students involved in this program learn fundamental physics and research-based skills through the analysis of real data. Particle physicists also benefit by being exposed to some of the current issues in science education. Through an understanding of National Science Education Standards, physicist-mentors are made aware of the needs of local science education and gain a better grasp of age appropriate content. The QuarkNet program was developed while consulting with research physicists throughout the United States. There are three main program areas that have been established-teacher research experiences, teacher development programs, and an online resource that makes available numerous inquiry-based activities. Select teachers are given eight-week appointments allowing them to gain first hand experience as a part of a scientific research team. Those teachers become lead teachers during the following summer and, along with physicist mentors, work with other teachers on a short research scenario or activity over a period of several weeks. The scenarios can then be adapted for classroom use at virtually any level. The QuarkNet website provides a wide variety of resources for teacher and student use including- samples of experimental data for use in inquiry based activities, venues for communication and collaboration between students, teachers and physicists, student publication areas where ideas can be exchanged, and numerous other resources, activities, and simulations. Currently, the QuarkNet program involves over 50 research institutions and hundreds of teachers. This year, we have also added a student research component at several of the centers. This component will be expanded in the coming years so that many more students will have the opportunity to become an active part and contributing member of a scientific research team.

The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten

ERIC Educational Resources Information Center

Decker-Woodrow, Lauren

2018-01-01

This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…

Ethnographic case study of a high school science classroom: Strategies in stem education

NASA Astrophysics Data System (ADS)

Sohn, Lucinda N.

Historically, science education research has promoted that learning science occurs through direct physical experiences. In recent years, the need for best practices and student motivation have been highlighted in STEM research findings. In response to the instructional challenges in STEM education, the National Research Council has provided guidelines for improving STEM literacy through best practices in science and mathematics instruction. A baseline qualitative ethnographic case study of the effect of instructional practices on a science classroom was an opportunity to understand how a teacher and students work together to learn in an International Baccalaureate life science course. This study was approached through an interpretivist lens with the assumption that learning science is socially constructed. The following were the research questions: 1.) How does the teacher implement science instruction strategies in the classroom? 2.) In what ways are students engaged in the classroom? 3.) How are science concepts communicated in the classroom? The total 35 participants included a high school science teacher and two classes of 11th grade students in the International Baccalaureate program. Using exploratory qualitative methods of research, data was collected from field notes and transcripts from a series of classroom observations, a single one-on-one interview with the teacher and two focus groups with students from each of the two classes. Three themes emerged from text coded using initial and process coding with the computer assisted qualitative data analysis software, MAXQDA. The themes were: 1.) Physical Forms of Communication Play Key Role in Instructional Strategy, 2.) Science Learning Occurs in Casual Environment Full of Distractions, and 3.) Teacher Persona Plays Vital Role in Classroom Culture. The findings provided insight into the teacher's role on students' motivation to learn science. The recommendation for STEM programs and new curriculum is a holistic and sustainable model for development and implementation. This approach brings together the researcher and practitioner to design effective and specific programs tailored to student needs. The implication of using an effective team model to plan and coordinate individualized STEM initiatives is a long-term commitment to overall STEM literacy, thereby fostering increased access to STEM careers for all learners.

Cultivating a Global Pool of Future Geoscientists and Mentors

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Yule, S.; Murphy, A.; Fenzel, M.; Buali, S.; Bourgeault, J.; Tunkl, T.; Lawani, Y.; Elwan, M.; Ruairuen, W.; Altin, L.; Boonkhot, P.

2015-12-01

The Global Learning and Observations to Benefit the Environment (GLOBE) program ( www.globe.gov) is an international science and education program in over 28,000 schools in 114 countries. GLOBE students conduct real science - ask questions, make observations, do measurements, analyze data, and participate in research collaborations with other students and Earth scientists. In the U.S., GLOBE operates through a GLOBE Implementation Office and partnerships with U.S. organizations that recruit schools, train teachers at professional development workshops, and mentor teachers and their students to engage in GLOBE learning and research activities. Internationally, GLOBE is implemented through bilateral agreements between the U.S. government and those of partner countries that provide the structure and funding to fulfill the responsibilities and functions of a GLOBE Partnership. GLOBE students have contributed more than 129 million measurements to ongoing science investigations. GLOBE, in its 20th year, has been successful in engaging students in Earth as a system and environmental science studies during K-12 schooling and beyond as students go into college and in their careers. GLOBE Alumni is a grassroots community of former GLOBE students committed to continue GLOBE activities at a higher level. They have worked with GLOBE in Estonia, Czech Republic, Benin, Thailand and Peru, to support teachers and students in student scientific research to better understand the Earth as a system and the environment. Survey results of participants at the 2014 GLOBE Learning Expedition indicate that 53% of GLOBE students would likely choose GLOBE involvement beyond secondary school, 80 % of teachers are likely to engage former GLOBE students as near-peer mentors to their students, 70% of GLOBE Partners are likely to use the assistance of former GLOBE students when training teachers and 100% of GLOBE Partners and teachers consider former GLOBE students who may be in college or graduated, valuable as research mentors to their GLOBE students. Scientists asked how valuable they think GLOBE alumni can be to a GLOBE-wide student collaborative scientific research project; all responded in the affirmative with one scientist saying "Extremely valuable, one of the best things that happened proving the value of the program".

Using the Galileoscope in Public Outreach Programs In the United States and Chile

NASA Astrophysics Data System (ADS)

Sparks, Robert T.; Pompea, Stephen M.; Seguel, Juan C.; Munizaga, Daniel A.; Opazo, Leonor; Walker, Constance Elaine; Tresch Fienberg, Richard; Arion, Douglas N.

2015-08-01

The Galileoscope was developed by a team of educators, astronomers and optical engineers as one of the cornerstone projects for the International Year of Astronomy 2009 (IYA). Over 230,000 Galileoscopes have been distributed.The National Optical Astronomy Observatory (NOAO) has developed a variety of educational materials to accompany the Galileoscope. The Galileoscope Optics Guide contains a variety of experiments and demonstrations (adapted from the National Science Foundation funded Hands-On Optics program) to help students understand how a telescope focuses light and produces an image. The Teaching With Telescopes kit developed at NOAO contains a variety of materials teachers can use to teach about light and optics. The Teaching With Telescopes kit is a basis for teacher professional development. The Galileoscope Observing Guide (updated annually) contains a variety of observing tips and information on the best objects to observe with the Galileoscope.NOAO has used Galileoscopes in a wide variety of educational environments. NOAO received a grant from Science Foundation Arizona to bring the Hands-On Optics program to Boys and Girls Clubs in Arizona. All the Boys and Girls Clubs received Galileoscopes as part of the grant. Edelman Financial made a donation that allowed us to distribute 15,000 Galileoscopes to Project ASTRO sites, members of the National Earth Science Teacher’s Association and individual teachers. Science Foundation Arizona partnered with NOAO in the Arizona Galileoscope program to conduct star parties in Yuma, Flagstaff, Safford, Globe and Payson. NOAO partnered with Raytheon in the MathMovesU program to build Galileoscopes with over 2,000 students in Tucson. NOAO has used Galileoscopes in professional development workshops with teachers at meetings including the American Astronomical Society, the Astronomical Society of the Pacific, and the National Science Teachers Association.

Exploring Astrobiology: Future and In-Service Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Cola, J.; Williams, L. D.; Snell, T.; Gaucher, E.; Harris, B.; Usselman, M. C.; Millman, R. S.

2009-12-01

The Georgia Tech Center for Ribosome Adaptation and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational Astrobiology program titled, “Life on the Edge: Astrobiology.” The purpose of the program was to provide educators with the materials, exposure, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. A one-week, non-residential summer enrichment program for high school students was conducted and tested by two high school educators, an undergraduate student, and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired in-service teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with an undergraduate student interested in becoming a teacher through the Tech to Teaching program. The GIFT and Tech to Teaching fellows investigated extremophiles which have adapted to life under extreme environmental conditions. As a result, extremophiles became the focus of a week-long, “Life on the Edge: Astrobiology” curriculum aligned with the Georgia Performance Standards in Biology. Twenty-five high school students explored the adaptation and survival rates for various types of extremophiles exposed to UV radiation and desiccation; students were also introduced to hands-on activities and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact on everyone invested and involved in the Astrobiology program including the GIFT and Tech to Teaching fellows, high school students, and faculty are discussed.

Recent trends in internal medicine education: a brief update.

PubMed

Flannery, Michael T

2014-03-01

This perspective attempts to bring graduate medical offices, residency programs and medical students interested in categorical internal medicine (CIM) a brief update on the American Board of Internal Medicine (ABIM), Accreditation Council for Graduate Medical Education (ACGME) and the National Registry for Medical Programs (NRMP) changes for the past 3-5 years in the United States (US). The US model for certification and recertification may serve as a homogenous example for other countries. This model will be described so that there is an understanding of the importance of such changes in the American system and its effect on resident education. This is critical knowledge for both teachers and learners in internal medicine in preparation for a lifetime career and requirements for certification/credentialing for both programs and their residents/fellows. Data from the review indicate a small increase in the number of applicants but a concordant decrease in ABIM initial certification exams. Programs should well be aware of the new focus on outcomes via the Next Accreditation System (NAS) being put forth by the ACGME. Copyright © 2014 European Federation of Internal Medicine. Published by Elsevier B.V. All rights reserved.

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

NASA Astrophysics Data System (ADS)

Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

FTEE/CTETE 21st Century Leadership Academy: A Second Decade of Excellence

ERIC Educational Resources Information Center

Havice, William; Hill, Roger

2018-01-01

In 2006, the International Technology and Engineering Educators Association's Council on Technology Teacher Education (CTETE) Leadership Development Committee established the Twenty-First Century Leader Associates (TCLA) program. This initiative was developed to facilitate a sense of community and provide activities and resources for scholarly and…

NetTeach News, 1995-1996.

ERIC Educational Resources Information Center

Rutkowski, Kathleen M., Ed.

1996-01-01

This document consists of 10 issues (one year) of a newsletter intended for K-12 networking teachers. It provides a forum for the exchange of resources, applications to education, significant events, and major international, regional, and state programs and policies relevant to K-12 networking. Cover articles include: "To Liberate a Learner,…

Q & A with Ed Tech Leaders: Interview with Punya Mishra

ERIC Educational Resources Information Center

Fulgham, Susan M.; Shaughnessy, Michael F.

2015-01-01

Punya Mishra is Professor of Educational Psychology and Educational Technology at Michigan State University, where he directs the Master of Arts in Educational Technology program. He currently chairs the Creativity Special Interest Group at the Society for Information Technology in Teacher Education. He is nationally and internationally recognized…

Improve Your Students' Writing with a Class Magazine.

ERIC Educational Resources Information Center

Stuart, Moira K.

This paper describes two different English programs for international students at the American Language Institute in San Diego, California. One is English for Academic Purposes (EAP), and the other is Intensive English for Communication (IEC). The paper focuses on one teacher's experiences teaching IEC writing after 2 years of teaching EAP…

Becoming S.T.A.R.S: Students and Teachers Achieving Reading Success

ERIC Educational Resources Information Center

Fello, Susan E.

2010-01-01

The International Reading Association (2003) has recently established new guidelines for graduate students enrolled in reading and literacy programs. These guidelines require graduate students to maintain direct contact with students during their coursework for advanced degrees. Field experiences support best practices in bridging the gap between…

International Ocean Discovery Program U.S. Implementing Organization

Science.gov Websites

coordinates seagoing expeditions to study the history of the Earth recorded in sediments and rocks beneath the Internship :: Minorities in Scientific Ocean Drilling Fellowship Education Deep Earth Academy logo :: joidesresolution.org :: For students :: For teachers :: For scientists :: View drill sites in Google Earth Export

Developing Sociopolitical Consciousness at Freedom Schools: Implications for Culturally Responsive Teacher Preparation

ERIC Educational Resources Information Center

Jackson, Tambra O.

2011-01-01

This article describes the programmatic ways in which the Children's Defense Fund Freedom Schools[R] program develops culturally responsive teaching practices amongst its summer interns, particularly in the area of developing sociopolitical consciousness. This paper places specific focus on the role that historical knowledge, the acknowledgement…

In the Classroom: "If You Build It, They Will Come."

ERIC Educational Resources Information Center

Hargrove, Kathy

2003-01-01

This article discusses the experiences gifted secondary students have had with pre-Advanced Placement, Advanced Placement, and International Baccalaureate programs. Key traits essential for teachers of the gifted are identified: a high degree of intelligence; extensive knowledge of the subject matter; emotional maturity; and a strong self-concept.…

Sensitizing the 'Able' Student to the Disabled.

ERIC Educational Resources Information Center

Cook, Ellen

1981-01-01

To facilitate the goals of the International Year of Disabled Persons (IYDP) in Catholic schools, the Diocese of Madison, Wisconsin, is offering a consciousness raising, sensitization program. Teachers resource kits are provided to help students explore facts and attitudes about handicaps. Part of a theme issue on disabilities. (Author/SJL)

Augmented Reality Game-Based Learning: Enriching Students' Experience during Reading Comprehension Activities

ERIC Educational Resources Information Center

Tobar-Muñoz, Hendrys; Baldiris, Silvia; Fabregat, Ramon

2017-01-01

Program for International Student Assessment results indicate that while reading comprehension needs to be promoted, teachers are struggling to find ways to motivate students to do reading comprehension activities and although technology-enhanced learning approaches are entering the classroom, researchers are still experimenting with them to…

English Around the World.

ERIC Educational Resources Information Center

Marquardt, William F.; And Others

A feature of this aural-oral program for teaching English language skills to non-English speaking children in the primary grades is the colorfully illustrated, international context in which the pupils are introduced to customs and styles from around the world. The course consists of (1) teachers' guidebooks with detailed instructions for lesson…

1300935

NASA Image and Video Library

2013-08-15

VINCENT VIDAURRI, CENTER, A TECHNICAL SPECIALIST WITH TELEDYNE BROWN ENGINEERING SUPPORTING MISSION OPERATIONS AT THE MARSHALL SPACE FLIGHT CENTER, PROVIDES DETAILS ABOUT A MOCK-UP OF THE INTERNATIONAL SPACE STATION SCIENCE LAB TO A GROUP OF AREA TEACHERS AS PART OF "BACK-2-SCHOOL DAY." TEAM REDSTONE -- WHICH INCLUDES THE MARSHALL SPACE FLIGHT CENTER AND U.S. ARMY ORGANIZATIONS ON REDSTONE ARSENAL -- INVITED 50 TEACHERS TO TOUR REDSTONE ARSENAL AUG. 15, GIVING THEM AN OPPORTUNITY TO LEARN OF AND SEE RESOURCES AVAILABLE TO THEM AND THEIR STUDENTS. THE TOUR FOCUSED ON SITES AVAILABLE FOR FIELD TRIPS FOR STUDENTS STUDYING MATH, SCIENCE, TECHNOLOGY AND ENGINEERING. STOPS INCLUDED MARSHALL'S PAYLOAD OPERATIONS INTEGRATION CENTER AND THE HIGH SCHOOLS UNITED WITH NASA TO CREATE HARDWARE LAB, OR HUNCH, BOTH LOCATED IN BUILDING 4663. THE PROGRAM GIVES HIGH SCHOOL STUDENTS THE CHANCE TO WORK WITH NASA ENGINEERS TO DESIGN AND BUILD HARDWARE FOR USE ON THE INTERNATIONAL SPACE STATION. THE TEACHERS ALSO VISITED THE ARMY AVIATION & MISSILE RESEARCH DEVELOPMENT & ENGINEERING CENTER AND THE REDSTONE TEST CENTER

Teachers' voices: A comparison of two secondary science teacher preparation programs

NASA Astrophysics Data System (ADS)

Kohlhaas Labuda, Kathryn

This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers' perceptions of the philosophy of their program revolved about research based teaching. S-teachers reported more research experiences. S-teachers perceived better student-science faculty relationship, while M-teachers reported stronger student-education faculty relationships. Teachers from both programs recommended more field experiences that resembled more closely the real life situations of teachers. They recommended smaller classes in both science and education courses. They suggested eliminating or altering courses that were not beneficial.

The International Context of Teacher Preparation: Rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?"

ERIC Educational Resources Information Center

Gibbs, Graham

2016-01-01

This paper, a rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" by Marx et al., suggests glancing at practices outside the United States to get some perspective on the nature of the problem of why so little emphasis is placed on teaching preparation in business doctoral…

GLOBE Cornerstones: Advancing Student Research Worldwide through Virtual and Regional Symposia

NASA Astrophysics Data System (ADS)

Bourgeault, J.; Malmberg, J. S.; Murphy, T.; Darche, S.; Ruscher, P.; Jabot, M.; Odell, M. R. L.; Kennedy, T.

2016-12-01

The GLOBE Program, an international science and education program, encourages students from around the world to participate in authentic scientific research of the Earth system. Students use scientific protocols to explore their local environments, compare their findings with other GLOBE schools both in the U.S. and in other participating countries, and then share their findings via the GLOBE.gov website. In order to facilitate this scientific communication, GLOBE held an international virtual science fair in 2016. The science fair included 105 research projects submitted from GLOBE students in various countries, 37 mentoring scientists, and 24 judges. Mentors and judges were members of the GLOBE International STEM Professionals Network and located around the world. On a national level, NSF funded six face-to-face U.S. regional student research symposia where 164 students presented 67 research projects to scientists for review. The 1.5 day events included student activities, teacher professional development, tours of NASA centers, and opportunities for students to engage with scientists to discover both traditional and non-traditional STEM career pathways. To support teachers, the leadership team offered and archived webinars on science practices; from field investigation basics to creating a poster and GLOBE partners provided guidance along the way. This presentation will include the framework for the regional and international science symposia , the scoring rubrics and evaluation, recruitment of judges and mentors, and lessons learned.

Effective Teacher Qualities from International Mathematics, Science, and Computer Teachers' Perspectives

ERIC Educational Resources Information Center

Sahin, Alpaslan; Adiguzel, Tufan

2014-01-01

The purpose of this study is to investigate how international teachers, who were from overseas but taught in the United States, rate effective teacher qualities in three domains; personal, professional, and classroom management skills. The study includes 130 international mathematics, science, and computer teachers who taught in a multi-school…

PolarTREC-Teachers and Researchers Exploring and Collaborating: Science Education from the Poles to the World

NASA Astrophysics Data System (ADS)

Warnick, W. K.; Breen, K.; Warburton, J.; Fischer, K.; Wiggins, H.; Owens, R.; Polly, B.; Wade, B.; Buxbaum, T.

2007-12-01

PolarTREC-Teachers and Researchers Exploring and Collaborating is a three-year (2007-2009) teacher professional development program celebrating the International Polar Year (IPY) that advances polar science education by bringing K-12 educators and polar researchers together in hands-on field experiences in the Arctic and Antarctic. Currently in its second year, the program fosters the integration of research and education to produce a legacy of long-term teacher-researcher collaborations, improved teacher content knowledge through experiences in scientific inquiry, and broad public interest and engagement in polar science. Through PolarTREC, over 40 U.S. teachers will spend two to six weeks in the Arctic or Antarctic, working closely with researchers in the field as an integral part of the science team. Research projects focus on a wide range of IPY science themed topics such as sea-ice dynamics, terrestrial ecology, marine biology, atmospheric chemistry, and long-term climate change. While in the field, teachers and researchers will communicate extensively with their colleagues, communities, and hundreds of students of all ages across the globe, using a variety of tools including satellite phones, online journals, podcasts and interactive "Live from IPY" calls and web-based seminars. The online outreach elements of the project convey these experiences to a broad audience far beyond the classrooms of the PolarTREC teachers. In addition to field research experiences, PolarTREC will support teacher professional development and a sustained community of teachers, scientists, and the public through workshops, Internet seminars, an e-mail listserve, and teacher peer groups. To learn more about PolarTREC visit the website at: http://www.polartrec.com or contact info@polartrec.com or 907-474-1600. PolarTREC is funded by NSF and managed by the Arctic Research Consortium of the US (ARCUS).

Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

NASA Astrophysics Data System (ADS)

Barrett, D.

2005-12-01

The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences to the scientific community and interviews/classroom observations of teachers to determine the transfer of knowledge from the teacher to the students through the implementation of their Action Plans into their classroom.

Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers.

PubMed

Finlon, Kristy J; Izard, Carroll E; Seidenfeld, Adina; Johnson, Stacy R; Cavadel, Elizabeth Woodburn; Ewing, E Stephanie Krauthamer; Morgan, Judith K

2015-11-01

Effectiveness studies of preschool social-emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions.

