Family Involvement and Parent-Teacher Relationships for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.

2016-01-01

Family educational involvement and parent--teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and…

Support for New Physics Teachers

NASA Astrophysics Data System (ADS)

Adrian, Brian W.; Zollman, D.; Stevens, S.

2006-12-01

Teachers of physics can often lack the type of support they desperately need. The Physics Teaching Web Advisory (Pathway) is a dynamic digital library for physics teaching that is designed to offer such support. Carnegie Mellon University’s synthetic interview technology provides the foundation for a system that allows physics teachers to ask questions of a virtual mentor and get video responses. A log of the questions asked of our system provides a rich database of information about just what types of support teachers are requesting. This talk will present a summary of the common types of questions teachers ask. Such information is valuable as we design support systems for physics teachers, both new and experienced. In addition, recent progress and developments will be discussed. Supported by NSF grant numbers DUE-0226157, DUE-0226219, ESI-0455772 & ESI-0455813

Involving Practicing Scientists in K-12 Science Teacher Professional Development

NASA Astrophysics Data System (ADS)

Bertram, K. B.

2011-12-01

The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

Teacher Training in Family Involvement: An Interpersonal Approach.

ERIC Educational Resources Information Center

Coleman, Mick; Wallinga, Charlotte

2000-01-01

Discusses ways to develop family-school-community involvement, based on an early childhood teacher training course in family involvement. Discusses strategies for using Maslow's Hierarchy of Needs to facilitate family involvement interactions, and using student teachers' experiences for structuring reflective thought about family involvement…

Examining Teacher's Comfort Level of Parental Involvement

ERIC Educational Resources Information Center

Jensen, Deborah Ann

2011-01-01

The connection between home and school is of utmost importance. Therefore, an important concern for those educating teachers is to help teachers recognize the need for and importance of establishing parental involvement and to help them create avenues in which communication can occur. Knowing that parental involvement is important and putting that…

Perceptions of Supportive Leadership Behaviors of School Site Administrators for Secondary Special Education Teachers

ERIC Educational Resources Information Center

Roderick, Erin; Jung, Adrian Woo

2012-01-01

School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument…

Supporting Music Teacher Mentors

ERIC Educational Resources Information Center

Zaffini, Erin Dineen

2015-01-01

While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…

Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs about Math

ERIC Educational Resources Information Center

Levpuscek, Melita Puklek; Zupancic, Maja

2009-01-01

Contributions of parental involvement in educational pursuits as well as math teachers' classroom behavior to students' motivation and performance in math were investigated. By the end of the first school term, 365 Slovene eighth graders reported on their parents' academic involvement (pressure, support, and help) and their math teachers' behavior…

Conducting Design Experiments to Support Teachers' Learning: A Reflection from the Field

ERIC Educational Resources Information Center

Cobb, Paul; Zhao, Qing; Dean, Chrystal

2009-01-01

This article focuses on 3 conceptual challenges that we sought to address while conducting a design experiment in which we supported the learning of a group of middle school mathematics teachers. These challenges involved (a) situating teachers' activity in the institutional setting of the schools and district in which they worked, (b) developing…

Using Facebook to Support Novice Teachers

ERIC Educational Resources Information Center

Staudt, Denise; St. Clair, Norman; Martinez, Elda E.

2013-01-01

Providing quality support for novice teachers as they enter the profession has been an ongoing concern of educator preparation programs. This article describes the efforts of one teacher preparation program in addressing this matter by utilizing Facebook[R] to provide sustained support and professional development for its beginning teachers. We…

Parent Support and Involvement. R&D Interpretation Service Bulletin. Science.

ERIC Educational Resources Information Center

Sealey, Jean

Research suggests that students at all grade levels perform better in school when parents support teachers and become involved in the school's functioning. Surveys indicate that many parents want to help their children but do not know how. Offered are activities that can be shared with parents of elementary children. Suggestions for an activity…

Collaborative Action Research Involving Fiji and Solomon Islands Teachers.

ERIC Educational Resources Information Center

Singh, Gurmit

2000-01-01

Reviews the Basic Education and Life Skills program, which involves University of the South Pacific member countries, highlighting teacher involvement in collaborative action research to promote professional development at the school level. The paper describes the nature of teachers' involvement and shares insights from their experiences as…

Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

ERIC Educational Resources Information Center

Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

Novice Teachers' Perceptions of Support, Teacher Preparation Quality, and Student Teaching Experience Related to Teacher Efficacy

ERIC Educational Resources Information Center

Knobloch, Neil A.; Whittington, M. Susie

2002-01-01

This multiple regression study analyzed the percent of variance in teacher efficacy of 106 student teachers and novice teachers in agricultural education in Ohio explained by selected variables related to perceived support (utilizing a mentor, supportive principal behaviors, collective efficacy), teacher preparation quality, and student teaching…

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

PubMed Central

Minghui, Lu; Lei, Hao; Xiaomeng, Chen; Potměšilc, Miloň

2018-01-01

This paper investigates the relationship between teacher efficacy and socio-demographic factors, work engagement, and social support among Chinese special education school teachers. The sample comprised 1,027 special education school teachers in mainland China. The Teachers’ Sense of Efficacy Scale, the Multi-Dimensional Scale of Perceived Social Support, and the Utrecht Work Engagement Scale were used for data collection. Correlation analysis revealed that social support, work engagement, and teacher efficacy were significantly correlated with each other. Additionally, gender, years of experience, and monthly salary were significant predictors of teacher efficacy. Furthermore, structural equation modeling analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. The findings of this study provide a new perspective on the complex association between social support and teacher efficacy. The explanations and limitations of these findings are discussed. PMID:29867634

Characteristics of Teachers' Support on Learning: A Case Study

ERIC Educational Resources Information Center

Sardà, Anna; Márquez, Conxita; Sanmartí, Neus

2014-01-01

One of the problems in science education research is obtaining evidence that particular teacher support of learning helps achieve better academic results for students. Classroom ecology involves many variables that are difficult to control and, moreover, many results can only be seen in the medium term. The purpose of this case study on an expert…

Teachers as Secondary Players: Involvement in Field Trips to Natural Environments

NASA Astrophysics Data System (ADS)

Alon, Nirit Lavie; Tal, Tali

2017-08-01

This study focused on field trips to natural environments where the teacher plays a secondary role alongside a professional guide. We investigated teachers' and field trip guides' views of the teacher's role, the teacher's actual function on the field trip, and the relationship between them. We observed field trips, interviewed teachers and guides, and administered questionnaires. We found different levels of teacher involvement, ranging from mainly supervising and giving technical help, to high involvement especially in the cognitive domain and sometimes in the social domain. Analysis of students' self-reported outcomes showed that the more students believe their teachers are involved, the higher the self-reported learning outcomes.

Exploring How Creating Stop-Motion Animations Supports Student Teachers in Learning to Teach Science

ERIC Educational Resources Information Center

Wishart, Jocelyn

2017-01-01

This article reports on an exploration of teaching and learning through creating rudimentary stop-motion animations set up to identify how learning opportunities involving stop-motion animations can support student learning and science teacher education. Participants were student teachers, volunteers representing both secondary and primary school…

Teachers' Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout

ERIC Educational Resources Information Center

Fiorilli, Caterina; Albanese, Ottavia; Gabola, Piera; Pepe, Alessandro

2017-01-01

This study explored the relationships among teachers' emotional competence, burnout as a mediator, and social support. Teachers' emotional competence was assessed via measures of emotional intensity and emotional regulation. Social support was evaluated in terms of external versus internal support, and teacher dissatisfaction with support…

Bullying involvement, teacher-student relationships, and psychosocial outcomes.

PubMed

Huang, Francis L; Lewis, Crystal; Cohen, Daniel R; Prewett, Sara; Herman, Keith

2018-06-01

Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial outcomes, we used data from 691 middle school students, 85 teachers, and 6 schools in one urban district. We used both student- and teacher-reported outcomes and regression models included baseline measures (i.e., depression, concentration problems, emotional regulation problems, behavioral engagement) taken 8 months earlier. Regardless of bullying involvement, student-reported TSR had a beneficial association for all outcomes controlling for baseline measures and student demographic variables. However, bully/victims with low TSRs experienced a heightened risk for depressive symptoms suggesting increased attention to this subgroup of students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Influence of Need-Supportive Teacher Behavior on the Motivation of Students with Congenital Deafblindness

ERIC Educational Resources Information Center

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

2017-01-01

Introduction: Research has indicated that need-supportive learning environments positively influence students' motivation. According to self-determination theory, a need-supportive learning environment is one in which teachers provide structure, autonomy support, and involvement, and thereby support their students' psychological needs for…

Community Involvement Components in Culturally-Oriented Teacher Preparation.

ERIC Educational Resources Information Center

Mahan, James M.

1982-01-01

Describes community involvement components in culturally oriented teacher education program, i.e., preservice and inservice community agency assignments, oncampus cultural preparation. Reveals that cultural immersion student teacher programs are attractive and professionally advantageous. (AH)

Generating Knowledge From Field Experience: Two Competing Conclusions About Potential Teacher Center Support

ERIC Educational Resources Information Center

Fox, G. Thomas, Jr.

1978-01-01

Suggests that there exist great potential and much professional support for practitioner involvement (teachers, students, and administrators) in generating knowledge (creating new understandings of what is occurring in our experience and why) from field experience and that the probable consequences noted when practitioners become involved in…

Principals' and Teachers' Practices about Parent Involvement in Schooling

ERIC Educational Resources Information Center

Erdener, Mehmet Akif

2016-01-01

Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent…

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation

Teachers' Attitudes toward Parents' Involvement in School: Comparing Teachers in the USA and Israel

ERIC Educational Resources Information Center

Dor, Asnat; Rucker-Naidu, T. Brooke

2012-01-01

The purpose of this study is a qualitative comparison of Israeli and U.S. teachers' views and attitudes toward parents' involvement in school. Fifty-six elementary school and secondary school teachers in Israel and in the state of Maryland, USA were asked to define parents' involvement, their feelings towards it, and its challenges and strengths.…

Teacher Role Breadth and its Relationship to Student-Reported Teacher Support

ERIC Educational Resources Information Center

Phillippo, Kate L.; Stone, Susan

2013-01-01

This study capitalizes on a unique, nested data set comprised of students ("n" = 531) and teachers ("n" = 45) in three high schools that explicitly incorporated student support roles into teachers' job descriptions. Drawing from research on student-teacher relationships, teacher effects on student outcomes, and role theory,…

Aligning University-Based Teacher Preparation and New STEM Teacher Support

ERIC Educational Resources Information Center

Schuster, Dwight; Buckwalter, John; Marrs, Kathy; Pritchett, Sheila; Sebens, Jeremy; Hiatt, Bill

2012-01-01

This article is intended to help teacher educators, administrators, and mentor teachers envision how to support beginning STEM teachers as they transition from university-based preservice preparation into their first year of classroom teaching in high-need schools. Based on our experiences, and grounded in the associated research and literature,…

Does Well-Being Contribute to Performance? Emotional Security, Teacher Support and Learning Behaviour in Kindergarten

ERIC Educational Resources Information Center

Koomen, Helma M. Y.; van Leeuwen, Mirella G. P.; van der Leij, Aryan

2004-01-01

In this study, we examined relations between kindergartner's emotional security, task involvement and achievement and teacher's supportive presence in a cognitive training setting, in which the familiarity of the teacher was varied. Participants were 48 kindergarten children (mean age = 51.65 months); 16 children were trained by their regular…

Involving Teachers in Charter School Governance: A Guide for State Policymakers

ERIC Educational Resources Information Center

Sam, Cecilia

2008-01-01

This guide for state policymakers examines teacher involvement in charter school governance. Teacher involvement is defined to include the gamut of decision-making roles not typically afforded teachers in traditional public schools, including founding schools, serving on governing boards, and engaging in site-based collective bargaining. Different…

The job self-efficacy and job involvement of clinical nursing teachers.

PubMed

Yang, Hui-Ling; Kao, Yu-Hsiu; Huang, Yi-Ching

2006-09-01

This paper explored the present status of self-efficacy and job involvement of clinical nursing teachers and investigated the predictive power of teachers' personal background variables on such, as well as the relationship between self-efficacy and job involvement. A total of 419 participants in the survey sample were chosen among clinical nursing teachers at 19 public and private institutes of technology and junior colleges in Taiwan in 2004. The self-developed structural questionnaire was categorized into three sections, including personal background data, job self-efficacy related to the clinical teaching inventory and job involvement related to clinical teaching inventory. Of the total 419 questionnaires distributed for this cross-sectional survey, 266 valid copies were registered, at a recovery rate of 63%. Findings indicated that both the job self-efficacy and job involvement of clinical nursing teachers are at a medium to high level and that significant differences exist in job self-efficacy and job involvement based on differences in age, marital status, teaching seniority, teacher qualifications, and job satisfaction. Second, samples have significantly different performance in self-efficacy due to differences in education level attained and the medical institution to which nursing teachers had been assigned. Self-efficacy and job involvement are significantly positively correlated. These results can serve as a reference for the cultivation of nursing teachers and reform of clinical nursing education in the future.

Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

ERIC Educational Resources Information Center

Shanks, Joyce

2016-01-01

The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

Teacher Stress and Social Support Usage

ERIC Educational Resources Information Center

Ferguson, Kristen; Mang, Colin; Frost, Lorraine

2017-01-01

In this paper, we explore how the frequency of utilization of social supports is related to teacher demographics, stress factors, job satisfaction, career intent, career commitment, and the perception of a stigma attached to teacher stress. Using data from self-report questionnaires (N = 264) from teachers in northern Ontario, we found that…

Differences among Teachers' Perceptions of School Climate: Does Support for the Local Teacher Union Make a Difference?

ERIC Educational Resources Information Center

Griffith, Jason S.

2009-01-01

Although some school improvement literature has suggested that schools will improve when unions are removed from the school system, unions have rarely been isolated in the research. This study involved a mixed method case study approach to explore whether support of the local teacher union affected perceptions of school climate, as measured by the…

Bullying Involvement, Teacher-Student Relationships, and Psychosocial Outcomes

ERIC Educational Resources Information Center

Huang, Francis L.; Lewis, Crystal; Cohen, Daniel R.; Prewett, Sara; Herman, Keith

2018-01-01

Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial…

She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being.

PubMed

Zinsser, Katherine M; Christensen, Claire G; Torres, Luz

2016-12-01

Preschool teachers across the country have been charged to prepare children socially and emotionally for kindergarten. Teachers working in preschool centers are supporting children's social and emotional learning (SEL) within a rich ecology of emotion and social relationships and the present study considers how the supports implemented for children's SEL at the center-level are associated with teachers' psychological health and workplace experiences. Hierarchical linear models were constructed using data from the Head Start Family and Child Experiences Survey 2009 cohort. Results indicate that although teachers work in individual classrooms, they share common perceptions at the center-level of their workplace climate, access to support, and, although to a lesser extent, experience commonalities in psychological health and job satisfaction. Furthermore, in centers that had implemented more supports for children's SEL (including access to mental health consultants, classroom curriculum, and training and resources for teachers) teachers were less depressed, more satisfied with their jobs, felt more supported in managing challenging behavior, and viewed the workplace climate of their center as more positive. Findings are discussed in light of the national efforts to increase and retain a high-quality early childhood workforce. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Supporting Teacher Professionalism: Insights from TALIS 2013

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be…

Teachers as Child Advocates: A Continuum of Involvement.

ERIC Educational Resources Information Center

Lindamood, Judy B.

1995-01-01

Describes the steps to increasing levels of teacher involvement in child advocacy. Steps range from "dreamer" with a vision of a better condition, to "volunteer" who gives time and energy without compensation, to "fighter" who uses conflict and dissension to achieve goals. Suggests that this simple continuum encourages teachers to become involved…

Teachers' support and depression among Japanese adolescents: a multilevel analysis.

PubMed

Mizuta, Akiko; Suzuki, Kohta; Yamagata, Zentaro; Ojima, Toshiyuki

2017-02-01

Depression is a major cause of suicide among adolescents. Therefore, childhood and adolescent depression is an important public health concern. This study explored factors as class and individual levels that may influence depression among adolescents in Japan. A questionnaire survey among junior high school students (N = 2968) from two cities in Japan was conducted. Depression was assessed using the Depression Self-Rating Scale for Children; teachers' support was assessed using the Scale of Expectancy for Social Support. The class average score of teachers' support was calculated to indicate what we termed the "homeroom teachers' support." Multilevel analysis was applied to clarify the relation between homeroom teachers' support and depression. Finally, 2466 students completed the questionnaire without missing variables (valid response rate, 83.1%). There was no random effect of the teachers' support at the class level on depression, although there was a significant association between teachers' support and depression for 9th graders (β = -0.12, p = 0.009). Moreover, there were significant associations between economic status, having a best friend, and experiencing unforgettable stress at the individual level and depression in all grades. There was no significant random effect of homeroom teachers' support in class level although there might be marginal negative association between teacher's support and depression. It is suggested that homeroom teachers need to promote population approaches to mental health.

Supporting Early Career Teacher Learning: An Investigation into Induction Supports and Early Career Teacher Professional Learning in New Hampshire

ERIC Educational Resources Information Center

McCurdy, Kathryn

2016-01-01

The past 20 years has seen a rise in the number of induction programs for beginning teachers, including those with mentoring. However, the way in which teacher education has been problematized is still calling into question the need for beginning teacher support. This dissertation study is situated in the belief that beginning teacher induction…

Effective Administrative Support for Able Teachers.

ERIC Educational Resources Information Center

Willing, Delight C.

1979-01-01

The continuing education administrator should provide support that will enable teachers to perform effectively. By using Herzberg's motivation-hygiene theory as a framework, the administrator can develop a positive working environment and seek ways of providing motivation to the teacher. (SK)

Novice ESOL Teachers' Perceptions of Social Support Networks

ERIC Educational Resources Information Center

Brannan, Debi; Bleistein, Tasha

2012-01-01

As new teachers navigate the challenging first years of work, they need positive support providers (Villani, 2002). The impact of support providers on novice educators' beliefs about teaching efficacy previously went unexplored. This study examined novice English to speakers of other languages (ESOL) teachers' perceptions of social support and…

Supporting and Resourcing Secondary Science Teachers in Rural and Regional Schools

ERIC Educational Resources Information Center

Kenny, John; Seen, Andrew; Purser, John

2008-01-01

This paper reports on the outcomes of a pilot project to support secondary teachers of science in rural and regional Tasmania. The pilot project involved eight regional schools and was based on the provision of a kit of materials and an associated learning program that used brine shrimp or "sea-monkeys" to test for water quality. The…

Teacher Justice and Parent Support as Predictors of Learning Motivation and Visions of a Just World

ERIC Educational Resources Information Center

Berti, Chiara; Mameli, Consuelo; Speltini, Giuseppina; Molinari, Luisa

2016-01-01

In this study we explore teacher justice and parent support in learning motivation and visions of a just world. The study sample was 509 Italian secondary school students, 163 males and 346 females. Regression analyses investigated the impact of teacher justice, parental involvement and factors of school choice (one's interests and parental…

"CrowdTeaching": Supporting Teacher Collective Intelligence Communities

ERIC Educational Resources Information Center

Recker, Mimi M.; Yuan, Min; Ye, Lei

2013-01-01

The widespread availability of high-quality Web-based tools and content offers new promise and potential for supporting teachers as creators of instructional activities. When coupled with a participatory Web culture and infrastructure, teachers can share their creations as well as leverage from the best that their peers have to offer to support a…

The Citizen/Teacher Curriculum Council: A Curriculum Development Involvement Strategy.

ERIC Educational Resources Information Center

Peters, Richard O.

In most school systems today, curriculum development is the work of specialists who function as consultants to classroom teachers, administrators, and school boards. An alternative is the Citizen/Teacher Curriculum Council (C/TCC) approach, which calls for direct involvement of community members and classroom teachers in curriculum development.…

Discovering, Supporting, and Promoting Young Children's Passions and Interests: One Teacher's Reflections.

ERIC Educational Resources Information Center

Ferguson, Christine

2001-01-01

Describes the journey of one kindergarten teacher as she discovered, supported, and promoted the passions and interests of an at-risk kindergarten student, and shared in his joys of learning. Details an inquiry project about snakes, initiated by the student's knowledge about snakes, involving field trips, class discussion, learning centers, and…

Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

PubMed

Maring, Elisabeth F; Koblinsky, Sally A

2013-06-01

Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

An Examination of School Factors Which Support and Limit Efficiency in Rural Special Education Resource Room Teachers

ERIC Educational Resources Information Center

Fankhauser, Jeff

2010-01-01

This dissertation examines the school factors which support and limit efficacy in rural special education resource room teachers. To explore these factors, a qualitative case study involving interviews, observations, and data analysis was conducted during the spring of 2010. Data collection included interviews and observations of the teachers,…

Beginning High School Teachers' Perceptions of Involvement in Professional Learning Communities and Its Impact on Teacher Retention

ERIC Educational Resources Information Center

Lovett, Helen Tomlinson

2013-01-01

The purpose of this study was to examine beginning high school teachers' perceptions of involvement in Professional Learning Communities in southeastern North Carolina and to determine whether beginning teachers' perceptions of involvement in Professional Learning Communities influenced their decisions to move to another location, stay in…

In Support of Teachers' Learning: Specifying and Contextualising Teacher Inquiry as Professional Practice

ERIC Educational Resources Information Center

Hardy, Ian

2016-01-01

Drawing upon research into a case study of teacher inquiry in one school in Queensland, Australia, recent theorising into professional practice, and relevant literature on teachers' learning, this article reveals the complexity and particularity of teacher inquiry processes in support of teachers' learning. Specifically, the research reveals how…

Professional Development in Educational Technology through Teacher Support Teams

ERIC Educational Resources Information Center

Alvarado, Guillermo

2017-01-01

Since the turn of the 21st century, the implementation of instructional technologies in the secondary classroom has increased exponentially. As a result, teacher support in its implementation has become paramount. Using a qualitative case study design, this research explored teachers' and administrators' perceptions of teacher support teams that…

Teachers as Researchers: Supporting Professional Development.

ERIC Educational Resources Information Center

Gennaoui, Michele; Kretschmer, Robert E.

1996-01-01

Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,…

School Climate, Principal Support and Collaboration among Portuguese Teachers

ERIC Educational Resources Information Center

Castro Silva, José; Amante, Lúcia; Morgado, José

2017-01-01

This article analyses the relationship between school principal support and teacher collaboration among Portuguese teachers. Data were collected from a random sample of 234 teachers in middle and secondary schools. The use of a combined approach using linear and multiple regression tests concluded that the school principal support, through the…

Teacher Involvement in School Change: Perceptions of Singapore Principals

ERIC Educational Resources Information Center

Lim, Lee Hean

2006-01-01

Background: Data were collected in Singapore as part of a ten-country international study that focuses on cross-cultural comparison of principal attitudes towards teacher involvement. Aim: This paper presents secondary school principals' perceptions with regard to teachers' responsibility-taking in the context of school change in Singapore.…

"Discovering Plate Boundaries in Data-Rich Environments": Supporting Pre-service Teachers involvement in Unique Practices of Geosciences

NASA Astrophysics Data System (ADS)

Barrie, A. S.; Moore, J.

