Work Ability of Finnish Physical Education Teachers

ERIC Educational Resources Information Center

Mäkelä, Kasper; Hirvensalo, Mirja

2015-01-01

In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

Task Force on Teacher Education in Physics: Findings and Recommendations

NASA Astrophysics Data System (ADS)

Otero, Valerie

2010-03-01

In response to the national crisis in science education, including low performance in high school physical science and a critical shortage of highly qualified physics teachers, a National Task Force was convened to investigate the state of physics education in the United States. The Task Force spent one year collecting data from over 900 universities and conducting site visits at 13 universities that were identified as ``high producers'' of physics teachers. The final report of the Task Force will be published early in 2010 and will highlight the findings and recommendations that resulted from the study. In this presentation, the main findings and recommendations will be presented along with selected case studies that illustrate exemplary practices in physics and education departments.

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

Motivational Forces in a Growth-Centered Model of Teacher Evaluation

ERIC Educational Resources Information Center

Bruski, Nicholas Aron

2012-01-01

This paper presents the results of a study that explored the effects of using an action research process to examine and develop a system of teacher evaluation that leads to real changes in teacher behaviors. The study explored motivational forces and psychological processes related to the change process in adult behaviors. Data were collected by…

Misconceptions of Turkish Pre-Service Teachers about Force and Motion

ERIC Educational Resources Information Center

Bayraktar, Sule

2009-01-01

The purpose of this study was to diagnose the misconceptions held by pre-service physics teachers about force and motion. The secondary aim of the study was to detect whether misconceptions vary according to gender, educational level, and culture. The study was conducted with 79 student-teachers attending to one of the largest faculties of…

Creating a Classroom Team: How Teachers and Paraprofessionals Can Make Working Together Work

ERIC Educational Resources Information Center

American Federation of Teachers (NJ), 2004

2004-01-01

Respect and communication. That's what teachers and paraprofessionals say makes an effective classroom team. In speaking with paraprofessionals and teachers, the American Federation of Teachers (AFT) has gathered several tips about how to make working together work. These tips include: (1) Creating a healthy, open relationship between teacher and…

Women Break Through: Students At Work. La Mujer Adelanta: Alumnos Trabajando. A Teachers Guide.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

This document is a teachers guide explaining the purpose and contents of an educational radio series in Brooklyn, New York which dramatizes the issues affecting the roles of women who are first entering the work force, and explores opportunities for alternative career choices. Part one examines the cooperative education programs, the executive…

A Closer Look: Teacher Evaluations and Reduction-in-Force Policies

ERIC Educational Resources Information Center

Thomsen, Jennifer

2014-01-01

An increasing number of states are requiring teacher performance, as measured by evaluations, be considered when districts are conducting layoffs or reductions in force, according to a 50-state policy review by the Education Commission of the States (ECS). ECS reviewed reduction-in-force policies in 2012 and recently created an online database,…

Making Teacher Work Samples Work at the University of Northern Colorado

ERIC Educational Resources Information Center

Parker, Melissa; Sinclair, Christina

2010-01-01

Teacher Work Samples (TWS) can be viewed in terms of a product and a process. As a product, the TWS measures a teacher candidate's (TC's) ability to promote student achievement, documents that TCs have met minimum national standards, and validates teacher education programs. Teacher candidates engage in observable, job-related behaviors that serve…

America's Changing Work Force: Statistics in Brief.

ERIC Educational Resources Information Center

American Association of Retired Persons, Washington, DC.

This booklet provides information about the demographics of the changing work force. It offers an at-a-glance profile of workers age 45 and older and considers likely changes in the work force of the future. The document includes topics such as the composition of the work force of today and tomorrow by age and sex, labor force participation rates,…

Science and Technology Teachers' Opinions about Problems Faced While Teaching 8th Grade Science Unit "Force and Motion" and Suggestions for Solutions

ERIC Educational Resources Information Center

Bozdogan, Aykut Emre; Uzoglu, Mustafa

2015-01-01

The aim of this study is to explore the problems encountered while teaching force and motion unit in 8th grade science and technology course from teachers' perspectives and offer solutions to eliminate these problems. The study was conducted with 248 science and technology teachers working in 7 regions in Turkey in 2012-2013 academic year.…

Assessing the Determinants and Implications of Teacher Layoffs. Working Paper 55

ERIC Educational Resources Information Center

Goldhaber, Dan; Theobald, Roddy

2010-01-01

Over 2000 teachers in the state of Washington received reduction-in-force (RIF) notices in the past two years. The authors link data on these RIF notices to a unique dataset that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. They find a teacher's…

The Role of Teacher Work Samples in Developing Effective and Reflective Physical Education Teachers

ERIC Educational Resources Information Center

Sutherland, Sue; Goodway, Jackie

2010-01-01

For eight years, Ohio State University (OSU) has systematically infused teacher work samples (TWS) into their physical education teacher education (PETE) undergraduate curriculum in order to develop effective and reflective teachers. Teacher work samples are made up of five main parts: (1) community mapping, (2) unit planning, (3) data collection…

Salutogenic resources in relation to teachers' work-life balance.