The Routledge International Handbook of Teacher and School Development. Routledge International Handbooks of Education

ERIC Educational Resources Information Center

Day, Christopher, Ed.

2011-01-01

The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from 18 countries across 7 continents, the 40 chapters are grouped into 10 themes which represent key aspects of teacher and…

Research Based Science Education: Bringing Authentic Scientific Research into the Secondary Classroom

NASA Astrophysics Data System (ADS)

Sayers, J.

2003-12-01

Teachers and students at Northview High School in Brazil, Indiana have the opportunity to engage in authentic scientific research through our participation in two national projects, TLRBSE and PEPP. Teacher Leaders in Research Based Science Education (TLRBSE) is a teacher professional development and retention program coupled with authentic scientific research projects in astronomy. Teacher-Leaders are trained in research-based pedagogy and serve as mentors to less experienced colleagues and work with students to develop science research methods and research projects for the classroom. Astronomical data collected at Kitt Peak by astronomers and teachers is made available on CD for classroom use. Northview is in its second year as a TLRBSE school. The Princeton Earth Physics Project (PEPP) trains mentor teachers in fundamentals of research in seismology. Teachers and students then gain hands on experience in science research through operation of a research quality seismic station sited at the high school. Data from the Northview seismometer are stored locally and also transmitted over the Internet to a database at Indiana University. Students have access to local data as well as seismic databases accessible through the Internet to use for research projects. The Northview Seismic Station has been in operation since 1998. In this presentation, I will describe how these projects have been incorporated into the physics and earth science programs at Northview High School. I will discus how our teachers and students have benefited from the opportunity to take part in hands-on scientific research under the guidance of university faculty. In particular, I will describe our participation in a regional seismic network through seismic data acquisition, data analysis using seismological software, and students' experiences in a university-based student research symposium. I reflect on the some of the successes and barriers to high-school teachers' and students' involvement in scientific research programs. I conclude with a discussion of a successful student seismology project that was a finalist in the 2003 INTEL International Science and Engineering Fair

ESSEA K-4 Online Course: Polar Connections

NASA Astrophysics Data System (ADS)

Blaney, L.; Myers, R. J.; Schwerin, T.

2007-12-01

The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. The original K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. The new K-4 Land, Living Things, Water and Air modules contain inquiry-based investigations exploring our polar regions. Each module lists a set of essential questions that guide teachers and their students as they build content knowledge. The course structure requires teachers to work individually and in teams to build content knowledge and pedagogical understanding of how their students learn. This group investigation approach and a "Teacher as Researcher" theme promote reflection and collaboration to develop criteria for effective concept building. By exploring the characteristics of polar landscapes, atmosphere, and polar life, teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions. Changes in climate, air, water, and land quality and animal and plant populations make the news everyday. The K-4 course will help teachers inform rather than frighten their students as they learn more about the characteristics and importance of our polar regions. One goal of IPY 2007-2008 is to increase the awareness, understanding and interest of school-age children in polar conditions and research. The inclusion of polar topics in the K-4 course contributes to the achievement of that goal.

Science Teacher Education: An International Perspective.

ERIC Educational Resources Information Center

Abell, Sandra K., Ed.

This book presents reform efforts in science teacher education from an international perspective. Chapters include: (1) "International Perspectives on Science Teacher Education: An Introduction" (Sandra K. Abell); (2) "The Development of Preservice Elementary Science Teacher Education in Australia" (Ken Appleton, Ian S. Ginns,…

The History of Winter: A Professional Development "Teacher as Scientist" Experiential Learning Field Experience.

NASA Astrophysics Data System (ADS)

Gabrys, R. E.

2007-12-01

Each year since 2000, the NASA Goddard History of Winter (HOW) program has allowed teachers to develop an understanding of the consequences of one segment of the orbit of the tilted Earth in its path around the sun. Scientists from NASA, CRREL, and Michigan Tech, supported by the Whiteface Observatory, and the science program at Northwood School in Lake Placid, New York, use the weather and the stratigraphy in the ice and snow, consequences of the weather changes, as "teachers" in a team study of the winter record. Snow in the air and on the ground, ice, its crystal structure and axial orientation, and the ecosystem consequences of snow and ice constitute the weeklong content package. Teacher Professional Development Standards A, B, C, and D were the guiding principles in developing HOW with a content structure formulated as protocols to serve as inserts into lesson plans and inquiry guides. The concept of HOW within NASA is to provide understanding of the WHY? and WHAT? of satellite remote sensing. The content is appropriate ground validation in that techniques presented in protocols are identical to those used by professionals who study snow pits, evaluate features in snow metamorphism, and study thin sections of ice cores drilled in ice caps and glaciers. The HOW Teacher as scientist (TAS) model is a flexible model. HOW enables teachers who are required to use inquiry-based facilitation in the classroom to experience inquiry themselves. Teachers with little science content background as well as those with Science degrees have participated in HOW working alongside of the science team. Accommodations are made through differentiation of instruction so that each group leaves with a mastery of the content that is appropriate for the transition to presentation in the classroom. Each year builds on the previous year ensuring a time series record of the history of winter-by itself a learning experience. An offshoot of the NASA Goddard Center History of Winter (HOW) Program, the Global Snowflake Network (GSN) launched in the winter of 2006 engages an international audience including both formal and informal education groups. The goal is to provide an interactive online data resource in science and education for the characterization of snowfall and related weather systems. The Global Snowflake Network has been accepted as an education outreach proposal for the International Polar Year. Collaborations with other agencies and universities also with IPY-accepted proposals are now underway. HOW and the GSN are endorsed by the NASA Goddard Education Office and many of the Goddard Snow and Ice Team scientists. Together these programs offer a unique, sustainable, and proven outreach for the Cryosphere research program. Snowflakes are like frozen data points, their shape is a record of atmospheric conditions at the time of their formation. The shapes of snowflakes vary over the winter season, with the source of a weather system and over the course of a given snowfall. The objective of the Global Snowflake Network (GSN) is to create a global ground team of teachers, students, families, and researchers worldwide to identify snowflake types during the progress of snowfalls. The result is a unique and scientifically valid resource useful to meteorology and scientific modeling of Earth's Hydrosphere. The Global Snowflake Network (GSN), simultaneously a science program and an education program is presented as a simple, scientifically valid project that has the potential to spread the IPY message and produce a lasting resource to further scientific understanding of Earth's hydrology through the study of snow.

Great Times Now and In the Future For Telescopes Afar in Education

NASA Astrophysics Data System (ADS)

Pennypacker, Carlton

2011-03-01

These are very exciting times in education and astronomy, and our communities have growing capabilities to positively change teachers and students lives through the use of remote telescopes. This has been a long haul, but traction is evident. Over the last 17 years, beginning with researchers and students acquiring and discovering our first automatically requested images of supernovae from UC Berkeley's automated Leuschner Observatory (arguably one of the first successful civilian automated telescopes). we, as other groups, have found extremely high engagement with students of various ages in using remote telescopes, both in real-time and cue-based observing modes. E.G., we currently have a small GHOU network of small telescopes that can intermittently serve our teachers, and eagerly try to use every telescope that might share a few photons with our kids, some living in tough circumstances. (some GHOU students are from very low-economic conditions, but still love the stars, and love to communicate and collaboate with children around the world). Other groups are actively pursuing making such networks succeed, too. The project I work with is called "Global Hands-On Universe" (GHOU). The need for regular and robust remote telescopes could grow to very high levels, if the astronomy community can produce reliable and robust telescope networks. For example, as part of the International Year of Astronomy, I helped in efforts that eventually led to the training (coordinated by Rosa Doran, of Portugal) of 5000 teachers in greater than 90 nations in the use of .fts images, Salsa J image processing, and Stellarium software (both French softwares). We have a particular focus and have found huge resonances for this work in developing nations, including nations in Africa, Asia, and South America. In addition, we have developed good after school programs that teach astronomy and use of real images, again which can benefit by astronomy community cooperation and collaboration. A substantial GHOU program is now being mounted in Chile, for instance, with a 30-teacher workshop held the first week of this January, good participation by Chilean and International Universities, research, and education organizations. Our GHOU educators are selfless and share everything, including curricula, software, training, other materials, and themselves. For example this spring, teachers from France will fly to Paranal with their students, and train Chilean teachers on Black Holes in galaxies and measuring exo-planets, all with real .fts image, on their way to the VLT! Finally, I describe a collaborating group with GHOU, the International Asteroid Search "IASC" (led by GHOU'er Patrick Miller of Hardin Simmons University) -- IASC has found phenomenal success with enabling students to discover asteroids, with approximately 50 to 100 asteroids a year being discovered by this group of international teachers and students.

Culturally-Inclusive Behavior of Filipino Teachers in International Schools in the Philippines: Perspectives of International Education in a Developing Country

ERIC Educational Resources Information Center

Bernardo, Maria Aurora Correa; Malakolunthu, Suseela

2013-01-01

The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of international education, and how it translates into their pedagogy. The findings of the study reveal inherent patterns of behavior the teachers manifest in…

Integrating the GalileoScope into Successful Outreach Programming

NASA Astrophysics Data System (ADS)

Michaud, Peter D.; Slater, S.; Goldstein, J.; Harvey, J.; Garcia, A.

2010-01-01

Since 2004, the Gemini Observatory’s week-long Journey Through the Universe (JTtU) program has successfully shared the excitement of scientific research with teachers, students and the public on Hawaii’s Big Island. Based on the national JTtU program started in 1999, the Hawai‘i version reaches an average of 7,000 students annually and each year features a different theme shared with a diverse set of learners. In 2010, the theme includes the integration of the GalileoScope-produced as a keystone project for the International Year of Astronomy. In preparation, a pilot teacher workshop (held in October 2009) introduced local island teachers to the GalileoScope and a 128-page educator’s activity resource book coordinated by the University of Wyoming. Response from this initial teacher’s workshop has been strong and evaluations plus follow-up actions by participating teachers illustrate that the integration of the GalileoScope has been successful based upon this diverse sample. Integrating GalileoScopes into Chilean schools in 2010 is also underway at Gemini South. This program will solicit informal proposals from educators who wish to use the telescopes in classrooms and a Spanish version of the teacher resource book is planned. The authors conclude that integration of the GalileoScope into an existing outreach program is an effective way to keep content fresh, relevant and engaging for both educators and students. This initiative is funded by Gemini Observatory outreach program. The Gemini Observatory is operated by the Association of Universities for Research in Astronomy, Inc., under a cooperative agreement with the NSF on behalf of the Gemini partnership: the National Science Foundation (US), the Science and Technology Facilities Council (UK), the National Research Council (Canada), CONICYT (Chile), the Australian Research Council (Australia), Ministério da Ciência e Tecnologia (Brazil), and Ministerio de Ciencia, Tecnología e Innovación Productiva (Argentina)

Connecting Research to Teaching: Integrated Curricula and Preparation for College Mathematics

ERIC Educational Resources Information Center

Post, Thomas R.; Monson, Debra S.; Andersen, Edwin; Harwell, Michael R.

2012-01-01

In the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels. Many teachers were quite happy with the new…

Increasing Student Achievement: Educators' Guide to Secondary Career & Technical Education Assessment

ERIC Educational Resources Information Center

National Occupational Competency Testing Institute, 2012

2012-01-01

This guide attempts to address an aspect of secondary CTE (Career and Technical Education) that has received little attention; the assessment literacy of educators. School leaders need to go beyond ensuring routine compliance with external and internal regulatory forces to identify ways in which CTE program teachers might better understand…

From the Classroom to Washington: Einsteins on Education Reform

ERIC Educational Resources Information Center

Hughes, Kent H., Ed.; Byers, Elizabeth A., Ed.

2010-01-01

The Woodrow Wilson International Center for Scholars was delighted to host a group of current and former Albert Einstein Distinguished Educator Fellows as they celebrated the 20th anniversary of the fellowship program. Outstanding math and science teachers in America's K-12 schools, the Einstein Fellows spend a year (or sometimes two) working on…

ILGWU Worker-Family Education Program. ESL/Technical Curriculum Manual.

ERIC Educational Resources Information Center

Friedman, Judy; Friedman, Deidre

The curriculum for the International Ladies' Garment Workers' Union (ILGWU) English as a Second Language (ESL) and technical classes is a collection of instructional materials and suggestions focusing on workplace-related topics and issues. This guide is intended for use in classes where one technical and one ESL teacher are present and where…

Using Twitter in Higher Education in Spain and the USA

ERIC Educational Resources Information Center

Tur, Gemma; Marín, Victoria I.; Carpenter, Jeffrey

2017-01-01

This article examines student teachers' use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (n = 153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work…

Lessons from an International e-Learning Project

ERIC Educational Resources Information Center

Breen, Paul

2007-01-01

This paper offers a critical examination of an e-learning project in the context of a Distance Education training program delivered to teacher trainers in Rwanda. In examining the successes and failures of the project, it uses a framework based on ideas promulgated by Moore (1995) and strives to provide guidance and reference for future projects…

Developing Instructional Applications at the Secondary Level. The Computer as a Tool.

ERIC Educational Resources Information Center

McManus, Jack; And Others

Case studies are presented for seven Los Angeles area (California) high schools that worked with Pepperdine University in the IBM/ETS (International Business Machines/Educational Testing Service) Model Schools program, a project which provided training for selected secondary school teachers in the use of personal computers and selected software as…

The Impact of Character Education Curricula on Youth Educators

ERIC Educational Resources Information Center

Harms, Kristyn Marie; Fritz, Susan; Rockwell, S. Kay

2004-01-01

The purpose of this study was to determine degrees of internalization of character traits across two groups (K-12 teachers and Extension staff) with varying years of participation in character education professional and program development activities. An online survey was developed to collect data describing the 109 respondents, the extent of…

[An instrument in Spanish to evaluate the performance of clinical teachers by students].

PubMed

Bitran, Marcela; Mena, Beltrán; Riquelme, Arnoldo; Padilla, Oslando; Sánchez, Ignacio; Moreno, Rodrigo

2010-06-01

The modernization of clinical teaching has called for the creation of faculty development programs, and the design of suitable instruments to evaluate clinical teachers' performance. To report the development and validation of an instrument in Spanish designed to measure the students' perceptions of their clinical teachers' performance and to provide them with feedback to improve their teaching practices. In a process that included the active participation of authorities, professors in charge of courses and internships, clinical teachers, students and medical education experts, we developed a 30-item questionnaire called MEDUC30 to evaluate the performance of clinical teachers by their students. The internal validity was assessed by factor analysis of 5214 evaluations of 265 teachers, gathered from 2004 to 2007. The reliability was measured with the Cronbach's alpha coefficient and the generalizability coefficient (g). MEDUC30 had good content and construct validity. Its internal structure was compatible with four factors: patient-centered teaching, teaching skills, assessment skills and learning climate, and it proved to be consistent with the structure anticipated by the theory. The scores were highly reliable (Cronbach's alpha: 0.97); five evaluations per teacher were sufficient to reach a reliability coefficient (g) of 0.8. MEDUC30 is a valid, reliable and useful instrument to evaluate the performance of clinical teachers. To our knowledge, this is the first instrument in Spanish for which solid validity and reliability evidences have been reported. We hope that MEDUC30 will be used to improve medical education in Spanish-speaking medical schools, providing teachers a specific feedback upon which to improve their pedagogical practice, and authorities with valuable information for the assessment of their faculty.

Lewis' Educational and Research Collaborative Internship Program

NASA Technical Reports Server (NTRS)

Heyward, Ann; Gott, Susan (Technical Monitor)

2004-01-01

The Lewis Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships in addition to summer and winter extensions if funding is available and/or is requested by mentor (no less than 1 week no more than 4 weeks) for undergraduate/graduate students and secondary school teachers. Students who meet the travel reimbursement criteria receive up to $500 for travel expenses. Approximately 178 interns are selected to participate in this program each year and begin arriving the fourth week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, and lectures. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 2004.

Intersections between immigration, language, identity, and emotions: a science teacher candidate's journey

NASA Astrophysics Data System (ADS)

Rivera Maulucci, Maria S.

2008-04-01

This study reports a subset of findings from a larger, ongoing study aimed at exploring interactions between teacher identity, learning, and classroom practices in a social justice teacher education program at a selective liberal arts college in New York. This case-study explores the journey of Elena, as an immigrant, a student, and a pre-service teacher candidate towards becoming a social justice educator. Elena reflects upon her school language experiences as an immigrant youth, her learning in a social justice teacher education program, and her field experiences in an international high school. The analysis spans macro-, meso-, and microlevels to explore the ways globalization, particularly immigration, as well as schooling policies for English language learners interact with aspects of Elena's core identity, particularly in school settings. The findings show some of the ways language and literacy verified and/or denied aspects of Elena's core identity; specific instances where second language proficiency was cast as power and privilege versus disadvantage according to ethnic, language, and class categorizations; and the struggles Elena, and other immigrant youth may face given the focus on English language acquisition and high stakes accountability in schools, at the expense of students' primary language proficiency and affirmation of core identity markers.

Dark Skies Rangers

NASA Astrophysics Data System (ADS)

Doran, Rosa

2015-08-01

Creating awareness about the importance of the protection of our dark skies is the main goal of the Dark Skies Rangers project, a joint effort from the NOAO and the Galileo Teacher Training Program. Hundreds of schools and thousands of students have been reached by this program. We will focus in particular on the experience being developed in Portugal where several municipalities have now received street light auditing produced by students with suggestions on how to enhance the energy efficiency of illumination of specific urban areas. In the International Year of Light we are investing our efforts in exporting the successful Portuguese experience to other countries. The recipe is simple: train teachers, engage students, foster the participation of local community and involve local authorities in the process. In this symposium we hope to draft the cookbook for the near future.

Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) primary version.

PubMed

DiPerna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2015-03-01

A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured via the SSIS rating scale for all participants, and direct observations were completed for a subsample of participants within each classroom. Results indicated that the SSIS-CIP demonstrated positive effects on teacher ratings of participants' social skills and internalizing behaviors, with the greatest changes occurring in classrooms with students who exhibited lower skill proficiency prior to implementation. Statistically significant differences were not observed between treatment and control participants on teacher ratings of externalizing problem behaviors or direct observation.

Convention on the rights of the child: promoting human rights in Islamic day schools in Indonesia.

PubMed

Rivin, Beth E

2011-09-01

In recent years, rights-based approaches to health are changing the perspective and work of actors in the development sector. This article describes an NGO program that translates theory into practice by integrating human rights education and human rights principles into primary school health programs in Jakarta, Indonesia. Uplift International, an NGO affiliated with the University of Washington School of Law, aims to improve the rights of urban, poor children through teacher and parent training, uniquely designed for the madrasah (Islamic religious day schools) community. The school program links child rights and child health through human rights education and human rights-based methodologies. The Uplift International program is in its fourth year and plans to expand in scope. Positive outcomes include significant notice by Indonesian Government Ministries. Moreover, there is support from the new Indonesian Special Envoy to the UN for Millennium Development Goals (MDGs).

Strengthening Communication and Scientific Reasoning Skills of Graduate Students Through the INSPIRE Program

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Radencic, S. P.; Schmitz, D. W.; Cartwright, J.; Hare, D.; Bruce, L. M.

2012-10-01

Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three nearby school districts. The primary goal of the program is to strengthen the communication and scientific reasoning skills of graduate students in geosciences, physics, chemistry, and engineering by placing them in area middle school and high school science and mathematics classrooms for ten hours a week for an entire academic year as they continue to conduct their thesis or dissertation research. Additional impacts include increased content knowledge for our partner teachers and improvement in the quality of classroom instruction using hands-on inquiry-based activities that incorporate ideas used in the research conducted by the graduate students. Current technologies, such as Google Earth, GIS, Celestia, benchtop SEM and GCMS, are incorporated into many of the lessons. Now in the third year of our program, we will present the results of our program to date, including an overview of documented graduate student, teacher, and secondary student achievements, the kinds of activities the graduate students and participating teachers have developed for classroom instruction, and the accomplishments resulting from our four international partnerships. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program (Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

The resident-as-teacher educational challenge: a needs assessment survey at the National Autonomous University of Mexico Faculty of Medicine.