2012-12-01

Plate tectonics is one of the core scientific concepts in both the NRC K-12 standards documents (#ESS2.B) and College Board Standards for Science (#ES.1.3). These documents also mention the scientific practices expected to improve as students are learning plate tectonics: interpreting data based on their observations of maps and argumentation around the evidence based on data. Research on students' understanding of maps emphasizes the difficulty of reading maps in science classrooms.We are conducting an ethnographic case study of the process of learning and teaching by novice teachers in the middle school science major at a mid-Atlantic University. The participants of the study are third-year majors (in the middle school science program and middle students at a suburban middle school. The study uses the data from four different fields (geography, geochronology, volcanology and seismology) to help involve preservice teachers in the practices of geosciences.The data for the study includes video and audio records of novice teachers' learning and teaching processes as well as teachers' reflections about their learning and on teaching Plate Tectonics by using real data. The video and audio data will be compiled and synthesized into event maps and transcripts, which are necessary for sociolinguistic analysis. Event maps provide an overall view of the events and are used to map the learning and teaching events into timely sequences and phases based on the subtopics and types of educational activities. Transcripts cover in detail the discussion and activity observed at each phase of the learning and teaching events. After compilation, event maps and transcripts will be analyzed by using Discourse analysis with an ethnographic perspective in order to identify novice teachers' challenges and the improvement they want to make on their teaching and assessment artifacts. The preliminary findings of the project identified challenges faced by novice teachers learning and teaching

Design Approaches to Support Preservice Teachers in Scientific Modeling

NASA Astrophysics Data System (ADS)

Kenyon, Lisa; Davis, Elizabeth A.; Hug, Barbara

2011-02-01

Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.

Effects of teacher autonomy support and students' autonomous motivation on learning in physical education.

PubMed

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Fahlman, Mariane

2009-03-01

This study applied self-determination theory to investigate the effects of students' autonomous motivation and their perceptions of teacher autonomy support on need satisfaction adjustment, learning achievement, and cardiorespiratory fitness over a 4-month personal conditioning unit. Participants were 253 urban adolescents (121 girls and 132 boys, ages = 12-14 years). Based on a series of multiple regression analyses, perceived autonomy support by teachers significantly predicted students'need satisfaction adjustment and led to learning achievement, especially for students who were not autonomously motivated to learn in physical education. In turn, being more autonomous was directly associated with cardiorespiratory fitness enhancement. The findings suggest that shifts in teaching approaches toward providing more support for students' autonomy and active involvement hold promise for enhancing learning.

Administrative support of novice science teachers: A multiple case study

NASA Astrophysics Data System (ADS)

Iacuone, Leann

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

High Expectations: Untenured Teacher Involvement in School Decision-Making

ERIC Educational Resources Information Center

Turnbull, Barbara

2004-01-01

Findings from the current study show that new teacher expectations for involvement in school decision-making are not being actualized. Based on feedback from elementary and secondary teachers (n=504) in 87 schools, the results show significant differences between actual and preferred levels of participation in 16 areas of school decision-making.…

Mathematics teachers' support and retention: using Maslow's hierarchy to understand teachers' needs

NASA Astrophysics Data System (ADS)

Fisher, Molly H.; Royster, David

2016-10-01

As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to develop a hierarchy of teachers' needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.

Teachers' Training and Involvement in School Health Programme in Oyo State, Southwest Nigeria.

PubMed

Adebayo, A M; Makinde, G I; Omode, P K

2018-02-01

School Health Programme (SHP) currently lacks effective implementation in Nigeria. Lack of training/orientation of teachers in the programme may have contributed to this. Developing an appropriate training intervention may require prior situation analysis to know teachers' current level of training and involvement in the programme, as there is paucity of information on such study in Oyo State. Thus, this study was carried out to assess primary school teachers' training and involvement in the SHP in Oyo state, Nigeria. A descriptive cross-sectional study was conducted using a 2-stage cluster sampling method to select 2 out of the 33 Local Government Areas (LGAs) in Oyo State. A semi-structured self-administered questionnaire was used to obtain information on respondents' characteristics and previous training and involvement in the SHP. The major variable for assessing teachers' involvement in the SHP was "ever been involved in health inspection of pupils". Level of involvement was categorized into "never, "once", "occasionally", "frequently", and "very regularly". These options were further re-categorized into "never", "infrequently" (once and occasionally) and "frequently" (frequently and very regularly) for the purpose of inferential statistics. Data were analyzed using descriptive statistics and Chi-square test at p=0.05. A total of 811 respondents participated in the study. Twenty-eight percent of the respondents reported previous training in the SHP out of whom 44.7% received the training on-the-job. Forty-seven percent were regularly involved in health inspection of pupils. Teachers who taught health education (92.3%) were involved in health inspection of pupils compared with counterparts who did not (74.4%) (p<0.001). Similarly, 85.3% of teachers trained on-the-job were frequently involved in the SHP compared with 73.6% of those trained during undergraduate years (p=0.026). Training and involvement of public primary school teachers in the SHP in Oyo State

Using Blogs to Support Reflection in Teacher Education

ERIC Educational Resources Information Center

Hall, Leigh A.

2018-01-01

The use of blogging as an instructional practice has the potential to reshape teacher education. The purpose of this year-long project was to examine how blogging worked to support inservice K through 12 literacy teachers' professional development. I found that the blogging that occurred in this study demonstrated that, without support, teachers…

Adapting Math Instruction to Support Prospective Elementary Teachers

ERIC Educational Resources Information Center

LeSage, Ann

2012-01-01

Purpose: Elementary teachers' understanding of mathematics is a significant contributor to student success with mathematics. Consequently, teacher educators are frequently charged with the responsibility of supporting the development of prospective elementary teachers' mathematics content knowledge as they re-learn concepts in ways they are…

Curriculum Development: Teacher Involvement in Curriculum Development

ERIC Educational Resources Information Center

Alsubaie, Merfat Ayesh

2016-01-01

In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum…

Supportive relationship: Experiences of Iranian students and teachers concerning student-teacher relationship in clinical nursing education.

PubMed

Heydari, Abbas; Yaghoubinia, Fariba; Roudsari, Robab Latifnejad

2013-11-01

Student-teacher relationship is a salient issue in nursing education and has long-lasting implication in professional development of nursing students. Nowadays, this relationship in clinical settings is different from the past due to changing in nursing education paradigm. The purpose of this qualitative study was to explore the experiences of students and teachers about student-teacher relationship in the context of clinical nursing education in Iran. In this qualitative study that has been carried out adopting conventional qualitative content analysis approach, six bachelor nursing students and six clinical teachers in school of Nursing and Midwifery, were selected through purposive sampling. Semi-structured interview and participant observation were used for data collection. Interviews transcribed verbatim and analyzed using conventional content analysis through the process of data reduction and condensation, coding and also generating the categories and themes. Results of the study showed the existence of a type of relationship in clinical education in which supportive actions of clinical teachers were prominent. These supportive actions appeared as three major categories including educational support, emotional support and social support which emerged from data. The results of this study explicit the ways that support could be provided for students in their relationship with clinical teachers. It also determines the teachers' need to know more about the influence of their supportive relationship on students' learning and the best possible outcomes of their education in clinical settings.

What Makes a Motivating Teacher? Teachers' Motivation and Beliefs as Predictors of Their Autonomy-Supportive Style

ERIC Educational Resources Information Center

Katz, Idit; Shahar, Bat-Hen

2015-01-01

Findings from several studies suggest that teachers who embrace an autonomy-supportive style vis-à-vis their students promote student motivation. However, the question of what makes teachers adopt this supportive style remains unanswered. Using Self-Determination Theory as a framework, we suggest that teachers' own motivation and their beliefs…

Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial.

PubMed

Herman, Keith C; Reinke, Wendy M

2017-03-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few experimental studies have evaluated programs and practices to promote it. In this group randomized trial, we examined the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of contact and comfort with parents. One hundred five classrooms with 1818 students were randomly assigned to an IY TCM or to a control, business as usual condition. Measures of key constructs included teacher ratings of parent and student behaviors, direct observations in the classroom, and a standardized academic achievement test. Latent transition analysis (LTA) was used to identify patterns of involvement over time and to determine if intervention condition predicted postintervention patterns and transitions. Four patterns of involvement were identified at baseline and at follow-up; parents of students with academic and behavior problems were most likely to be in classes with the least adaptive involvement patterns. Intervention status predicted group membership at follow-up. Specifically, intervention classroom parents were significantly more likely to transition to more adaptive teacher-rated parenting profiles at follow-up compared to control classroom parents. This is the first randomized trial we are aware of that has found that teacher training can alter teacher perceptions of parent involvement patterns. Clinical implications for students with behavior and academic problems are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Teacher Views of Support for Inclusive Education in Beijing, China

ERIC Educational Resources Information Center

Xu, Xiaoli; Malinen, Olli-Pekka

2015-01-01

This study reports teachers' views and experiences about the support they receive for their teaching in inclusive classrooms focusing on support from families, resource teachers, and school leaders and administration. The results are based on 16 individual and focus group teacher interviews that were conducted in four different schools in Beijing…

Improving School Feeding through Participation: Should the Teacher Be Actively Involved?

ERIC Educational Resources Information Center

Iddrisu, Issah

2018-01-01

Purpose: Maintaining the success of educational institutions largely depends on the teacher. It is the teacher whose main efforts and contribution help in achieving the goals in education. The purpose of this paper is to examine the current state of the programme delivery and how involving the active participation of the teacher will help enhance…

Effects of Teacher Science Support on Student Science Support in Selected Tenth Grade Biology Classes.

ERIC Educational Resources Information Center

Simpson, Ronald Dale

The objectives of this study were (1) to assess the effects of teacher science support, as measured by the Science Support Scale (Tri-S scale), on student science support and (2) to gain normative data on the Science Support Scale as an instrument for use with high school students. Twenty-four 10th grade biology teachers were given the Tri-S scale…

Kindergarten and First-Grade Teachers' Reported Knowledge of Parents' Involvement in Their Children's Education.

ERIC Educational Resources Information Center

Baker, Amy J. L.; Kessler-Sklar, Susan; Piotrkowski, Chaya S.; Parker, Faith Lamb

1999-01-01

First-grade and kindergarten teachers rated parents' involvement in their children's education. A significant portion of teachers reported limited knowledge of parents' involvement in their children's education. Findings were consistent with reports of a lack of opportunity for meaningful communication between parents and teachers, and indicate…

Working with Parents and Family: Factors that Influence Chinese Teachers' Attitudes toward Parent Involvement

ERIC Educational Resources Information Center

Gu, Wei; Yawkey, Thomas D.

2010-01-01

Student achievement and teacher-parent collaboration are strongly correlated to teachers' attitudes toward involvement (Muller & Kerbow, 1993; Swap, 1993). However, there is very little research in China (Gu, 2006) on examining factors that are well documented to show impacts on teachers' attitudes toward parent involvement. This research…

Three Cases of Teachers' Collaborative Design: Perspectives from Those Involved

ERIC Educational Resources Information Center

Preciado-Babb, Armando Paulino; Liljedahl, Peter

2012-01-01

We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we…

Parents' Involvement in School: Attitudes of Teachers and School Counselors

ERIC Educational Resources Information Center

Dor, Asnat

2012-01-01

This qualitative study compares the attitudes of teachers and school counselors toward parents' involvement in school. The method and procedure is: A semi-structured interview (four open questions on informing parents about school, the child, strengths, and challenges) was conducted with 12 Israeli elementary-school teachers and 11 Israeli…

Teacher Views on Organizational Support and Psychological Contract Violation

ERIC Educational Resources Information Center

Argon, Türkan; Ekinci, Serkan

2017-01-01

This study aimed to determine the relationship between secondary school teachers' view regarding Organizational Support and Psychological Contract Violation. The study conducted with relational screening model included 230 secondary school teachers employed in Bolu central district in 2014-2015 academic year. Perceived Organizational Support Scale…

Toward Increasing Teacher Diversity: Targeting Support and Intervention for Teacher Licensure Candidates

ERIC Educational Resources Information Center

Tyler, Linda

2011-01-01

Since 2006, the National Education Association (NEA) and Educational Testing Service (ETS) have been working collaboratively to support teacher candidates in preparing for "The Praxis Series"[TM] of teacher licensure assessments, currently used in 41 states and territories. Their focus has been particularly targeted to assisting minority…

Connecting Research to Teaching: Professional Communities: Teachers Supporting Teachers.

ERIC Educational Resources Information Center

Adajian, Lisa Byrd

1996-01-01

Reviews research on importance of strong professional communities for supporting reform. National Center for Research in Mathematical Sciences Education (NCRMSE) found significant correlation between teachers' professional community and reformed mathematics instruction. Urban Mathematics Collaboratives (UMC), Quantitative Understanding: Amplifying…

Supporting Teachers to Attend to Generalisation in Science Classroom Argumentation

NASA Astrophysics Data System (ADS)

Shemwell, Jonathan T.; Gwarjanski, Kalee R.; Capps, Daniel K.; Avargil, Shirly; Meyer, Joanna L.

2015-03-01

In scientific arguments, claims must have meaning that extends beyond the immediate circumstances of an investigation. That is, claims must be generalised in some way. Therefore, teachers facilitating classroom argumentation must be prepared to support students' efforts to construct or criticise generalised claims. However, widely used argumentation support tools, for instance, the claim-evidence-reasoning (CER) framework, tend not to address generalisation. Accordingly, teachers using these kinds of tools may not be prepared to help their students negotiate issues of generalisation in arguments. We investigated this possibility in a study of professional development activities of 18 middle school teachers using CER. We compared the teachers' approach to generalisation when using a published version of CER to their approach when using an alternate form of CER that increased support for generalisation. In several different sessions, the teachers: (1) responded to survey questions when using CER, (2) critiqued student arguments, (3) used both CER and alternate CER to construct arguments, and (4) discussed the experience of using CER and alternate CER. When using the standard CER, the teachers did not explicitly attend to generalisation in student arguments or in their own arguments. With alternate CER, the teachers generalised their own arguments, and they acknowledged the need for generalisation in student arguments. We concluded that teachers using frameworks for supporting scientific argumentation could benefit from more explicit support for generalisation than CER provides. More broadly, we concluded that generalisation deserves increased attention as a pedagogical challenge within classroom scientific argumentation.

Administrative Support and Its Mediating Effect on US Public School Teachers

ERIC Educational Resources Information Center

Tickle, Benjamin R.; Chang, Mido; Kim, Sunha

2011-01-01

This study examined the effect of administrative support on teachers' job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers' job…

Supportive relationship: Experiences of Iranian students and teachers concerning student-teacher relationship in clinical nursing education

PubMed Central

Heydari, Abbas; Yaghoubinia, Fariba; Roudsari, Robab Latifnejad

2013-01-01

Background: Student-teacher relationship is a salient issue in nursing education and has long-lasting implication in professional development of nursing students. Nowadays, this relationship in clinical settings is different from the past due to changing in nursing education paradigm. The purpose of this qualitative study was to explore the experiences of students and teachers about student-teacher relationship in the context of clinical nursing education in Iran. Materials and Methods: In this qualitative study that has been carried out adopting conventional qualitative content analysis approach, six bachelor nursing students and six clinical teachers in school of Nursing and Midwifery, were selected through purposive sampling. Semi-structured interview and participant observation were used for data collection. Interviews transcribed verbatim and analyzed using conventional content analysis through the process of data reduction and condensation, coding and also generating the categories and themes. Results: Results of the study showed the existence of a type of relationship in clinical education in which supportive actions of clinical teachers were prominent. These supportive actions appeared as three major categories including educational support, emotional support and social support which emerged from data. Conclusion: The results of this study explicit the ways that support could be provided for students in their relationship with clinical teachers. It also determines the teachers’ need to know more about the influence of their supportive relationship on students’ learning and the best possible outcomes of their education in clinical settings. PMID:24554945

Supporting pre-service science teachers in developing culturally relevant pedagogy

NASA Astrophysics Data System (ADS)

Krajeski, Stephen

This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class. To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1) How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy? 2) How do pre-service science teachers view the importance of culturally relevant pedagogy for supporting student learning? How do their practices in the field change these initial views?

Enhancing E-Learning through Teacher Support: Two Experiences

ERIC Educational Resources Information Center

Gaudioso, E.; Hernandez-del-Olmo, F.; Montero, M.

2009-01-01

Teachers in e-learning play a crucial role as facilitators of the students' learning experiences. To this end, a teacher needs to monitor, understand and evaluate the activity of the students in the course. What is more, e-learning can be enhanced if tools for supporting teachers in this task are provided. In this paper, two experiences are…

Evidence of Convergent and Discriminant Validity of Child, Teacher, and Peer Reports of Teacher-Student Support

PubMed Central

Li, Yan; Hughes, Jan N.; Kwok, Oi-man; Hsu, Hsien-Yuan

2012-01-01

This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse second and third grade academically at-risk students. Confirmatory factor analysis investigated the convergent and discriminant validities of teacher, child, and peer reports of teacher-student support and child conduct problems. Results supported the convergent and discriminant validity of scores on the measures. Peer reports accounted for the largest proportion of trait variance and non-significant method variance. Child reports accounted for the smallest proportion of trait variance and the largest method variance. A model with two latent factors provided a better fit to the data than a model with one factor, providing further evidence of the discriminant validity of measures of teacher-student support. Implications for research, policy, and practice are discussed. PMID:21767024

Instructional support and implementation structure during elementary teachers' science education simulation use

NASA Astrophysics Data System (ADS)

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-07-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

Preservice Teacher Perspectives on Prereferral Intervention and Student Support Teams

ERIC Educational Resources Information Center

Grogg, Kathryn R.

2009-01-01

This qualitative inquiry evaluated the Student Support Team Project and its effects on preservice teachers' knowledge and perceptions of prereferral intervention and student support teams. This investigation is important because prereferral intervention and student support teams have been used increasingly to provide assistance to teachers and to…

The Contribution of Support Teachers in Facilitating Children's Peer Interactions

ERIC Educational Resources Information Center

Hillesøy, Siv

2016-01-01

In the Nordic countries, policies for children, who require special educational assistance, emphasize that support should be provided within regular preschool settings. As one measure to facilitate these children's participation in preschool activities, support teachers may be appointed. The present study explores how support teachers contribute…

ON-SITE: Oklahoma Nucleus for School Involvement in Teacher Education.

ERIC Educational Resources Information Center

Roos, Marie C.; And Others

ON-SITE (Oklahoma Nucleus for School Involvement in Teacher Education), an innovative teacher education program, is a cooperative effort between the College of Education at Oklahoma State University (OSU) and the Stillwater Public Schools (SPS). The program was initiated in 1973 and is maintained as a free partnership whose program development is…

Dimensions of autonomy: Primary teachers' decisions about involvement in science professional development

NASA Astrophysics Data System (ADS)

Schibeci, Renato A.; Hickey, Ruth L.

2004-01-01

Professional development (PD) for primary science teachers is recognized as an important activity which can support improved science education for students. Analysis of interviews with practicing primary science teachers is used to identify the range of PD experiences of a sample of teachers from Western Australia. Teachers' reasons for attending or avoiding science-related PD are categorized as decision issues which include opportunity, compulsion, convenience, enticement, interest, recommendation, and relevance. Case studies describe the interplay of these issues, which result in teachers' attendance or avoidance of PD. A subset of the sample is used to explore teachers' views of other activities which they recognize as contributing to their science teaching, content knowledge, and pedagogy. These other activities include hobbies, partner's job, and pursuing students' interests. Legitimating teachers' own interests as a source of personally derived PD is supported as an avenue to increase the diversity of topics studied by students and to increase the level of content knowledge held by teachers.

The Interactive Effects of Perceived Parental Involvement and Personality on Teacher Satisfaction

ERIC Educational Resources Information Center

Li, Chung-Kai; Hung, Chia-Hung

2012-01-01

Purpose: This study aims to examine the relations between teachers' perception of parental involvement and teacher satisfaction. It further aims to investigate how this relationship may be moderated by interpersonal personality traits. Design/methodology/approach: A questionnaire was conducted; participants were 572 classroom teachers who teach at…

Supporting Pupils' Mental Health through Everyday Practices: A Qualitative Study of Teachers and Head Teachers

ERIC Educational Resources Information Center

Maelan, Ellen Nesset; Tjomsland, Hege Eikeland; Baklien, Børge; Samdal, Oddrun; Thurston, Miranda

2018-01-01

This study aimed to explore teachers' and head teachers' understandings of how they work to support pupils' mental health through their everyday practices. A qualitative study, including individual interviews with head teachers and focus groups with teachers, was conducted in lower secondary schools in Norway. Rich descriptions of teachers' and…

Co-Teaching and Team Teaching: Promising Opportunities for Supporting Novice Special Education Teachers within the School Culture. Induction Insights. Supporting Special Education Teachers-Administrators [AII-10

ERIC Educational Resources Information Center

National Center to Inform Policy and Practice in Special Education Professional Development, 2010

2010-01-01

A collaborative school context can support novice special education teachers. Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. Co-teaching and team teaching--the focus of this Brief--also have the potential for supporting novice teacher socialization in…

Supporting Experienced and Beginning Teachers of Students with Disabilities.

ERIC Educational Resources Information Center

Billingsley, Bonnie S.; And Others

Administrative support is critical to the professional success and self-esteem of special education teachers. This chapter provides practical strategies for administrators at both the building and central office level to use to support special education teachers. J. S. House's framework is used for considering the different types of administrative…

The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

PubMed Central

Lei, Hao; Cui, Yunhuo; Chiu, Ming Ming

2018-01-01

This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students. PMID:29403405

Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies

ERIC Educational Resources Information Center

King, Fiona

2016-01-01

Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher…

Teachers as Designers of Technology Enhanced Learning

ERIC Educational Resources Information Center

Kali, Yael; McKenney, Susan; Sagy, Ornit

2015-01-01

While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…

From Workstation to Teacher Support System: A Tool to Increase Productivity.

ERIC Educational Resources Information Center

Chen, J. Wey

1989-01-01

Describes a teacher support system which is a computer-based workstation that provides support for teachers and administrators by integrating teacher utility programs, instructional management software, administrative packages, and office automation tools. Hardware is described and software components are explained, including database managers,…

Counselor- and Teacher-Led Support Groups for Beginning Teachers: A Cognitive-Developmental Perspective.

ERIC Educational Resources Information Center

Reiman, Alan J.; And Others

1995-01-01

One of the continuing problems for public education has been the absence of effective programs to support teachers during their induction into the profession. Describes an intervention program coordinated by mentor counselors and mentor teachers along with preliminary qualitative and quantitative findings. (JBJ)

Why Do Children Involve Teachers in Their Play and Learning?