PubMed

Sánchez-Mendiola, Melchor; Graue-Wiechers, Enrique L; Ruiz-Pérez, Leobardo C; García-Durán, Rocío; Durante-Montiel, Irene

2010-02-16

The role of residents as educators is increasingly recognized, since it impacts residents, interns, medical students and other healthcare professionals. A widespread implementation of resident-as-teacher courses in developed countries' medical schools has occurred, with variable results. There is a dearth of information about this theme in developing countries. The National Autonomous University of Mexico (UNAM) Faculty of Medicine has more than 50% of the residency programs' physician population in Mexico. This report describes a needs assessment survey for a resident as teacher program at our institution. A cross-sectional descriptive survey was developed based on a review of the available literature and discussion by an expert multidisciplinary committee. The goal was to identify the residents' attitudes, academic needs and preferred educational strategies regarding resident-as-teacher activities throughout the residency. The survey was piloted and modified accordingly. The paper anonymous survey was sent to 7,685 residents, the total population of medical residents in UNAM programs in the country. There was a 65.7% return rate (5,186 questionnaires), a broad and representative sample of the student population. The residents felt they had knowledge and were competent in medical education, but the majority felt a need to improve their knowledge and skills in this discipline. Most residents (92.5%) felt that their role as educators of medical students, interns and other residents was important/very important. They estimated that 45.5% of their learning came from other residents. Ninety percent stated that it was necessary to be trained in teaching skills. The themes identified to include in the educational intervention were mostly clinically oriented. The educational strategies in order of preference were interactive lectures with a professor, small groups with a moderator, material available in a website for self-learning, printed material for self-study and homework, and small group web-based learning. There is a large unmet need to implement educational interventions to improve residents' educational skills in postgraduate educational programs in developing countries. Most perceived needs of residents are practical and clinically oriented, and they prefer traditional educational strategies. Resident as teachers educational interventions need to be designed taking into account local needs and resources.

The resident-as-teacher educational challenge: a needs assessment survey at the National Autonomous University of Mexico Faculty of Medicine

PubMed Central

2010-01-01

Background The role of residents as educators is increasingly recognized, since it impacts residents, interns, medical students and other healthcare professionals. A widespread implementation of resident-as-teacher courses in developed countries' medical schools has occurred, with variable results. There is a dearth of information about this theme in developing countries. The National Autonomous University of Mexico (UNAM) Faculty of Medicine has more than 50% of the residency programs' physician population in Mexico. This report describes a needs assessment survey for a resident as teacher program at our institution. Methods A cross-sectional descriptive survey was developed based on a review of the available literature and discussion by an expert multidisciplinary committee. The goal was to identify the residents' attitudes, academic needs and preferred educational strategies regarding resident-as-teacher activities throughout the residency. The survey was piloted and modified accordingly. The paper anonymous survey was sent to 7,685 residents, the total population of medical residents in UNAM programs in the country. Results There was a 65.7% return rate (5,186 questionnaires), a broad and representative sample of the student population. The residents felt they had knowledge and were competent in medical education, but the majority felt a need to improve their knowledge and skills in this discipline. Most residents (92.5%) felt that their role as educators of medical students, interns and other residents was important/very important. They estimated that 45.5% of their learning came from other residents. Ninety percent stated that it was necessary to be trained in teaching skills. The themes identified to include in the educational intervention were mostly clinically oriented. The educational strategies in order of preference were interactive lectures with a professor, small groups with a moderator, material available in a website for self-learning, printed material for self-study and homework, and small group web-based learning. Conclusions There is a large unmet need to implement educational interventions to improve residents' educational skills in postgraduate educational programs in developing countries. Most perceived needs of residents are practical and clinically oriented, and they prefer traditional educational strategies. Resident as teachers educational interventions need to be designed taking into account local needs and resources. PMID:20156365

Innovations in Ocean Sciences Education at the University of Washington

NASA Astrophysics Data System (ADS)

Robigou, V.

2003-12-01

A new wave of education collaborations began when the national science education reform documents (AAAS Project 2061 and National Science Education Standards) recommended that scientific researchers become engaged stakeholders in science education. Collaborations between research institutions, universities, nonprofits, corporations, parent groups, and school districts can provide scientists original avenues to contribute to education for all. The University of Washington strongly responded to the national call by promoting partnerships between the university research community, the K-12 community and the general public. The College of Ocean and Fishery Sciences and the School of Oceanography spearheaded the creation of several innovative programs in ocean sciences to contribute to the improvement of Earth science education. Two of these programs are the REVEL Project and the Marine Science Student Mobility (MSSM) program that share the philosophy of involving school districts, K-12 science teachers, their students and undergraduate students in current, international, cutting-edge oceanographic research. The REVEL Project (Research and Education: Volcanoes, Exploration and Life) is an NSF-funded, professional development program for middle and high school science teachers that are determined to use deep-sea research and seafloor exploration as tools to implement inquiry-based science in their classrooms, schools, and districts, and to share their experiences with their communities. Initiated in 1996 as a regional program for Northwest science educators, REVEL evolved into a multi-institutional program inviting teachers to practice doing research on sea-going research expeditions. Today, in its 7th year, the project offers teachers throughout the U. S. an opportunity to participate and contribute to international, multidisciplinary, deep-sea research in the Northeast Pacific ocean to study the relationship between geological processes such as earthquakes and volcanism, fluid circulation and life on our planet. http://www.ocean.washington.edu/outreach/revel/ The Marine Science Student Mobility program is a FIPSE-funded program that fosters communication and collaboration across cultural and linguistic boundaries for undergraduate students interested in pursuing careers in marine sciences. A consortium of six universities in Florida, Hawaii, Washington, Belgium, Spain and France offers a unique way to study abroad. During a six month exchange, students acquire foreign language skills, cultural awareness and ocean sciences field study in one of the four major oceanographic areas: the Atlantic, the Pacific, the Gulf of Mexico and the Mediterranean. The program not only promotes cultural understanding among the participant students but among faculty members from different educational systems, and even among language and science faculty members. Understanding how different cultures approach, implement, and interpret scientific research to better study the world's oceans is the cornerstone of this educational approach. http://www.marine-language-exch.org/ Similar collaborative, educational activities could be adapted by other research institutions on many campuses to provide many opportunities for students, teachers and the general public to get involved in Earth and ocean sciences.

Current and future activities of the Observatoire de Haute Provence in Education and Public Outreach

NASA Astrophysics Data System (ADS)

Boër, M.; Ducerf, D.

The Haute Provence Observatory OHP is an observation station located 100km North of Marseille France It performs both astronomical observations and routine atmospheric measurements in the NDSC Network for Data on Stratospheric Changes and several other geophysics national and international networks The site offers also a program directed to the general public the teachers the pupils and the students at all levels In the past two years we reinforced these activities following few guidelines enhance the scientific diffusion activities towards the general public by presenting an exhibition a stronger program for the teachers and the implementation of a project oriented program for the high school and university students We participate also to a curriculum for planetarium attendants We are currently defining the general long term plan for the observatory including a strong EPO program taking advantages of the site visitors facilities guesthouse research group EPO personnel This program will be oriented to the general space and planetary sciences and is prepared in cooperation with both the academic and regional authorities

[Design of a program for the positive development of schoolchildren and characteristics of participants (Medellin, Colombia)].

PubMed

Hernández, Dora María; Duque, Luis Fernando; Restrepo, Alexandra

2014-01-01

The design of the program for the promotion of personal potential and prevention of risky health behaviors in school-aged children, PILAS! Better Adults, Better Kids, was based on local and international evidence on programs for the prevention of school-based violence. The program offers a training process for parents and teachers through active methodologies and advice (provided for 10 months) based on topics that encourage individual child development and the delegitimization of violence in everyday interactions. A total of 306 teachers, 800 parents and 12,800 children benefited from the program. An initial measurement was conducted using a scale ranging from 0 to 100 in a sample of 1751 children. The results showed an average of 80 in the children's social skills, but caregivers reported high levels of aggression. Communication and supervision failures were found among parents, as well as punishment practices through psychological and physical aggression. Another finding was low social cohesion in the neighborhood. Copyright © 2013 SESPAS. Published by Elsevier Espana. All rights reserved.

Supports and Concerns for Teacher Professional Growth During the Implementation of a Science Curriculum Innovation

NASA Astrophysics Data System (ADS)

Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

2003-02-01

Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher''s successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher''s practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations.

A Longitudinal Study of Teachers' Professional Development through an International Exchange

ERIC Educational Resources Information Center

Purves, Ross; Jackson, Anita; Shaughnessy, Julie

2005-01-01

The Teachers' International Professional Development (TIPD) Programme was launched by the British Council in 2000 in response to a Government Green Paper on teacher training. This provides opportunities for teachers to participate in international study visits to gain first-hand experience of good practice. As part of this programme, eighteen…

An International Education Perspective Study of Teachers in the Central United States

ERIC Educational Resources Information Center

Merz, Sydney A.; Fox, Rebecca K.

2016-01-01

The study explored nursery through secondary teachers' perceptions of international education in their teaching practices. All teachers lived in a rural area of the central US. Data were drawn from a web-based survey comprised of 28 questions addressing international education; interview data provided further understanding of one teacher's efforts…

Teacher Compensation and School Quality: New Findings from National and International Data

ERIC Educational Resources Information Center

Zhang, Zhijuan; Verstegen, Deborah A.; Kim, Hoe Ryoung

2008-01-01

Are teacher salaries related to school quality in terms of student academic achievement and teacher retention? Are teacher salaries important factors influencing teacher job satisfaction? Is teacher job satisfaction related to retention? This research addressed these questions using international and national data. First, the literature will be…

The Benefits of Being a Student of Teacher Researchers Experiences (sotre)

NASA Astrophysics Data System (ADS)

Eubanks, E.; Guinan, E.; Chiste, M.; Lavoie, A.

2016-02-01

Being a Student of Teacher Researcher Experiences (SoTRE), gets students excited for science. Eubanks brings real, current science to the classroom because of time spent in Teacher Researcher Experiences (TRE), where she works with researchers in and out of the field. She involves students in many programs including the National Oceanographic and Atmospheric Administration (NOAA), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships. Being in these programs gives students special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals, Mrs. Eubanks helps students connect with scientists. This gives students a unique opportunity to learn from real scientists. Being part of these relationships with NOAA, Polar TREC, EARTH, RJ Dunlap, STARS and NSF funded scientists who are actively working, makes being SoTRE the ultimate learning experience. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, networking and presentation, all tools that they will carry with them for a lifetime.

Implementing the Internationalization Promotion Program at Tomakomai National College of Technology

NASA Astrophysics Data System (ADS)

Nakano, Wataru; Ishikawa, Nozomi; Matsuda, Kanaho; Ono, Masatsugu

We introduce the internationalization promotion program conducted in Tomakomai National College of Technology (TNCT) . In order for the students to improve their international understanding and communication skills, the program was undertaken by means of collaborative education and distance education. TNCT delegates consisting of 2 teachers, 6 students, an office staff, and an engineer were sent to New Zealand, and worked on a project in cooperation with faculty members of Eastern Institute of Technology, Hawke‧s Bay (EIT) . The students explored environmental issues through discussions with other international students. At the end of the two-week on-site project, they reported the result via a video conferencing system. Additionally, this system served as a medium for international exchange in an intercultural communication class. Since the most of the students did not go to NZ, it was a good opportunity for them to communicate with people overseas. We discuss the effectiveness of both the collaborative education on practical topics and the distance education using a video conferencing system.

A Global Study of International Teacher Recruitment

ERIC Educational Resources Information Center

Cox, Dale S.

2012-01-01

International teacher recruiting is a complex, high stakes process that is crucial to schools' success. Competition for teachers is intensifying as the number of international schools increases globally. The number of international schools has more than doubled in recent years. With candidates and schools scattered throughout the world,…

Uncorrected refractive error and presbyopia among junior high school teachers in Jakarta, Indonesia.

PubMed

Ehrlich, Joshua R; Laoh, Alex; Kourgialis, Nick; Prasetyanti, Widya; Zakiyah, Rima; Faillace, Silvana; Friedman, David S

2013-12-01

To report on the frequency of observed refractive and accommodative errors among junior high school teachers in Jakarta, Indonesia, who participated in a Helen Keller International screening, refraction and spectacle distribution program. A total of 965 teachers from 19 schools were eligible for screening; those with uncorrected distance visual acuity (VA) ≤ 6/12-3 and teachers ≥ 35 years old with uncorrected end-point print size >Jaeger (J) 6 were referred. Autorefraction and subjective refraction were performed for teachers with confirmed decreased VA. Refractive error was considered present if sphere ≤-0.75 diopters (D), sphere ≥+0.25D or cylinder ≤-0.50 D resulted in ≥ 2 lines of improvement in VA. Presbyopia was considered present if an end-point print size >J6 improved by ≥ 1 optotype with the use of a lens ≥+1.00 D. Overall, 866 teachers were screened (89.7% of those eligible) with complete screening data available for 858 (99.0%), among whom 762 failed screening. Distance refraction data were available for 666 of 762 (87.4%) and near refraction data for 520 of 686 (75.8%) teachers who failed screening. Of those screened, 76.2 ± 9.0% of teachers had refractive and/or accommodative error and 57.1 ± 7.6% had uncorrected refractive and/or accommodative error. Overall and uncorrected distance refractive error affected 44.2 ± 3.7% and 36.0 ± 3.6%, respectively; overall and uncorrected presbyopia affected 66.4 ± 8.1% and 41.0 ± 6.6%, respectively. As defined in this program, refractive and accommodative errors were common among teachers in Jakarta.

Evaluation results of the GlobalWatershed GK-12 Fellowship Program - a model for increased science literacy and partnership

NASA Astrophysics Data System (ADS)

Mayer, A. S.; Vye, E.

2016-12-01

The Michigan Tech GlobalWatershed GK-12 Fellowship program bridges the gap between K-12 learning institutions and the scientific community with a focus on watershed research. Michigan Tech graduate students (fellows) work in tandem with teachers on the development of relevant hands-on, inquiry based lesson plans and activities based on their doctoral research projects in watershed science. By connecting students and teachers to state of the art academic research in watershed science, teachers are afforded a meaningful way in which to embed scientific research as a component of K-12 curricula, while mentoring fellows on the most pertinent and essential topics for lesson plan development. Fellows fulfill their vital responsibility of communicating their academic research to a broader public while fostering improved teaching and communication skills. A goal of the project is to increase science literacy among students so they may understand, communicate and participate in decisions made at local, regional, and global levels. The project largely works with schools located in Michigan's western Upper Peninsula but also partners with K-12 systems in Sonora, Mexico. While focusing on local and regional issues, the international element of the project helps expand student, teacher, and fellow worldviews and global awareness of watershed issues and creates meaningful partnerships. Lesson plans are available online and teacher workshops are held regularly to disseminate the wealth of information and resources available to the broader public. Evaluation results indicate that fellows' skill and confidence in their ability to communicate science increased as a results of their participation of the program, as well as their desire to communicate science in their future careers. Teachers' confidence in their capacity to present watershed science to their students increased, along with their understanding of how scientific research contributes to understanding of water-related issues. The GlobalWatershed GK-12 Fellowship program serves as a model for broadening scientific impacts among a wider public through shared communication and partnership.

A Collaboratively Supervised Teaching Internship: Implications for Future Supervision.

ERIC Educational Resources Information Center

Baker, Thomas E.

This paper describes the 5-year Austin Teacher Program (ATP) at Austin College with emphasis on the collaboratively supervised internship in the graduate year. Some results of a comprehensive survey of over 400 ATP graduates are discussed, as well as issues and needs in the supervision of interns, and implications for the future in the supervision…

An Internal Journey of the Heart: Building Community and an Empowerment Model of Graduate Education through Diversity.

ERIC Educational Resources Information Center

Whitfield, Patricia T.; Plumb, Robert

The concept of the learning community and the transition of both students and teachers to the teaching/learning relationship has become a focus of graduate programs at Heritage College (Toppenish, Washington). The mission of Heritage is to provide quality, accessible higher education to a multicultural population which has been educationally…

Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and Perspectives

ERIC Educational Resources Information Center

Hamilton-Jones, Bethany M.; Vail, Cynthia O.

2014-01-01

Inclusion of students with disabilities in general education classrooms and programs continues to be a focus in the international field of special education. In the USA where the history of inclusion is over three decades old, current special educator's professional standards clearly expect that certified special educators will enter the field…

Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and Perspectives

ERIC Educational Resources Information Center

Hamilton-Jones, Bethany; Vail, Cynthia O.

2013-01-01

Inclusion of students with disabilities in general education classrooms and programs continues to be a focus in the international field of special education. In the USA where the history of inclusion is over three decades old, current special educator's professional standards clearly expect that certified special educators will enter the field…

Finding Spirituality through Confrontation and Celebration of Asianness in the Classroom

ERIC Educational Resources Information Center

Hao, Richie Neil

2009-01-01

One September morning, the author woke as a teacher--an international teaching assistant (ITA), to be exact--at a California State University (Cal State). As a twenty-five-year-old teaching assistant, he had the opportunity to teach hybrid public speaking classes that were designed for the American Culture and Language Program (ACLP), which turned…

Think outside of Borders to Increase Learning within Your School

ERIC Educational Resources Information Center

Allen, Melissa

2009-01-01

As a school library media specialist in a public high school, the author seeks opportunities that will increase her knowledge base and skill level in order to positively influence the learning that takes place in her school. The author recently returned from such an opportunity when she participated in the Toyota International Teacher Program in…

Lessons Learned, Innovative Practices, and Emerging Trends: Technology for Teacher Education and Professional Development

ERIC Educational Resources Information Center

Donohue, Chip; Fox, Selena

2012-01-01

Since 1999, the authors have written numerous articles and books, given hundreds of presentations, served on national eLearning groups, and created new international online programs, all while paying careful attention to the trends, issues, and best practices in the effective use of technology tools and distance learning methods. In this article,…

A Case Study of Assessing an International Initiative on Curriculum Reform

ERIC Educational Resources Information Center

Reichman, Roxana G.

2014-01-01

The globalized world we live in has forced institutions of higher education and of teacher education to deal with different aspects of diversity. More and more institution have become involved in creating programs geared at promoting multiculturalism on campus, as well as in changing the curriculum in order to make it more relevant to students who…

Programs and Practices: Students' Historical Understandings in International Baccalaureate, Advanced Placement and Regular World History Courses

ERIC Educational Resources Information Center

Ryter, Di

2015-01-01

World history has become increasingly important and has often been a required course for high school students in the United States. This multi-case study provides examples and descriptions of students' demonstration of historical understandings. It also includes multiple perspectives and experiences of world history students and teachers, and…

Reading Bilingual Books: Students Learn English While Acquiring Knowledge about American Cultural Traditions and Places

ERIC Educational Resources Information Center

Ceprano, Maria Anne

2017-01-01

The International Professional Development Site (IPDS) program is an extension of an already well established consortium of 45 elementary schools serving the Department of Elementary Education and Reading (EER) at Buffalo State College. In general, teachers from these PDSs serve the department in mentoring childhood and early childhood majors…

Supporting Mathematics Teachers in the United States and Finland: Proceedings of a Workshop

ERIC Educational Resources Information Center

Beatty, Alexandra; Ferreras, Ana

2018-01-01

For the past 17 years, the U.S. National Commission on Mathematics Instruction (USNC/MI) has held workshops with mathematics educators from countries that typically perform well on international assessments and have a history of strong mathematics education programs, such as Japan, China, and South Korea. Finland is among this group. Even though…

76 FR 27156 - Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals; Teacher Exchange...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-10

... fluidity and synergy. The international teachers gain an in-depth understanding of U.S. schools... implementation at host universities and schools. International teachers in the U.S. for a semester audit two... 2013 to visit the home schools of selected international teacher alumni, to develop lesson plans on...

Internationally Educated Teachers and Student Teachers in Iceland: Two Qualitative Studies

ERIC Educational Resources Information Center

Ragnarsdottir, Hanna

2010-01-01

This article draws upon two qualitative studies with internationally educated teachers and teacher assistants in preschools in Iceland as well as ethnic minority student teachers at the Iceland University of Education. The common research question in both studies is whether the experiences of these teachers reveal barriers to integration within…

Perceptions and Practices of Multicultural Education among Ethiopian Secondary Teacher Education Program Officials, Teacher Educators and Prospective Teachers

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…

Intercultural Competence of English Language Teachers in International Baccalaureate World Schools in Turkey and Abroad

ERIC Educational Resources Information Center

Demircioglu, Serife; Çakir, Cemal

2015-01-01

The study explores the opinions and attitudes of International Baccalaureate Diploma Programme (IBDP) English language teachers from Turkey, the USA, the UK, New Zealand and Spain on intercultural language teaching. 16 teachers from Turkey, 15 teachers from the USA, 11 teachers from the UK, 10 teachers from New Zealand and 8 teachers from Spain,…

Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom

NASA Astrophysics Data System (ADS)

Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

2011-12-01

The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE is supported in countries around the world through bi-lateral agreements between U.S. Department of state and national governments.

Students' perceptions of the non-academic advantages and disadvantages of participation in Advanced Placement courses and International Baccalaureate programs.

PubMed

Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M

2009-01-01

In-depth interviews of students with qualitative analysis of the responses were used to explore perceptions of the non-academic advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, and differences between the AP and IB programs in those perceptions. Results revealed that benefits of participation, including pride in completing more challenging work, similarity and special bonds among participants, better treatment (more respect and responsibility) from teachers, better overall class atmosphere, and preference for AP and IB courses were consistent across schools and between programs. Also consistent were the disadvantages students reported, with marked differences in the intensity of disadvantages between the AP and IB programs. Specifically, as the amount of time students spent in homogeneously grouped settings increased, so did the workload, the intensity of the perceived social/emotional disadvantages of the workload, the perceived range of negative feelings between participants and non-participants, and the perceived negativity of participant strereotypes.

International Pre-Service Teachers' Practicum Experiences in the U.S.: Ethnographic Case Studies

ERIC Educational Resources Information Center

Kang, Jihea

2017-01-01

Many colleges around the world have been undergoing demographic shifts under the influence of globalization. The population of international students continues to grow dramatically. As such increasing number of international students has been enrolling U.S colleges. Teacher education is not an exception. However, international teacher candidates'…

An Analysis of the Selection and Training of Guiding Teachers in an Urban Teacher Education Program

ERIC Educational Resources Information Center

Lopez, Carmen Lizette

2012-01-01

In response to a growing trend towards alternative teacher education programs, this study aims to direct the focus on traditional teacher preparation programs. The purpose of this study is to analyze the processes of how classroom teachers are selected, trained, and supported as guiding teachers in one urban teacher education program. The…

Using Telescopic Observations to Mentor High School Students in STEM

NASA Astrophysics Data System (ADS)

McLin, Kevin M.; Cominsky, Lynn R.

2011-03-01

Over the past two summers (2009/2010) the NASA E/PO Group at Sonoma State University has sponsored local high school students in a summer science internship program at the University. The students, chosen from Sonoma County high schools in a competitive selection process, work in various STEM fields throughout the School of Science and Technology at SSU. The two interns sponsored by the E/PO Group each summer use GORT, the NASA/Fermi-sponsored robotic observatory operated by the Group, to monitor active galaxies. They are mentored in their projects by E/PO Group personnel and by SSU undergraduates who have experience with the telescope. The students learn about the sky, telescopes and the active galaxies they observe. They also learn how to make telescopic observations and how to reduce the CCD images obtained. Interns also participate in weekly meetings with other interns working on different projects around campus. At the end of the summer all the interns present their research results at a symposium held on campus.The symposium is attended by the interns themselves, their parents and sponsoring high school science teachers, and university faculty and administrators.The program has had a positive impact on how our interns view science, as reported by themselves, and specifically on their view of astronomy, in the first year of the program.

The GLOBE Program: Partnerships in Action

NASA Astrophysics Data System (ADS)

Henderson, S.; Kennedy, T.; Lemone, M.; Blurton, C.

2004-12-01

The GLOBE Program is a worldwide science and education partnership endeavor designed to increase scientific understanding of Earth as a system, support improved student achievement in science and math, and enhance environmental awareness through inquiry-based learning activities. GLOBE began on the premise that teachers and their students would partner with scientists to collect and analyze environmental data using specific protocols in five study areas - atmosphere, soils, hydrology, land cover, and phenology. As the GLOBE network grew, additional partnerships flourished making GLOBE an unprecedented collaboration of individuals worldwide - primary, secondary, and tertiary students, teachers and teacher educators, scientists, government officials, and others - to improve K-12 education. Since its inception in 1994, more than one million students in over 14,000 schools around the world have taken part in The GLOBE Program. The GLOBE Web site (http://www.globe.gov) is the repository for over 11 million student-collected data measurements easily accessible to students and scientists worldwide. Utilizing the advantages of the Internet for information sharing and communication, GLOBE has created an international community. GLOBE enriches students by giving them the knowledge and skills that they will need to become informed citizens and responsible decision-makers in an increasingly complex world. Understanding that all members of a community must support change if it is to be sustainable, GLOBE actively encourages the development of GLOBE Learning Communities (GLCs) which are designed to get diverse stakeholder groups involved in a local or regional environmental issue. Central to the GLC is the engagement of local schools. GLCs go beyond individual teachers implementing GLOBE in the isolation of their classrooms. Instead, the GLC brings multiple teachers and grade levels together to examine environmental issues encouraging the participation of a broad range of community members who share a common commitment to supporting teachers and students in the implementation of GLOBE for the benefit of their community. A GLC might begin as a GLOBE Partner based at a university works with teachers and students from primary and secondary schools in the local school district, and then branches out to include parents, youth clubs, scientists, senior citizens, other colleges and universities, daycare centers, museums, businesses, government agencies and more. In the past decade, as the variety and diversity of partnerships within the GLOBE Program expanded, lessons have been learned that may be of use to other programs intent on implementing partnership programs to sustain systemic changes in K-12 Earth Science Education. This presentation will chronicle the GLOBE journey including results of annual program evaluations.

Ground Truth Studies - A hands-on environmental science program for students, grades K-12

NASA Technical Reports Server (NTRS)

Katzenberger, John; Chappell, Charles R.

1992-01-01

The paper discusses the background and the objectives of the Ground Truth Studies (GTSs), an activity-based teaching program which integrates local environmental studies with global change topics, utilizing remotely sensed earth imagery. Special attention is given to the five key concepts around which the GTS programs are organized, the pilot program, the initial pilot study evaluation, and the GTS Handbook. The GTS Handbook contains a primer on global change and remote sensing, aerial and satellite images, student activities, glossary, and an appendix of reference material. Also described is a K-12 teacher training model. International participation in the program is to be initiated during the 1992-1993 school year.

Induction Programs for the Support and Development of Beginning Teachers of Science. National Science Teachers Association Position Statement

ERIC Educational Resources Information Center

National Science Teachers Association (NJ1), 2007

2007-01-01

The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…

Factors Influencing Retention of Gen Y and Non-Gen Y Teachers Working at International Schools in Asia

ERIC Educational Resources Information Center

Fong, Hoi Wah Benny

2018-01-01

Quantitative studies on international-school teacher retention are few, especially studies that differentiate between Gen Y and non-Gen Y teachers. This article reports on the findings of a study that examined the relationship of job satisfaction factors to the likelihood of contract renewal by international-school teachers. Results from the study…

Teachers' participation in research programs improves their students' achievement in science.

PubMed

Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D

2009-10-16

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

Climate Literacy Through Student-Teacher-Scientist Research Partnerships

NASA Astrophysics Data System (ADS)

Niepold, F.; Brooks, D.; Lefer, B.; Linsley, A.; Duckenfield, K.

2006-12-01

Expanding on the GLOBE Program's Atmosphere and Aerosol investigations, high school students can conduct Earth System scientific research that promotes scientific literacy in both content and the science process. Through the use of Student-Teacher-Scientist partnerships, Earth system scientific investigations can be conducted that serve the needs of the classroom as well as participating scientific investigators. During the proof-of-concept phase of this partnership model, teachers and their students developed science plans, through consultation with scientists, and began collecting atmospheric and aerosol data in support of the Gulf of Mexico Atmospheric Composition and Climate Study (GoMACCS) campaign in Houston Texas. This effort uses some pre-existing GLOBE materials, but draws on a variety of other resources to tailor the teacher development activities and intended student participation in a way that addresses local and regional problems. Students and teachers have learned about best practices in scientific inquiry and they also helped to expand the pipeline of potential future scientists and researchers for industry, academia, and government. This work began with a Student-Teacher-Scientist partnership started in 2002 during a GLOBE Aerosol Protocol Cross- Ground Validation of AERONET with MODIS Satellite Aerosol Measurements. Several other GLOBE schools, both national and international, have contributed to this research. The current project support of the intensive GoMACCS air quality and atmospheric dynamics field campaign during September and October of 2006. This model will be evaluated for wider use in other project-focused partnerships led by NOAA's Climate Program Office.

UNESCO active learning approach in optics and photonics leads to significant change in Morocco

NASA Astrophysics Data System (ADS)

Berrada, K.; Channa, R.; Outzourhit, A.; Azizan, M.; Oueriagli, A.

2014-07-01

There are many difficulties in teaching science and technology in developing countries. Several different teaching strategies have to be applied in these cases. More specifically, for developing countries competencies in teaching science in the introductory classroom has attracted much attention. As a specific example we will consider the Moroccan system. In most developing countries everything is moving so slowly that the progress stays static for development. Also, any change needs time, effort and engagement. In our case we discovered that many teachers feel uncomfortable when introducing new teaching methods and evaluation in classes at introductory physics. However, the introduction of an Active Learning in our curricula showed difficulties that students have in understanding physics and especially concepts. Students were interested in having Active Learning courses much more than passive and traditional ones. Changing believes on physical phenomena and reality of the world students become more attractive and their way of thinking Science changed. The main philosophy of fostering modern hands-on learning techniques -adapted to local needs and availability of teaching resources- is elaborated. The Active Learning program provides the teachers with a conceptual evaluation instrument, drawn from relevant physics education research, giving teachers an important tool to measure student learning. We will try to describe the UNESCO Chair project in physics created in 2010 at Cadi Ayyad University since our first experience with UNESCO ALOP program. Many efforts have been done so far and the project helps now to develop more national and international collaborations between universities and Regional Academies of Education and Training. As a new result of these actions and according to our local needs, the translation of the ALOP program into Arabic is now available under the auspice of UNESCO and encouragement of international partners SPIE, ICTP, ICO and OSA.

A Study of Burnout in International and Country of Origin Teachers

NASA Astrophysics Data System (ADS)

Coulter, Mary Ann; Abney, Paul C.

2009-01-01

The study examined the extent to which burnout levels of teachers working in international schools differed from the burnout level of teachers working in their country of origin. All participants of the study were Canadian citizens who were educated in Canada, held Ontario College of Teachers certification and were teaching credit courses in high schools offering the Ontario curriculum under the auspice of the Ontario Ministry of Education. All teachers completed the Burnout Test Form 1 - Revised (Jerabeck, Burnout Test Form 1 - Revised, 2001) online. The study found that international teachers had a statistically lower level of burnout than teachers working in their country of origin.

Creating Successful Scientist-Teacher-Student Collaborations: Examples From the GLOBE Program

NASA Astrophysics Data System (ADS)

Geary, E.; Wright, E.; Yule, S.; Randolph, G.; Larsen, J.; Smith, D.

2007-12-01

Actively engaging students in research on the environment at local, regional, and globe scales is a primary objective of the GLOBE (Global Learning and Observations to Benefit the Environment) Program. During the past 18 months, GLOBE, an international education and science program in 109 countries and tens of thousands of schools worldwide, has been working with four NSF-funded Earth System Science Projects to involve K-12 students, teachers, and scientists in collaborative research investigations of Seasons and Biomes, the Carbon Cycle, Local and Extreme Environments, and Watersheds. This talk will discuss progress to date in each of these investigation areas and highlight successes and challenges in creating effective partnerships between diverse scientific and educational stakeholders. More specifically we will discuss lessons learned in the following areas: (a) mutual goal and responsibility setting, (b) resource allocation, (c) development of adaptable learning activities, tools, and services, (d) creation of scientist and school networks, and (e) development of evaluation metrics, all in support of student research.

"You Are Learning Well My Dear": Shifts in Novice Teachers' Talk about Teaching during Their Internship

ERIC Educational Resources Information Center

Bieda, Kristen N.; Sela, Hagit; Chazan, Daniel

2015-01-01

Against the backdrop of mentor teachers' reasoning about practice, we seek to understand shifts in intern teachers' reasoning about practice during a year in which they take their final methods course in the fall and then do intern teaching in the spring. The data we analyze consist of intern and mentor teacher study group discussions of repeated…

A Field-Based Curriculum Model for Earth Science Teacher-Preparation Programs.

ERIC Educational Resources Information Center

Dubois, David D.

1979-01-01

This study proposed a model set of cognitive-behavioral objectives for field-based teacher education programs for earth science teachers. It describes field experience integration into teacher education programs. The model is also applicable for evaluation of earth science teacher education programs. (RE)

Becoming "Black Lambs" Not "Parrots": A Poststructuralist Orientation to Intelligibility and Identity

ERIC Educational Resources Information Center

Golombek, Paula; Jordan, Stefanie Rehn

2005-01-01

How do international speakers of English assert their identities as legitimate teachers of English given the privileged position of the native speaker? To answer this question, we present case studies of two students from Taiwan in their first year of study in a 2-year master of arts in TESOL (MATESOL) program. The data included interviews after…

Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Executive Summary. NCEE 2016-4009

ERIC Educational Resources Information Center

Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.

2016-01-01

Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment's…

Using Telescopic Observations to Mentor High School Students in STEM

NASA Astrophysics Data System (ADS)

McLin, K. M.; Cominsky, L. R.

2011-09-01

Over the past two summers (2009 and 2010) the NASA EPO Group at Sonoma State University (SSU) has sponsored local high school students in a summer science internship program at the University. The students, chosen from Sonoma County high schools in a competitive selection process, work in various science, technology, engineering, and mathematics (STEM) fields throughout the School of Science and Technology at SSU. The two interns sponsored by the EPO Group each summer monitor active galaxies using GORT, the NASA/Fermi-sponsored optical robotic telescope operated by the Group. They are mentored in their projects by EPO Group personnel and by SSU undergraduates who have experience with the telescope. The students learn about the sky, telescopes and the active galaxies they observe. They also learn how to make telescopic observations and how to reduce the CCD images obtained. Interns also participate in weekly meetings with other interns working on different projects around campus. At the end of the summer all the interns present their research results at a symposium held on campus.The symposium is attended by the interns themselves, their parents, their high school science teachers, and university faculty and administrators.The program has had a positive impact on how our interns view science, and specifically on their view of astronomy, as reported by the interns themselves in the first two years of the program.

Japan Fulbright Memorial Fund Program Opens New Avenues for Effective Technology Integration into Education

NASA Astrophysics Data System (ADS)

Paoletti, Franco; Carlucci, Lisa Marie

2006-04-01

Technology is increasingly playing a major role in today's education often integrated into instruction to become one of the teacher's most effective and often indispensable tools used in the classroom. It can be said that the use of technology at the beginning of this new millennium is affecting the instructional process and it is changing some of its basic connotations. The presented work analyzes the impact of various technologies on education emphasizing the advantages provided by a successful integration, the obstacles encountered along the way, and the methodologies currently used in the process. ``Educational exchange can turn nations into people, contributing as no other form of communication can to the humanizing of international relations'' (Senator J.M. Fulbright). Technology of this modern era is providing the indispensable tool to achieve this superior level of communication overcoming historical, cultural, and language barriers. In the context of the Japan Fulbright Memorial Fund (JFMF) Teacher Program, we analyze the impact of technology on educational cross-cultural exchanges to raise awareness and interest of the scientific/educational community on the need of establishing stronger international relations promoting world peace and global prosperity.

INSPIRE: Initiating New Science Partnerships in Rural Education

NASA Astrophysics Data System (ADS)

Pierce, Donna M.; McNeal, K. S.; Bruce, L. M.; Harpole, S. H.; Schmitz, D. W.

2010-10-01

INSPIRE, Initiating New Science Partnerships in Rural Education, is a partnership between Mississippi State University and three school districts in Mississippi's Golden Triangle (Starkville, Columbus, West Point). This program recruits ten graduate fellows each year from geosciences, physics, astronomy, and engineering and pairs them with a participating middle school or high school teacher. The graduate fellows provide technology-supported inquiry-based learning in the earth and space sciences by incorporating their research into classroom instruction and using multiple resources such as Google Earth, geographic information systems (GIS), Celestia, and others. In addition to strengthening the communication skills of the graduate fellows, INSPIRE will increase the content knowledge of participating teachers, provide high-quality instruction using multiple technologies, promote higher education to area high-school students, and provide fellows and teachers with international research experience through our partners in Australia, The Bahamas, England, and Poland. INSPIRE is funded by the Graduate STEM Fellows in K-12 Education Program (GK-12; Award No. DGE-0947419), which is part of the Division for Graduate Education of the National Science Foundation.

The Relationship between Perceived Organizational Support and Teachers' Organizational Commitment

ERIC Educational Resources Information Center

Nayir, Funda

2012-01-01

Problem Statement: It can be said that one of the key factors ensuring teachers adaptation to developments is teachers' level of commitment to their schools. In this commitment, the teacher is expected to internalize the organizational objectives. The teacher's perception of organizational support is important for him to internalize the…

New Teacher Induction: A Program Evaluation

ERIC Educational Resources Information Center

Hunter, J. Warren

2016-01-01

The purpose of this qualitative program evaluation was to examine the impact a two-year new teacher induction program had on teachers' feelings of support, satisfaction, and self-efficacy. The program purports that higher feelings of support, satisfaction, and self-efficacy in teachers will lead to lower teacher attrition. In turn, research shows…

[Collected Papers on International Aspects of Teacher Education and Technology.

ERIC Educational Resources Information Center

Willis, Dee Anna, Ed.

This document contains the following papers on international issues in technology and teacher education: "Developing and Researching the International Dimension in Teacher Education and Technology: A SITE Invited Panel" (Niki Davis, Therese Laferriere, Bridget Somekh, Wim Veen, and Jerry Willis); "Integrating ICT into the…

Effect Evaluation of a Web-Based Coaching Intervention to Support Implementation of Sex Education Among Secondary School Teachers: Randomized Controlled Trial.

PubMed

Schutte, Lisette; Mevissen, Fraukje E F; Meijer, Suzanne; Paulussen, Theo; van Empelen, Pepijn; Kok, Gerjo

2018-06-18

The quality of implementation is important to ensure the effectiveness of behavioral change interventions in practice. Implementing such programs with completeness and adherence is not an automatic process and may require additional support. In school settings, the support teachers receive during implementation is often limited and appears to fall short when attempting to preserve completeness and adherence in program delivery. With the aim to improve completeness and adherence of teachers' delivery of a sexual health promoting intervention ("Long Live Love" [LLL]) in secondary education, a Web-based e-coach was developed ("lesgevenindeliefde.nl"or"teachinglove.nl"). The effectiveness of the e-coach, as part of a broader implementation strategy, in influencing teachers' implementation was evaluated. This study aimed to report on the effect evaluation to determine the effect of the Web-based e-coach on teacher implementation of a school-based sex education program called LLL and on its determinants. A cluster randomized controlled trial (e-coaching vs waiting list control) was conducted with a baseline assessment (T0) and follow-up (T1) 2 weeks after completing the LLL program. A total of 43 schools with 83 teachers participated in the study. In the follow-up, 38 schools participated, 23 in the e-coaching condition with 41 teachers and 15 in the control condition with 26 teachers. Multilevel regression analysis was used to evaluate the effect of the e-coaching website on implementation behavior, namely, completeness and adherence to LLL implementation, and on its determinants. The e-coaching intervention was not found to have an effect on teachers' implementation behavior; teachers assigned to the experimental e-coaching website did not score higher on completeness (P=.60) or adherence (P=.67) as compared with teachers in the control condition. When comparing the 30 teachers who made actual use of the e-coaching website with the 37 teachers who did not, no significant differences were found either (P≥.54). In addition, there was no effect of e-coaching on the determinants of teacher implementation behavior (t 67-75 ≤0.69; P≥.22). E-coaching was not found to be effective in enhancing completeness of and adherence to LLL by teachers. The lack of effect may be attributed to the intervention content, the limited use, or the study design itself. The e-coaching intervention may not have adequately addressed adherence and completeness of LLL to bring about behavioral change. Furthermore, the e-coaching intervention was not or insufficiently used by teachers. A possible biased sample of motivated, able teachers may have agreed to participate in the study, and a possible "ceiling effect" may have been present because of the high implementation grade. This, however, does not imply that Web-based coaching in itself is an ineffective strategy to promote adherence and completeness of program implementation. A process evaluation is required as follow-up. International Standard Randomised Controlled Trial Number ISRCTN11754581; http://www.isrctn.com/ISRCTN11754581 (Archived by WebCite at http://www.webcitation.org/70C5TUOOh). ©Lisette Schutte, Fraukje E.F. Mevissen, Suzanne Meijer, Theo Paulussen, Pepijn van Empelen, Gerjo Kok. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 18.06.2018.

Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study.