ERIC Educational Resources Information Center

Samuelsson, Ingrid Pramling; Johansson, Eva

2009-01-01

This article focuses on why children involve teachers in their play and learning in early childhood education. The main question is: For what reasons might children invite teachers to take part in their play? The data consists of video-observations of children from eight preschools and one primary school. In the analysis we find five categories in…

Supporting Teachers' Understandings of Function through Online Professional Development

ERIC Educational Resources Information Center

Silverman, Jason

2017-01-01

This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of…

Empowerment among Teachers in Leadership Positions Involving ICT Implementation in Schools

ERIC Educational Resources Information Center

Avidov-Ungar, Orit

2018-01-01

The study identifies motivational characteristics of empowerment among teachers in leadership positions involving information and communications technology (ICT) implementation in schools. The participants were 24 teachers who were candidates for an Information and Communications Technology Leadership Award. Analysis of the in-depth interviews…

Rhode Island Model Evaluation & Support System: Teacher. Edition III

ERIC Educational Resources Information Center

Rhode Island Department of Education, 2015

2015-01-01

Rhode Island educators believe that implementing a fair, accurate, and meaningful educator evaluation and support system will help improve teaching and learning. The primary purpose of the Rhode Island Model Teacher Evaluation and Support System (Rhode Island Model) is to help all teachers improve. Through the Model, the goal is to help create a…

Preparation and Support for Part-Time Teachers in Higher Education: Case Studies of Departmental Practice.

ERIC Educational Resources Information Center

Forster, Fred, Comp.; Thompson, Sheila, Comp.

This publication presents 14 departmental case studies of the preparation and support provided to part-time teachers in Scottish institutions of higher education. The case studies are grouped in four sections according to the category of part-time staff involved: practicing professionals (professional teaching assistants, lawyers, artists, and…

The Impact of Socio-Economic Status on Parental Involvement in Turkish Primary Schools: Perspective of Teachers

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Gumus, Sedat

2013-01-01

This exploratory qualitative study investigates the effects of socio-economic status on parental involvement in public primary schools in Turkey. The study aims to examine how teachers in these schools present the scope of current parental involvement, to what factors teachers ascribe the barriers to parental involvement, and whether teachers'…

Teacher Self-Regulatory Climate: Conceptualizing an Indicator of Leader Support for Teacher Learning and Development

ERIC Educational Resources Information Center

Ford, Timothy G.; Ware, Jordan K.

2018-01-01

Few studies that examine organizational conditions conducive to teacher learning utilize social-psychological theory to explain how leader actions specifically support teachers' psychological needs as learners. We apply self-determination theory to the conceptualization of a new construct, Teacher Self-Regulatory Climate (TSRC), defined as a set…

Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us

PubMed Central

Shernoff, Elisa S.; Maríñez-Lora, Ane M.; Frazier, Stacy L.; Jakobsons, Lara J.; Atkins, Marc S.; Bonner, Deborah

2012-01-01

Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and professional learning communities were delivered as intended, adaptations to enhance the relevance, authenticity, level, and type of instrumental support were needed. Implications for science and practice are discussed. PMID:23275682

Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us.

PubMed

Shernoff, Elisa S; Maríñez-Lora, Ane M; Frazier, Stacy L; Jakobsons, Lara J; Atkins, Marc S; Bonner, Deborah

2011-12-01

Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and professional learning communities were delivered as intended, adaptations to enhance the relevance, authenticity, level, and type of instrumental support were needed. Implications for science and practice are discussed.

Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Frazier, Stacy L.; Maríñez-Lora, Ané M.; Lakind, Davielle; Atkins, Marc S.; Jakobsons, Lara; Hamre, Bridget K.; Bhaumik, Dulal K.; Parker-Katz, Michelle; Neal, Jennifer Watling; Smylie, Mark A.; Patel, Darshan A.

2016-01-01

School psychologists have training and expertise in consultation and evidence-based interventions that position them well to support early career teachers (ECTs). The current study involved iterative development and pilot testing of an intervention to help ECTs become more effective in classroom management and engaging learners, as well as more…

Parents as "Help Labor": Inner-City Teachers' Narratives of Parent Involvement

ERIC Educational Resources Information Center

Christianakis, Mary

2011-01-01

This article examines teachers' perceptions of parent involvement through the narratives of 15 racially and linguistically diverse teachers who worked together at Jefferson Elementary, an inner-city school in Northern California composed mostly of African-American, Latino, and Asian students. One overarching research question framed the…

Supporting the students most in need: academic self-efficacy and perceived teacher support in relation to within-year academic growth.

PubMed

Mercer, Sterett H; Nellis, Leah M; Martínez, Rebecca S; Kirk, Megan

2011-06-01

Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

University Support of Secondary STEM Teachers through Professional Development

ERIC Educational Resources Information Center

Beaudoin, Colleen R.; Johnston, Pattie C.; Jones, Leslie B.; Waggett, Rebecca J.

2013-01-01

Problems associated with recruiting, supporting and retaining quality teachers in the STEM areas have been well documented in the literature. Specifically, findings suggest STEM teachers have indicated a need for pedagogy and increased content knowledge. These needs may be attributed to the fact that more STEM teachers have been alternatively…

Community Involvement Components in Culturally-Oriented Teacher Preparation.

ERIC Educational Resources Information Center

Mahan, James M.

At Indiana University, preservice teachers participate in required community-based multicultural programs that allow them to become directly involved with community characteristics, values, needs, and achievements. It is hoped that this experience will help them to adapt curriculum and instructional techniques to fit community realities and…

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

NASA Astrophysics Data System (ADS)

Ni, Lijun

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

Promoting principals' managerial involvement in instructional improvement

PubMed Central

Gillat, Alex; Sulzer-Azaroff, Beth

1994-01-01

Studies of school leadership suggest that visiting classrooms, emphasizing achievement and training, and supporting teachers are important indicators of the effectiveness of school principals. The utility of a behavior-analytic program to support the enhancement of these behaviors in 2 school principals and the impact of their involvement upon teachers' and students' performances in three classes were examined in two experiments, one at an elementary school and another at a secondary school. Treatment conditions consisted of helping the principal or teacher to schedule his or her time and to use goal setting, feedback, and praise. A withdrawal design (Experiment 1) and a multiple baseline across classrooms (Experiment 2) showed that the principal's and teacher's rates of praise, feedback, and goal setting increased during the intervention, and were associated with improvements in the academic performance of the students. In the future, school psychologists might analyze the impact of involving themselves in supporting the principal's involvement in improving students' and teachers' performances or in playing a similar leadership role themselves. PMID:16795819

Promoting principals' managerial involvement in instructional improvement.

PubMed

Gillat, A

1994-01-01

Studies of school leadership suggest that visiting classrooms, emphasizing achievement and training, and supporting teachers are important indicators of the effectiveness of school principals. The utility of a behavior-analytic program to support the enhancement of these behaviors in 2 school principals and the impact of their involvement upon teachers' and students' performances in three classes were examined in two experiments, one at an elementary school and another at a secondary school. Treatment conditions consisted of helping the principal or teacher to schedule his or her time and to use goal setting, feedback, and praise. A withdrawal design (Experiment 1) and a multiple baseline across classrooms (Experiment 2) showed that the principal's and teacher's rates of praise, feedback, and goal setting increased during the intervention, and were associated with improvements in the academic performance of the students. In the future, school psychologists might analyze the impact of involving themselves in supporting the principal's involvement in improving students' and teachers' performances or in playing a similar leadership role themselves.

Promising New Teacher Support Strategies and Their Costs.

ERIC Educational Resources Information Center

Dianda, Marcella R.; Quartz, Karen Hunter

1995-01-01

Describes several promising new teacher support strategies implemented by California universities and their district partners as part of the California New Teacher Project, noting resources expended to implement each strategy. The strategies are framed according to their programmatic and economic dimensions. Strategies that make the most sense…

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…

Teacher Support, School Goal Structures, and Teenage Mothers' School Engagement

ERIC Educational Resources Information Center

Kalil, Ariel; Ziol-Guest, Kathleen M.

2008-01-01

This study investigates how perceptions of teacher support and achievement goal structures in the school environment correlate with school engagement, and whether depressive symptoms mediate or moderate this association, among 64 low-income teenage mothers. Controlling for prior grades, perceptions of teacher support correlate with higher levels…

Teacher-Directed Violence in Relation to Social Support and Work Stress

ERIC Educational Resources Information Center

Bounds, Christina; Jenkins, Lyndsay N.

2016-01-01

Teacher-directed violence, or violence found in a school setting that involves teacher victimization (Espelage et al. in "The American Psychologist," 68(2), 75-87, 2011), is a relatively new area of study in education. Teacher-directed violence or teacher victimization includes obscene gestures/remarks, harassment, verbal threats, and…

The teacher benefits from giving autonomy support during physical education instruction.

PubMed

Cheon, Sung Hyeon; Reeve, Johnmarshall; Yu, Tae Ho; Jang, Hue Ryen

2014-08-01

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

Teacher Support in Learning: Instrumental and Appraisal Support in Relation to Math Achievement

ERIC Educational Resources Information Center

Wong, Tracy K. Y.; Tao, Xi; Konishi, Chiaki

2018-01-01

This study explored the extent to which teachers' instrumental (i.e., tangible aid to promote learning) and appraisal support (i.e., teacher feedback) enhanced students' achievement in mathematics. Participants included 13,950 fifteen-year-old Canadian students who participated in the 2012 Programme for International Student Assessment. Based on…

Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association

ERIC Educational Resources Information Center

Osmond-Johnson, Pamela

2015-01-01

This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform…

Teacher Support in Computer-Supported Lab Work: Bridging the Gap between Lab Experiments and Students' Conceptual Understanding

ERIC Educational Resources Information Center

Furberg, Anniken

2016-01-01

This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical…

Parental Involvement and Developmentally Appropriate Practices: A Comparison of Parent and Teacher Beliefs

ERIC Educational Resources Information Center

Demircan, Özlen; Erden, Feyza Tantekin

2015-01-01

The purpose of this study was to investigate the relationship between developmentally appropriate practices (DAP) and parental involvement beliefs of preschool teachers and the parents of preschool children. Data were collected from 279 teachers and 589 parents via a demographic information questionnaire, "Teachers' Beliefs Scale"…

The Relationship between Teachers' Motivational Support and Engagement versus Disaffection

ERIC Educational Resources Information Center

Guvenc, Hulya

2015-01-01

The purpose of this study is to investigate relationships between students' engagement versus disaffection and their perceptions of teachers' motivational support styles. To do this a hypothesized structural model specifying the direct relationships of students' engagement and their perceptions of teachers' motivational support is used. The model,…

Association between Parental Involvement in School and Child Conduct, Social, and Internalizing Problems: Teacher Report

ERIC Educational Resources Information Center

Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore

2013-01-01

The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…

Technology Integration Support Levels for In-Service Teachers

ERIC Educational Resources Information Center

Williams, Mable Evans

2017-01-01

In-service teachers across the globe are expected to integrate technology in their respective instructional content area. The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning building-level support for technology integration. Participants in the study were asked to participate in semi-structured…

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

ERIC Educational Resources Information Center

Cheasty, Michelle E.

2011-01-01

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

Fostering Teachers' Design Expertise in Teacher Design Teams: Conducive Design and Support Activities

ERIC Educational Resources Information Center

Huizinga, Tjark; Handelzalts, Adam; Nieveen, Nienke; Voogt, Joke

2015-01-01

Supporting Teacher Design Teams (TDTs) during local curriculum development efforts is essential. To be able to provide high-quality support, insights are needed about how TDTs carry out design activities and how support is valued by the members of TDTs and how it affects their design expertise. In this study, the design and support processes of…

Impact of Online Support for Teachers' Open-Ended Questioning in Pre-K Science Activities

ERIC Educational Resources Information Center

Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica Vick

2012-01-01

We examined the effects of teacher supports in enhancing teachers' open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of…

Pre-Service Teachers' Opinions on Cloud Supported Social Network

ERIC Educational Resources Information Center

Ozcan, Seher; Gokcearslan, Sahin; Kukul, Volkan

2015-01-01

Pre-service teachers are expected to use new technologies such as Google+ which facilitates contacting, sharing in certain environments and working collaboratively with the help of cloud support in their lessons effectively. This study aims to examine pre-service teachers' opinions regarding the use of Google+ to support lesson activities. In this…

Value Added?: Teachers' Investments in and Orientations toward Parent Involvement in Education

ERIC Educational Resources Information Center

Schecter, Sandra R.; Sherri, Dana L.

2009-01-01

Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through…

Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students.

PubMed

Banzon-Librojo, Lorelie Ann; Garabiles, Melissa R; Alampay, Liane Peña

2017-06-01

This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Using Technology to Support Teachers' Lesson Modifications during Lesson Study

ERIC Educational Resources Information Center

Skultety, Lisa; Gonzalez, Gloriana; Vargas, Gabriela

2017-01-01

Lesson study is a professional development activity that increases teachers' attention to student thinking. However, coordinating teachers' live observations of a lesson can be challenging. Using the framework of "distributed cognition," we investigate whether technology supports teachers' examination of student thinking and aids the…

Primary School Teachers' Perception on Parental Involvement: A Quliatative Case Study

ERIC Educational Resources Information Center

Aslan, Dolgun

2016-01-01

The purpose of this study is to highlight the opinions of teachers with regard to the approaches of parental involvement in school. A case study design was used in this study conducted that is employed in studies of a qualitative nature. In the "case" under research, there was an attempt to determine the opinions of teachers regarding…

Supporting practice teachers to identify failing students.

PubMed

Skingley, Ann; Arnott, J; Greaves, J; Nabb, J

2007-01-01

The subject of identifying and supporting failing students in community nursing education programmes has been largely overlooked in the literature, yet is of great concern to practice teachers. This article discusses the views on the topic of a group of practice teachers in the light of existing, related research and proposes a number of indicators for good practice. It is suggested that of central importance is the need for higher education institutions and practice teachers to work together in identifying students causing concern at an early stage in their studies, based on both objective and subjective observations, and to have in place documented procedures to be followed when such situations arise.

The Relationship between Principal Support and Teacher Retention in Hard to Staff Schools

ERIC Educational Resources Information Center

Hughes, Amy L.

2012-01-01

This dissertation examines the relationship between principal support and retention of teachers in hard to staff schools. The purpose of this study was to, (a) to determine the relationship between teacher retention and principal support, (b) to examine the perception of support between teachers and principals and how these perceptions affect…

Teacher Support Resources, Need Satisfaction and Well-Being.

PubMed

Doménech-Betoret, Fernando; Lloret-Segura, Susana; Gómez-Artiga, Amparo

2015-03-03

Based on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psychological Need Satisfaction on engagement (β = .74, p < .05), and a negative and significant effect on burnout (β = -.78, p ≤ .05). Furthermore, the results show the mediator role played by Psychological Need Satisfaction in the relationship between teacher support resources and both engagement and burnout (additional paths did not improve the model fit: Δχ2(2) = 2.428, p = .29). Finally, practical implications of these findings are discussed.

Students Who Bully and Their Perceptions of Teacher Support and Monitoring

ERIC Educational Resources Information Center

Ertesvåg, Sigrun K.

2016-01-01

The aim of this study was to assess students who bully and their perception of the emotional support, monitoring and instructional support offered by their teachers. Although research on bullying has increased over the past few decades, research on students who bully and their perceptions of their teachers' support and monitoring is scarce.…

Exemplary Social Studies Teachers Use of Computer-Supported Instruction in the Classroom

ERIC Educational Resources Information Center

Acikalin, Mehmet

2010-01-01

Educators increasingly support the use of computer-supported instruction in social studies education. However few studies have been conducted to study teacher use of computer-supported instruction in social studies education. This study was therefore designed to examine the use of exemplary social studies teachers' computer-supported instruction…

Technology, Time, and Participation: How a Principal Supports Teachers.

ERIC Educational Resources Information Center

McCarthy, Robert B.

1985-01-01

Argues that administrations might better support teachers if they provided: (1) up-to-date technology, such as Xerox machines; (2) "guilt-free" time for curriculum work or special projects; and (3) more opportunities for teacher participation in school decision making. (KH)

Maintaining Parental Involvement in Their Children's Education: Examining Parent and Teacher Perceptions

ERIC Educational Resources Information Center

Gilbert, Ailia S.

2017-01-01

The purpose of this study was to examine the perceptions of teachers and parents and factors that developed and maintained parental involvement among middle and high school parents. The research included eight teachers (four middle school teachers and four high school teachers) and eight parents (four whose children were in middle school and four…

Supporting Teachers' Use of Research-Based Instructional Sequences

ERIC Educational Resources Information Center

Cobb, Paul; Jackson, Kara

2015-01-01

In this paper, we frame the dissemination of the products of classroom design studies as a process of supporting the learning of large numbers of teachers. We argue that high-quality pull-out professional development is essential but not sufficient, and go on to consider teacher collaboration and one-on-one coaching in the classroom as additional…

The impact of motivation and teachers' autonomy support on children's executive functions.

PubMed

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith

2015-01-01

The present study investigates the interplay of executive functions, motivation, and teacher's autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student's motivation and their teachers' autonomy support on student's executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher's autonomy support and student's intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach.

Standards-Based Assessment, Grading, and Reporting in Classrooms: Can District Training and Support Change Teacher Practice?

ERIC Educational Resources Information Center

McMunn, Nancy; Schenck, Patricia; McColskey, Wendy

Whether school district support and training in standards-based assessment, grading, and reporting in classrooms can change teacher practice in these areas was studied in a Florida school district. This district, Bay District Schools of Panama City, has been working with the SERVE Regional Educational Laboratory on a project that involves teachers…

Teachers' Knowledge and Support Systems Regarding Students with Terminal Illness

ERIC Educational Resources Information Center

Heller, Kathryn Wolff; Coleman, Mari Beth; Best, Sherwood J.; Emerson, Judith

2013-01-01

This study examined teachers' knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnaire that was distributed nationally. Results indicated that teachers have greater knowledge…

Teacher Assistant Support and Deployment in Mainstream Schools

ERIC Educational Resources Information Center

Butt, Rosemary

2016-01-01

Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a.…

Teachers' experiences supporting children after traumatic exposure.

PubMed

Alisic, Eva; Bus, Marissa; Dulack, Wendel; Pennings, Lenneke; Splinter, Jessica

2012-02-01

Teachers can be instrumental in supporting children's recovery after trauma, but some work suggests that elementary school teachers are uncertain about their role and about what to do to assist children effectively after their students have been exposed to traumatic stressors. This study examined the extent to which teachers working with children from ages 8 to 12 years report similar concerns. A random sample of teachers in the Netherlands (N = 765) completed a questionnaire that included 9 items measuring difficulties on a 6-point Likert scale (potential range of total scores: 9-54). The mean total difficulty score was 29.8 (ranging from 10 to 50; SD = 7.37). On individual items, the fraction of teachers scoring 4 or more varied between 25 and 63%. A multiple regression analysis showed that teachers' total scores depended on amount of teaching experience, attendance at trauma-focused training, and the number of traumatized children they had worked with. The model explained 4% of the variance, a small effect. Because traumatic exposure in children is rather common, the findings point to a need to better understand what influences teachers' difficulties and develop trauma-informed practice in elementary schools. Copyright © 2012 International Society for Traumatic Stress Studies.

Principal Concerns and Superintendent Support during Teacher Evaluation Changes

ERIC Educational Resources Information Center

Derrington, Mary Lynne; Campbell, John W.

2015-01-01

Teacher evaluation is a major reform initiative in public education's high accountability policy environment. Principals' effective implementation of this high-stakes reform is challenged by time management, policy coherence, communication with teachers, district support, and staff development imperatives. Effective implementation requires moving…

Early Career Teacher Attrition: Intentions of Teachers Beginning

ERIC Educational Resources Information Center

Clandinin, D. Jean; Long, Julie; Schaefer, Lee; Downey, C. Aiden; Steeves, Pam; Pinnegar, Eliza; McKenzie Robblee, Sue; Wnuk, Sheri

2015-01-01

Early career teacher attrition has most often been conceptualized as either a problem associated with individual factors (e.g. burnout) or a problem associated with contextual factors (e.g. support and salary). This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual…

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

PubMed

Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

PubMed Central

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936

The Challenge of Supporting a Beginning Teacher to Plan in Primary Mathematics

ERIC Educational Resources Information Center

Bailey, Judy

2015-01-01

Effective lesson planning is a real challenge for many beginning teachers. This paper presents a case study of one such teacher, and the author's efforts to support her in the planning process. Results show supporting the beginning teacher's planning by (a) providing access to resources such as web-sites and teaching handbooks, (b) modelling, and…

Effects of Elementary Teacher Preparation and Support on Retention

ERIC Educational Resources Information Center

Turpin-Padberg, Sarah

2017-01-01

With the start of every school year, new teachers enter classrooms across our country filled with excitement surrounding the impact they hope to have on students. Some teachers discover that teaching at the elementary level can often times involve more than teaching and loving children. The expectations, demands, and time constraints put on new…

Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement

ERIC Educational Resources Information Center

Alaçam, Nur; Olgan, Refika

2017-01-01

This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…

Process into Products: Supporting Teachers to Engage Parents

ERIC Educational Resources Information Center

Abel, Yolanda

2014-01-01

This article addresses the need for novice teachers to receive exposure and experiences related to family engagement as part of their academic preparation to better facilitate their actual parent involvement practices. In a graduate-level parent involvement in education course, early childhood educators had an opportunity to engage in a variety of…

Supporting Technology Integration within a Teacher Education System

ERIC Educational Resources Information Center

Schaffer, Scott P.; Richardson, Jennifer C.

2004-01-01

The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Performance support was measured by the presence of factors such as clear expectations, feedback, tools, rewards, incentives, motivation, capacity, skills, and knowledge within the…

Modeling Positive Behavior Interventions and Supports for Preservice Teachers

ERIC Educational Resources Information Center

Hill, Doris Adams; Flores, Margaret M.

2014-01-01

The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was…

The SUPERCOMET 2 Project: Teacher Seminar and Teacher Guide

NASA Astrophysics Data System (ADS)

Engstrom, V.; Ireson, G.; Latal, H.; Mathelitsch, L.; Michelini, M.; Peeters, W.; Rath, G.

2008-05-01

The Leonardo da Vinci pilot projects SUPERCOMET (2001-2004) and SUPERCOMET 2 (2004-2007) developed and tested teacher training materials for active, minds-on learning of electromagnetism and superconductivity at the level of upper secondary school. New multimedia materials for the pupils supported the teacher materials, including a teacher seminar in 4 half-day modules detailing the scientific contents, teaching methods, using ICT in physics teaching and learning, online collaboration and further resources for exploring the selected topics. The aim of these projects were to improve the quality of physics teaching on a European level, involving a combined total of 45 partners in 16 countries, and conducting trials at 67 schools with approx. 230 teachers, 280 trainee teachers and 2200 pupils. New follow-up projects develop hands-on materials for carrying out the activities described in the teacher guide and seminars and additional teacher materials involving modelling, simulations and data logging.

Development of the Teachers Supporting Teachers in Urban Schools Program: What Iterative Research Designs Can Teach Us

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Frazier, Stacy L.; Marinez-Lora, Ane; Atkins, Marc S.; Keel, Joanna

2011-01-01

The "Teachers Supporting Teachers in Urban Schools Project" is a 3-year study funded by the Institute of Education Sciences (Development and Innovation Study) and designed to enhance new teachers' effectiveness around the two strongest empirical predictors of attrition--classroom management and engaging learners--and connectedness to…

How Can Student Success Support Teacher Self-Efficacy and Retention?