PubMed

Magalhães, Paula; Mourão, Rosa; Pereira, Raquel; Azevedo, Raquel; Pereira, Almerinda; Lopes, Madalena; Rosário, Pedro

2018-01-01

Hospitalization, despite its duration, is likely to result in emotional, social, and academic costs to school-age children and adolescents. Developing adequate psychoeducational activities and assuring inpatients' own class teachers' collaboration, allows for the enhancement of their personal and emotional competences and the maintenance of a connection with school and academic life. These educational programs have been mainly designed for patients with long stays and/or chronic conditions, in the format of Hospital Schools, and typically in pediatric Hospitals. However, the negative effects of hospitalization can be felt in internments of any duration, and children hospitalized in smaller regional hospitals should have access to actions to maintain the connection with their daily life. Thus, this investigation aims to present a psychoeducational intervention program theoretically grounded within the self-regulated learning (SRL) framework, implemented along 1 year in a pediatric ward of a regional hospital to all its school-aged inpatients, regardless of the duration of their stay. The program counts with two facets: the psychoeducational accompaniment and the linkage to school. All the 798 school-aged inpatients ( M age = 11.7; SD age = 3.71; M hospital stay = 4 days) participated in pedagogical, leisure nature, and SRL activities designed to train transversal skills (e.g., goal-setting). Moreover, inpatients completed assigned study tasks resulting from the linkage between the students' own class teachers and the hospital teacher. The experiences reported by parents/caregivers and class teachers of the inpatients enrolling in the intervention allowed the researchers to reflect on the potential advantages of implementing a psychoeducational intervention to hospitalized children and adolescents that is: individually tailored, focused on leisure playful theoretically grounded activities that allow learning to naturally occur, and designed to facilitate school re-entry after hospital discharge. Parents/caregivers highlighted that the program helped in the preparation for surgery and facilitated the hospitalization process, aided in the distraction from the health condition, promoted SRL competences, and facilitated the communication and linkage with school life. Class teachers emphasized the relevance of the program, particularly in the liaison between hospital and school, in the academic and psycho-emotional and leisure-educational support provided, and in smoothing the school re-entry.

Experiences During a Psychoeducational Intervention Program Run in a Pediatric Ward: A Qualitative Study

PubMed Central

Magalhães, Paula; Mourão, Rosa; Pereira, Raquel; Azevedo, Raquel; Pereira, Almerinda; Lopes, Madalena; Rosário, Pedro

2018-01-01

Hospitalization, despite its duration, is likely to result in emotional, social, and academic costs to school-age children and adolescents. Developing adequate psychoeducational activities and assuring inpatients' own class teachers' collaboration, allows for the enhancement of their personal and emotional competences and the maintenance of a connection with school and academic life. These educational programs have been mainly designed for patients with long stays and/or chronic conditions, in the format of Hospital Schools, and typically in pediatric Hospitals. However, the negative effects of hospitalization can be felt in internments of any duration, and children hospitalized in smaller regional hospitals should have access to actions to maintain the connection with their daily life. Thus, this investigation aims to present a psychoeducational intervention program theoretically grounded within the self-regulated learning (SRL) framework, implemented along 1 year in a pediatric ward of a regional hospital to all its school-aged inpatients, regardless of the duration of their stay. The program counts with two facets: the psychoeducational accompaniment and the linkage to school. All the 798 school-aged inpatients (Mage = 11.7; SDage = 3.71; Mhospital stay = 4 days) participated in pedagogical, leisure nature, and SRL activities designed to train transversal skills (e.g., goal-setting). Moreover, inpatients completed assigned study tasks resulting from the linkage between the students' own class teachers and the hospital teacher. The experiences reported by parents/caregivers and class teachers of the inpatients enrolling in the intervention allowed the researchers to reflect on the potential advantages of implementing a psychoeducational intervention to hospitalized children and adolescents that is: individually tailored, focused on leisure playful theoretically grounded activities that allow learning to naturally occur, and designed to facilitate school re-entry after hospital discharge. Parents/caregivers highlighted that the program helped in the preparation for surgery and facilitated the hospitalization process, aided in the distraction from the health condition, promoted SRL competences, and facilitated the communication and linkage with school life. Class teachers emphasized the relevance of the program, particularly in the liaison between hospital and school, in the academic and psycho-emotional and leisure-educational support provided, and in smoothing the school re-entry. PMID:29765935

Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong

ERIC Educational Resources Information Center

Lai, Chun; Gu, Mingyue; Hu, Jingjing

2015-01-01

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools…

Long-term outcome of a randomized controlled universal prevention trial through a positive parenting program: is it worth the effort?

PubMed

Hahlweg, Kurt; Heinrichs, Nina; Kuschel, Annett; Bertram, Heike; Naumann, Sebastian

2010-05-16

Approximately 20% of children experience internalizing or externalizing DSM-IV-TR disorders. This prevalence rate cannot be reduced through treatment only. Effective preventive interventions are therefore urgently needed. The aim of the current investigation is to evaluate the two-year efficacy of the group Triple P parenting program administered universally for the prevention of child behavior problems. Based on their respective preschool, N = 280 families were randomly assigned either to the parent training or to the control group. The efficacy was analyzed using multi-source assessments, including questionnaires by mother and father, behavioral observation of mother-child interaction, and teacher evaluations. At the 2-year follow-up, both parents in the Triple P intervention reported significant reductions in dysfunctional parenting behavior, and mothers also an increase in positive parenting behavior. In addition, mothers reported significant reductions in internalizing and externalizing child behavior. Single-parent mothers in the Triple P intervention did not report significant changes in parenting or child problem behavior which is primarily due to inexplicable high positive effects in single parent mothers of the control group. Neither mother-child interactions nor teacher ratings yielded significant results. The results support the long-term efficacy of the Triple P - group program as a universal prevention intervention for changing parenting behavior in two-parent households, but not necessarily in single-parent mothers.

Scientists Like Me: Faces of Discovery

NASA Astrophysics Data System (ADS)

Enevoldsen, A. A. G.; Culp, S.; Trinh, A.

2010-08-01

During the International Year of Astronomy, Pacific Science Center is hosting a photography exhibit: Scientists Like Me: Faces of Discovery. The exhibit contains photographs of real, current astronomers and scientists working in astronomy and aerospace-related fields from many races, genders, cultural affiliations and walks of life. The photographs were taken and posters designed by Alyssa Trinh and Sarah Culp, high school interns in Discovery Corps, Pacific Science Center's youth development program. The direct contact between the scientists and the interns helps the intended audience of teachers and families personally connect with scientists. The finished posters from this exhibit are available online (http://pacificsciencecenter.org/scientists) for teachers to use in their classrooms, in addition to being displayed at Pacific Science Center and becoming part of Pacific Science Center's permanent art rotation. The objective of this project was to fill a need for representative photographs of scientists in the world community. It also met two of the goals of International Year of Astronomy: to provide a modern image of science and scientists, and to improve the gender-balanced representation of scientists at all levels and promote greater involvement by all people in scientific and engineering careers. We would like to build on the success of this project and create an annual summer internship, with different interns, focusing on creating posters for different fields of science.

[Internalizing symptoms in depressive adolescents - manifestations and methods of identification in schools].

PubMed

Gander, Manuela; Buchheim, Anna

2013-01-01

In order to improve teacher-training programs it is important to analyze the different manifestations of depressive symptoms in adolescent students. This study examined the severity and frequency of internalizing symptoms in adolescents with depressive symptoms and the relationship thereof to an increased risk of suicide. 403 students (212 girls and 191 boys) at Austrian secondary schools aged between 16 and 18 years completed the Reynolds Adolescent Depression Scale-2, the Youth Self-Report, and the Suicide Probability Scale. 35 %, and thus more than one third, of the students with depressive symptoms showed high scores on the internalizing scale while being in the normal range on the externalizing scale. Using regression analysis we found that adolescents with internalizing problems show higher levels of physical complaints, anxiety, and depression. Furthermore, attention problems and thought problems are predictors of depression. In addition to depression, anxiety and thought problems, social problems, and aggressive behavior are predictive of a higher suicide risk. These results are discussed with respect to existing studies concerning how to recognize behavioral problems in school. The integration of these results into teachers' education and training serves to raise their awareness of depressive students with internalizing problems and thus helps them when taking appropriate steps to facilitate treatment.

Domestic and International Service Learning Experiences: A Comparative Study of Pre-Service Teacher Outcomes

ERIC Educational Resources Information Center

Miller, Kari Knutson; Gonzalez, Amber M.

2010-01-01

This paper examines pre-service teacher outcomes associated with service learning in domestic and international settings. Participants included upper-division, undergraduate-level pre-service teachers who participated in service learning experiences in either local, domestic settings (Orange County, CA) or international settings (Shanghai and…

An Investigation into Teacher Turnover in International Schools

ERIC Educational Resources Information Center

Odland, Glenn; Ruzicka, Mary

2009-01-01

This study explored expatriate teacher turnover in international schools. Two hundred and eighty-one international teachers completed a questionnaire identifying which variables influenced their decision to leave at the end of their first contract. Using both quantitative and qualitative data, this study revealed that three causal factors were…

Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

ERIC Educational Resources Information Center

Dalal, Medha; Archambault, Leanna; Shelton, Catharyn

2017-01-01

This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge…

Development and evaluation of a school-based asthma educational program.

PubMed

Al Aloola, Noha Abdullah; Saba, Maya; Nissen, Lisa; Alewairdhi, Huda Abdullaziz; Alaloola, Alhnouf; Saini, Bandana

2017-05-01

To develop, implement, and evaluate the effects of a school-based asthma educational program on Saudi primary school teachers' asthma awareness and competence in delivering asthma-related first aid interventions. An asthma educational intervention program entitled "School Asthma Action Program" (SAAP) was designed based on pedagogical principles and implemented among teachers randomly selected from girls' primary schools in Riyadh, Saudi Arabia. This pilot study employed a pre-test/post-test experimental design. A previously tested asthma awareness questionnaire and a custom-designed asthma competence score sheet were used to evaluate the effects of the educational intervention program on teacher's asthma awareness and competence in providing asthma-related first aid interventions at schools. Forty-seven teachers from five different primary schools participated in the program. Of the 47 teachers, 39 completed both the pre- and post-program questionnaires. The SAAP improved teachers' awareness of asthma (teachers' median pre-program score was 11 (range 5-18) and their post-program score was 15 (range 7-18), p < 0.001) and their attitudes toward asthma management at schools (teachers' median pre-program score was 74 (range 15-75) and their post-program score was 75 (range 15-75), p = 0.043). Further, it improved teachers' competence in providing asthma-related first aid interventions (teachers' mean pre-program score was 1.4 ± 2.3 and their mean post-program score was 9.8 ± 0.5, p < 0.001). After completing the SAAP, a high proportion of teachers reported increased confidence in providing care to children with asthma at school. School-based asthma educational programs can significantly improve teachers' knowledge of asthma and their competence in providing asthma-related first aid interventions during emergencies.

Status Report on the Virginia Beginning Teacher Assistance Program.

ERIC Educational Resources Information Center

Caldwell, Michael

This report presents a description of the Virgina Beginning Teacher Assistance Program (BTAP), its background and rationale, development, major program assumptions, and major program activities. The Virginia BTAP has three major components: teacher assessment, teacher assistance, and program management. The development and implementation of each…

The Induction Program--Teachers' Experience after Five Years of Practice

ERIC Educational Resources Information Center

Eisenschmidt, Eve; Oder, Tuuli; Reiska, Epp

2013-01-01

The induction program to provide support for novice teachers was introduced into teacher education in Estonia in 2004. The teachers who participated in the first program have now been working for several years. To evaluate the effectiveness of induction activities, we explored how mentoring and an induction program influence teachers' opinions…

Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

ERIC Educational Resources Information Center

Ensign, Jacque

2009-01-01

This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

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

ERIC Educational Resources Information Center

Gholami, Javad; Qurbanzada, Isa

2016-01-01

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

Multiple Teacher Training Programs: Information on Budgets, Services, and Target Groups. Fact Sheet for the Chairman, Budget Committee, House of Representatives.

ERIC Educational Resources Information Center

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

This study examined the total number of federally funded teacher training programs (excluding student loans and grants that could be used for teacher training), the budget obligations for teacher training programs, the number of teachers trained by these programs, and differences in services across the programs. The study found that in fiscal year…

Are Elementary Teacher Education Programs the Real Problem of Unqualified Teachers?

ERIC Educational Resources Information Center

Weitman, Catheryn J.; Colbert, Ronald P.

This paper describes 10 factors that impact misguided perceptions of teacher preparation and teacher quality, especially elementary teachers prepared in highly-structured, university-based teacher preparation programs: (1) the offshoot of P-12 preparation, prior to attending postsecondary programs; (2) alignment of certification tests to state…

Short-Term International Experiences and Teacher Language Awareness

ERIC Educational Resources Information Center

Harbon, Lesley

2007-01-01

This research study had as its focus the impact of a short-term international experience on teacher language awareness (TLA). In-country intensive immersion experiences were considered beneficial for language teacher professional development. This project examined the Australian teachers' perceptions of their teaching and home-stay experiences…

Global projects and Astronomy awareness activities in Nepal

NASA Astrophysics Data System (ADS)

Gautam, Suman

2015-08-01

Modern astronomy is a crowning achievement of human civilization which inspires teenagers to choose career in science and technology and is a stable of adult education. It is a unique and cost effective tool for furthering sustainable global development because of its technological, scientific and cultural dimensions which allow us to reach with the large portion of the community interact with children and inspire with our wonderful cosmos.Using astronomy to stimulate quality and inspiring education for disadvantaged children is an important goal of Nepal Astronomical Society (NASO) since its inception. NASO is carrying out various awareness activities on its own and in collaboration with national and international organizations like Central Department of Physics Tribhuvan University (TU), International astronomical Union (IAU), Department of Physics Prithvi Narayan Campus Pokhara, Nepal academy of science and technology (NAST), Global Hands on Universe (GHOU), EU- UNAWE and Pokhara Astronomical Society (PAS) to disseminate those activities for the school children and teachers in Nepal. Our experiences working with kids, students, teachers and public in the field of universe Awareness Activities for the school children to minimize the abstruse concept of astronomy through some practical approach and the project like Astronomy for the visually impaired students, Galileo Teacher Training program and International School for young astronomers (ISYA) outskirts will be explained which is believed to play vital role in promoting astronomy and space science activities in Nepal.

Teacher Development Program: A Vehicle for Assisting Pre-Service Teachers

ERIC Educational Resources Information Center

Wood, Frances B.

2010-01-01

In 1990 the Teacher Development Program was created by the Office of Professional Field Experiences at Southeastern Louisiana University to better the quality and improve the success rate of teacher candidates and student teachers. The fundamental principle behind the program was to provide assistance for pre-service teachers who need immediate…

Impact of Teacher Preparation upon Teacher Efficacy

ERIC Educational Resources Information Center

Redmon, Robert J.

2007-01-01

A cohort of students in a teacher preparation program completed questionnaires measuring their feelings of teacher self efficacy at three points in the program. Results suggest that pre-service teachers' feelings of self efficacy do improve as a result of their participation in such programs. (Contains 1 figure and 1 table. Teacher Efficacy…

Deep Learning: Enriching Teacher Training through Mobile Technology and International Collaboration

ERIC Educational Resources Information Center

Naylor, Amanda; Gibbs, Janet

2018-01-01

This article presents results from an international collaboration between college students and pre-service teachers in Norway and the UK. This research is part of a large, international project exploring and developing the interrelationship between mobile technology and teachers' perceptions of teaching and learning. Data was collected for this…

Challenges of Internationally Educated Teachers in the U.S. Public School System

ERIC Educational Resources Information Center

Lee, JeeHae Helen

2015-01-01

A phenomenological research study was conducted to discover some of the challenges that internationally educated teachers face in the U.S. public school system. Interviews, in conjunction withbridling journal entries, were conducted with three internationally educated teachers who had experience teaching in the U.S. public school system, and…

The Galileoscope: From IYA 2009 to IYL 2015 & Beyond

NASA Astrophysics Data System (ADS)

Tresch Fienberg, Richard; Arion, Douglas N.; Pompea, Stephen M.; Sparks, Robert T.

2015-08-01

The Galileoscope (http://galileoscope.org) was originally developed as a cornerstone project of the International Year of Astronomy 2009 to solve a long-standing problem: the lack of an optically excellent but inexpensive telescope kit suitable for both optics education and celestial observation. Launched during the global economic crisis of 2008-09, the Galileoscope had a difficult birth. Over the last seven years the project has suffered through funding shortages, trademark disputes, legal challenges, and the dissolution of our manufacturing partner’s business. Nevertheless, it has survived ― even thrived!Remarkably for an effort funded and managed by volunteers, more than 235,000 Galileoscopes have been distributed to teachers, students, and astronomy enthusiasts in more than 100 countries to date. Nearly 35,000 have been distributed through our Telescopes4Teachers program, through which individual and institutional donors contributed kits at little or no cost to classroom teachers. We continue to seek sponsors to underwrite the distribution of large numbers of Galileoscopes and tripods to schools and to sponsor workshops for educators.The Galileoscope has been designated part of the International Year of Light’s “Cosmic Light” cornerstone project (http://www.light2015.org/Home/CosmicLight.html), coordinated by the International Astronomical Union. Emphasizing both optics and astronomy, the Galileoscope supports three of IYL 2015’s main themes: Science of Light, Light Technology, and Light in Nature. As students assemble the kit, they explore fundamental optical concepts such as how lenses form images. Then, with their completed 50-mm (2-inch) diameter, 25- to 50-power achromatic refractor — which attaches to any standard photo tripod — they enjoy crisp views of the same celestial objects that Galileo himself observed. The kit is augmented with free, standards-based optics-education and observing activities, many of them adapted from the US National Optical Astronomy Observatory’s Hands-On Optics program. These well-tested activities can be used by classroom and after-school teachers as well as informal educators to provide a rigorous approach to teaching science and the process of science.

Examining a Program Designed to Improve Supervisory Knowledge and Practices of Cooperating Teachers

ERIC Educational Resources Information Center

Erbilgin, Evrim

2014-01-01

This article reports on how a program based on educative supervision supported the supervisory knowledge and practices of three cooperating teachers. The program was planned as a kind of practicum: the cooperating teachers participated in the program while working with a student teacher. The program included activities where the cooperating…

Modeling Teacher Professional Development Through a Telescope Making Workshop

NASA Astrophysics Data System (ADS)

Meredith, J. T.; Schleigh, S. P.; Lee, T. D.

2010-08-01

The International Year of Astronomy (IYA2009) provides a springboard to develop innovative enduring educational programming directed toward astronomy education. We examine current professional development models focusing on astronomy and discuss the need for improvement. We propose a professional development design that follows the medical field philosophy using a low cost telescope making workshop as a vehicle to test and modify the model. The workshop promotes teacher content knowledge, pedagogical content knowledge and develops skills and confidence in an inquiry, integrative lesson. This model can be shared with professional development leaders, coordinators and teachers in any topic or level of education. Professional development designs such as the proposed promote excitement and interest in astronomy and makes it possible for underserved and economically depressed regions to have opportunities to promote the values of scientific investigation, STEM education, and public awareness of astronomy.

Children’s social self-concept and internalizing problems: the influence of peers and teachers.

PubMed

Spilt, Jantine L; van Lier, Pol A C; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde

2014-01-01

This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children’s social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children’s social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children’s self-concept, thereby mitigating its indirect effects on internalizing problems.

Supervising an International Teaching Practicum: Building Partnerships in Postcolonial Contexts

ERIC Educational Resources Information Center

Major, Jae; Santoro, Ninetta

2016-01-01

Teaching practicum experiences, including those in international contexts, are based on partnerships between institutions and host schools, and the partnership between the pre-service teacher, the cooperating teacher and the university supervisor. This article explores the relationship between pre-service teachers and cooperating teachers in an…

Synthesis of Collaborative Learning Processes with Technology Based Education to Enhance Classroom Teaching

NASA Astrophysics Data System (ADS)

Ghosh, Sumit

2016-07-01

A major hurdle in school education in India is the presence of large number of teachers who are inexperienced and have merely taken up the profession of teaching only after exhausting all avenues or getting rejected from all quarters. Empowering and training such teachers with information is a herculean task. Students tend to pay attention and show enthusiasm in learning when they view the class as relevant to themselves and connected to their interests. The current teaching-learning methods for teaching science and astronomy have become obsolete and require a major overhaul. A teaching-learning process which concentrates on an explorative-collaborative-comprehending methodology with simultaneous combination of technology has been developed with the objective to reignite the scientific temper among the future budding scientists. Attaining this goal will be possible when instructors adopt a bottom-up approach, which involves understanding the student's needs, designing flexible course content and synchronizing teaching techniques that focus on increasing student engagement by making the learning experience meaningful and purposeful. The International Year of Light (IYL 2015) is a global initiative that highlights to the citizens of the world the importance of light and optical technologies in their lives, for their futures, and for the development of society. One of the strong legacies left by the 2009 International Year of Astronomy was to use Astronomy in making the world a better place. On the eve of IYL 2015, an Optical Society funded outreach program, 'Spark of Light' was organised for under-privileged school children by using the explorative-collaborative-technology based mechanism and make them understand the nature and properties of light with emphasis on how Astronomy has been crucial for the evolution of sophisticated technology. A major paradigm shift from our previous program was the engagement of such untrained teachers in each and every aspect of planning and implementation with tailor made hands-on, minds-on ICT based activities on Light and Astronomy. This technique helped the teacher in building confidence and instills a sense of collectivism. Our method develops the student-teacher relationship, where the teacher is responsive to student's cognitive needs, acting as an observer and facilitator. Both Teachers and students showed lot of excitement in this unique teaching-learning process and the result of this collaboration was the effective deliverance of the concepts.

Teacher Research Programs Participation Improves Student Achievement in Science

NASA Astrophysics Data System (ADS)

Dubner, J.

2009-12-01

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers’ skills in communicating science to students. We have measured the impact of New York City public high school science teacher participation in Columbia University’s Summer Research Program for Science Teachers on their students’ academic performance in science. In the year prior to program entry, students of participating and non-participating teachers passed a New York State Regents science examination at the same rate. In years three and four following program entry, participating teachers’ students passed Regents science exams at a higher rate (p = 0.049) than non-participating teachers’ students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings.

Drop-Out in Schools in India: Minor Field Studies in Orissa 1990. Educational and Psychological Interactions. No. 112.

ERIC Educational Resources Information Center

Ekstrand, Gudrun, Ed.

This document consists of a report on the Minor Field Studies (MFS) program of the Swedish International Development Authority (SIDA) and contains two MFS papers by teacher trainees at the Malmo School of Education in Sweden. The papers presented are "Drop-outs in Orissa," by Elisabeth Rosen, and "Education in India: A Study of…

Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle

ERIC Educational Resources Information Center

Dogan, Nihal

2017-01-01

In 2016, the Program for International Student Assessment (PISA) showed that approximately 44.4% of students in Turkey obtained very low grades when their scientific knowledge was evaluated. In addition, the vast majority of students were shown to have no knowledge of basic scientific terms or concepts. Science teachers play a significant role in…

Introducing Sexual Education to Russian Schools: Effects of Dance4life Program on Perceptions and Behavior of Adolescents and Teachers

ERIC Educational Resources Information Center

Alekseeva, Evgeniya Georgievna; Krasnopolskaya, Irina; Skokova, Yulia

2015-01-01

Purpose: The purpose of this paper is to study the effectiveness of the international volunteer programme's dance4life (D4L) in Russia. The programme aims to address taboos, stigma, discrimination, HIV/AIDS prevention and the promotion of sexual reproductive health and rights (SRHR) and a healthy lifestyle among adolescents. The programme uses an…

Acceleration, Enrichment, or Internal Differentiation--Consequences of Measures to Promote Gifted Students Anticipated by German Secondary School Teachers

ERIC Educational Resources Information Center

Endepohls-Ulpe, Martina

2017-01-01

Introduction: In the last decades numerous measures and programs to promote gifted students have been developed worldwide. But in spite of these enhanced scientific and public efforts to improve gifted education, there are still a lot of difficulties to implement some of these measures in the daily routine of schools. The presented study examines…

An Investigation of Pre-Service Science Teachers' Level of Efficacy in the Undergraduate Science Teacher Education Program and Pedagogical Formation Program

ERIC Educational Resources Information Center

Çetin, Oguz

2017-01-01

The purpose of this research is to comparatively investigate the efficacy levels of pre-service science (Science, Biology, Physics, and Chemistry) teachers enrolled at the Undergraduate Program of Science Teacher Education and Pedagogical Formation Program. A total of 275 pre-service teachers who were studying in different programmes in the…

Assimilation or transformation? An analysis of change in ten secondary science teachers following an inquiry-based research experience for teachers

NASA Astrophysics Data System (ADS)

Blanchard, Margaret R.

2006-12-01

It is argued that teachers must experience inquiry in order to be able to translate it to their classrooms. The National Science Foundation's (NSF's) Research Experiences for Teachers (RETs) offer promising programs, yet scant empirical support documents the effectiveness of these programs. In this study, ten experienced, secondary science teachers were followed back to the classroom after a five-week, marine ecology RET, addressing the questions: How do teachers' conceptions and enactment of classroom inquiry change after the program?; What are the program's goals?; What accounts for these differences?; and What do these findings imply for future RETs? Data collected includes pre and post program questionnaires, audiotapes and videotapes of pre and post program teaching, post program STIR instrument responses, interviews, and field notes. The study found that an extensive, reflective program model, conducted by scientists who are teacher-centered, successfully conveyed the program model of inquiry. Post program, teachers' conceptions of inquiry were more student centered, focused less on assessment and classroom management and more on authentic content, questions, and presentations, and incorporated program language. Question patterns during enactment shifted to fewer teacher questions, more student questions, and increased higher order questions by students and teachers. More procedural questions indicated role shifts. The STIR instrument fostered understanding of enactment and, with critical incidents analyses, highlighted underlying teacher value structures. Teachers with more theoretical sophistication and who had Rationalistic and Egalitarian value structures applied inquiry throughout their teaching and moved beyond contextual constraints. Implications suggest that those who develop and implement RETs need to be masterful "bridge builders" to help transition teachers and their learning back to the classroom. Reflection holds promise for illuminating teachers' underlying values and goals and in gaining an understanding of teachers' enactment. Curriculum materials and theoretical readings can assist teacher change. Assimilation of new knowledge does not necessarily lead to transformation of practices. Rather, this study found that teachers with values and goals that were compatible to the RET, as well as an accompanying high level of theoretical sophistication, moved toward transformational change.

Differential Item Functioning on a Measure of Perceptions of Preparation for Teachers, Teacher Candidates, and Program Personnel

ERIC Educational Resources Information Center

Donovan, Courtney; Green, Kathy E.; Seidel, Kent

2017-01-01

Core competencies essential for effective teaching were identified via a literature review and a review of standards for teacher education, and vetted by state groups with interests in teacher education. Survey items based on these competencies asked teacher candidates, graduates, and teacher education program faculty how well the program prepared…

Preparing Teachers for Diversity: Examination of Teacher Certification and Program Accreditation Standards in the 50 States and Washington, DC

ERIC Educational Resources Information Center

Akiba, Motoko; Cockrell, Karen Sunday; Simmons, Juanita Cleaver; Han, Seunghee; Agarwal, Geetika

2010-01-01

State departments of education can play an important role in preparing teachers for effectively teaching diverse learners in our schools through state policies and standards on teacher certification and teacher education program accreditation. We conducted a content analysis of state standards on teacher certification and program accreditation in…

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

ERIC Educational Resources Information Center

Schairer-Kessler, Cynthia J.

2013-01-01

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

Defining Teacher Quality: Teacher Efficacy among First-Year Teachers Involved in an Induction Program

ERIC Educational Resources Information Center

Scott-Coleman, Renette S.

2017-01-01

Studies have shown school districts across the United States strive to meet the needs of first-year teachers by adding various components within a beginning teacher induction program. The purpose of this study was to determine if a relationship existed between beginning teacher induction programming and the overall TEAM observation scores of…

Understanding Teacher Effectiveness: Providing Feedback to Teacher Preparation Programs. Data for Action 2014

ERIC Educational Resources Information Center

Data Quality Campaign, 2014

2014-01-01

State leaders are increasingly focused on improving college and university programs that prepare teachers as a route to a high-quality teacher workforce. This work requires significant data capacity to reliably and securely link teachers with their students' achievement and growth data with the state's teacher preparation programs. This fact sheet…

ISS: A Science Classroom for America

NASA Astrophysics Data System (ADS)

McPherson, Alexander; Jenkins, Greg; Kenny, Nate

2002-01-01

Four years ago the scientific and engineering staff of our laboratory at the University of California Irvine initiated a student outreach program with the objective of teaching structural biology through involvement with scientific experiments on the International Space Station. That program is now active in 28 of the 50 United States, and has reached approximately 1100 middle and high school teachers, and 50,000 of their students. It will soon have a presence in every state through the support of NASA, The Space Grant Consortium, and a host of other private and public sector institutions. The program is based on a protein and virus crystallization experiment we are conducting at regular intervals of about 2-6 months on the International Space Station. The experiment utilizes a device called the Enhanced GN2 Dewar, and it has now been flown to Mir and the International Space Station more than ten times. The Enhanced GN2 Dewar is an extremely inexpensive, simple, high capacity system for the crystallization of macromolecules, including proteins, nucleic acids, and viruses, in a microgravity environment aboard the ISS (International Space Station). The samples, which are prepared by hand, are frozen by plunging them into liquid nitrogen and maintained in a common freezer until the time of mission launch. The Dewar keeps the samples frozen for periods up to twelve days, including that period during which they are placed on board the Space Shuttle, carried into space from Kennedy Space Center, and transferred to the ISS. We began the classroom experiments in November 1998 and the first workshop was given in January 1999. We have participated in four missions to the ISS. STS-106 on 9/8/2000, STS-98 on 2/7/2001, STS-104 on 7/12/2001, and STS-110 on 4/8/2002. To date we have conducted 28 teacher kit training workshops and 24-flight sample loading workshops. We have had 406 students and 266 teachers load actual flight samples. These participants selected through essay and project competitions were from AL, CA, GA, TN, FL, MI, TX, IN, IL, OH, and WV. We have had over 800 teachers from 35 different states participate in our kit training workshops. Our classroom experiment has been a huge success. Approximately 50,000 kids have done the classroom experiment with participants from AL, AZ, AR, CA, CO, GA, LA, FL, PA, MO, NM, MN, MS, TN, KY, NC, NY, NJ, OH, WV, PR,TX, WI, SC, MI, MA, IL, IN, VA, and MT. ISS will, therefore, serve, not only as a science laboratory for researchers, but as a science classroom for America.

Sustainability of teacher implementation of school-based mental health programs.

PubMed

Han, Susan S; Weiss, Bahr

2005-12-01

Evidence-based prevention and intervention programs are increasingly being implemented in schools and it therefore is becoming increasingly important to understand the complexities of program implementation under real-world conditions. Much research has focused on the contextual factors that influence program implementation but less work has attempted to provide an integrated understanding of mechanisms (e.g., teacher-training processes) that affect teachers' program implementation. In this paper, we review literature on factors related to teachers' implementation of school-based prevention and intervention programs, then from this review abstract what we believe are four basic ingredients that characterize potentially sustainable teacher-implemented classroom programs. Finally, we present a sequential model, based on these ingredients, of the naturalistic processes underlying sustainability of teachers' program implementation and describe how this sustainability can be enhanced through provision of teacher training and performance feedback from a classroom consultant.

Comparison of University-Based Teacher Certification Programs and Alternative Certification Programs

ERIC Educational Resources Information Center

Roberts, Keonna

2016-01-01

The purpose of this qualitative study was to understand further similarities and differences between traditionally certified teachers and alternatively certified teachers specifically in the areas of teacher self-efficacy, classroom management, and teacher perceptions of their preparation program. The following research questions guided this…

"The Norm Is a Flux of Change": Teachers' Experiences in International Schools

ERIC Educational Resources Information Center

Hacohen, Caroline

2012-01-01

This article explores teachers' perceptions of the effects of high student turnover in international schools in the UK. The research used a "grounded theory" approach for qualitative data collection and analysis, based on interviews with eight teachers in four international primary schools. The results of the grounded theory suggest that a process…

What Did We Learn about Our Teachers and Principals? Results of the TALIS-2013 International Comparative Study

ERIC Educational Resources Information Center

Pinskaya, M. A.; Lenskaya, E. A.; Ponomareva, A. A.; Brun, I. V.; Kosaretsky, S. G.; Savelyeva, M. B.

2016-01-01

The Teaching and Learning International Survey (TALIS) is a large-scale and authoritative international study of teachers. It is conducted by the Organization for Economic Cooperation and Development (OECD) to collect and compare information about teachers and principals in different countries in such key areas as the training and professional…

The Making of an International Educator: Transnationalism and Nonnativeness in English Teaching and Learning

ERIC Educational Resources Information Center

Solano-Campos, Ana

2014-01-01

In the last decade, international teacher recruitment has accounted for an unprecedented number of nonnative-English-speaking teachers (NNESTs) from around the world hired to work in public schools in urban areas in the United States. However, the worldwide trend of international teacher recruitment, and its implications for issues of language,…

Re-Imagining Teachers' Identity and Professionalism under the Condition of International Education

ERIC Educational Resources Information Center

Tran, Ly Thi; Nguyen, Nhai Thi

2015-01-01

Around the world, 4.3 million students are engaged in international education each year. However, there is a paucity in theory and empirical research on teachers' professionalism in international education. This paper aims to fill out this gap and contribute to our understanding of teachers' changing roles and identity due to the impact of…

International Students' Experience of Practicum in Teacher Education: An Exploration through Internationalisation and Professional Socialisation

ERIC Educational Resources Information Center

Barton, Georgina M.; Hartwig, Kay A.; Cain, Melissa

2015-01-01

This paper explores the practicum experience of international students studying in a teacher education course. Much research has investigated the experience of international students during their degree experience but there is limited research that has addressed the practicum; a key component of teacher education. The research that does exist…

Gene-Environment Interaction in Teacher-Rated Internalizing and Externalizing Problem Behavior in 7- to 12-Year-Old Twins

ERIC Educational Resources Information Center

Lamb, Diane J.; Middeldorp, Christel M.; Van Beijsterveldt, Catarina E. M.; Boomsma, Dorret I.

2012-01-01

Background: Internalizing and externalizing problem behavior at school can have major consequences for a child and is predictive for disorders later in life. Teacher ratings are important to assess internalizing and externalizing problems at school. Genetic epidemiological studies on teacher-rated problem behavior are relatively scarce and the…

"We Were the Real Teacher": Outcomes of an International Practicum in the Solomon Islands for Australian Preservice Teachers

ERIC Educational Resources Information Center

Cinelli, Renata; Jones, Mellita

2017-01-01

International teaching experiences are touted as an opportunity for preservice teachers (PSTs) to grow both personally and professionally, including increased cultural awareness, self-efficacy, independence, and enhanced key teaching attributes. The study reported in this paper explores the outcomes of a four-week international practicum in the…

From Heads to Hearts: Digital Stories as Reflection Artifacts of Teachers' International Experience

ERIC Educational Resources Information Center

Walters, Lynne M.; Green, Martha R.; Wang, Liangyan; Walters, Timothy

2011-01-01

Because most American teachers work with a diverse student population, they need to be interculturally competent to interact successfully with their students. One of the best hopes for developing cultural competence is through an international experience. As important as it is for teachers to have an international experience, it is even more…

Expedition Earth and Beyond: Using NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom

NASA Technical Reports Server (NTRS)

Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue

2009-01-01

Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.

Expedition Earth and Beyond: Using NASA data resources and integrated educational strategies to promote authentic research in the classroom

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W.; Willis, K.; Runco, S.

2009-12-01

Teachers in today’s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.

It Takes a Toll on Pre-Service Teachers and Programs: Case Studies of Teacher Candidates Who Withdrew from a Teacher Education Program

ERIC Educational Resources Information Center

Lin, Pei-Ying; Childs, Ruth A.; Zhang, Jingshun

2016-01-01

Previous studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who…

America Reads-Mississippi Future Teacher Corps: A Study of Program Completers' Perception of Factors Influencing the Decision to Become and Remain Classroom Teachers

ERIC Educational Resources Information Center

Moore, Deborah Green

2012-01-01

Despite the number of programs in Mississippi that focus on developing and training teachers, the State continues to face a critical teacher shortage. This non-experimental, ex-post facto, quantitative study investigated the America Reads-Mississippi (ARM) Future Teacher Corps (FTC) program, an AmeriCorps program in Mississippi with a mission to…

In Search of Unicorns and Effective Teacher Education.

ERIC Educational Resources Information Center

Watts, Doyle

1985-01-01

Describes (1) characteristics of effective preservice teacher preparation programs, (2) characteristics of teachers who have compiled an effective program, and (3) undesirable qualities of teachers not likely to emerge in graduates of effective programs. (EL)

Teacher decision-making in implementing a new environmental education curriculum: A qualitative study

NASA Astrophysics Data System (ADS)

Winther, Austin A.

This was a qualitative study of teacher decision-making during the first year of implementation of a new environmental education curriculum. Eight teachers were included in the study: three high school teachers, two middle school teachers and three elementary teachers. These teachers received summer training in the program, and were chosen at random from those who volunteered for the study. The teachers were interviewed at the close of training, at midyear during implementation, and during the spring. In addition to interview data other data sources were used to verify findings. These additional sources included interviews with high school students, visits to all the schools, examination of teacher prepared and student prepared materials, informal discussions with teacher peers at the schools, and implementation reports from the teachers. Among the factors examined were teachers' perceptions of training, teachers' perceptions of administrative and peer support, and the manner in which the program was implemented in each classroom. It was found that support from administrative and peer was important, but that neither of these were as critical as might have been expected. Administrators were perceived as supporting the program because the program helped to facilitate goals that had already been established in the school. Peer support was social and largely passive. Participants perceived that neither administrators nor peers really understand how the program worked. Participants initially found the training difficult and confusing. As they continued training and implementation some participants found that the program was substantially different from what they were accustomed to doing in their classrooms. Some participants were reluctant to implement the program, either implementing the program late in the year, or limiting implementation in some way. Others implemented the program fully, and were extremely enthusiastic about what their students were doing and learning. The researcher found that teachers' perceptions of training, administrative and peer support, and of the program itself stemmed from cognitive changes that the program stimulated. Comments from all of the teachers reflected reactions to these changes. Some teachers resisted the changes, while others enjoyed the process. Both programmatic and research recommendations were made.

GLOBE Program's Data and Information System

NASA Astrophysics Data System (ADS)

Memarsadeghi, N.; Overoye, D.; Lewis, C.; Butler, D. M.; Ramapriyan, H.

2016-12-01

"The Global Learning and Observations to Benefit the Environment (GLOBE) Program is an international science and education program that provides students and the public worldwide with the opportunity to participate in data collection and the scientific process, and contribute meaningfully to our understanding of the Earth system and global environment" (www.globe.gov ). GLOBE Program has a rich community of students, teachers, scientists, trainers, country coordinators, and alumni across the world, technologically spanning both high- and low-end users. There are 117 GLOBE participating countries from around the world. GLOBE's Science data protocols and educational material span atmosphere, biosphere, hydrosphere, soil (pedosphere), and Earth as a System scientific areas (http://www.globe.gov/do-globe/globe-teachers-guide). GLOBE's Data and Information System (DIS), when first introduced in 1995, was a cutting edge system that was well-received and innovative for its time. However, internet-based technologies have changed dramatically since then. Projects to modernize and evolve the GLOBE DIS started in 2010, resulting in today's GLOBE DIS. The current GLOBE DIS is now built upon the latest information technologies and is engaging and supporting the user community with advanced tools and services to further the goals of the GLOBE Program. GLOBE DIS consists of over 20 years of observation and training data, a rich set of software systems and applications for data entry, visualization, and analysis, as well as tools for training users in various science data protocols and enabling collaborations among members of the international user community. We present the existing GLOBE DIS, application technologies, and lessons learned for their operations, development, sustaining engineering, and data management practices. Examples of GLOBE DIS technologies include Liferay System for integrated user and content management, a Postgress/PostGIS database, Ruby on Rails for Data Entry systems, and OpenGeo for Visualization system.

Career development for the clinician-educator. Optimizing impact and maximizing success.

PubMed

Roberts, David H; Schwartzstein, Richard M; Weinberger, Steven E

2014-02-01

Health care professionals in pulmonary, critical care, and sleep medicine play key roles as teachers for learners of all levels in both clinical care and scientific investigation. Teaching excellence requires training in principles of adult learning and the acquisition and practice of key professional skills including assessment and feedback techniques, curriculum development, and strategies for effective teaching across venues ranging from the bedside to the lecture hall. Those interested in pursuing teaching as the focus of their academic career and basis for promotion should invest in professional development as a teacher and educator. Professional development activities include obtaining additional training as a teacher in dedicated medical education fellowships or serving as a peer observer or being observed by a fellow teacher. Numerous additional options for training as a teacher and educator are now available including resource repositories, continuing medical education courses, and online training modules. Those with an interest in medical education research may benefit from enrollment in masters or other advanced degree programs focused on the qualitative and quantitative methods and other key research skills. Aspiring clinician-educators should also seek out opportunities to participate in a community of medical educators locally, regionally, nationally, and internationally. At each of these levels, there exist opportunities to contribute to course or program design, development, and evaluation. Finally, for those interested in promotion as an academic clinician-educator, there are increasing requirements to produce academic scholarship ranging from curricular materials to journal articles focused on education and education research.