ERIC Educational Resources Information Center

Pedota, Paul J.

2015-01-01

As they embrace their new profession, teachers across the country face many challenges as they strive to reach all students and have each succeed. Student success or lack of success impacts teacher self-efficacy, and ultimately the decision as to whether to remain in the profession. This article explores how teachers can support the academic…

Social Support as a Contributor to Student Teachers' Experienced Well-Being

ERIC Educational Resources Information Center

Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2017-01-01

The aim of this study is to gain better understanding of the dynamics of the social support system adopted in teacher education and its significance for the student teachers' experienced well-being. The focus was on exploring the extent to which empowering "emotional," "informational" or "instrumental" support is…

One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform

ERIC Educational Resources Information Center

Brezicha, Kristina; Bergmark, Ulrika; Mitra, Dana L.

2015-01-01

Purpose: Many of the predominant leadership models acknowledge the need to support teachers' work, but these models rarely specify how to support teachers' implementation process. This article studies the relationship between leadership support and teachers' sensemaking processes. It brings together three divergent bodies of…

A Survey of Teachers' Perceptions of the Function and Purpose of Student Support Teams

ERIC Educational Resources Information Center

Lee-Tarver, Aleada

2006-01-01

The purpose of this study was to investigate teacher training, teacher participation and teacher understanding of the relationship between student support team functions and special education services. One hundred and twenty-three regular education teachers responded to a brief questionnaire concerning student support team activities. Teachers…

Supporting the Development of Science Teacher Leaders--Where Do We Begin?

ERIC Educational Resources Information Center

Hanuscin, Deborah L.; Rebello, Carina M.; Sinha, Somnath

2012-01-01

Teacher leadership has been recognized as a necessary ingredient to support educational reform efforts. Leaders provide the needed expertise to ensure reforms are successful in promoting student learning. The overarching goal of the "Leadership in Freshman Physics" program is to support a cadre of teachers-leaders who will become advocates for…

Expectation Congruency and Psychosocial Support in Formal Agriculture Teacher Mentoring Relationships

ERIC Educational Resources Information Center

Tummons, John; Kitchel, Tracy; Garton, Bryan L.

2016-01-01

Educational leaders have widely implemented mentoring and induction programs to support beginning teachers as they enter the profession. A variety of contextual factors within the mentoring dyad and program may impact the mentoring relationship and subsequent support received by the beginning teacher. The purpose of this study was to describe the…

Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers' Counseling Competence

ERIC Educational Resources Information Center

Gerich, Mara; Schmitz, Bernhard

2016-01-01

In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers'…

Training Lay Interventionists to Support Tobacco Cessation among Teachers in India.

PubMed

Aghi, Mira; Nagler, Eve; Lando, Harry; Pednekar, Mangesh; Gupta, Prakash; Sorensen, Glorian

2016-01-01

Despite the rapidly increasing burden of tobacco-related morbidity and mortality in low- and middle-income countries, tobacco control initiatives - especially cessation - receive little emphasis. This is true despite low-cost methods that have potential for widespread dissemination. The purpose of this paper is to provide a case study example of how lay interventionists may be trained and supported to facilitate tobacco use cessation, based on the successful Tobacco Free Teachers-Tobacco Free Society program (TFT-TFS) implemented in Bihar, India. This school-based program included multiple components, with lay interventionists having a crucial role. The lay interventionists included health educators and lead teachers, both of whom were selected based on formative research, underwent extensive training and received continuing support. We emphasized encouraging and supporting teachers to quit tobacco use and engaging both tobacco users and nonusers to create a supportive environment for cessation. We also stressed that neither the health educators nor lead teachers were being trained as counselors or as cessation experts. We focused on the importance of respecting teachers as individuals and identifying locally relevant methods of cessation. Although we cannot isolate the precise contribution of the lay interventionists to the successful TFT-TFS intervention, the abstinence findings in favor of the intervention at follow up are highly encouraging. Teachers have been neglected as lay interventionists for tobacco cessation despite the fact that they tend to be highly respected and credible. The approach used for TFT-TFS could be disseminable in multiple low- and middle-income country contexts through train-the-trainer programs targeted to teachers.

Bridging the Gap: The Halifax New Teacher Support Program

ERIC Educational Resources Information Center

Power, Alayne

2013-01-01

New teachers require specific and targeted support, as witnessed by alarming rates of attrition in their first years in the profession. Research shows they often struggle to bridge the gap between their university study and effective practice, especially with issues such as assessment, classroom management and diversity. New teachers should have…

Teachers' Perceptions of Administrative Support and Antecedents of Turnover

ERIC Educational Resources Information Center

Russell, Elizabeth Morgan; Williams, Sue W.; Gleason-Gomez, Cheryl

2010-01-01

The purpose of this pilot study was to determine the degree to which teachers' age, perceptions of fair pay, receipt of employer-sponsored health insurance, and administrative support, as operationalized by the Competing Values Framework, predicted antecedents of turnover. Teachers' thoughts of leaving their current job and commitment to a center…

Supporting Novice Special Education Teachers through Quality Professional Development

ERIC Educational Resources Information Center

Tate, Mary E.

2013-01-01

The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

Getting Parents Involved: A Handbook of Ideas for Teachers, Schools and Communities. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Wittreich, Yvonne M.; Jacobi, Evelyn F.; Hogue, Iris E.

Intended as a guide for all educators associated with parent involvement--especially classroom teachers--this resource handbook addresses the issues and concerns of parents in school programs. Following an Introduction, chapters in the handbook are: (1) Why We Need Parent Involvement in Our Schools; (2) Diversity in Schools; (3) The ABC's of…

Teacher Stress and Administrative Support as Predictors of Teachers' Self-Efficacy for Special Education Teachers in California's Central Valley

ERIC Educational Resources Information Center

Kerr, Michelle Bailey

2013-01-01

The purpose of this study was to examine the impact that perceived administrative support and stress had on special education teachers' self-efficacy. A survey was used to gather quantitative data from 244 special education teachers in Central California's Tulare and Fresno counties. Using correlation and regression analysis, this study found a…

Understanding Teachers' Perspectives of Factors That Influence Parental Involvement Practices in Special Education in Barbados

ERIC Educational Resources Information Center

Blackman, Stacey; Mahon, Erin

2016-01-01

Parental involvement has been defined in various ways by researchers and is reported to have many advantages for children's education. The research utilises a case study strategy to investigate teachers' perspectives of parental involvement at four case sites in Barbados. In-depth interviews were done with teachers and analysis utilised content…

Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

ERIC Educational Resources Information Center

Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K.

2013-01-01

Research Findings: It is widely acknowledged that consistent, high-quality teacher-student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher-student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher-student…

Exploring Elements That Support Teachers Engagement in Online Professional Development

ERIC Educational Resources Information Center

Prestridge, Sarah; Tondeur, Jo

2015-01-01

This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development…

Urban Elementary Science Teacher Leaders: Responsibilities, Supports, and Needs

ERIC Educational Resources Information Center

Wenner, Julianne A.

2017-01-01

The challenge of science achievement gaps is one that scholars have struggled to solve. Teacher leadership holds great promise in closing those gaps. Therefore, the purpose of the research reported here was to explore the responsibilities and supports of formally designated science teacher leaders (STLs) in urban elementary schools that have been…

Principal Support Is Imperative to the Retention of Teachers in Hard-to-Staff Schools

ERIC Educational Resources Information Center

Hughes, Amy L; Matt, John J.; O'Reilly, Frances L.

2015-01-01

Teacher retention is an ongoing problem in hard-to-staff schools. This research examined the relationship between principal support and retention of teachers in hard-to-staff schools. The purpose of this study was to, (a) to determine the relationship between teacher retention and principal support, (b) to examine the perception of support between…

[The role of physical education teachers to support overweight and obese pupils].

PubMed

Jodkowska, Maria; Oblacińska, Anna; Tabak, Izabela; Radiukiewicz, Katarzyna

2010-01-01

School-based physical education (PE) is often proposed as a strategy for obesity prevention and treatment. Thus the role of PE teachers is crucial on this field. The purpose of this study was to investigate the perception of PE teachers towards overweight and obese pupils aged 13-15 years, especially psychosomatic problems and support for obese adolescents in realisation of physical activity programme. A random sample of 185 PE teachers from 112 lower secondary schools in Poland were surveyed regarding their perception of pupils obesity and their support for obese adolescents. PE teachers observed many negative features among obese pupils: Two thirds of teachers (67% male and 74% teachers with work experience 6-10 years) observed decreased physical fitness and exercise capacity in this group of pupils. Body-related barriers in obese pupils and anxiety caused by weight related peer teasing were observed by respectively 30% and 20% teachers more often women teachers and teachers with shorter work experience. PE teachers were engaged in activities to support obese pupils: 90% of them assessed obese pupils by personal development, 70% conducted counseling and 20% cooperated with obese pupils' parents. Two third of teachers reported successes in their work with obese pupils. Their difficulties were connected with body-related barriers in pupils (24%), and aversion to exercise and physical efforts and location of PE lessons at school (9-16%). 1. The PE teachers can play an important role in preventing and combating obesity in pupils. 2. PE teachers should be motivated to organize interesting PE lessons, school sport and competitions for both normal and overweight pupils.

Supporting Primary-Level Mathematics Teachers' Collaboration in Designing and Using Technology-Based Scenarios

ERIC Educational Resources Information Center

Misfeldt, Morten; Zacho, Lis

2016-01-01

In this article, we address how the design of educational scenarios can support teachers' adoption of both technology and open-ended projects indorsing creativity and innovation. We do that by describing how groups of teachers develop digital learning environments supporting using a combination of GeoGebra and Google sites. Both teachers and…

Preservice Teachers' Instructional Actions To Support Meaningful Interaction with Text.

ERIC Educational Resources Information Center

Dugan, JoAnn

This study investigated the nature of preservice teachers' instructional actions during Directed Reading-Teaching Activities (DR-TA) to involve students in reading and enhance their understanding of text, noting scaffolding processes used to engage children in making sense of text. Twenty-eight preservice teachers who were first-semester K-8…

Exploring the role of curriculum materials to support teachers in science education reform

NASA Astrophysics Data System (ADS)

Schneider, Rebecca M.

2001-07-01

For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific

Do Beginning Teachers Receive Adequate Support from Their Headteachers?

ERIC Educational Resources Information Center

Menon, Maria Eliophotou

2012-01-01

The article examines the problems faced by beginning teachers in Cyprus and the extent to which headteachers are considered to provide adequate guidance and support to them. Data were collected through interviews with 25 school teachers in Cyprus, who had recently entered teaching (within 1-5 years) in public primary schools. According to the…

How Can Video Supported Reflection Enhance Teachers' Professional Development?

ERIC Educational Resources Information Center

McCullagh, John F.

2012-01-01

This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers'…

No Longer a Teacher Monologue--Involving EFL Writing Learners in Teachers' Assessment and Feedback Processes

ERIC Educational Resources Information Center

Huang, Shu-Chen

2016-01-01

This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment…

How can video supported reflection enhance teachers' professional development?

NASA Astrophysics Data System (ADS)

McCullagh, John F.

2012-03-01

This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers' actions the reframing of routine practice through reflection-in-action can prove challenging. This response paper describes how video can empower teachers to take greater control of their progress and allows for a more social constructivist approach to professional development. Along with a consideration of the difficulties associated with the notion of `reflection' and a short case study, the paper uses Lev Semenovich Vygotsky's zone of proximal development and the notion of scaffolding to propose that video offers a Video Supported Zone of Proximal Development which can ease the process of teacher development. In capturing permanent and exchangeable representations of practice video encourages a collaborative approach to reflection and is consistent with the original ideas of John Dewey.

Pedagogical Practices of NetNZ Teachers for Supporting Online Distance Learners

ERIC Educational Resources Information Center

Lai, Kwok-Wing

2017-01-01

A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher-student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance…

Effects of School-Wide Positive Behavior Support on Teacher Self-Efficacy

ERIC Educational Resources Information Center

Kelm, Joanna L.; McIntosh, Kent

2012-01-01

This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy.…

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

NASA Astrophysics Data System (ADS)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

Teacher and student supports for implementation of the NGSS

NASA Astrophysics Data System (ADS)

Severance, Samuel

Through three articles, this dissertation examines the use of supports for implementing the Next Generation Science Standards (NGSS) within a large urban school district. Article one, titled Organizing for Teacher Agency in Curricular Co-design, examines the need for coherent curriculum materials that teachers' had a meaningful role in shaping and how the use of a co-design approach and specific tools and routines can help to address this need. Article two, titled Relevant Learning and Student Agency within a Citizen Science Design Challenge, examines the need for curriculum materials that provide students with learning experiences they find relevant and that expands their sense of agency and how a curriculum centered around a community-based citizen science design challenge can help achieve such an aim. Article three, titled Implementation of a Novel Professional Development Program to Support Teachers' Understanding of Modeling, examines the need for professional development that builds teachers' understanding of and skill in engaging their students in the practice of developing and using models and how a novel professional development program, the Next Generation Science Exemplar, can aid teachers in this regard by providing them with carefully sequenced professional development activities and specific modeling tools for use in the classroom.

Student-Led, Teacher-Supported Conferences: Improving Communication across an Urban School District

ERIC Educational Resources Information Center

Goodman, Amy

2008-01-01

This article describes how parent communication across an urban school district was improved through student-led, teacher-supported conferences. According to "This We Believe," student-led, teacher-supported conferences empower young adolescents to accept responsibility for their own learning. Such conferences invite parents into the…

Investigation of the Challenges, Mentoring Needs, and Support for Business and Marketing Teachers

ERIC Educational Resources Information Center

Yohon, Teresa

2005-01-01

The purpose of this study was to determine the challenges that new business/marketing teachers face as well as the current support structures available to them and to determine experienced business/marketing teachers perceptions of the challenges faced by new teachers as well as the types of support that they were willing to provide to new…

Teachers' Capacities to Meet Students' Additional Support Needs in Mainstream Primary Education

ERIC Educational Resources Information Center

Bruggink, M.; Goei, S. L.; Koot, H. M.

2016-01-01

Mainstream primary school teachers generally acknowledge the need to implement adaptive teaching; however, meeting a variety of students' needs is a challenge. Studies have addressed the conditions under which teachers attribute their (in)capacities, but these have mainly involved vignettes. Therefore, it remains unknown whether teachers are…

STEM TIPS: Supporting the Beginning Secondary STEM Teacher

ERIC Educational Resources Information Center

Jones, Griff; Dana, Thomas; LaFramenta, Joanne; Adams, Thomasenia Lott; Arnold, Jason Dean

2016-01-01

The STEM TIPS mobile-ready support platform gives institutions or school districts the ability to provide immediate and customized mentoring to teachers through multiple tiers of web-based support and resources. Using the results of a needs assessment, STEM TIPS was created and launched in partnership with 18 Florida school districts. Further…

Multitiered Support Framework for Teachers' Classroom-Management Practices: Overview and Case Study of Building the Triangle for Teachers

ERIC Educational Resources Information Center

Simonsen, Brandi; MacSuga-Gage, Ashley S.; Briere, Donald E.; Freeman, Jennifer; Myers, Diane; Scott, Terrance M.; Sugai, George

2014-01-01

Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional…

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.

Utilizing Participatory Evaluation in a Public School Setting: An Assessment of Teacher Involvement in Decision Making.

ERIC Educational Resources Information Center

Sick, Paul; Shapiro, Joan Poliner

Participatory evaluation is an assessment approach that involves the participants of a study from beginning to end. The evaluation strategy was implemented in a public school district to assess teacher involvement in decisionmaking, determine whether teachers desire more participation, and evaluate the assessment strategy itself. Data were…

Teacher and Peer Support for Young Adolescents' Motivation, Engagement, and School Belonging

ERIC Educational Resources Information Center

Kiefer, Sarah M.; Alley, Kathleen M.; Ellerbrock, Cheryl R.

2015-01-01

The purpose of this sequential explanatory mixed methods study was to investigate teacher and peer support for young adolescents' academic motivation, classroom engagement, and school belonging within one large, urban, ethnically diverse middle school. In the initial quantitative phase, associations among aspects of teacher support (autonomy,…

Improving Teacher Perceptions of Parent Involvement Patterns: Findings from a Group Randomized Trial

ERIC Educational Resources Information Center

Herman, Keith C.; Reinke, Wendy M.

2017-01-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…

Supporting the Transference of Knowledge about Language within Teacher Education Programs

ERIC Educational Resources Information Center

Fenwick, Lisl; Endicott, Michele; Quinn, Marie; Humphrey, Sally

2014-01-01

Teacher education is effective when pre-service teachers are able to transfer knowledge from content areas to practice. This study investigates the extent to which curriculum and assessment designs, along with teaching practices, supported pre-service teachers to transfer knowledge gained about language from a first-year course into a second-year…

Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

ERIC Educational Resources Information Center

Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

2013-01-01

This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in…

Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts

ERIC Educational Resources Information Center

Peterson, Shelley Stagg; Greenberg, Janice

2017-01-01

A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's…

Assessing Estonian Mothers' Involvement in Their Children's Education and Trust in Teachers

ERIC Educational Resources Information Center

Kikas, Eve; Peets, Katlin; Niilo, Airi

2011-01-01

Questionnaires assessing mothers' involvement in children's education and their trust in teachers were developed for the usage in Estonian kindergartens and elementary schools. The scales were adapted based on the questionnaires by Fantuzzo and colleagues (parental involvement) and Adams and Christenson (trust). Mothers of 454 kindergarten…

Teachers' roles in supporting children's literacy development through play.

PubMed

Saracho, Olivia N

2002-04-01

This study focused on the roles five kindergarten teachers assumed to promote literacy. Data were collected through systematic videotaped observations during the children's play periods. Saracho's analysis of the transcriptions in identifying the roles of the teachers suggested teachers' roles in the children's literacy-play include director of instructions (instructing students to follow directions and learn concepts), transition director (directing students to make smooth transitions), supporter of learning (acknowledging and praising students' work to promote learning), storyteller (reading or telling a story and encouraging children to respond), and instructional guide (providing instructional guidance for learning).

One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

NASA Astrophysics Data System (ADS)

Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

2002-12-01

Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific

Mentors' Views of Factors Essential for the Success of Beginning Teachers

ERIC Educational Resources Information Center

Barrera, Arnold; Braley, Richard; Slate, John R.

2008-01-01

The views of 46 mentors of first-year teachers were obtained regarding practices that they viewed as essential for their success in mentoring teachers. Specifically, they were queried about teacher involvement/support, staff development, administrative support, and resource materials. Almost all of the mentor teachers believed a teacher-mentoring…

A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers

ERIC Educational Resources Information Center

Baker, Credence; Gentry, James; Larmer, William

2016-01-01

Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…

Teacher Support and Life Satisfaction: An Investigation with Urban, Middle School Students

ERIC Educational Resources Information Center

Guess, Pamela E.; McCane-Bowling, Sara J.

2016-01-01

This study examined the relationship between perceived teacher support and overall life satisfaction (LS) in a sample of urban middle school students. Based on correlations between measures of student perceptions related to these constructs, results indicated that student perceptions of teacher support correlated significantly with LS, with the…

Perceptions of Support, Induction, and Intentions by Secondary Science and Mathematics Teachers on Job Retention

NASA Astrophysics Data System (ADS)

Bond, Sharon C.

This study was designed to examine the teacher characteristics, workplace factors, and type of induction supports that contribute to the retention of secondary science and mathematics teachers. Using the sample of secondary science and mathematics teachers extracted from the National Center for Educational Statistics (NCES) 2007--2008 Schools and Staffing Survey (SASS), research was conducted to analyze teachers' responses relative to induction and support by looking at what teachers valued, what they actually received, and what impacted their decision to remain in the teaching profession. In addition to predisposing characteristics that have been shown to influence retention, the research conceptualized the type of induction to include mentoring, professional development, and administrative supports, and employed logistic regression to estimate the individual and collective effects of these factors on teachers' decisions to stay in the profession. Consistent with many areas of education, the fields of science and mathematics in North Carolina remain predominantly White (81%) with Blacks holding 14%, while Asians and Native Americans represent less than 5%. The examination of the Schools and Staffing Survey 2007--2008 showed that the primary supports received by beginning teachers were seminars or classes, common planning, mentoring, and communication with principals. Controlling for certain teacher characteristics, research indicated that science and mathematics teachers in North Carolina rated positively many variables related to support, climate, and classroom practices. Primarily, secondary science and mathematics teachers indicated satisfaction in the areas of mentoring, working conditions, and administrative support, and remained in teaching.

Mentors, Not Models: Supporting Teachers to Be Empowered in an Irish Context

ERIC Educational Resources Information Center

O'Dohery, Teresa; Deegan, James

2009-01-01

This article explores the values and perceptions of Irish mentor teachers who have been involved in mentoring novice teachers. While situating this research within the historical context of the teaching profession in the Republic of Ireland, the article chronicles the establishment of the National Pilot Project on Teacher Induction and reports on…

Mental Health of Homeless Youth: Moderation by Peer Victimization and Teacher Support.

PubMed

Armstrong, Jenna M; Owens, Caitlyn R; Haskett, Mary E

2018-02-14

The link between youth homelessness and mental health functioning was examined using state population-representative 2015 Youth Risk Behavior Survey (YRBS) data. The moderating role of victimization and perceived teacher support also was examined. Consistent with hypotheses, results indicated that homelessness was associated with greater mental health challenges, more victimization, and less teacher support. The association between homelessness and mental health was not moderated by perceived teacher support. However, victimization experiences served as a moderator such that more victimization exacerbated the effect of homelessness on mental health challenges. This study supports the utility of the YRBS for gaining understanding of the experiences and needs of youth experiencing homelessness and adds to the growing literature on predictors of individual differences in mental health functioning of these vulnerable youth.

Connecting Teacher Preparation to Teacher Induction: Outcomes for Beginning Teachers in a University-Based Support Program in Low-Performing Schools

ERIC Educational Resources Information Center

Bastian, Kevin C.; Marks, Julie T.

2017-01-01

Given concerns with the performance and attrition of novice teachers, North Carolina allocated $7.7 million from Race to the Top to create the New Teacher Support Program (NTSP), an induction model developed and implemented by the state's public university system and targeted at low-performing schools. In this study, we assess the associations…

Contextualized Support for Urban Teachers Implementing Writer's Workshop

ERIC Educational Resources Information Center

Kaiser, Eileen

2013-01-01

Gladwell (2000) describes context as "the tipping point" for leveraging change. This paper explores how differentiated learning opportunities situated in the school context supported changes in practice for urban elementary teachers during the implementation of Writer's Work-shop (Calkins, 2003 & 2006). The teachers in this…

The Impact of Leadership Support for Blended Learning on Teachers and Students

ERIC Educational Resources Information Center

Bodden-White, Michelle Marie

2015-01-01

This quantitative study examined the relationship between teachers' perceptions of leadership support for their use of a blended learning approach to teach math in fourth or fifth grade and their use of blended learning. The study also examined teachers' perceptions of leadership support for incorporating blended learning and student engagement.…

Prospective Mathematics Teachers' Ways of Guiding High School Students in GeoGebra-Supported Inquiry Tasks

ERIC Educational Resources Information Center

Hahkioniemi, Markus; Leppaaho, Henry

2012-01-01

In this paper, we study how prospective teachers guide students' reasoning in GeoGebra-supported inquiry tasks. Twenty prospective mathematics teachers wrote about how they would react as a teacher in hypothetical situations where high school students present their GeoGebra-supported solutions to the teacher. Before writing their reactions, the…

Principals Supporting Teachers in Providing Language Instruction to English Learners in Elementary School

ERIC Educational Resources Information Center

Munguia, Celia

2017-01-01

The purpose of the study was to examine the systems of support that principals establish at their school sites to support teachers with the academic achievement of the English learner population. Two schools from a single district were selected. Specific strategies, structures, and processes that support teachers and principals of English learners…

Teacher Involvement as a Protective Factor from the Association between Race-Based Bullying and Smoking Initiation.

PubMed

Earnshaw, Valerie A; Rosenthal, Lisa; Carroll-Scott, Amy; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2014-06-01

Experiencing bullying as a victim is associated with negative health and health behavior outcomes, including substance use, among adolescents. However, understandings of protective factors - factors that enhance adolescents' resilience to the negative consequences of bullying - remain limited. The current study investigates whether teacher involvement protects adolescent students from the association between being bullied due to race and smoking initiation. Students were recruited from 12 Kindergarten through 8 th grade schools in an urban school district in the Northeast United States. The analytic sample included 769 students who responded to surveys in 5 th or 6 th grade (2009), and two years later in 7 th or 8 th grade (2011). Students primarily identified as Latino and/or Black, and 90% were eligible for free or reduced lunch. Fifty-four (7%) students initiated smoking between survey time points. Among students reporting lower teacher involvement, race-based bullying was associated with higher likelihood of smoking initiation (OR = 1.69, p = .03). In contrast, among students reporting higher teacher involvement, racebased bullying was not associated with higher likelihood of smoking initiation (OR = 0.95, p = .81). Results suggest that teacher involvement may protect students from the association between race-based bullying and smoking initiation. Enhancing teacher involvement among students experiencing race-based bullying in schools may limit smoking initiation.

A Teacher Competence Development Programme for Supporting Students' Reflection Skills

ERIC Educational Resources Information Center

Dekker-Groen, Agaath M.; van der Schaaf, Marieke F.; Stokking, Karel M.

2013-01-01

This study aimed to evaluate a training programme for Dutch teachers in six institutes for nursing education to support students' reflection skills. The research question was: what are the feasibility, quality and effects of the programme? The training programme focused on four competences of teachers regarding instructing, guiding, giving…

Journey toward Holistic Instruction: Supporting Teachers' Growth.

ERIC Educational Resources Information Center

Au, Kathryn H.; Scheu, Judith A.

1996-01-01

Discusses how to support teachers through the challenges of full implementation of holistic instruction in the classroom. Examines the effectiveness of the Kamehameha Elementary Education Program in Hawaii. Finds that holistic instruction can be effective in improving the literacy achievement of students of diverse cultural and linguistic…

Science Credit for Agriculture: Perceived Support, Preferred Implementation Methods and Teacher Science Course Work.

ERIC Educational Resources Information Center

Johnson, Donald M.

1996-01-01

Arkansas agriculture teachers (213 of 259 surveyed) expressed support for granting science credit for agriculture (88.8%); 65.6% supported science credit for a limited number of agriculture courses. Blanket endorsement for all certified agriculture teachers was favored by 71.5%; 56.6% preferred endorsement only for certified teachers completing an…

Teachers' Knowledge, Attitudes, and Supportive Behaviors toward LGBT Students: Relationship to Gay-Straight Alliances, Antibullying Policy, and Teacher Training

ERIC Educational Resources Information Center

Swanson, Katie; Gettinger, Maribeth

2016-01-01

This study focused on the association between 3 school-level supports for lesbian, gay, bisexual, and transgender (LGBT) students and teachers' knowledge, attitudes, and behaviors toward LGBT youth. Framed within social support theory, the study used survey method with a sample of 98 teachers in Grades 6-12. The purpose was to examine the relation…

Instructional Support and Implementation Structure during Elementary Teachers' Science Education Simulation Use

ERIC Educational Resources Information Center

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-01-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results…

Preservice Teachers' Multicultural Teaching Concerns and Knowledge of Parent Involvement

ERIC Educational Resources Information Center

Trotti, Judy; Harris, Mary M.; Jacobson, Arminta; Brown, Amber

2012-01-01

Implementation of a parent involvement curriculum at a large university in the Southwest United States is described. Pre- and posttests confirmed that preservice teachers (n = 78) gained significant knowledge about parent engagement practices (p less than 0.001). Scores from a multicultural teaching-concerns survey were correlated with…

Effect of Peer Nominations of Teacher-Student Support at Individual and Classroom Levels on Social and Academic Outcomes

PubMed Central

Hughes, Jan N.; Im, Myung Hee; Wehrly, Sarah E.

2014-01-01

This longitudinal study examined the prospective relations between 713 elementary students’ individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students’ peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students’ peer academic reputation, net the effect of PTSR and covariates. Students’ academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers’ perceptions of teacher support and of the structure of those perceptions for children’s social and academic outcomes. Implications for practice are discussed. PMID:24930822

Supporting Teachers in Vietnam to Monitor Preschool Children's Wellbeing and Involvement in Preschool Classrooms

ERIC Educational Resources Information Center

Lenaerts, Filip; Braeye, Sarah; Nguyen, Thi Lan Huong; Dang, Tuyet Anh; Vromant, Nico

2017-01-01

Vietnam is promoting active teaching and learning as a key strategy to enhance children's learning in preschools. This change depends largely on building the capacities of teachers to implement child-centered education in practice and handover the initiative for learning to children. Vietnamese teachers need to be better equipped with pedagogical…

A Professional Learning Model Supporting Teachers to Integrate Digital Technologies

ERIC Educational Resources Information Center

Sheffield, Rachel; Blackley, Susan; Moro, Paul

2018-01-01

Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and…

Supporting Data-Informed Practice among Early Career Teachers: The Role of Mentors

ERIC Educational Resources Information Center

Jimerson, Jo Beth; Choate, Marnie R.; Dietz, Laurel K.

2015-01-01

Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not. To address this gap, we…

Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood.

PubMed

Weyns, Tessa; Colpin, Hilde; De Laet, Steven; Engels, Maaike; Verschueren, Karine

2018-06-01

Although research has examined the bivariate effects of teacher support, peer acceptance, and engagement, it remains unclear how these key classroom experiences evolve together, especially in late childhood. This study aims to provide a detailed picture of their transactional relations in late childhood. A sample of 586 children (M age  = 9.26 years, 47.1% boys) was followed from fourth to sixth grade. Teacher support and engagement were student-reported and peer acceptance was peer-reported. Autoregressive cross-lagged models revealed unique longitudinal effects of both peer acceptance and teacher support on engagement, and of peer acceptance on teacher support. No reverse effects of engagement on peer acceptance or teacher support were found. The study underscores the importance of examining the relative contribution of several social actors in the classroom. Regarding interventions, improving both peer acceptance and teacher support can increase children's engagement, and augmenting peer acceptance can help to increase teacher support.

Preparing Every Teacher to Reach English Learners: A Practical Guide for Teacher Educators

ERIC Educational Resources Information Center

Nutta, Joyce W., Ed.; Mokhtari, Kouider, Ed.; Strebel, Carine, Ed.

2012-01-01

"Preparing Every Teacher to Reach English Learners" presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach--winning faculty support, assessing needs, and developing capacity--and share strategies for avoiding pitfalls. The…

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…

Supporting Student Teachers in Developing and Applying Professional Knowledge with Videoed Events

ERIC Educational Resources Information Center

Ingram, Jenni

2014-01-01

Student teachers often struggle with handling events in the complex environment that is a classroom. This article reports on a study that investigates the potential of using video-based materials to support mathematics student teachers in developing and applying professional knowledge. Student teachers viewed videos of classroom events with…

Examining Cyberbullying Tendency and Multidimensional Perceived Social Support Status of Teacher Candidates

ERIC Educational Resources Information Center

Levent, Faruk; Taçgin, Zeynep

2017-01-01

The teachers have a substantial role for students through consciously the Internet usage and struggle with cyberbullying. The purpose of this study is to investigate cyberbullying tendency and multidimensional perceived social support status of the teacher candidates. The participants of this research have become 412 teacher candidates as…

Canadian Students' Perceptions of Teacher Characteristics that Support or Inhibit Help Seeking.

ERIC Educational Resources Information Center

Le Mare, Lucy; Sohbat, Elahe

2002-01-01

Examined students' perceptions of teacher characteristics that support or inhibit help seeking, using the critical incident technique, and explored the feelings students experience in seeking help from teachers. Found that interactions evoked strong feelings in students related to how comfortable they were in seeking teacher help. (Author/SD)

Strategies and Sources of Support for Beginning Teachers of Science and Mathematics

ERIC Educational Resources Information Center

Friedrichsen, Patricia; Chval, Kathryn B.; Teuscher, Dawn

2007-01-01

This study examines the support structures and strategies utilized by beginning mathematics and science teachers. The qualitative case study of 18 teachers (0-3 years of experience) includes teachers from rural, suburban and urban schools. Data collection consisted of one-hour interviews. The findings indicate participants utilized formal and…

Perceived Teacher Support and Language Anxiety in Polish Secondary School EFL Learners

ERIC Educational Resources Information Center

Piechurska-Kuciel, Ewa

2011-01-01

The teacher's role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students' academic interests, higher academic achievement and more positive peer relationships. The teacher who…

Teacher-Parent Partnerships. ERIC Digest.

ERIC Educational Resources Information Center

Swick, Kevin J.

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

Improving Preservice Teachers' Perspectives on Family Involvement in Teaching Children with Special Needs: Guest Speaker versus Video

ERIC Educational Resources Information Center

Kim, Eun-Joo; Vail, Cynthia

2011-01-01

This study examines preservice teachers' perspectives on family involvement in special education and effective teaching methods for delivering family-involvement content. Eighty-three preservice teachers provided data on pre- and postadministrations of a questionnaire. The effectiveness of two methods, a video and a guest speaker, in delivering…

Finnish and Russian Teachers Supporting the Development of Social Skills

ERIC Educational Resources Information Center

Väyrynen, Sai; Kesälahti, Essi; Pynninen, Tanja; Siivola, Jenny; Flotskaya, Natalia; Bulanova, Svetlana; Volskaya, Olga; Usova, Zoya; Kuzmicheva, Tatyana; Afonkina, Yulia

2016-01-01

We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by…

Associations between teacher emotional support and depressive symptoms in Australian adolescents: a 5-year longitudinal study.

PubMed

Pössel, Patrick; Rudasill, Kathleen Moritz; Sawyer, Michael G; Spence, Susan H; Bjerg, Annie C

2013-11-01

Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and depression in adolescence. The so-called principle-effect and stress-buffer models could explain relationships between teacher emotional support and depressive symptoms, yet no study has used both models to test bidirectional relationships between teacher support and depressive symptoms in students separately by sex. Four-thousand three-hundred forty-one students (boys: n = 2,063; girls: n = 2,278) from Grades 8 to 12 completed the Center for Epidemiological Studies Depression Scale (CES-D), List of Threatening Experiences Questionnaire (LTEQ), and an instrument developed for the study to measure teacher support annually for 5 years. Results support neither of the 2 proposed models. Instead, they indicate that in the 1st years of high school, students of both sexes with average and high numbers of stressful events benefit from teacher support, while teacher support might have iatrogenic effects on students experiencing low numbers of stressful events. Possible explanations for the findings and future research are discussed.

Assessing professional behaviour: Overcoming teachers' reluctance to fail students.

PubMed

Mak-van der Vossen, Marianne; Peerdeman, Saskia; van Mook, Walther; Croiset, Gerda; Kusurkar, Rashmi

2014-06-17

Developing professional behaviour is an important goal of medical education in which teachers play a significant part. Many teachers can be reluctant to fail students demonstrating unprofessional behaviour. We hypothesize that supporting teachers in teaching and assessing professional behaviour and involving them in remediation will reduce this reluctance. In 2010, VUmc School of Medical Sciences Amsterdam introduced an educational theme on professional behaviour for the bachelor's and master's programmes in medicine with a special emphasis on supporting teachers in teaching and assessing professional behaviour and involving them in the remediation process. Information was extracted from the student database on the number of unprofessional behaviour judgments awarded over 2008-2010 (before the intervention), and 2010-2013 (after introducing the intervention), which was compared. To find out if teachers' reluctance to fail had decreased, qualitative feedback from the teachers was gathered and analysed. Since the implementation of the educational theme, the number of unprofessional behaviour judgments has risen. The teachers are positive about the implemented system of teaching and assessing professional behaviour, and feel less reluctant to award an unsatisfactory professional behaviour judgment. Supporting teachers in teaching and assessing professional behaviour and involving them in students' remediation appears to reduce their reluctance to fail students demonstrating unprofessional behaviour.

Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

PubMed

Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

2014-06-01

This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Examining Beginning Teachers' Perceptions of Workplace Support

ERIC Educational Resources Information Center

Fox, Alison; Deaney, Rosemary; Wilson, Elaine

2010-01-01

Purpose: This paper, taking a participatory perspective of learning, seeks to look at the interaction between individuals and their workplace, focusing on the perceptions of workplaces and self by beginning teachers in terms of support for their learning. Design/methodology/approach: The study presents an analysis of 37 interviews from 17…

Lifting the Status of Learning Support Teachers

ERIC Educational Resources Information Center

Kusuma-Powell, Ochan; Powell, William

2016-01-01

Status, the perception of one's standing in relation to others in a group, negatively influence learning. Status issue have implications for educating students with special learning needs: Both these students and the learning support or special education teachers who serve them often hold low status in a school community. Like adults, children…

Embodying Justice: Supporting Teacher Candidates with Disabilities

ERIC Educational Resources Information Center

Antilla-Garza, Julie

2015-01-01

Teacher Education Departments at most liberal arts colleges serve as professional certification programs as much as departments with academic majors. We train our students to work in P-12 education in an era of inclusion and require them to support their students with disabilities in preparation for college and career. The federal government…

Teacher Preparation Programs and District/School Supports for Deaf Education Teachers: A Survey of Beginning Teachers

ERIC Educational Resources Information Center

Peneston, Dee Anne

2012-01-01

The purpose of this study is to examine the relationship between deaf education teachers' perceptions of preparedness and their learning experiences in preparation programs and districts' and schools' supports they receive during beginning years of teaching. Additionally, this study provides suggestions regarding what colleges and…

Supporting students' construction of scientific explanation through curricular scaffolds and teacher instructional practices

NASA Astrophysics Data System (ADS)

McNeill, Katherine Lynch

An essential goal of classroom science is to help all students become scientifically literate to encourage greater public understanding in a science infused world. This type of literacy requires that students participate in scientific inquiry practices such as construction of arguments or scientific explanations in which they justify their claims with appropriate evidence and reasoning. Although scientific explanations are an important learning goal, this complex inquiry practice is frequently omitted from k-12 science classrooms and students have difficulty creating them. I investigated how two different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these two types of support influence student learning of scientific explanations. This study focuses on an eight-week middle school chemistry curriculum, How can I make new stuff from old stuff?, which was enacted by six teachers with 578 students during the 2004-2005 school year. Overall, students' written scientific explanations improved during the unit in which they were provided with multiple forms of teacher and curricular support. A growth curve model of student learning showed that there was a significant difference in the effect of the two curricular scaffolds towards the end of the unit and on the posttest. The context-specific scaffolds resulted in greater student learning of how to write scientific explanations, but only for three of the six teachers. The case studies created from the videotapes of classroom enactments revealed that teachers varied in which instructional practices they engaged in and the quality of those practices. Analyses suggested that the curricular scaffolds and teacher instructional practices were synergistic in that the supports interacted and the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in

Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

ERIC Educational Resources Information Center

Federici, Roger A.; Skaalvik, Einar M.

2014-01-01

We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking…

Professional Competences of Teachers for Fostering Creativity and Supporting High-Achieving Students

ERIC Educational Resources Information Center

Hoth, Jessica; Kaiser, Gabriele; Busse, Andreas; Döhrmann, Martina; König, Johannes; Blömeke, Sigrid

2017-01-01

This paper addresses an important task teachers face in class: the identification and support of creative and high-achieving students. In particular, we examine whether primary teachers (1) have acquired professional knowledge during teacher education that is necessary to foster creativity and to teach high-achieving students, and whether they (2)…

Co-Teaching and Team Teaching: Promising Practices for Special Education Teacher Induction. Induction Insights. Supporting Special Education Teachers - Teacher Educators [TEII-6

ERIC Educational Resources Information Center

National Center to Inform Policy and Practice in Special Education Professional Development, 2010

2010-01-01

Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. They also have the potential for supporting novice teacher socialization in the school setting. More knowledge is needed to realize the benefit of these approaches in the context of induction. This Brief…

Sexual Harassment in the Classroom: Teacher as Target.

ERIC Educational Resources Information Center

Tochterman, Suzanne; Barnes, Fred

1998-01-01

Discusses teachers as victims of sexual harassment in their classrooms. Includes examples involving preservice and new teachers. Discusses the impact of harassment on teachers themselves and on classroom performance. Offers strategies to support and intervene with new teachers who have been victims of sexual harassment. (MKA)

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus, reviewing the factors that limit or support teachers' practices of…

Supporting pre-service elementary teachers in their understanding of inquiry teaching through the construction of a third discursive space

NASA Astrophysics Data System (ADS)

Greca, Ileana M.

2016-03-01

Several international reports promote the use of the inquiry teaching methodology for improvements in science education at elementary school. Nevertheless, research indicates that pre-service elementary teachers have insufficient experience with this methodology and when they try to implement it, the theory they learnt in their university education clashes with the classroom practice they observe, a problem that has also been noted with other innovative methodologies. So, it appears essential for pre-service teachers to conduct supportive reflective practice during their education to integrate theory and practice, which various studies suggest is not usually done. Our study shows how opening up a third discursive space can assist this supportive reflective practice. The third discursive space appears when pre-service teachers are involved in specific activities that allow them to contrast the discourses of theoretical knowledge taught at university with practical knowledge arising from their ideas on science and science teaching and their observations during classroom practice. The case study of three pre-service teachers shows that this strategy was fundamental in helping them to integrate theory and practice, resulting in a better understanding of the inquiry methodology and its application in the classroom.

The Development and Support of Teacher Leaders in Ohio: A Grounded Theory Study

ERIC Educational Resources Information Center

Ross, Jennifer Elaine

2015-01-01

The purpose of this grounded theory study was to explore and conceptualize how teacher leaders are trained, developed, and supported both formally and informally to be effective in their roles. The study furthered examined teachers perceptions of the Ohio teacher leader endorsement and its impact on them as teacher leaders. The study was conducted…

Preparing Teachers to Support the Development of Climate Literate Students

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.

2014-12-01

The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.

Parent Involvement in Head Start Programs: The Role of Parent, Teacher and Classroom Characteristics

ERIC Educational Resources Information Center

Castro, D.C.; Bryant, D.M.; Peisner-Feinberg, E.S.; Skinner, M.L.

2004-01-01

The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs,…

Aloha Teachers: Teacher Autonomy Support Promotes Native Hawaiian and Pacific Islander Students' Motivation, School Belonging, Course-Taking and Math Achievement

ERIC Educational Resources Information Center

Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.

2016-01-01

Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…

Secretary's Discretionary Program: Planning Grant To Develop Teacher Incentive Projects. Final Report. Support for Innovative Teacher Projects.

ERIC Educational Resources Information Center

Gittman, Elizabeth; Gottlieb, Karen

Support for Innovative Teacher Projects was a 12-month program implemented by the Board of Cooperative Education Services (BOCES) of Nassau County, New York, designed to encourage and assist teachers in developing innovative projects in priority areas and in applying for funding. In collaboration with a university school of education, the project…

Supporting Primary and Secondary Beginning Teachers Online: Key Findings of the Education Alumni Support Project

ERIC Educational Resources Information Center

Maxwell, T. W.; Harrington, I.; Smith, H. J.

2010-01-01

During 2005, the Education Alumni Support Project (EdASP) (Maxwell, Smith, Baxter, Boyd, Harrington, Jenkins, Sargeant & Tamatea 2006) provided online support for University of New England (UNE) graduand, and later, graduate, teachers as they commenced their careers. The project was based on research which reported that many beginning teachers…

Investigating Good Practice in Supporting Deaf Pupils in Mainstream Schools.

ERIC Educational Resources Information Center

Powers, Steve

2001-01-01

A survey of parents, teachers, therapists, psychologists, and deaf adults (n=628) and 15 case study sites were used to identify the following good practices supporting deaf students in mainstream schools: direct support for teachers of the deaf, joint planning by support and mainstream teachers, student involvement in decision making, and…

Literacy Coaching: A Case Study of How a Literacy Coach Provides Support for a Kindergarten Teacher and a Second Grade Teacher

ERIC Educational Resources Information Center

Hung, Carrie

2012-01-01

Coaching is a professional development approach that is utilized to support classroom teachers' implementation of research-based teaching strategies and methods. Studies have shown that coaching supports classroom teachers' implementation of teaching strategies and methods; however, there is little research on what coaches do to support…

Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress

ERIC Educational Resources Information Center

Pronchenko-Jain, Yulia

2012-01-01

This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly…

Estimation of Teacher Practices Based on Text Transcripts of Teacher Speech Using a Support Vector Machine Algorithm

ERIC Educational Resources Information Center

Araya, Roberto; Plana, Francisco; Dartnell, Pablo; Soto-Andrade, Jorge; Luci, Gina; Salinas, Elena; Araya, Marylen

2012-01-01

Teacher practice is normally assessed by observers who watch classes or videos of classes. Here, we analyse an alternative strategy that uses text transcripts and a support vector machine classifier. For each one of the 710 videos of mathematics classes from the 2005 Chilean National Teacher Assessment Programme, a single 4-minute slice was…

Supporting Beginning Rural Teachers: Lessons from Successful Schools

ERIC Educational Resources Information Center

White, Simone; Lock, Graeme; Hastings, Wendy; Reid, Jo-Anne; Green, Bill; Cooper, Maxine

2009-01-01

Across Australia and internationally, the vexed problem of staffing rural school remains a major issue affecting the educational outcomes of many rural students and their families. TERRAnova, (New Ground in Teacher Education for Rural and Regional Australia), is the name of a large Australian Research Council funded (2008-2010) project involving:…

Conceptualising Institutional Support for Early, Mid, and Later Career Teachers

ERIC Educational Resources Information Center

Fraser, Kym; Greenfield, Rosie; Pancini, Geri

2017-01-01

In this paper we argue that institutions need to support early career teachers to learn to teach in much the same way that students who are new to higher education are supported: through integrated and intentionally designed transition strategies. We take a published student transition typology and adapt it to identify ways of supporting early…

Science Learning at Home: Involving Families

ERIC Educational Resources Information Center

Crawford, Elizabeth Outlaw; Heaton, Emily T.; Heslop, Karen; Kixmiller, Kassandra

2009-01-01

Families' involvement in their children's science learning at home has numerous benefits, especially when they support children's self-initiated investigations. In a position statement on parental involvement in science education, the National Science Teachers Association (NSTA 2009) stresses the role of parents in the daily reinforcement of…

Stress in 1st-year women teachers: the context of social support and coping.