The Role of the Middle School Counselor in Teacher-Advisor Programs.

ERIC Educational Resources Information Center

Henderson, Phyllis; La Forge, Jan

1989-01-01

Discusses three roles of the middle school counselor in developing, coordinating, and implementing a teacher-advisor program: (1) assessing and reporting the school's readiness for such a program; (2) establishing a teacher advisory committee; and (3) training teachers for their role as teacher-advisors. (TE)

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…

Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework

ERIC Educational Resources Information Center

Allen, Ayana; Hancock, Stephen D.; W. Lewis, Chance; Starker-Glass, Tehia

2017-01-01

Background/Context: Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student…

Learning to Teach a Blended Course in a Teacher Preparation Program

ERIC Educational Resources Information Center

Kang, Jung Jin

2014-01-01

Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

Supervised Agricultural Experience Instruction in Agricultural Teacher Education Programs: A National Descriptive Study

ERIC Educational Resources Information Center

Rank, Bryan D.; Retallick, Michael S.

2017-01-01

Faculty in agricultural teacher education programs are responsible for preparing future teachers to lead effective school-based agricultural education programs. However, agriculture teachers are having difficulty implementing supervised agricultural experience (SAE), even though they value it conceptually as a program component. In an effort to…

Improving Broader Impacts through Researcher-Educator Partnerships

NASA Astrophysics Data System (ADS)

Timm, K.; Warburton, J.; Larson, A. M.

2009-12-01

Since 1998, the Arctic Research Consortium of the United States (ARCUS) has designed and implemented successful Teacher Research Experience (TRE) programs enabling teachers to work directly with polar scientists in the field and bring their experience back to their classrooms and communities. The PolarTREC TRE model, administered during the International Polar Year (2007-2009), is most effective, exhibiting far-reaching broader impacts when ideas are shared, each partners’ expertise is respected, and both work toward the common goal of delivering high-quality information. Between 2004 and 2009, ARCUS has selected, trained, and supported 77 teachers on polar teacher research experiences. Although a limited number of teachers are able to participate in a field experience, selected teachers have expertise in translating research approaches and results into widely shared learning tools and programs. Between 2007-2009, PolarTREC teachers have constructed nearly 100 classroom lesson plans and activities as a result of their experience. Selected teachers are usually well connected within their schools, communities, and professions, bringing the science to numerous followers during their expedition. Live events with teachers and researchers in the field have attracted over 11,000 participants, primarily K-12 students. The PolarTREC TRE Model includes numerous methods to support outreach activities while teachers and researchers are in the field. These include web-based communications, journals, discussion forums, multimedia, and live events—all easily replicable activities with the potential to affect large numbers of people. In addition, the TRE experience continues to produce broader impacts far into the future of the teacher and researcher’s careers through ongoing communications, presentations at professional conferences, and continued support of each other’s work through activities including classroom visits, joint proposal development, and much more. Preliminary evaluation data from 45 teachers and their researchers indicate overwhelming satisfaction with their participation in PolarTREC. Researchers have expressed that both their research and the scientific process have benefited from the inclusion of a teacher on their team. The need to explain their research and “boil it down to the raw essence” helped the research teams see how their work fits into the bigger world picture, communicate outside their scientific discipline, and present their science effectively to diverse public audiences. Although researcher participation in programs like PolarTREC provides a clear and sometimes “easy” route to fulfilling broader impacts, many of the program activities and best practices are documented and can be applied by scientists to their research activities within any discipline or location. Well-tested practices, lessons learned, and preliminary evaluation results from the administration of PolarTREC will be shared widely so that broader impacts can be fulfilled, scientific research can be improved, and important polar science will be shared with diverse student and public audiences. For more information, contact ARCUS at: info@polartrec.com or 907-474-1600.

Innovation Now! International Perspectives on Innovation in Teacher Education.

ERIC Educational Resources Information Center

Klassen, Frank H., Ed.; Collier, John L., Ed.

The articles in this collection present international perspectives on change and innovation in teacher education. It is divided into six topic areas. Part one offers views on the social and economic implications of teacher education. In part two the problems and challenges for reform in teacher education in East Africa, Poland, France, Italy, and…

Learning to Be a Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?

ERIC Educational Resources Information Center

Santoro, Ninetta; Major, Jae

2012-01-01

Recent rapid changes in the ethnic and cultural make-up of school communities have highlighted the need for teacher education to prepare teachers for culturally diverse contexts. International study trips provide direct experience and interaction with culturally diverse "others" as a way to extend pre-service teachers' understandings of…

Transforming Supervisory Grading: Accountability in Supervising and Evaluating Beginning Teachers.

ERIC Educational Resources Information Center

St. Maurice, Henry; Yudchitz, Amber

To study the ways that new ways of sharing responsibility for teacher quality affect grading discourses and practices, more than 900 surveys were collected from student/intern teachers and cooperating teachers and supervisors over a 9-year period. Opinions about pass/fail grading for student/intern teaching were tabulated and analyzed. Additional…

Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences

ERIC Educational Resources Information Center

Rahatzad, Jubin; Sasser, Hannah L.; Phillion, JoAnn; Karimi, Nastaran; Deng, Yuwen; Akiyama, Reiko; Sharma, Suniti

2013-01-01

Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation take a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad.…

Preparing Teachers to Teach English as an International Language

ERIC Educational Resources Information Center

Matsuda, Aya, Ed.

2017-01-01

This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher…

Participant Perspectives and Critical Reflections on Language Teacher Education by Distance

ERIC Educational Resources Information Center

Knox, John S.

2017-01-01

Language teaching is a profession which is international in character. Language teachers often work and study in foreign countries, and distance education has become very important in the education of language teachers. Drawing on two international surveys, this paper explores language teacher education by distance from the perspective of students…

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

ERIC Educational Resources Information Center

Greenberg, Julie; Walsh, Kate; McKee, Arthur

2014-01-01

"Teacher Prep Review 2014" is the second edition of the National Council on Teacher Quality's (NCTQ's) annual assessment of the nation's 2,400 teacher prep programs. The "Review" uncovers early evidence that teacher prep programs are beginning to make changes. It arrives at a time of heightened, unprecedented…

Enhancing Teacher Efficacy for Urban STEM Teachers Facing Challenges to Their Teaching

ERIC Educational Resources Information Center

Seals, Christopher; Mehta, Swati; Berzina-Pitcher, Inese; Graves-Wolf, Leigh

2017-01-01

This paper explores challenges of teaching in relation to teachers' efficacy for 49 teachers who were part of a year-long teacher development program (PD) called the UrbanSTEM program. This program took place in an urban school district that serves over 300,000 students. This research asked if there are common challenges that urban teachers face…

[The application of new technologies to solving maths problems for students with learning disabilities: the 'underwater school'].

PubMed

Miranda-Casas, A; Marco-Taverner, R; Soriano-Ferrer, M; Melià de Alba, A; Simó-Casañ, P

2008-01-01

Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI).

Cross-cultural perceptions of assessment of selected international science teachers in American high schools

NASA Astrophysics Data System (ADS)

Hutchison, Charles B.; Bailey, Lynne M.

2006-12-01

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the pedagogical imaginary; a transitional space between the "purity" of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.

Relations over Time among Children's Shyness, Emotionality, and Internalizing Problems.

PubMed

Eggum, Natalie D; Eisenberg, Nancy; Reiser, Mark; Spinrad, Tracy L; Michalik, Nicole M; Valiente, Carlos; Liew, Jeffrey; Sallquist, Julie

2012-02-01

Data regarding children's shyness and emotionality were collected at three time points, two years apart (T1: N = 214, M = 6.12 years; T2: N = 185, M = 7.67 years; T3: N = 185, M = 9.70 years), and internalizing data were collected at T1 and T3. Relations among parent-rated shyness, emotionality (parent- and teacher-rated anger, sadness, and positive emotional intensity [EI]), and mother-rated internalizing were examined in panel models. In some cases, shyness predicted emotionality two years later (teacher-rated anger, parent-rated sadness, teacher-rated positive EI) and emotionality sometimes predicted shyness two years later (teacher-rated sadness, parent-rated positive EI, teacher-rated positive EI). Parent-rated shyness and/or emotionality (parent-rated anger and parent-rated sadness) predicted internalizing at T3. Results shed light on developmental relations between emotionality and shyness, as well as processes of risk for, or protection against, the development of internalizing problems.

H2O: A Hampton University-Hampton School District Outreach Program

NASA Astrophysics Data System (ADS)

Gueye, Paul; Young, William

2011-04-01

For many years, Hampton University (HU, Hampton, VA) has been collaborating with local schools of the Hampton City School District (HCS) in various areas that foster science education. This partnership between an HBCU and a local school district has been extended to a new level through a novel K-12 initiative:Hampton University-Hampton School District Outreach (H2O) program. This effort will target 9 schools out of the 34 schools from HCS, involve a total of 25 graduate students (5/year), 25 junior and senior undergraduate students (5/year) and 102 teachers (3/school). Faculty and students from seven STEM fields at HU will contribute by reaching out to Departments offering MS and PhD degrees in these areas. In addition to providing teaching experience to students, H2O will infuse research within the classrooms and offer a teacher professional development program, G5-12 students will present some research conducted throughout the year at a dedicated conference at HU and at the National Society of Black Physicists annual meeting, and a dedicated 2-day workshop in the fall with K-12 educators will provide a platform to share some outcomes of H2O. This program has reached out to several societies (NSBP, NSHP, APS, AAPT and AAPM) as a vehicle for teacher professional training, along with including an international component with Canada, France and Senegal. A review of recent collaborations and outcomes from this partnership will be provided and the status of the H2O program will be presented.

Residents-as-teachers programs in psychiatry: a systematic review.

PubMed

Dewey, Charlene M; Coverdale, John H; Ismail, Nadia J; Culberson, John W; Thompson, Britta M; Patton, Cynthia S; Friedland, Joan A

2008-02-01

Because psychiatry residents have important roles as teachers and significant opportunities to contribute to medical student education, we set out to: identify all randomized control trials (RCT) for residents' teaching skills programs in psychiatry and to identify the efficacy of those interventions for improving teaching skills; identify the strengths and weaknesses of the available studies across medical disciplines; and identify currently available methods for enhancing residents' teaching skills for residents training in psychiatry. The published English-language literature was searched using PubMed, Social Sciences Index, and PsycINFO databases, with key search words including: residents, teaching skills, residents as teachers, psychiatry, and assessments. Both RCT and controlled, nonrandomized trials of residents' teaching programs directed to enhance residents' teaching skills were selected and critically appraised. Of 13 trials identified and reviewed, most included residents in internal medicine. Only one included psychiatry residents and assessed their ability to teach interviewing skills to medical students. Along with other studies, this study demonstrated improvement in residents' teaching skills. Overall, interventions and outcome measures were heterogeneous while the quality of methodologies varied. Five studies were of higher quality, representing examples of quality educational research. Several described group differences, blinding, good follow-up, and use of valid, reliable tools. Only one trial exists that incorporated psychiatry residents. Significant opportunity to advance educational research in this field exists. Psychiatry residency program directors should incorporate high-quality methodologies and can benefit from the findings of trials in other disciplines.

The Role of Prior Experience in Feedback of Beginning Teachers

ERIC Educational Resources Information Center

Blount, Tametra Danielle

2010-01-01

This causal-comparative, mixed-methods study examined the role of prior experience in the mentoring needs of first-year teachers from alternative certification programs in three Tennessee counties. Teachers examined were: teachers from traditional teacher education programs, teachers with no prior teacher education experience, teachers with prior…

Research on teacher education programs: logic model approach.

PubMed

Newton, Xiaoxia A; Poon, Rebecca C; Nunes, Nicole L; Stone, Elisa M

2013-02-01

Teacher education programs in the United States face increasing pressure to demonstrate their effectiveness through pupils' learning gains in classrooms where program graduates teach. The link between teacher candidates' learning in teacher education programs and pupils' learning in K-12 classrooms implicit in the policy discourse suggests a one-to-one correspondence. However, the logical steps leading from what teacher candidates have learned in their programs to what they are doing in classrooms that may contribute to their pupils' learning are anything but straightforward. In this paper, we argue that the logic model approach from scholarship on evaluation can enhance research on teacher education by making explicit the logical links between program processes and intended outcomes. We demonstrate the usefulness of the logic model approach through our own work on designing a longitudinal study that focuses on examining the process and impact of an undergraduate mathematics and science teacher education program. Copyright © 2012 Elsevier Ltd. All rights reserved.

A Study of K-12 Teacher Interns' Incorporation of Multicultural Content and Theory into Their Teaching Practices

ERIC Educational Resources Information Center

Dzoole, Edith Mechelle

2012-01-01

This research study examined 394 K-12 teacher interns' incorporation of multicultural content and theory into their teaching practices during a 16-week internship in schools, mostly located within a 30-mile radius of Mississippi State University. The teacher interns had completed all coursework and practicum hours required by their teacher…

"We Have a Window Seat": A Bakhtinian Analysis of International Teachers' Identity in Nazarbayev Intellectual Schools in Kazakhstan

ERIC Educational Resources Information Center

Fimyar, Olena

2018-01-01

The article explores the dynamic positionality of international teachers in Nazarbayev Intellectual Schools (NIS) in Kazakhstan. The study draws on in-depth interviews with 11 international teachers from three NIS schools. The findings of the study indicate that, on the one hand, participants share a fascination with the exciting academic…

Behavior problems in late childhood: the roles of early maternal attachment and teacher-child relationship trajectories.

PubMed

O'Connor, Erin E; Collins, Brian A; Supplee, Lauren

2012-01-01

The purposes of the current study were: (1) to examine the roles of early maternal attachment relationships and teacher-child relationships during childhood for externalizing and internalizing behaviors in late childhood, and (2) to investigate teacher-child relationships, as well as externalizing and internalizing behaviors in early childhood as possible mechanisms linking early maternal attachment relationships to behavior problems in late childhood. Longitudinal data from the National Institute of Child Health and Human Development Early Child Care Research Network Study of Early Child Care and Youth Development (N = 1140 mothers and children) were used in this investigation. There were three main findings. First, insecure/other maternal attachment relationships in early childhood (i.e., 36 months) were associated with externalizing and internalizing behaviors in late childhood (Grade 5). Second, elevated levels of teacher-child conflict during childhood were associated with externalizing behaviors in late childhood whereas low levels of teacher-child closeness were associated with internalizing behaviors. Third, the effects of insecure/other attachment on externalizing and internalizing behaviors in late childhood were mediated through teacher-child relationships during childhood and early externalizing and internalizing behaviors. Implications for attachment theory are discussed.

Computer Literacy of Turkish Preservice Teachers in Different Teacher Training Programs

ERIC Educational Resources Information Center

Ozsevgec, Tuncay

2011-01-01

This paper reports on an investigation into the sophomore and senior preservice teachers' computer literacy in different teacher training programs and to determine relationship between grades and the teacher training programs in terms of their computer literacy. The study used case study research methodology, and the sample consisted of 276…

Getting It Together in Teacher Education: A "Problem-Centered" Curriculum.

ERIC Educational Resources Information Center

Kleinfeld, Judith; Noordhoff, Karen

1988-01-01

This article describes the Teachers for Alaska program, University of Alaska. This fifth-year certification program is a response to the teacher education reform movement and is designed to prepare high quality secondary teachers. The program emphasizes preparation of teachers for small high schools in remote Eskimo and Indian villages. (IAH)

Does Teacher Certification Program Lead to Better Quality Teachers? Evidence from Indonesia

ERIC Educational Resources Information Center

Kusumawardhani, Prita Nurmalia

2017-01-01

This paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample…

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…

Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

ERIC Educational Resources Information Center

Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

2017-01-01

Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

Trends and Challenges in Teacher Preparation in Deaf Education

ERIC Educational Resources Information Center

Lenihan, Susan

2010-01-01

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

Stuttering at school: the effect of a teacher training program on stuttering.

PubMed

Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves

2016-07-04

Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

The I Professor Formation in the Wallonian approach.

PubMed

Aranha, Ana Lúcia Batista; Mrech, Leny Magalhaes; Zacharias, Adriana Pereira Gonçalves; Figueredo, Luana Prado; Mendonça, Catarina Terumi Abe; Fernandes, Maria de Fátima Prado

2015-12-01

Objectives Analyze how teachers perceive the construction of their I Professor from the perspective of Wallon and learn about their everyday experiences in school in the condition of being self and other. Method Qualitative, with 13 participants from the Bachelor of Nursing Program. Data collection was carried out in 2013 using interviews that were subjected to thematic analysis. Results Three categories emerged: Construction of the I Professor; living daily life supported by oneself and the other; and the components for constructing the I Professor, highlighting consciousness and valuing of oneself and the other. Conclusion The teachers traveled a path that allowed them to recognize themselves in different movements of the internalization of the I.

KSC-04PD-2190

NASA Technical Reports Server (NTRS)

2004-01-01

KENNEDY SPACE CENTER, FLA. NASA astronaut Patrick Forrester addresses a group of educators assembled for the kickoff of 'The Science in Space Challenge' at the Doubletree Hotel in Orlando, Fla. The national challenge program is sponsored by NASA and Pearson Scott Foresman, publisher of pre-K through grade six educational books. To participate in the challenge, teachers may submit proposals, on behalf of their students, for a science and technology investigation. Astronauts will conduct the winning projects on a Space Shuttle mission or on the International Space Station, while teachers and students follow along via television or the Web. For more information about the announcement, see the news release at http://www.nasa.gov/home/hqnews/2004/oct/HQ_04341_publication.htm l.

Designing and Implementing a Mentoring Program to Support Clinically-Based Teacher Education

ERIC Educational Resources Information Center

Henning, John E.; Gut, Dianne; Beam, Pamela

2015-01-01

This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

ERIC Educational Resources Information Center

Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Will State Regulation of Teacher Education Diminish Program Diversity? An Examination of Three Virginia Universities

ERIC Educational Resources Information Center

Duke, Daniel L.; Tucker, Pamela D.; Bucko, Scott; Duffey, Gena; McBride, Melissa

2005-01-01

Growing regulation of teacher preparation programs has raised concerns about standardization in the field of teacher education. With greater uniformity, is there a loss of innovation and program identity? To gather information on this question, we examined teacher preparation programs in Elementary Education, Secondary English, Secondary…

Building Learning Communities for Research Collaboration and Cross-Cultural Enrichment in Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.

2003-12-01

The GLOBE program has provided opportunities for environmental science research and education collaborations among scientists, teachers and K-12 students, and for cross-cultural enrichment nationally and abroad. In Alaska, GLOBE has also provided funding leverage in some cases, and a base for several other science education programs that share a common goal of increasing student interest, understanding, process skills and achievement in science, through involvement in ongoing research investigations. These programs that use GLOBE methodologies (standardized scientific measurements and learning activities developed by scientists and educators) are: Global Change Education Using Western Science and Native Knowledge also known as "Observing Locally, Connecting Globally" (OLCG); Alaska Earth System Science Education Alliance: Improving Understanding of Climate Variability and Its Relevance to Rural Alaska; Schoolyard Long Term Ecological Research; Alaska Rural Research Partnership; Alaska Partnership for Teacher Enhancement; Alaska Lake Ice and Snow Observatory Network; Alaska Boreal Forest Council Education Outreach; Calypso Farm and Ecology Center; Environmental Education Outreach; and also GLOBE Arctic POPs (persistent organic pollutants) a program that involves countries in the circumpolar North. The University of Alaska GLOBE Partnership has collaborated with the BLM Campbell Creek Science Center Globe Partnership in facilitating GLOBE Training Workshops and providing teacher support. GLOBE's extensive website including data entry, archive, analysis and visualization capabilities; GLOBE Teacher Guide, videos and other materials provided; excellent GLOBE science research and education staff, training support office, GLOBE help desk, alignment of GLOBE curriculum with national science education standards and GLOBE certification of teachers trained on even just one GLOBE investigation, have made it easier to implement GLOBE in the classroom. Using GLOBE, whole classes of students have engaged in and contributed data to science investigations. In Alaska, classes and individual students have conducted their own inquiry studies and have successfully presented their investigations and competed at science fairs and statewide high school science symposium and international conferences. Two students presented their research investigations at the GLOBE Learning Expedition in Croatia and four students presented their study at the GLOBE Arctic POPs Conference in Sweden. These students increased not only their understanding and knowledge of science but also in appreciation of people in other countries and their cultures. Friendships have also bloomed. The learning community in Alaska has expanded to include family and community members including Native elders (using OLCG), teachers, scientists and students from other countries. The following challenges remain: 1) getting funds to be able to provide GLOBE equipment and continuous support to GLOBE teachers and students throughout the year, 2) reaching teachers and students in remote areas, 3) rapid teacher turn-over rate in rural areas, 4) using inquiry-based pedagogies during GLOBE professional development workshops including the opportunity for teacher participants to conduct their own inquiries during the workshop, 5) time, school curriculum and national education requirement constraints, 6) involving school administrators, and more local scientists and community members, and 7) providing culturally relevant and responsive science education programs and life-long learning communities.