PubMed

Schonfeld, I S

2001-05-01

The effects of adverse work environments were examined in the context of other risk/protective factors in this extension of a short-term longitudinal study involving 184 newly appointed women teachers. Regression analyses revealed that-adjusting for preemployment levels of the outcomes and negative affectivity-social support and adversity in the fall work environment were among the factors that affected spring depressive symptoms, self-esteem, job satisfaction, and motivation to teach. Support from nonwork sources was directly related to future improved symptom levels and self-esteem; supervisor and colleague support were directly related to future job satisfaction. Effects of occupational coping, professional efficacy, locus of control, and school factors (e.g., special vs. regular education) were largely nonsignificant. Structural equation analyses indicated that adverse working conditions began to seriously affect the women soon after they started teaching.

Supporting the Writing up of Teacher Research: Peer and Mentor Roles

ERIC Educational Resources Information Center

Dikilitas, Kenan; Mumford, Simon E.

2016-01-01

This study focuses specifically on the writing up process of relatively inexperienced teacher researchers. The data consist of interviews with 11 teacher researchers at a private university in Turkey. There was evidence that mentor-supported collaboration created a socio-constructivist learning environment, leading to the development of academic…

Effective Parental Involvement in Education: Experiences and Perceptions of Turkish Teachers from Private Schools

ERIC Educational Resources Information Center

Gokturk, Soheyda; Dinckal, Selin

2018-01-01

Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study,…

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

NASA Astrophysics Data System (ADS)

Bruckermann, Till; Aschermann, Ellen; Bresges, André; Schlüter, Kirsten

2017-04-01

Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

How School and District Leaders Support Classroom Teachers' Work with English Language Learners

ERIC Educational Resources Information Center

Elfers, Ana M.; Stritikus, Tom

2014-01-01

Purpose: This study examines the ways in which school and district leaders create systems of support for classroom teachers who work with linguistically diverse students. We attempt to uncover the intentional supports leaders put in place for classroom teachers and how this may be part of a broader teaching and learning effort. Research Design:…

Keeping the Spirits Up: The Effect of Teachers' and Parents' Emotional Support on Children's Working Memory Performance.

PubMed

Vandenbroucke, Loren; Spilt, Jantine; Verschueren, Karine; Baeyens, Dieter

2017-01-01

Working memory, used to temporarily store and mentally manipulate information, is important for children's learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent-child and teacher-student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 ( M age = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children's perceptions of the teacher-student and parent-child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent-child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that

Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study.

PubMed

Yu, Chengfu; Li, Xian; Wang, Shujun; Zhang, Wei

2016-06-01

Grounded in stage-environment fit theory, this study adopts a longitudinal design to examine the contribution of autonomy support from teachers to reducing adolescent anxiety and depression. A total of 236 Chinese adolescents (57.38% females, Mage = 14.34) completed questionnaires on teacher autonomy support, basic psychological needs satisfaction, school engagement, anxiety, and depression in the fall and spring semesters of their 7th and 8th grade years. The results showed that teacher autonomy support in the fall of 7th grade boosted basic psychological needs satisfaction in the spring of 7th grade; this, in turn, increased school engagement in the fall of 8th grade, which subsequently decreased anxiety and depression in the spring of 8th grade. These findings demonstrated the significant effect of teacher autonomy support on reducing adolescent anxiety and depression; furthermore, it highlighted the mediating roles of basic psychological needs satisfaction and school engagement in this relationship. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Beginning Teacher Success: An Investigation into the Feedback from Mentors of Formal Mentoring Programs

ERIC Educational Resources Information Center

Barrera, Arnold; Braley, Richard T.; Slate, John R.

2010-01-01

Teacher mentors of first-year teachers provided insight into those practices they viewed as essential for their success in the mentoring role. Specifically, they were queried about teacher involvement/support, staff development, administrative support and resource materials. Almost all of the mentor teachers believed a teacher mentoring program…

Teachers' Perceptions of Implementing a Positive Behavior Intervention Support Plan

ERIC Educational Resources Information Center

Ayers, Milton A., Jr.

2017-01-01

The purpose of this study was to assess teacher perceptions in implementing a Positive Behavior Intervention and Support (PBIS) plan in an elementary school. The study was mainly quantitative, using surveys, personal interviews, and observations to measure teacher perceptions. The study focused on the common areas. The rules, procedures, and…

Parents' Perceptions of Teacher Support at a Cyber Charter High School

ERIC Educational Resources Information Center

Borup, Jered; Stevens, Mark A.

2016-01-01

Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students' reasons for failing an online course are complex and students may require a high level of teacher support to be successful online. Research examining effective teacher engagement has relied heavily on teacher…

An Investigation of Greek Teachers' Views on Parental Involvement in Education

ERIC Educational Resources Information Center

Koutrouba, Konstantina; Antonopoulou, Ekaterini; Tsitsas, Georgios; Zenakou, Eleni

2009-01-01

Parents' involvement in their children's education has been shown to have positive results in various aspects of child development such as behaviour, social-emotional development and academic performance. This article focuses on teachers' views of the major problems affecting home-school partnership and possible solutions to improve communication…

The Effect of Teacher-Support Programs on Teacher Attrition in a Rural Pre-Kindergarten through Twelfth Grade Public School System

ERIC Educational Resources Information Center

Thomas, Carol R.

2013-01-01

Many new teachers are leaving the profession during their first 3 years in a rural pre-kindergarten through 12th grade public school classroom in the southeastern United States. This study reviewed the teacher-support programs typically used in this school that assisted new teachers and encouraged their retention. This work is important because…

The Relationship between Job Involvement and School Administrative Effectiveness as Perceived by Administration Teachers

ERIC Educational Resources Information Center

Lin, Ruilin; Xie, Jingchen; Jeng, Yoau-Chau; Wang, Zheng-Hong

2011-01-01

The purpose of this study is to explore the relationships between "job involvement" and "school administrative effectiveness" as perceived by junior high school administration teachers. The findings are as follows. (1) The current status of "job involvement" and "school administrative effectiveness" as…

Supporting Secondary Readers: When Teachers Provide the "What," Not the "How"

ERIC Educational Resources Information Center

Ness, Molly K.

2008-01-01

The purpose of this study was to explore and understand the instructional strategies that middle and high school teachers used to support struggling readers. Data from 2,400 minutes of direct classroom observation and interviews of secondary content-area teachers revealed that explicit reading comprehension instruction was not a significant way in…

National Association of Geoscience Teachers (NAGT) support for the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Buhr Sullivan, S. M.; Awad, A. A.; Manduca, C. A.

2014-12-01

The Next Generation Science Standards (NGSS) represents the best opportunity for geosciences education since 1996, describing a vision of teaching excellence and placing Earth and space science on a par with other disciplines. However, significant, sustained support and relationship-building between disciplinary communities must be forthcoming in order to realize the potential. To realize the vision, teacher education, curricula, assessments, administrative support and workforce/college readiness expectations must be developed. The National Association of Geoscience Teachers (NAGT), a geoscience education professional society founded in 1938, is comprised of members across all educational contexts, including undergraduate faculty, pre-college teachers, informal educators, geoscience education researchers and teacher educators. NAGT support for NGSS includes an upcoming workshop in collaboration with the American Geosciences Institute, deep collections of relevant digital learning resources, pertinent interest groups within the membership, professional development workshops, and more. This presentation will describe implications of NGSS for the geoscience education community and highlight some opportunities for the path forward.

Flight Opportunities for Science Teacher EnRichment

NASA Astrophysics Data System (ADS)

Koch, D.; Devore, E.; Gillespie, C., Jr.; Hull, G.

1994-12-01

The Kuiper Airborne Observatory (KAO) is NASA's unique stratospheric infrared observatory. Science on board the KAO involves many disciplines and technologies. NASA Astrophysics Division supports a pre-college teacher program to provide Flight Opportunities for Science Teacher EnRichment (FOSTER). To date, forty-five teachers are participating, and the program is designed to nation-wide to serve fifty teachers per year on board the KAO. FOSTER is a pilot program for K-12 educational outreach for NASA's future Stratospheric Observatory for Infrared Astronomy (SOFIA) which will directly involve more than one-hundred teachers each year in airborne astronomical research missions. FOSTER aims to enrich precollege teachers' experiences and understanding of science, mathematics and technology. Teachers meet at NASA Ames Research Center for summer workshops on astronomy and contemporary astrophysics, and to prepare for flights. Further, teachers receive Internet training and support to create a FOSTER teacher network across the country, and to sustain communication with the airborne astronomy community. Each research flight of the KAO is a microcosm of the scientific method. Flying teachers obtain first-hand, real-time experiences of the scientific process: its excitement, hardships, challenges, discoveries, teamwork, and educational value. The FOSTER experience gives teachers pride and a sense of special achievement. They bring the excitement and adventure of doing first-class science to their students and communities. Flight Opportunities for Science Teacher EnRichment is funded by a NASA's Astrophysics Division grant, NAGW 3291, and supported by the SETI Institute and NASA Ames Research Center.

Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

ERIC Educational Resources Information Center

Burns, Anne; Westmacott, Anne

2018-01-01

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for…

Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons

NASA Astrophysics Data System (ADS)

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-12-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers' perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.

Work environment stressors, social support, anxiety, and depression among secondary school teachers.

PubMed

Mahan, Pamela L; Mahan, Michael P; Park, Na-Jin; Shelton, Christie; Brown, Kathleen C; Weaver, Michael T

2010-05-01

Work environment stress, a salient health and safety issue for secondary school teachers, school administrators, parents, and students, was examined in 168 teachers from two urban and five suburban high schools. The purpose of this study was to examine relationships between ongoing and episodic stressors and anxiety and depression, as well as the extent to which anxiety and depression may be predicted by stressors and coworker and supervisor support. The Ongoing Stressor Scale (OSS) and the Episodic Stressor Scale (ESS), the Coworker and Supervisor Contents of Communication Scales (COCS), the State Anxiety inventory (S-Anxiety), and the Center for Epidemiological Studies Depression Scale (CES-D) were used to measure the variables. Ongoing and episodic stressors were significantly and positively associated with anxiety and depression. Ongoing stressors and coworker support were significant in explaining anxiety and depression among secondary school teachers. Coworker support had an inverse relationship to anxiety and depression.

Teacher Work Environments Are Toddler Learning Environments: Teacher Professional Well-Being, Classroom Emotional Support, and Toddlers' Emotional Expressions and Behaviours

ERIC Educational Resources Information Center

Cassidy, Deborah J.; King, Elizabeth K.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L.

2017-01-01

The current study examines the professional well-being of teachers, the classroom emotional support, and the emotional experiences of toddlers in their care. Professional well-being of teachers is conceptualized to include teacher feelings about their work, autonomy in decision-making, actual wages, and perceptions of fairness of wages within the…

Through the Lens of Novice Teachers: A Lack of Administrative Support and Its Influence on Self-Efficacy and Teacher Retention Issues

ERIC Educational Resources Information Center

Talley, Pamela

2017-01-01

Novice teachers are leaving the profession at an alarming rate. The purpose of this research is to understand the organizational sources that novice teachers perceive as being a lack of administrative support. This phenomenological study explored the perceptions of ten, novice, middle school, and high school teachers, based on their lived…

Teachers' Perceptions of Working Conditions: Problems Relating to Central Office Support [and] Section 2: Administrative Support.

ERIC Educational Resources Information Center

Gersten, Russell; And Others

This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave. Major findings regarding teacher attitudes toward central office administrators include a perceived…

The Relationship between Teacher's Autonomy Support and Students' Autonomy and Vitality

ERIC Educational Resources Information Center

Núñez, Juan L.; Fernández, Celia; León, Jaime; Grijalvo, Fernando

2015-01-01

What makes a student feel vital and energetic? Using the self-determination framework, we analyzed how the behavior and feelings of students depend on social factors such as the teachers' attitudes. The goal of the study was to test an integrated sequence over a semester in which teacher's autonomy support acts as a predictor of autonomy, which,…

Supporting Beginner Teacher Identity Development: External Mentors and the Third Space

ERIC Educational Resources Information Center

McIntyre, Joanna; Hobson, Andrew J.

2016-01-01

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors…

Teachers' Role Breadth and Perceived Efficacy in Supporting Student Mental Health

ERIC Educational Resources Information Center

Mazzer, Kelly R.; Rickwood, Debra J.

2015-01-01

Teachers are considered well placed to identify issues concerning students' mental health and well-being and can play a critical role in the helping process for their concerns. However, little is known about the views of teachers regarding their role in supporting student mental health and how well-equipped they feel to fulfil it. The aim of this…

Supporting Teachers' Use of a Project-Based Learning Environment in Ocean Science: Web-Based Educative Curriculum Materials

ERIC Educational Resources Information Center

Duncan, Ravit Golan; El-Moslimany, Hebbah; McDonnell, Janice; Lichtenwalner, Sage

2011-01-01

The development of inquiry and project-based materials is challenging in many ways, not the least of which is the design of supports for teachers implementing such materials. We report on the design of educative and just-in-time teacher supports for an online project-based unit in ocean science. The teacher supports were visible as tabs on the…

Validation of the Collaboration and Support for Inclusive Teaching Scale in Special Education Teachers

ERIC Educational Resources Information Center

Caputo, Andrea; Langher, Viviana

2015-01-01

This article describes the development and initial validation of the Collaboration and Support for Inclusive Teaching, a measure of perceived support in special education teachers regarding the degree of collaboration with regular teachers for inclusive practice at school. The scale was validated on a sample of 276 special education teachers…

The Teacher's Guide to Supporting and Supervising Paraprofessionals in the Classroom. Video and Guidebook.

ERIC Educational Resources Information Center

Wallace, Teri

This videotape and accompanying guidebook are intended to help teachers as they support and supervise paraprofessionals in the classroom. Section 1 of the guidebook provides a self-assessment to help teachers evaluate their present support and supervisory skills. Sections 2 through 5 address four key knowledge and skill areas. These sections…

Evaluating Teachers' Support Requests When Just-in-Time Instructional Support is Provided to Introduce a Primary Level Web-Based Reading Program

ERIC Educational Resources Information Center

Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie

2011-01-01

Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…

The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

NASA Astrophysics Data System (ADS)

Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

2009-12-01

In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers

Supporting Literacy in Preschool: Using a Teacher-Observation Tool to Guide Professional Development

ERIC Educational Resources Information Center

McNerney, Shelly; Nielsen, Diane Corcoran; Clay, Phyllis

2006-01-01

Teachers involved with professional-development opportunities inevitably differ in their content knowledge, access to resources, and instructional practices. The purpose of this study was to investigate how a standardized assessment observation tool, selected to gather summative information for grant-evaluation purposes about preschool teachers'…

Preparing Teachers to Support Struggling First-Grade Readers

ERIC Educational Resources Information Center

Baker, Bettina

2007-01-01

The purpose of this report is to provide education professors teaching early literacy methods courses with information for beginning teachers to support struggling first-grade readers. This analysis identifies the specific word structures children are expected to know by the end of first grade, and shows the actual learning rates of these…

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…

Cybermentoring: Evolving High-End Video Conferencing Practices to Support Preservice Teacher Training

ERIC Educational Resources Information Center

Johnson, Todd E.; Maring, Gerald H.; Doty, John H.; Fickle, Michelle

2006-01-01

This article is a descriptive study of an evolving cybermentoring videoconferencing practice and tool developed to support preservice teacher training. Cybermentoring projects are synchronous distance learning collaborations using high-end video conferencing to foster interactive learning and tutoring among preservice teachers and K-12 students,…

High School Teachers Use of Writing to Support Students' Learning: A National Survey

ERIC Educational Resources Information Center

Gillespie, Amy; Graham, Steve; Kiuhara, Sharlene; Hebert, Michael

2014-01-01

A random sample of language arts, social studies, science, and math high school teachers from across the United States were surveyed about their use of writing to support student learning. Four out of every five teachers reported they used writing to support student learning, applying on average 24 different writing activities across the school…

Linking Home and School: Teacher Candidates' Beliefs and Experiences

ERIC Educational Resources Information Center

Hindin, Alisa

2010-01-01

The role of family in children's education is unquestionable. While a number of factors influence the type and level of educational support that parents provide for children, researchers have found that the greatest influence on parent involvement is the classroom teacher. Despite the important role teachers play in parent involvement, little is…

Parent Involvement: Perceived Encouragement and Barriers to African Refugee Parent and Teacher Relationships

ERIC Educational Resources Information Center

Tadesse, Selamawit

2014-01-01

Children coming from refugee families have special psychological, social, and academic needs, and their success greatly depends on the positive support they receive from the host community. Teachers and peers at the school can provide cumulative support to help these children and their families overcome major socio-cultural and educational…

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

How Can Community Organizations Support Urban Transformative Teacher Leadership? Lessons from Three Successful Alliances

ERIC Educational Resources Information Center

Baker-Doyle, Kira J.

2017-01-01

Teachers who organize for educational equity and social justice generally do so through teacher-led professional networks. Community organizations (COs) that seek to support such teacher leaders can face challenges in working with their organic and often horizontally organized networks. This article examines three case studies of COs that…

Understanding the Support Systems of Hispanic Teacher Candidates: A Study through In-Depth Interviews.

ERIC Educational Resources Information Center

Martinez, Raul R.; O'Donnell, James

This study explores the background of minority teacher education candidates; their experience in teacher education courses and how the program met student goals and expectations; cultural conflicts they experienced in participating in teacher education; and the mentoring and support systems that the participants used or needed. Interviews held…

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

Initial and Ongoing Teacher Preparation and Support: Current Problems and Possible Solutions

ERIC Educational Resources Information Center

Johnson, Harold A.

2013-01-01

The effective initial preparation and ongoing support of teachers of students who are deaf and hard of hearing has always been a difficult and controversial task. Changes in student demographic characteristics and educational settings, combined with the rapidly diminishing number and diversity of deaf education teacher preparation (DETP) programs,…

Supporting Teachers in Relational Pedagogy and Social Emotional Education: A Qualitative Exploration

ERIC Educational Resources Information Center

Reeves, Jocelyn; Le Mare, Lucy

2017-01-01

We examined the beliefs and experiences of three elementary school teachers who, over one school year, participated in bi weekly, guided discussions of attachment and care theories that introduced them to relational pedagogy as a way of supporting students? positive social, emotional, and academic growth. Teachers? beliefs about the aims of…

[A first step to teaching basic life support in schools: Training the teachers].

PubMed

Pichel López, María; Martínez-Isasi, Santiago; Barcala-Furelos, Roberto; Fernández-Méndez, Felipe; Vázquez Santamariña, David; Sánchez-Santos, Luis; Rodríguez-Nuñez, Antonio

2017-12-07

Teachers may have an essential role in basic life support (BLS) training in schoolchildren. However, few data are available about their BLS learning abilities. To quantitatively assess the quality of BLS when performed by school teachers after a brief and simple training program. A quasi-experimental study with no control group, and involving primary and secondary education teachers from four privately managed and public funded schools was conducted in 3 stages: 1st. A knowledge test, 2nd: BLS training, and 3rd: Performance test. Training included a 40minutes lecture and 80minutes hands-on session with the help feedback on the quality of the chest compressions. A total of 81 teachers were included, of which 60.5% were women. After training, the percentage of subjects able to perform the BLS sequence rose from 1.2% to 46% (P<.001). Chest compression quality also improved significantly in terms of: correct hands position (97.6 vs. 72.3%; P<.001), mean depth (48.1 vs. 38.8mm; P<.001), percentage that reached recommended depth (46.5 vs. 21.5%; P<.001), percentage of adequate decompression (78.7 vs. 61.2%; P<.05), and percentage of compressions delivered at recommended rate (64.2 vs. 26.9%; P<.001). After and brief and simple training program, teachers of privately managed public funded schools were able to perform the BLS sequence and to produce chest compressions with a quality similar to that obtained by staff with a duty to assist cardiac arrest victims. The ability of schoolteachers to deliver good-quality BLS is a pre-requisite to be engaged in BLS training for schoolchildren. Copyright © 2017. Publicado por Elsevier España, S.L.U.

How we developed a role-based portfolio for teachers' professional development.

PubMed

Pyörälä, Eeva

2014-09-01

Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

Autonomy-Mastery, Supportive or Performance Focused? Different Teacher Behaviours and Pupils' Outcomes in Physical Education

ERIC Educational Resources Information Center

Ommundsen, Yngvar; Kvalo, Silje Eikanger

2007-01-01

We investigated the role of motivational climates, teacher autonomy support, perceived competence and autonomy on pupils' self-regulated motivation in physical education (PE) classes of Norwegian 10th-graders. Path analyses revealed that a mastery climate and teacher autonomy support both (a) positively influenced intrinsically regulated…

Teacher's Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom.

PubMed

Wang, Jia; Liu, Ru-De; Ding, Yi; Xu, Le; Liu, Ying; Zhen, Rui

2017-01-01

Previous studies have highlighted the impacts of environmental factors (teacher's autonomy support) and individual factors (self-efficacy, intrinsic value, and boredom) on academic engagement. This study aimed to investigate these variables and examine the relations among them. Three structural equation models tested the multiple mediational roles of self-efficacy, intrinsic value, and boredom in the relation between teacher's autonomy support and behavioral, emotional, and cognitive engagement, respectively, in math. A total of 637 Chinese middle school students (313 males, 324 females; mean age = 14.82) voluntarily participated in this study. Results revealed that self-efficacy, intrinsic value, and boredom played important and mediating roles between perceived teacher's autonomy support and student engagement. Specifically, these three individual variables partly mediated the relations between perceived teacher's autonomy support and behavioral and cognitive engagement, while fully mediating the relation between perceived teacher's autonomy support and emotional engagement. These findings complement and extend the understanding of factors affecting students' engagement in math.

Professional Parity Between Co-Teachers in Secondary Science and Math As Influenced By Administrative Support

NASA Astrophysics Data System (ADS)

Nordh, Camilla S.

2011-12-01

School improvement plans, budget constraints, and compliance mandates targeting academic progress for all students indicate a need for maximal professional efficacy at every level in the educational system, including parity between co-teachers in the co-teaching service delivery model. However, research shows that the special education co-teacher frequently assumes an assistive role while the general education co-teacher adopts a leading role in the classroom. When the participants in a co-teaching partnership fail to equitably share the professional responsibilities for which both teachers are qualified to perform, overall efficacy is compromised in that the special education teacher is not exercising his or her qualified expertise. Administrative support can be a primary influencing factor in increasing parity between the co-teachers. A qualitative study using a phenomenological design was conducted to explore the influences of co-teacher attitudes and administrative support on professional parity in co-taught secondary science and math classrooms. Content analysis was used to interpret data from interviews with five special education and 15 general education co-teachers at eight secondary schools in a suburban school district in a mid-Atlantic state. Five themes emerged from the data: content mastery by the special education co-teacher, joint planning time for co-teachers, continuity within co-teaching dyads, compatible personalities between co-teachers, and clear administrative expectations about co-teaching. Results indicate that administrative support to consider the content mastery of the special education co-teacher is the most influential factor to parity, followed by the co-teaching partners having joint planning time and that both can be implemented through scheduling and assignment considerations rather than training initiatives. The results provide an examination of each theme as it pertains to the issue of professional efficacy in co-teaching and

Teachers' perspectives on providing support to children after trauma: a qualitative study.

PubMed

Alisic, Eva

2012-03-01

A considerable number of children are exposed to extreme stressors such as the sudden loss of a loved one, serious traffic accidents, violence, and disaster. In order to facilitate school psychologists' assistance of teachers working with traumatized children, this study aimed to explore elementary school teachers' perspectives. Using a qualitative design, the study explored the perspectives of a purposively varied sample of 21 elementary school teachers (ages 22-55 years; with 0.5-30 years of teaching experience; 5 men). The teachers participated in semistructured interviews, which were transcribed and analyzed in line with the method of "summative analysis" by F. Rapport. Even though some teachers expressed confidence in working with children after traumatic exposure and many referred to a supportive atmosphere within the school, the most prominent themes in the participants' narratives reflected uncertainty about, or a struggle with, providing optimal support to children. They searched for a clear role definition as well as a good balance in answering conflicting needs of the exposed children and classmates, wished for better knowledge and skills, and experienced difficulties related to the emotional burden of their work. The findings suggest a need for further research into this understudied topic. In addition, the identified themes can be used by school psychologists to systematically explore individual teachers' strengths and difficulties and to provide them with tailored advice and training. (c) 2012 APA, all rights reserved.

Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: a multilevel growth curve analysis.

PubMed

Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

2013-09-01

Research consistently shows that the learning environment plays an important role for early adolescents' learning and outcomes and suggests that good teacher-student relationships can serve as a protective factor for maintaining young adolescents' interest and active engagement in learning. However, less is known about the dynamic nature of teacher-student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher-student relationships in a cross-national context. The present study investigated changes in two components of teacher-student relationships (teachers' involvement vs. rejection) and examined links with students' academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers' involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher's involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher's rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers' involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher-student relationships (teachers' involvement) play an essential role in early adolescents' motivation regardless of the nations and should be a priority for schools.

Teacher Work Context and Parent Involvement in Urban High Schools of Choice.

ERIC Educational Resources Information Center

Bauch, Patricia A.; Goldring, Ellen B.

2000-01-01

Uses findings from previous studies of teacher work context to hypothesize that some features of the school workplace may contribute to greater parent involvement in urban high schools, especially home-school communication and parent volunteering. Discusses the roles of communal school organization and a context of caring. (SLD)

Supporting and Supervising Teachers Working With Adults Learning English. CAELA Network Brief

ERIC Educational Resources Information Center

Young, Sarah

2009-01-01

This brief provides an overview of the knowledge and skills that administrators need in order to support and supervise teachers of adult English language learners. It begins with a review of resources and literature related to teacher supervision in general and to adult ESL education. It continues with information on the background and…

Inviting Teacher Candidates into Book Talks: Supporting a Culture of Lifelong Reading

ERIC Educational Resources Information Center

Bixler, Janine; Smith, Sally; Henderson, Susan

2013-01-01

This article describes our collaborative inquiry, three teacher educators/researchers of literacy from different institutions who shared a concern about how few teacher candidates in our programs neither viewed themselves as readers nor possessed a love of reading, qualities we view as key to supporting all children as lifelong readers, writers,…

Teachers' Involvement in Implementing the Basic Science and Technology Curriculum of the Nine-Year Basic Education

ERIC Educational Resources Information Center

Odili, John Nwanibeze; Ebisine, Sele Sylvester; Ajuar, Helen Nwakaife

2011-01-01

The study investigated teachers' involvement in implementing the basic science and technology curriculum in primary schools in WSLGA (Warri South Local Government Area) of Delta State. It sought to identify the availability of the document in primary schools and teachers' knowledge of the objectives and activities specified in the curriculum.…

Supporting Students of Color in Teacher Education: Results from an Urban Teacher Education Program

ERIC Educational Resources Information Center

Waddell, Jennifer

2014-01-01

This article describes an urban teacher education program on a predominantly White campus, in which 71% of the students in the program were students of color. This article details a qualitative study and highlights the structures of support most influential in the retention of students within the program. Findings suggest that a multifaceted…

The Role of Teachers in Identifying and Supporting Homeless Secondary School Students: Important Lessons for Teacher Education

ERIC Educational Resources Information Center

Thielking, Monica; La Sala, Louise; Flatau, Paul

2017-01-01

Young people entering homelessness often do so while still at school. This study explores Australian teachers' and other student support staff perspectives of the experiences of students who are running away from home, the barriers to student help-seeking, and how local youth services can best support secondary schools to provide necessary…

The Relationship of Perceived Support to Satisfaction and Commitment for Special Education Teachers in Rural Areas

ERIC Educational Resources Information Center

Berry, Ann B.

2012-01-01

This study examined the relationship of work-related support to teacher satisfaction and job commitment for rural special educators. The researcher conducted a phone survey with 203 special education teachers from randomly selected rural districts in 33 states. The results suggest that several key sources of support, such as support from other…

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Linn, Marcia C.

2016-02-01

Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

Factors Considered by Elementary Teachers When Developing and Modifying Mathematical Tasks to Support Children's Mathematical Thinking

NASA Astrophysics Data System (ADS)

Fredenberg, Michael Duane

The idea that problems and tasks play a pivotal role in a mathematics lesson has a long standing in mathematics education research. Recent calls for teaching reform appeal for training teachers to better understand how students learn mathematics and to employ students' mathematical thinking as the basis for pedagogy (CCSSM, 2010; NCTM, 2000; NRC 1999). The teaching practices of (a) developing a task for a mathematics lesson and, (b) modifying the task for students while enacting the lesson fit within the scope of supporting students' mathematical thinking. Surprisingly, an extensive search of the literature did not yield any research aimed to identify and refine the constituent parts of the aforementioned teaching practices in the manner called for by Grossman and xiii colleagues (2009). Consequently, my research addresses the two questions: (a) what factors do exemplary elementary teachers consider when developing a task for a mathematics lesson? (b) what factors do they consider when they modify a task for a student when enacting a lesson? I conducted a multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI (Carpenter et al., 1999). I recorded video of three mathematics lessons with each participant and after each lesson I conducted a semi-structured stimulated recall interview. A subsequent follow-up clinical interview was conducted soon thereafter to further explore the teacher's thoughts (Ginsberg, 1997). In addition, my methodology included interjecting myself at select times during a lesson to ask the teacher to explain her reasoning. Qualitative analysis led to a framework that identified four categories of influencing factors and seven categories of supporting objectives for the development of a task. Subsets of these factors and objectives emerged as particularly relevant when the

Using Improvement Science to Better Support Beginning Teachers: The Case of the Building a Teaching Effectiveness Network

ERIC Educational Resources Information Center

Hannan, Maggie; Russell, Jennifer Lin; Takahashi, Sola; Park, Sandra

2015-01-01

The rapid turnover of novice teachers is a stubborn challenge plaguing schools across the country. The field has come to some consensus about key elements of effective novice teacher support that have potential to ameliorate this problem, although this knowledge has been applied in an inconsistent fashion. Beginning teacher support is a complex…

Parent-Teacher-Student Discrepancies in Academic Ability Beliefs: Influences on Parent Involvement

ERIC Educational Resources Information Center

Patel, Nimisha; Stevens, Sharon

2010-01-01

Most studies examining influences on parent involvement focus on common demographic factors, such as social class or gender, and on elementary grades. In the present study, we investigated a more malleable influence, perceptions of ability, in the context of middle school. We examined how perceptions held by parents, teachers, and students…

From Teacher Professional Development to the Classroom: How NLP Technology Can Enhance Teachers' Linguistic Awareness to Support Curriculum Development for English Language Learners

ERIC Educational Resources Information Center

Burstein, Jill; Shore, Jane; Sabatini, John; Moulder, Brad; Lentini, Jennifer; Biggers, Kietha; Holtzman, Steven

2014-01-01

This article reports on two studies using "Language Muse[superscript SM]" (LM), a web-based, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1,…

Developing a Successful High School Science Research Program via Teacher Training, Student Internships, and Community Support

NASA Astrophysics Data System (ADS)

Danch, J. M.; Darytichen, F.

2004-12-01

The purpose of the Science Research Program is to allow students to perform authentic scientific research in disciplines of their choosing over a period of 3 years. The success of the program has allowed for expansion including community involvement, student mentorship, and a series of professional development programs. Through state and national competition and community symposia, student research is evaluated, showcased, and subsequently supported both idealistically and financially by local government and industrial partnerships. Student internships and university/industrial mentorship programs allow students to pursue research topics and utilize equipment exceeding the scope of the secondary science classroom. Involved teachers have developed and delivered professional development workshops to foster the successful implementation of scientific research programs at additional high schools throughout the state.

Support for School-to-School Networks: How Networking Teachers Perceive Support Activities of a Local Coordinating Agency

ERIC Educational Resources Information Center

Sartory, Katharina; Jungermann, Anja-Kristin; Järvinen, Hanna

2017-01-01

External support by a local coordinating agency facilitates the work of school-to-school networks. This study provides an innovative theoretical framework to analyse how support provided by local education offices for school-to-school networks is perceived by the participating teachers. Based on a quantitative survey and qualitative interview data…

Teachers' Experiences with Middle-Level Mathematics Coaches

ERIC Educational Resources Information Center

Frost, Bernard Emmanuel

2013-01-01

Many school districts have provided support to middle school mathematics teachers who face challenges involving delivery of instruction by hiring instructional mathematics coaches. The purpose of this qualitative case study was to explore the experiences between classroom mathematics middle school teachers and their instructional coach, and to…

Supporting Newly Hired Science Teachers

ERIC Educational Resources Information Center

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

2014-01-01

New teachers are common in the teaching workforce (Ingersoll and Merrill 2012). All new teachers will learn about the school curriculum and school policies in their first years. New science teachers, however, need to attend to the "Next Generation of Science Standards" (NGSS Lead States 2013) as they build their instruction and knowledge…

A Study of Novice Teachers: Challenges and Supports in the First Years

ERIC Educational Resources Information Center

Fantilli, Robert D.; McDougall, Douglas E.

2009-01-01

In recent years, it has been reported that an alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. This phenomenon is common in North America and it is essential that educators identify the challenges surrounding new teachers and provide supports to assist them. The vast…

Predictors of Teacher Support: Turkey and Shanghai in the Programme for International Student Assessment, 2012

ERIC Educational Resources Information Center

Akgul, Gulendam; Cokamay, Gokce; Demir, Ergul

2016-01-01

Problem Statement: Although teacher support is important for many student outcomes, including academic achievement, attendance, well-being, and dropout, related factors remain unexamined. The Purpose of the Study: The aim of this study was to investigate predictors of perceived teacher support of 15-year-old students who participated in the 2012…

Supporting Academic Literacies: University Teachers in Collaboration for Change

ERIC Educational Resources Information Center

Bergman, Lotta

2016-01-01

This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students' academic literacy development. The project was conducted within a "research circle" [Bergman, L. 2014. "The Research Circle as a…

The Influence of Classroom Management, Administrative Support, Parental Involvement, and Economic Factors on the Retention of Novice Teachers

ERIC Educational Resources Information Center

Dwyer, Katrina Moody

2013-01-01

The purpose of this study was to examine the impact of selected factors upon the intent of novice teachers to remain in the classroom. Teachers are leaving the profession in numbers that have prompted significant concern among policymakers and administrators. Many qualified college students are not considering the field of education as a potential…

The Use of Coaches to Support Special Education Teachers: A Model of Effective Coaching

ERIC Educational Resources Information Center

Roper, Michelle M.

2014-01-01

A three part experiment was conducted to investigate the effects of coaching as a support for special education teachers, and the impact that coaching has on teacher behavior. First, 6 focus group dyad interviews were conducted utilizing a coach and special education teacher, for a total of 12 participants. The purpose of the focus group was to…

Teachers' Challenges, Strategies, and Support Needs in Schools Affected by Community Violence: A Qualitative Study

ERIC Educational Resources Information Center

Maring, Elisabeth F.; Koblinsky, Sally A.

2013-01-01

Background: Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Methods: Twenty teachers from 3 urban middle schools with predominantly…

The Effects of Teacher Perceptions of Administrative Support, School Climate, and Academic Success in Urban Schools

ERIC Educational Resources Information Center

Robinson, Lakishia N.

2015-01-01

Teacher turnover refers to major changes in teachers' assignments from one school year to the next. Past research has given an overview of several factors of teacher turnover. These factors include the school environment, teacher collaborative efforts, administrative support, school climate, location, salary, classroom management, academic…

Examining the Importance of the Teachers' Emotional Support for Students' Social Inclusion Using the One-with-Many Design

PubMed Central

Hogekamp, Zarina; Blomster, Johanna K.; Bursalıoğlu, Aslı; Călin, Mihaela C.; Çetinçelik, Melis; Haastrup, Lauge; van den Berg, Yvonne H. M.

2016-01-01

The importance of high quality teacher–student relationships for students' well-being has been long documented. Nonetheless, most studies focus either on teachers' perceptions of provided support or on students' perceptions of support. The degree to which teachers and students agree is often neither measured nor taken into account. In the current study, we will therefore use a dyadic analysis strategy called the one-with-many design. This design takes into account the nestedness of the data and looks at the importance of reciprocity when examining the influence of teacher support for students' academic and social functioning. Two samples of teachers and their students from Grade 4 (age 9–10 years) have been recruited in primary schools, located in Turkey and Romania. By using the one-with-many design we can first measure to what degree teachers' perceptions of support are in line with students' experiences. Second, this level of consensus is taken into account when examining the influence of teacher support for students' social well-being and academic functioning. PMID:27458409

Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.

PubMed

Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R

2007-10-01

The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme.

Discussing Teacher Induction in China and Relevant Debates in the United States with a Chinese Teacher: A Conversation with Yu Yi. Craft Paper 92-2.

ERIC Educational Resources Information Center

Ma, Liping

This paper introduces a Chinese teacher induction program. In China it is believed that formal teacher education constitutes only half of teacher preparation; the other half has to be accomplished on the job with the active support and involvement of the teaching community. The voice of teachers is introduced to the field of educational research…

Supporting Novice Teachers through Mentoring and Induction in the United States

ERIC Educational Resources Information Center

Zembytska, Maryna

2015-01-01

The study focuses on the U.S. system of novice teacher support. The study highlights the evolution of mentoring from a traditional, isolated, hierarchical one-to-one relationship to multiple interactions which comprise a collaborative developmental network. The findings suggest that mentoring and induction support in the United States are…

Supporting Lesotho Teachers to Develop Resilience in the Face of the HIV and AIDS Pandemic

ERIC Educational Resources Information Center

Wood, Lesley; Ntaote, Grace Makeletso; Theron, Linda

2012-01-01

HIV and AIDS threaten to erode the wellbeing of teachers who are faced with an increasing number of children rendered vulnerable by the pandemic. This article explores the usefulness of a supportive group intervention, Resilient Educators (REds), in supporting Lesotho teachers to respond to the HIV and AIDS-related challenges. A time-series pre-…

Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials

ERIC Educational Resources Information Center

Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph

2009-01-01

Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…

Educational Followership on Twitter and Teacher Ratings on the Teacher Evaluation and Support System for One Urban Texas School District

ERIC Educational Resources Information Center

Terry, Shannon Dae

2017-01-01

The purpose of this quantitative study was to test the theory of connectivism (Downes, 2012) by comparing Twitter educational followership and no Twitter educational followership in terms of the Texas Teacher Evaluation and Support System (T-TESS) rating scores for elementary, junior high, and high school teachers in a large urban public-school…

The Impact of Changing Teaching Jobs on Music Teacher Identity, Role, and Perceptions of Role Support

ERIC Educational Resources Information Center

Gray, Lori F.

2011-01-01

This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the…

Level conceptual change pre-service elementary teachers on electric current conceptions through visual multimedia supported conceptual change

NASA Astrophysics Data System (ADS)

Hermita, N.; Suhandi, A.; Syaodih, E.; Samsudin, A.; Marhadi, H.; Sapriadil, S.; Zaenudin, Z.; Rochman, C.; Mansur, M.; Wibowo, F. C.

2018-05-01

Now a day, conceptual change is the most valuable issues in the science education perspective, especially in the elementary education. Researchers have already dialed with the aim of the research to increase level conceptual change process on the electric conceptions through Visual Multimedia Supported Conceptual Change Text (VMMSCCText). We have ever utilized research and development method namely 3D-1I stands for Define, Design, Development, and Implementation. The 27 pre-service elementary teachers were involved in the research. The battery function in circuit electric conception is the futuristic concept which should have been learned by the students. Moreover, the data which was collected reports that static about 0%, disorientation about 0%, reconstruction about 55.6%, and construction about 25.9%. It can be concluded that the implementation of VMMSCCText to pre-service elementary teachers are increased to level conceptual change categories.

Examining the Technology Integration Planning Cycle Model of Professional Development to Support Teachers' Instructional Practices

ERIC Educational Resources Information Center

Hutchison, Amy C.; Woodward, Lindsay

2018-01-01

Background: Presently, models of professional development aimed at supporting teachers' technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers' knowledge within their…

The Relationship of High School Teachers' Job Satisfaction to Principal Support

ERIC Educational Resources Information Center

Bressler, Kathleen M.

2012-01-01

The purpose of this study was to examine the relationship between high school teacher job satisfaction, using an instrument that measures Herzberg's Two Factor Theory and principal support, using an adapted instrument from House's theory of administrative support. Data were collected by a team of researchers from 34 self-selected public Virginia…

Perceptions of Student Misconduct, Perceived Respect for Teachers, and Support for Corporal Punishment among School Teachers in South Korea: An Exploratory Case Study

ERIC Educational Resources Information Center

Brown, Ben

2009-01-01

This article provides an analysis of survey data on perceptions of student misconduct, perceived respect for teachers, and support for corporal punishment among school teachers in South Korea. The data were gathered from a survey of 110 middle and high school teachers in Gyeonggi Province, South Korea. Descriptive, chi square, logistic regression,…

Hearing-Impaired Pupils in Mainstream Education in Finland: Teachers' Experiences of Inclusion and Support

ERIC Educational Resources Information Center

Takala, Marjatta; Sume, Helena

2018-01-01

Today, in Finland, the majority of hearing-impaired pupils attend regular schools. This is in line with inclusive policy. This study aims to investigate do these pupils receive support from teachers, what kind of support is given and how is inclusion functioning. A questionnaire was used with 109 Finnish teachers, with both closed- and open-ended…

Sustaining Lesson Study: Resources and Factors that Support and Constrain Mathematics Teachers' Ability to Continue After the Grant Ends

NASA Astrophysics Data System (ADS)

Druken, Bridget Kinsella

Lesson study, a teacher-led vehicle for inquiring into teacher practice through creating, enacting, and reflecting on collaboratively designed research lessons, has been shown to improve mathematics teacher practice in the United States, such as improving knowledge about mathematics, changing teacher practice, and developing communities of teachers. Though it has been described as a sustainable form of professional development, little research exists on what might support teachers in continuing to engage in lesson study after a grant ends. This qualitative and multi-case study investigates the sustainability of lesson study as mathematics teachers engage in a district scale-up lesson study professional experience after participating in a three-year California Mathematics Science Partnership (CaMSP) grant to improve algebraic instruction. To do so, I first provide a description of material (e.g. curricular materials and time), human (attending district trainings and interacting with mathematics coaches), and social (qualities like trust, shared values, common goals, and expectations developed through relationships with others) resources present in the context of two school districts as reported by participants. I then describe practices of lesson study reported to have continued. I also report on teachers' conceptions of what it means to engage in lesson study. I conclude by describing how these results suggest factors that supported and constrained teachers' in continuing lesson study. To accomplish this work, I used qualitative methods of grounded theory informed by a modified sustainability framework on interview, survey, and case study data about teachers, principals, and Teachers on Special Assignment (TOSAs). Four cases were selected to show the varying levels of lesson study practices that continued past the conclusion of the grant. Analyses reveal varying levels of integration, linkage, and synergy among both formally and informally arranged groups of

Teachers' Perceptions of Students' Additional Support Needs: In the Eye of the Beholder?

ERIC Educational Resources Information Center

Bruggink, Marjon; Goei, Sui L.; Koot, Hans M.

2016-01-01

Nowadays, teachers are regarded as key players in the process of identifying and catering to students' additional support needs within mainstream primary classrooms. However, teachers' professional judgements regarding students with special needs have been found to be contextually influenced (e.g. by school context, student population, level of…

Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs

ERIC Educational Resources Information Center

Zweig, Jacqueline S.; Stafford, Erin T.

2016-01-01

In addition to teaching the subject matter, online teachers are tasked with supporting students' understanding of the online environment as well as students' progress, engagement, and interactions within the course. Yet only four states and the District of Columbia require teachers to receive training in online instruction prior to teaching a K-12…

Perceptions of Support, Induction, and Intentions by Secondary Science and Mathematics Teachers on Job Retention

ERIC Educational Resources Information Center

Bond, Sharon C.

2012-01-01

This study was designed to examine the teacher characteristics, workplace factors, and type of induction supports that contribute to the retention of secondary science and mathematics teachers. Using the sample of secondary science and mathematics teachers extracted from the National Center for Educational Statistics (NCES) 2007-2008 Schools and…

Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

ERIC Educational Resources Information Center

Brock, Laura L.; Curby, Timothy W.

2014-01-01

Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's…

Relationship between Teacher Perception of Positive Behavior Interventions Support and the Implementation Process

ERIC Educational Resources Information Center

Hansen, Janice Marie

2014-01-01

The purpose of this study was to determine whether a relationship existed between teacher perception of a school's behavior management program and the implementation process. This study explored perceptions of teachers from three aspects of the Positive Behavior Intervention Support model as they relate to the implementation processes for PBIS.…

Supporting new science teachers in pursuing socially just science education

NASA Astrophysics Data System (ADS)

Ruggirello, Rachel; Flohr, Linda

2017-10-01

This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals.