The Skills, Competences, and Attitude toward Information and Communications Technology Recommender System: an online support program for teachers with personalized recommendations

NASA Astrophysics Data System (ADS)

Revilla Muñoz, Olga; Alpiste Penalba, Francisco; Fernández Sánchez, Joaquín

2016-01-01

Teachers deal with Information and Communications Technology (ICT) every day and they often have to solve problems by themselves. To help them in coping with this issue, an online support program has been created, where teachers can pose their problems on ICT and they can receive solutions from other teachers. A Recommender System has been defined and implemented into the support program to suggest to each teacher the most suitable solution based on her Skills, Competences, and Attitude toward ICT (SCAT-ICT). The support program has initially been populated with 70 problems from 86 teachers. 30 teachers grouped these problems into six categories with the card-sorting technique. Real solutions to these problems have been proposed by 25 trained teachers. Finally, 17 teachers evaluated the usability of the support program and the Recommender System, where results showed a high score on the standardized System Usability Scale.

Beyond teacher training: the critical role of professional development in maintaining curriculum fidelity.

PubMed

LaChausse, Robert G; Clark, Kim R; Chapple, Sabrina

2014-03-01

To examine how teacher characteristics affected program fidelity in an impact evaluation study of the Positive Prevention PLUS program, and to propose a comprehensive teacher training and professional development structure to increase program fidelity. Curriculum fidelity logs, lesson observations, and teacher surveys were used to measure teacher characteristics and implementation fidelity including adherence, adaptation, and lesson quality. Compared with non-health credentialed teachers, credential health education teachers had greater comfort and self-efficacy regarding sex-related instruction. Teacher self-efficacy and comfort were significant predictors of adherence. Implementation fidelity may be linked to teacher characteristics that can be enhanced during curriculum training. A 2-day teacher training may not adequately address teacher facilitation skills or the maintenance of institutional supports for implementing a program with fidelity and quality. A new model of comprehensive teacher training and support is offered. This new training infrastructure is intended to contribute to the school district's institutionalization of higher-quality comprehensive sexual health education and increase program fidelity. Copyright © 2014 Society for Adolescent Health and Medicine. All rights reserved.

Teachers Need Teachers: An Induction Program for First Year Bilingual Teachers.

ERIC Educational Resources Information Center

Sosa, Alicia Salinas; Gonzales, Frank

A critical shortage of bilingual teachers exists in Texas. While the Hispanic population has grown at a 39% rate, the number of Hispanic teachers has declined. The Teachers Need Teachers program in San Antonio pairs about 75 new bilingual education teachers with experienced bilingual education teachers, who serve as mentors. Its purpose is to…

Understanding Dilemmas Faced by VET Teachers and Their Implications for International Students, Teachers and VET Institutions

ERIC Educational Resources Information Center

Nakar, Sonal

2016-01-01

This paper focuses on the voices and experiences of teachers, who are key stakeholders in the sustainability and future growth of vocational education and training (VET). It presents implications arising from qualitative research on the dilemmas that VET teachers face in teaching international students. In-depth interviewing with 15 VET teachers…

Preparing Learning Teachers: The Role of Collaborative Inquiry

ERIC Educational Resources Information Center

Adams, Pamela

2016-01-01

This paper describes a two-year action research study of 20 pre-service teachers (referred to in the context of this study as intern teachers) in their final 15-week practicum, during which they engaged in a type of action research known as collaborative inquiry. Over the course of their practicum, these intern teachers were interviewed monthly to…

Global Citizenship Education in Context: Teacher Perceptions at an International School and a Local Israeli School

ERIC Educational Resources Information Center

Goren, Heela; Yemini, Miri

2016-01-01

We apply semi-structured interviews to conceptualise perceptions of global citizenship among teachers at an international school and teachers at a local public school in Israel, revealing discrepancies between theory and practice in global citizenship education (GCE). We find that teachers perceive global citizenship differently along three major…

Global Village versus Culture Shock: The Recruitment and Preparation of Foreign Teachers for U. S. Urban Schools

ERIC Educational Resources Information Center

Dunn, Alyssa Hadley

2011-01-01

Though international teachers have been present in U.S. schools for decades, their recruitment for urban schools as a response to the supposed teacher shortage is a relatively new phenomenon with little research to support it. This study examines international teachers' recruitment and preparation for urban environments. Informed by classroom…

Six teachers' experience with a video-based professional development program: Its implementation and development

NASA Astrophysics Data System (ADS)

Nelson, Marianne T.

Many professional development programs fall short of accomplishing their objectives. Recently, programs have been developed that would appear to appeal to teachers and to enhance their potential to influence teachers' practice. My research describes six teachers' responses to a professional development program that employs video as a key feature. The Next Move program consists of eight two-hour sessions, and includes a one-hour video intended to stimulate discussion among a group of teachers. All group participants were invited to participate in the study. My interview sample consisted of six teachers from two groups who volunteered to participate in the study. The first group consisted of four study participants from an urban district. Twelve teachers from this district attended the initial session. Of these, seven became regular participants who completed all sessions. Most of them registered for the graduate credit option. Two study participants were from a single suburban elementary school that had five teachers; they occasionally met jointly with a group from another elementary school, so the numbers varied. Teachers volunteering for this study had from four to seventeen years experience. They were all Caucasian and included four women and two men. My data set consists of three interviews with each teacher, one at the start of the program, one after the last session, and one at the end of the school year. I interviewed each facilitator and jointly interviewed the program's producer and project manager. Additional data was obtained from observation of program sessions and classrooms. Print data sources were the program guide and the project summative evaluation. The data analysis suggests a poor match between the funder's intent and what the teachers expected, based on the program title and information in the promotional flyer. Because of these discontinuities, the program failed to meet its objectives fully. However, some interesting benefits did appear. For example, the classroom clips did focus teachers' discussion on pedagogical issues. Each participant, over the short duration of the study, did implement at least one program idea, and several teachers mentioned continuing conversations they had begun during program sessions.

Auroras and Space Weather Celebrating the International Heliophysics Year in Classroom

NASA Astrophysics Data System (ADS)

Craig, N.; Peticolas, L. M.; Angelopoulos, V.; Thompson, B.

2007-05-01

2007 Celebrates the International Heliophysics year and its outreach has a primary objective, to "demonstrate the beauty, relevance and significance of Space and Earth Science to the world." NASA's first five-satellite mission, THEMIS (Time History of Events and Macroscale Interactions during Substorms), was launched on February 17, 2007 and is to investigate a key mystery surrounding the dynamics of the auroras- when, where, and how are they triggered? When the five probes align perfectly over the North American continent- every four days - and with 20 ground stations in Northern Canada and Alaska with automated, all-sky cameras will document the auroras from Earth. To monitor the large-scale local effects of the currents in space, THEMIS Education and Outreach program has installed 10 ground magnetometers, instruments that measure Earth's magnetic field, in competitively selected rural schools around the country and receive data. The THEMIS Education and Outreach Program shares the IHY objective by bringing in this live local space weather data in the classrooms and engaging the teachers and students on authentic research in the classroom. The data are displayed on the school computer monitors as well as on the THEMIS E/PO website providing the local data to the science mission as well as schools. Teachers use the data to teach about the aurora not only in math and science, but also in Earth science, history and art. These students and their teachers are our ambassadors to rural America and share the excitement of learning and teaching with their regional teachers. We will share how authentic space science data related to Earth's magnetic field and auroras can be understood, researched, predicted and shared via the internet to any school around the globe that wished to be part of tracking solar storms. Complimenting IHY, World Space Week will take place from October 4-10th and this year. World Space week is "an international celebration of science and technology, and their contribution to the betterment of the human condition." THEMIS will take part in World Space Week as a feature science mission with its education program contributing materials to the project so that students around the world can learn more about Earth's magnetic field, magnetic storms and substorms, and beautiful auroras. To facilitate the use of some of our magnetism materials around the world, we will provide some of our activities in German and Spanish on the web.

The International Space Station (ISS) Education Accomplishments and Opportunities

NASA Technical Reports Server (NTRS)

Alleyne, Camille W.; Blue, Regina; Mayo, Susan

2012-01-01

The International Space Station (ISS) has the unique ability to capture the imaginations of both students and teachers worldwide and thus stands as an invaluable learning platform for the advancement of proficiency in research and development and education. The presence of humans on board ISS for the past ten years has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM) disciplines which will lead to an increase in quality of teachers, advancements in research and development, an increase in the global reputation for intellectual achievement, and an expanded ability to pursue unchartered avenues towards a brighter future. Over 41 million students around the world have participated in ISS-related activities since the year 2000. Projects such as the Amateur Radio on International Space Station (ARISS) and Earth Knowledge Acquired by Middle School Students (EarthKAM), among others, have allowed for global student, teacher, and public access to space through radio contacts with crewmembers and student image acquisition respectively. . With planned ISS operations at least until 2020, projects like the aforementioned and their accompanying educational materials will be available to enable increased STEM literacy around the world. Since the launch of the first ISS element, a wide range of student experiments and educational activities have been performed by each of the international partner agencies: National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos). Additionally, a number of non-participating countries, some under commercial agreements, have also participated in Station-related activities. Many of these programs still continue while others are being developed and added to the station crewmembers tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; students participating in ISS engineering education; education demonstrations and cultural activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the ISS. It also highlights some upcoming projects.

Comprehensive Teacher Induction: Linking Teacher Induction to Theory

ERIC Educational Resources Information Center

Keilwitz, Heather A.

2014-01-01

Teacher retention is a wide concern in education and in response school districts throughout the United States are developing more comprehensive teacher induction programs. Components of teacher induction programs that have assisted with successful teacher development include release time for teacher observation, assignment of a knowledgeable…

Measuring teacher implementation in delivery of a bullying prevention program: the impact of instructional and procedural adherence and competence on student responsiveness.

PubMed

Goncy, Elizabeth A; Sutherland, Kevin S; Farrell, Albert D; Sullivan, Terri N; Doyle, Sarah T

2015-04-01

Although there is evidence that school-based prevention programs can produce positive effects on students' academic and behavioral functioning, the ability of teachers to sustain high-quality implementation remains an open and vexing question. Because teachers are often the intervention agents in school-based prevention programs, assessing both their adherence to program procedures and their competence in program delivery is critical for ensuring student responsiveness to prevention programs, which in turn may impact their efficacy. The current study assessed treatment fidelity of implementation of the Olweus' Bullying Prevention Program (OBPP) in two urban middle schools. Trained observers completed 280 observations of teachers' delivery of the class meeting component of the OBPP and rated teachers' instructional and procedural adherence and competence of delivery and students' responsiveness. Analyses using multilevel modeling indicated that competence of delivery was significantly related to student responsiveness above and beyond teacher instructional behavior adherence, such that class meetings conducted with higher instructional adherence and procedural competence resulted in higher student responsiveness to the program after controlling for the clustered nature of teachers, and several observation-level and teacher-level covariates. This study highlights the need for strategies to increase teacher use of effective instructional practices and competence with program procedures to enhance the efficacy of prevention programming in schools.

Economic Education Experiences of Enterprising Teachers, Volume 13. A Report Developed from the 1974-75 Entries in The International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Dawson, George G., Ed.

The publication outlines 19 award winning economic education projects for use on levels K through college. The projects have been judged original and interesting to students and have met contest criteria by describing class situation, scope and sequence, goals, motivational devices, teaching techniques, samples of student work, culmination…

NASA Vision. Volume 1, No. 4

NASA Technical Reports Server (NTRS)

2003-01-01

Contents in this newsletter include the following: Honor award ceremony. NASA robotic geologist named Spirit began its seven-month journey to Mars. Around the Centers. NASA web site wins Webby Award. Global garden. Grows greener. NASA newest UAV makes successful flight. Summer interns join the NASA team. NASA maps bolts of lightning. Monumental tribute. Secret lives of galaxies unveiled in deep survey. New program sends nation's teachers "Back to school".

Responding to Terrorism: Challenges for Democracy. Teacher's Resource Book [and Student Text]. Public Policy Debate in the Classroom. Choices for the 21st Century Education Program.

ERIC Educational Resources Information Center

Blackadar, Andy

This curriculum material, part of a continuing series on current and historical international issues, addresses the issues arising from the September 11, 2001, attacks on the World Trade Center and the Pentagon. On the morning of September 11, 2001, as people watched in horror, terrorist attacks were successfully launched against the United…

A Virtual Tour of the Radio Astronomy Process

NASA Astrophysics Data System (ADS)

Conrad, S. B.; Finley, D. G.; Claussen, M. J.; Ulvestad, J. S.

2000-12-01

In the summer of 2000, two teachers working on a Masters of Science Teaching Degree at New Mexico Tech and participating in the Research Experience for Teachers (RET) program sponsored by the National Science Foundation, spent eight weeks as interns researching and working on projects at the National Radio Astronomy Observatory (NRAO) which will directly benefit students in their classrooms and also impact other science educators. One of the products of the interships is a set of web pages for NRAO's web page educational section. The purpose of these web pages is to familiarize students, teachers, and other people with the process that a radio astronomer goes through to do radio astronomy science. A virtual web tour was created of this process. This required interviewing radio astronomers and other professionals involved with this process at the NRAO (e.g. engineers, data analysts, and operations people), and synthesizing the interviews into a descriptive, visual-based set of web pages. These pages do meet the National as well as New Mexico Standards and Benchmarks for Science Education. The National Radio Astronomy Observatory is a facility of the National Science Foundation, operated under cooperative agreement by Associated Universities, Inc. The NSF's RET program is gratefully acknowledged.

Fusion Science Education Outreach

NASA Astrophysics Data System (ADS)

Danielson, C. A.; DIII-D Education Group

1996-11-01

This presentation will focus on education outreach activities at General Atomics that have been expanded to include the general population on science education with a focus on fusion energy. Outreach materials are distributed upon request both nationally and internationally. These materials include a notebook containing copies of DIII--D tour panels, fusion poster, new fusion energy video, new fusion energy brochure, and the electromagnetic spectrum curriculum. The 1996 Fusion Forum (held in the House Caucus Room) included a student/ teacher lunch with Energy Secretary Hazel O'Leary and a private visit to the Forum exhibits. The continuing partnership with Kearny High School includes lectures, job shadowing, internship, equipment donations and an award-winning electric car-racing program. Development of distribution by CD of the existing interactive fusion energy kiosk and a virtual reality tour of the DIII--D facility are underway. The DIII--D fusion education WWW site includes e-mail addresses to ``Ask the Wizard,'' and/or receive GA's outreach materials. Steve Rodecker, a local science teacher, aided by DIII--D fusion staff, won his second Tapestry Award; he also was named the ``1995 National Science Teacher of the Year'' and will be present to share his experiences with the DIII--D educational outreach program.

The Arctic Climate Modeling Program: K-12 Geoscience Professional Development for Rural Educators

NASA Astrophysics Data System (ADS)

Bertram, K. B.

2009-12-01

Helping teachers and students connect with scientists is the heart of the Arctic Climate Modeling Program (ACMP), funded from 2005-09 by the National Science Foundation’s Innovative Technology Experience for Students and Teachers. ACMP offered progressive yearlong science, technology and math (STM) professional development that prepared teachers to train youth in workforce technologies used in Arctic research. ACMP was created for the Bering Strait School District, a geographically isolated area with low standardized test scores, high dropout rates, and poverty. Scientists from around the globe have converged in this region and other areas of the Arctic to observe and measure changes in climate that are significant, accelerating, and unlike any in recorded history. Climate literacy (the ability to understand Earth system science and to make scientifically informed decisions about climate changes) has become essential for this population. Program resources were designed in collaboration with scientists to mimic the processes used to study Arctic climate. Because the Bering Strait School District serves a 98 percent Alaska Native student population, ACMP focused on best practices shown to increase the success of minority students. Significant research indicates that Alaska Native students succeed academically at higher rates when instruction addresses topics of local interest, links education to the students’ physical and cultural environment, uses local knowledge and culture in the curriculum, and incorporates hands-on, inquiry-based lessons in the classroom. A seven-partner consortium of research institutes and Alaska Native corporations created ACMP to help teachers understand their role in nurturing STM talent and motivating students to explore geoscience careers. Research underscores the importance of increasing school emphasis in content areas, such as climate, that facilitate global awareness and civic responsibility, and that foster critical thinking and other 21st century learning skills. Climate studies offer insight into a broad cross-section of STM careers, and provide a natural forum for helping students develop problem-solving skills inherent in STM research. Climate research involves sophisticated technology, a complex set of 21st century skills, and the ability to collaborate with an international community. Professional development that trains teachers in these skills is essential considering that recent research shows 90 percent of U.S. secondary students are taught Earth and physical science by a teacher lacking STM certification. ACMP summative evaluation posed three questions: 1) Did ACMP training meet teachers’ needs? 2) Did ACMP involvement result in more effective teachers and teaching? 3) Did participation in ACMP result in higher Bering Strait School District student achievement? Teachers and students were evaluated using a mixed method design incorporating descriptive components with a before/after design to measure what teachers and students learned. Community members, 165 teachers, and 1,738 individual students participated in the program, which was successful in its goals overall.

Teacher-delivered resilience-focused intervention in schools with traumatized children following the second Lebanon War.

PubMed

Wolmer, Leo; Hamiel, Daniel; Barchas, Jack D; Slone, Michelle; Laor, Nathaniel

2011-06-01

The 2006 Lebanon War exposed children in the north of Israel to daily rocket attacks. To cope with the massive psychological needs, a teacher-delivered protocol focusing on enhancing personal resilience was implemented. Children were assessed for risk factors, symptoms, and adaptation before the 16-week program (Time 1; n = 983) and after its completion (Time 2; n = 563). At a 3-month follow-up (Time 3; n = 754) children were assessed together with a waiting-list comparison group (n = 1,152). Participating children showed a significant symptom decrease at Time 2 and significantly fewer symptoms than the control group at Time 3. Six or more risk factors were associated with greater symptoms and parental concern about the child's adaptive functioning. Teachers are valuable cost-effective providers for clinically informed interventions after mass trauma and disaster. Copyright © 2011 International Society for Traumatic Stress Studies.

Preparing Future Teacher-Leaders: Experiences from the University of Connecticut's Five-Year Teacher Education Program

ERIC Educational Resources Information Center

Schwab, Richard L.; DeFranco, Thomas C.; McGivney-Burelle, Jean

2004-01-01

The article discusses the Integrated Bachelor's/Master's (IB/M) Teacher Preparation, a five-year teacher preparation program that integrates coursework, school-based clinic experiences, and university and K-12 faculty in the preparation of pre-service teachers. A major component of the IB/M program is the relationship with selected public school…

The Efficacy of Multicultural Education Training in Teacher-Credentialing Programs: A Descriptive Case Study

ERIC Educational Resources Information Center

Delk, Tricia

2017-01-01

The purpose of the qualitative descriptive embedded single case study research was to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. The problem was the inadequacy on the part of teacher-credentialing programs to train pre-service teachers to make…

Three Essays on Teacher Education Programs and Test-Takers' Response Times on Test Items

ERIC Educational Resources Information Center

Qian, Hong

2013-01-01

This dissertation includes three essays: one essay focuses on the effect of teacher preparation programs on teacher knowledge while the other two focus on test-takers' response times on test items. Essay One addresses the problem of how opportunities to learn in teacher preparation programs influence future elementary mathematics teachers'…

Graduate Teacher Education as Inquiry: A Case Study

ERIC Educational Resources Information Center

Shosh, Joseph M.; Zales, Charlotte Rappe

2007-01-01

Responding to the call for reform in American graduate teacher education programs, the authors of this paper examine the design of a teacher action research-based approach in which teacher inquiry lies at the heart of individual courses and the program as a whole. The authors report on the transformation of program graduates from teachers to…