Reflecting on Racism: School Involvement and Perceived Teacher Discrimination in African American Mothers

ERIC Educational Resources Information Center

Rowley, Stephanie J.; Helaire, Lumas J.; Banerjee, Meeta

2010-01-01

The relationships among maternal perceptions of racial discrimination, mother-teacher relationship quality, and school involvement were examined in this sample of 73 African American mothers of kindergarteners and first graders. Mothers reported time spent in school-related activities at home, their attitudes about the importance of school…

An Investigation of Social Support and Burnout among Special Education Teachers in the United Arab Emirates

ERIC Educational Resources Information Center

Bataineh, Osamah; Alsagheer, Ahmed

2012-01-01

This study aimed at investigating which source of social support (supervisors, colleagues, friends, spouse, or family) would be most effective in reducing burnout among special education teachers. A sample of 300 special education teachers (50 males and 250 females) completed Burnout and Sources of Social Support questionnaires. Pearson…

Roles, Duties and Challenges of Special/Support Teachers at Secondary Education: Implications for Promoting Inclusive Practices

ERIC Educational Resources Information Center

Vlachou, Anastasia; Didaskalou, Eleni; Kontofryou, Maria

2015-01-01

Recent inclusive policy directives and advice offered to schools strongly recommend special/support teachers to expand their role and extend their duties. In light of this, we investigated how Greek secondary special/support teachers perceive and experience their role, work profile and the challenges they encounter. Qualitative analysis revealed…

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

ANDRILL: INVOLVING TEACHERS IN FIELD RESEARCH ENHANCES THE TRANSFER OF SCIENTIFIC KNOWLEDGE TO CLASSROOMS AND TO OTHER EDUCATORS

NASA Astrophysics Data System (ADS)

Cattadori, M.; Huffman, L. T.; Trummel, B.

2009-12-01

For most educators, the end of a field research experience is truly the beginning. From the knowledge gained and the excitement of living and working in a harsh environment like Antarctica, ARISE (ANDRILL Research Immersion for Science Educators) participants create enhanced learning experiences and resources for their students and for the professional development of other teachers. ANDRILL (Antarctic geological DRILLing) is an multi-national and interdisciplinary research project involving Italy, Germany , New Zealand, and USA. The core concept of its Education and Public Outreach Program is to embed educators as integral members on the science research teams, allowing them to participate in every phase of the mission. Their primary goal is to develop effective and innovative educational approaches for the communication of the scientific and technical aspects of the drilling program. ANDRILL has developed an exemplary teacher research experience model that differs from most by supporting a collaborative team of international educators rather than just one teacher. During the first two years of drilling projects, 2006 and 2007, ANDRILL took 16 educators from 4 countries to Antarctica. From those experiences, a growing collaborative network of polar science educators is nurtured, many valuable resources and examples of professional development have been created, and lessons have been learned and evaluated for future teacher research immersion experiences. An Italian ARISE participant and ANDRILL’s Education and Outreach Coordinator will present how ARISE has been at the core of developing transformational programs and resources in both countries including: [1] Flexhibit, a digital series of climate change materials designed for informal and formal learning environments that have been translated into Italian, German, French, Arabic, Spanish, and New Zealand English, (2) C2S2: Climate Change Student Summits, which provide professional development and resources for

Inclusive Education in Government Primary Schools: Teacher Perceptions

ERIC Educational Resources Information Center

Khan, Itfaq Khaliq; Hashmi, ShujahatHaider; Khanum, Nabeela

2017-01-01

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The…

The Potential Role of Perceived Support for Reduction of Special Education Teachers' Burnout

ERIC Educational Resources Information Center

Langher, Viviana; Caputo, Andrea; Ricci, Maria Elisabetta

2017-01-01

Teacher burnout is conceived as a general concern in special education because of the emotionally demanding work context. This study explored the potential role of perceived support for reduction of burnout in a sample of 276 special education teachers working in lower (n=130) and higher (n=146) secondary schools. Participants completed the…

Supporting On-Site Teacher-Consultants: New York City Writing Project's Community of Learners

ERIC Educational Resources Information Center

Osterman, Ed

2008-01-01

This monograph describes and analyzes the particular processes and structures that the New York City Writing Project (NYCWP) directors and on-site teacher-consultants have developed that enable them to support and learn from each other and to reflect critically upon the work they do with teachers, students, and administrators. Over time the…

Teacher and Friend Social Support: Association with Body Weight in African-American Adolescent Females

PubMed Central

Stanford, Jevetta; Webb, Fern J.; Lee, Jenny; Doldren, Michelle; Rathore, Mobeen

2016-01-01

The purpose of this study was to examine the direct and indirect ecological influences of teacher and friend social support on body weight and diet behaviors in African-American adolescent females. Using a quantitative, cross-sectional research design, a convenience sample of 182 urban African-American adolescent females (12–17 years old) completed a 39-item questionnaire. The questionnaire assessed perceived teacher social support, friend social support, nutrition self-efficacy, and diet behaviors (with internal reliability values of scale items: alpha=0.74, 0.81, 0.77, and 0.69 respectively). Anthropometric assessments were conducted to measure height and weight to compute BMI. Majority of the participants were in middle or early high school (65 %) and were overweight or obese (57.7 %). Both teacher social support and friend social support demonstrated a positive, indirect influence on child weight status through nutrition self-efficacy and diet behaviors following two different and specific paths of influence. Diet behaviors, in turn, demonstrated a positive, direct effect on child weight status. In the structural model, teacher social support had the greatest effect on diet behaviors, demonstrating a direct, positive influence on diet behaviors (B=0.421, p<0.05), but its direct effect on nutrition self-efficacy was not significant. Friend social support demonstrated a positive, direct effect on nutrition self-efficacy (B=0.227, p<0.05), but its direct effect on diet behaviors was not statistically significant. The study’s findings call for actively addressing the childhood obesity epidemic in the school environment by implementing health behavior change strategies at various social and ecological environmental levels. PMID:26863465

Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study

ERIC Educational Resources Information Center

Pössel, Patrick; Rudasill, Kathleen Moritz; Sawyer, Michael G.; Spence, Susan H.; Bjerg, Annie C.

2013-01-01

Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and…

Involving a Village: Student Teachers' Sense of Belonging in Their School-Based Placement

ERIC Educational Resources Information Center

Ussher, Bill

2010-01-01

Educating a student on teaching placement involves a "village", just as it takes a whole "village" to raise a child. Creating a "village" around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional "village". Participating students, teachers…

Using Theory to Support Classroom Teachers as Physical Activity Promoters

ERIC Educational Resources Information Center

Egan, Catherine A.; Webster, Collin A.

2018-01-01

Recently, there has been growing attention on the importance of the staff involvement component of a comprehensive school physical activity program (CSPAP). In particular, classroom teachers (CTs) are increasingly being called upon to promote physical activity (PA) in their classrooms as part of the PA during school component of a CSPAP.…

A Sustainable Model for Training Teachers to Use Pivotal Response Training

ERIC Educational Resources Information Center

Suhrheinrich, Jessica

2015-01-01

The increase in the rate of autism diagnoses has created a growing demand for teachers who are trained to use effective interventions. The train-the-trainer model, which involves training supervisors to train others, may be ideal for providing cost-effective training and ongoing support to teachers. Although research supports interventions, such…

Can Schools Support HIV/AIDS-Affected Children? Exploring the 'Ethic of Care' amongst Rural Zimbabwean Teachers.

PubMed

Campbell, Catherine; Andersen, Louise; Mutsikiwa, Alice; Madanhire, Claudius; Nyamukapa, Constance; Gregson, Simon

2016-01-01

How realistic is the international policy emphasis on schools 'substituting for families' of HIV/AIDS-affected children? We explore the ethic of care in Zimbabwean schools to highlight the poor fit between the western caring schools literature and daily realities of schools in different material and cultural contexts. Interviews and focus groups were conducted with 44 teachers and 55 community members, analysed in light of a companion study of HIV/AIDS-affected pupils' own accounts of their care-related experiences. We conceptualise schools as spaces of engagement between groups with diverse needs and interests (teachers, pupils and surrounding community members), with attention to the pathways through which extreme adversity impacts on those institutional contexts and social identifications central to giving and receiving care. Whilst teachers were aware of how they might support children, they seldom put these ideas into action. Multiple factors undermined caring teacher-pupil relationships in wider contexts of poverty and political uncertainty: loss of morale from low salaries and falling professional status; the inability of teachers to solve HIV/AIDS-related problems in their own lives; the role of stigma in deterring HIV/AIDS-affected children from disclosing their situations to teachers; authoritarian teacher-learner relations and harsh punishments fuelling pupil fear of teachers; and lack of trust in the wider community. These factors undermined: teacher confidence in their skills and capacity to support affected pupils and motivation to help children with complex problems; solidarity and common purpose amongst teachers, and between teachers and affected children; and effective bridging alliances between schools and their surrounding communities-all hallmarks of HIV-competent communities. We caution against ambitious policy expansions of teachers' roles without recognition of the personal and social costs of emotional labour, and the need for significant

Developing Electronic Performance Support Systems for Professionals.

ERIC Educational Resources Information Center

Law, Michael P.; And Others

This paper discusses a variety of development strategies and issues involved in the development of electronic performance support systems (EPSS) for professionals. The topics of front-end analysis, development, and evaluation are explored in the context of a case study involving the development of an EPSS to support teachers in the use of…

Effects of perceived support from mothers, fathers, and teachers on depressive symptoms during the transition to middle school.

PubMed

Rueger, Sandra Yu; Chen, Pan; Jenkins, Lyndsay N; Choe, Hyung Joon

2014-04-01

The transition to middle school can be a significant stressor for young adolescents, leading to increases in depression for those who are vulnerable. The current study examined how perceived support from mothers, fathers, and teachers independently and interactively predicted developmental patterns of depressive symptoms during adolescents' transition to middle school, and gender differences in these effects of social support. Four timepoints of data were collected from 1,163 participants (48.5 % boys) enrolled in an ethnically diverse suburban middle school in the Midwest between 1.25 and 20.50 months after these participants entered the 7th grade. The results from growth curve modeling indicated that levels of depressive symptoms decreased over time for boys but remained stable for girls during the developmental period examined. There is also evidence that support from mothers, fathers, and teachers independently and inversely predicted levels of depressive symptoms at the beginning of the 7th grade, and support from both mothers and fathers predicted changes in these symptoms. Effects of mothers' support and teachers' support, but not the effect of fathers' support, remained significant in reducing levels of depressive symptoms at 20.50 months from middle school entry. Furthermore, the protective effect of mothers' support was stronger for girls than for boys. Finally, mothers' support interacted with fathers' support and teachers' support to predict levels of depressive symptoms. Specifically, the protective effect of mothers' support was more salient when fathers' support was low, and vice versa. In contrast, support from mothers and teachers had an amplifying, synergistic effect.

Implementing New Teacher Evaluation Systems: Principals' Concerns and Supervisor Support

ERIC Educational Resources Information Center

Derrington, Mary Lynne; Campbell, John W.

2015-01-01

Principal leadership is the key to successful implementation of mandated, high-accountability, teacher evaluation systems. Given the magnitude and complexity of change at the school level, understanding principals' perceptions, responses, and concerns is essential for effective change and support during implementation. Thus, research that…

Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education

ERIC Educational Resources Information Center

Stutchbury, Kris; Woodward, Clare

2017-01-01

YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth…

Teacher Support Mediates Concurrent and Longitudinal Associations between Temperament and Mild Depressive Symptoms in Sixth Grade

ERIC Educational Resources Information Center

Moritz Rudasill, Kathleen; Pössel, Patrick; Winkeljohn Black, Stephanie; Niehaus, Kate

2014-01-01

The combination of changes occurring at the transition to middle school may be a catalyst for the onset of depressive symptoms, yet teacher support at this transition is protective. Research points to certain temperamental traits as risk factors for developing depressive symptoms. This study examines student reports of teacher support and teacher…

Does perceived teacher affective support matter for middle school students in mathematics classrooms?

PubMed

Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

2012-04-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Discourses about a teacher's self-initiated change in praxis: storylines of care and support

NASA Astrophysics Data System (ADS)

Ritchie, Stephen M.; Rigano, Donna L.

2002-10-01

At the foreground of this article is an account of an experienced science teacher's self-initiated change in praxis within an inquiry community. From classroom observation and interviews, data interpretations are made about the discursive practices of the teacher and his colleagues. In particular, the teacher's change in praxis is attributed to his dissatisfaction with previous practice, realization that alternatives were likely to provide better outcomes for his students, commitment to improving his practice, and a supportive school community in which teachers felt comfortable taking personal risks and engaging in professional discussions. The collaborative culture of the study site was characterized by the teachers' caring ethic for their students.

A Consortium Approach to Exemplary Career Education Program Development Involving Two Unified School Districts and Two Teacher Education Institutions. Final Report.

ERIC Educational Resources Information Center

Borhani, Rahim

This is the final report of a Kansas state project which had four purposes: (1) Involvement of teacher training institutions with the unified school districts' career education program in order to gather information needed to provide realistic experiences for inservice education of future career education teachers, (2) involve the community in…

Towards a Pre-Service Technology Teacher Education Resource for New Zealand

ERIC Educational Resources Information Center

Forret, Michael; Fox-Turnbull, Wendy; Granshaw, Bruce; Harwood, Cliff; Miller, Angela; O'Sullivan, Gary; Patterson, Moira

2013-01-01

The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers,…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda

ERIC Educational Resources Information Center

Baird, Dean

2013-01-01

Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…

A randomized-control trial for the teachers' diploma programme on psychosocial care, support and protection in Zambian government primary schools.

PubMed

Kaljee, Linda; Zhang, Liying; Langhaug, Lisa; Munjile, Kelvin; Tembo, Stephen; Menon, Anitha; Stanton, Bonita; Li, Xiaoming; Malungo, Jacob

2017-04-01

Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers' Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013-2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers' psychosocial skills and knowledge.

Supporting Teachers to Attend to Generalisation in Science Classroom Argumentation

ERIC Educational Resources Information Center

Shemwell, Jonathan T.; Gwarjanski, Kalee R.; Capps, Daniel K.; Avargil, Shirly; Meyer, Joanna L.

2015-01-01

In scientific arguments, claims must have meaning that extends beyond the immediate circumstances of an investigation. That is, claims must be generalised in some way. Therefore, teachers facilitating classroom argumentation must be prepared to support students' efforts to construct or criticise generalised claims. However, widely used…

Improving Instruction with School-Site Support Teams.

ERIC Educational Resources Information Center

Guilkey-Amado, Judy; And Others

This paper describes a program at the Vallejo (California) School District involving the use of instructional support teams composed of principals and teachers from each school to promote instructional improvement by increasing school-site leadership and teamwork between administrators and teachers. First, background information is given to…

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

NASA Astrophysics Data System (ADS)

Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

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.

Transactional relations between father involvement and preschoolers' socioemotional adjustment.

PubMed

Jia, Rongfang; Kotila, Letitia E; Schoppe-Sullivan, Sarah J

2012-12-01

Children's socioemotional development is child as well as parent driven. Yet, transactional frameworks are rarely applied to studies of father-child relations. This study examined reciprocal associations between father involvement in play and caregiving and children's adjustment and tested supportive coparenting behavior as a moderator of these associations. One hundred twelve families participated in a 1-year longitudinal study. Fathers reported on their involvement and mothers and teachers reported on preschoolers' behavior at two time points, and supportive coparenting behavior was observed at the second time point. Results showed that father involvement in play predicted relative decreases in externalizing behaviors, and also relative decreases in internalizing behaviors and relative increases in social competence at school only when accompanied by supportive coparenting behavior; reciprocally, fathers showed relative reductions in their play with children initially high in internalizing behaviors perceived by teachers. Father involvement in caregiving predicted relative increases in children's internalizing behaviors, but reciprocal effects indicated that these associations may be driven by children. The presence of reciprocal associations between father involvement and child behaviors that differed for play and caregiving domains and were moderated by supportive coparenting behavior suggests the importance of a transactional, domain-specific, and systemic approach to understanding father-child relations and the implementation of relevant intervention practices. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Elementary School Teachers' Involvement in Firearm Safety Education.

ERIC Educational Resources Information Center

Price, James H.; Murnan, Judy; Thompson, Amy J.; Dake, Joseph A.; Telljohann, Susan K.

2005-01-01

This national study assessed elementary, school teachers' (n = 352)firearm safety education activities and perceptions using a 3-wave mailing survey. One percent of the teachers reported receiving undergraduate training regarding firearm safety. Yet, 12% claimed to be well prepared or very well prepared to teach firearm safety. Most teachers had…

Interactive Teaching as a Recruitment and Training Tool for K-12 Science Teachers

NASA Astrophysics Data System (ADS)

Rosenberg, J. L.

2004-12-01

The Science, Technology, Engineering, and Mathematics Teacher Preparation (STEMTP) program at the University of Colorado has been designed to recruit and train prospective K-12 science teachers while improving student learning through interactive teaching. The program has four key goals: (1) recruit undergraduate students into K-12 science education, (2) provide these prospective teachers with hands-on experience in an interactive teaching pedagogy, (3) create an intergrated program designed to support (educationally, socially, and financially) and engage these prospective science teachers up until they obtain liscensure and/or their masters degree in education, and (4) improve student learning in large introductory science classes. Currently there are 31 students involved in the program and a total of 72 students have been involved in the year and a half it has been in existence. I will discuss the design of the STEMTP program, the success in recruiting K-12 science teachers, and the affect on student learning in a large lecture class of implementing interactive learning pedagogies by involving these prospective K-12 science teachers. J. L. Rosenberg would like to acknowledge the NSF Astronomy and Astrophysics Fellowship for support for this work. The course transformation project is also supported by grants from the National Science Foundation.

Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program

ERIC Educational Resources Information Center

Paris, Lisa F.; Boston, Julie; Morris, Julia

2015-01-01

Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teachers feel challenged. As social media…

Technology to Support Teachers Using Evidence from Student Work to Customize Technology-Enhanced Inquiry Units

ERIC Educational Resources Information Center

Matuk, Camillia F.; Linn, Marcia C.; Eylon, Bat-Sheva

2015-01-01

Teachers' involvement in curriculum design is essential for sustaining the relevance of technology-enhanced learning materials. Customizing--making small adjustments to tailor given materials to particular situations and settings--is one design activity in which busy teachers can feasibly engage. Research indicates that customizations based…

Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design

NASA Astrophysics Data System (ADS)

Matuk, Camillia; Gerard, Libby; Lim-Breitbart, Jonathan; Linn, Marcia

2016-02-01

Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers' goals and expectations. Participatory methods, which involve teachers closely in the design process, are widely recommended for establishing accurate design requirements that address users' needs. By collaborating with researchers, teachers can contribute their professional expertise to shape the tools of their practice, and ultimately ensure their sustained use. However, there is little guidance available for maintaining effective teacher-researcher design partnerships. We describe four strategies for engaging teachers in designing tools intended to support and enhance their practice within a web-based science learning environment: discussing physical artifacts, reacting to scenarios, customizing prototypes, and writing user stories. Using design artifacts and documents of teachers' reflections, we illustrate how we applied these techniques over 5 years of annual professional development workshops, and examine their affordances for eliciting teachers' ideas. We reflect on how these approaches have helped inform technology refinements and innovations. We moreover discuss the further benefits these strategies have had in encouraging teachers to reflect on their own practice and on the roles of technology in supporting it; and in allowing researchers to gain a deeper understanding of the relationship between technology, teaching, and design.

An Analysis of Political Values and Political Involvement of High School Social Studies Teachers in Missouri. Final Report.

ERIC Educational Resources Information Center

Atwell, L. Roberta

A study was conducted to determine political values of secondary school teachers. Two hundred and two social studies teachers from 24 public high schools in Missouri served as a sample population. The survey instrument contained questions on political involvement and various personal background characteristics. The results indicated that Missouri…

The Relationship between Teacher Perceptions of Administrative Support and Teacher Retention

ERIC Educational Resources Information Center

Peronto, Janice L.

2013-01-01

A continued loss of teachers from the already limited supply of those entering the field is likely to create a teacher shortage as student populations continue to rise. Because the supply of teachers does not meet the demand, it is necessary to consider the reasons that teachers leave the profession. The problem addressed in this research study…

Teacher Assistance Teams: Supporting At-Risk Students in Rural Areas. A Three Year Plan.

ERIC Educational Resources Information Center

Chalfant, James C.; And Others

Teacher Assistance Teams (TAT) can support the collaboration and empowerment of teachers, address student and schoolwide problems, provide preventive intervention for at-risk students, and identify appropriate referrals to special education. This paper describes the implementation of TAT throughout the state of Arkansas over a 3-year period.…

Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change

ERIC Educational Resources Information Center

Di Domenico, Paula M.; Elish-Piper, Laurie; Manderino, Michael; L'Allier, Susan K.

2018-01-01

This study investigated how a high school literacy coach provided coaching to support teachers' understanding and implementation of disciplinary literacy instruction. With a focus on collaborations between the literacy coach and teachers in the disciplines of social studies, math, and English, this article presents three case studies that…

Peer Mentoring: A Way forward for Supporting Preservice EFL Teachers Psychosocially during the Practicum

ERIC Educational Resources Information Center

Nguyen, Hoa Thi Mai

2013-01-01

During the past several years, the importance of practicum as a vital proportion of the preservice teacher education program has been increasingly emphasized. There have been a number of initiatives for supporting preservice teachers. Among these, peer based relationship is increasingly emerged as an innovative strategy to provide additional…

Supporting Teachers' Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process

NASA Astrophysics Data System (ADS)

Zion, Michal; Schwartz, Renee S.; Rimerman-Shmueli, Esther; Adler, Idit

2018-05-01

One of today's challenges in science education involves the development of appropriate conceptions of inquiry teaching and realizing how these experiences can support students' understanding of the nature of science and inquiry (NOS and NOSI). To meet this challenge, we developed a course for in-service science teachers, in which explicit-reflective instruction of NOS was coupled with an open inquiry process. This process included documentation tools adjusted to emphasize the dynamic, logical, and reflective aspects of scientific inquiry. Teachers' documentations, reflections, and questionnaires were examined for indications of perceptual connection between comprehending the essence of dynamic open inquiry and understanding certain NOS tenets. The results indicated that the in-service teachers experienced all criteria of dynamic open inquiry, however not to the same extent. By focusing on four teachers who clearly addressed changes in their perspective of NOS and NOSI, we were able to examine the nature of those changes, and relate them to the teachers' personal experiences and perceptions of the characteristics of dynamic open inquiry. Our results suggest that the participants' personal experiences and perceptions of the dynamic characteristics of open inquiry play a crucial role in shaping their understanding of NOS and NOSI. The findings of this research underscore the importance of enhancing teachers' personal experiences and perceptions of the dynamic characteristics of open inquiry, as a vehicle to improve their understanding of NOS and NOSI.

Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

ERIC Educational Resources Information Center

Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

2015-01-01

Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

School Innovation in Science: A Model for Supporting School and Teacher Development

ERIC Educational Resources Information Center

Tytler, Russell

2007-01-01

"School Innovation in Science" represents a model, developed through working with more than 200 Victorian schools, to improve science teaching and learning. SIS works at the level of the science team and the teacher, providing resources to challenge and support the change process. Its emphasis is on strategic planning supported by a…

Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout.

PubMed

Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

2016-09-01

The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families

PubMed Central

Calzada, Esther J.; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C. Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie

2015-01-01

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents’ connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent–teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools. PMID:26417116

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families.