PubMed

Nilsson, Marie; Blomqvist, Kerstin; Andersson, Ingemar

2017-01-01

Experiencing work-life balance is considered a health promoting resource. To counter-balance the negative development of teachers' work situation, salutogenic resources need to be examined among teachers. To examine resources related to teachers' experience of their work-life balance. Using a cross-sectional design, a questionnaire was distributed to 455 teachers in compulsory schools in a Swedish community. A total of 338 teachers participated (74%). A multiple linear regression method was used for the analysis. Four variables in the regression model significantly explained work-life balance and were thereby possible resources: time experience at work; satisfaction with everyday life; self-rated health; and recovery. The strongest association with work-life balance was time experience at work. Except time experience at work, all were individual-related. This study highlights the importance of school management's support in reducing teachers' time pressure. It also emphasizes the need to address teachers' individual resources in relation to work-life balance. In order to support teachers' work-life balance, promote their well-being, and preventing teachers' attrition, we suggest that the school management would benefit from creating a work environment with strengthened resources.

The Case for Decision-Forcing Cases: Preparing Teachers for EFL Settings.

ERIC Educational Resources Information Center

Jackson, Jane

2000-01-01

Focuses on the role that cases can play in preparing English-as-a-foreign-language teachers for the linguistic, cultural, and pedagogical realities of teaching English in an unfamiliar sociocultural setting. Describes some of the benefits of a case-based approach in TEFL teacher development programs. Offers a definition of decision-forcing cases…

Working conditions, work style, and job satisfaction among Albanian teachers

NASA Astrophysics Data System (ADS)

Kloep, Marion; Tarifa, Fatos

1994-03-01

For the first time in Albania, a large-scale study investigating teachers' working conditions was conducted. 349 teachers from many parts of the country and from all school levels answered an extensive questionnaire, providing a comprehensive description of their working situation. As data for parts of the study exist from the USA, Germany, Singapore, England, and Poland, results could be discussed in comparison to the conditions in these countries, showing that self-reported job satisfaction and engagement in effective classroom practices is relatively high among Albanian teachers, while the economic and physical conditions are bad. Stepwise regression analyses reveal that the items measuring professional autonomy account for a considerable part of the variance of the job satisfaction measure; while work efficiency is mainly predicted by items measuring social support and, again, professional autonomy.

A Qualitative Investigation of Prospective Teachers' Hopes, Their Sources, and Motivational Forces

ERIC Educational Resources Information Center

Eren, Altay; Yesilbursa, Amanda

2017-01-01

This grounded theory study examined prospective teachers' (PTs) dispositional hopes, teaching-specific hopes, their sources, and motivational force of teaching-specific hopes. A total of 41 PTs enrolled on different teacher education programmes voluntarily participated in the semi-structured interviews. Findings showed that PTs' dispositional…

Teacher Working Conditions: Perceptions of Novice and Experienced K-12 Virtual School Teachers

ERIC Educational Resources Information Center

Francis, Tiffany

2017-01-01

The purpose of this study was to examine if there is a difference between novice and experienced teachers' perceptions of the working conditions at the K-12 virtual school. This study examined the teachers' total years employed at the school to determine if a difference exists in the groups' perceptions of the teacher working conditions. Teacher…

The Professional Work of Teachers in Singapore: Findings from a Work-Shadowing Study

ERIC Educational Resources Information Center

Lee, Y.-J.; Poon, C. L.

2014-01-01

The professional activities that constitute the work of school teachers are known to be both numerous and varied. While managing teacher workloads is a major priority for governments around the world, valid and reliable figures are difficult to obtain. From a larger qualitative study of teachers' work culture in Singapore, we report data obtained…

Levi-Strauss's "Bricolage" and Theorizing Teachers' Work.

ERIC Educational Resources Information Center

Hatton, Elizabeth

1989-01-01

A teacher's work is compared to Claude Levi-Strauss's concept of "bricolage." A "bricoleur" is a professional do-it-yourself person, falling somewhere between an odd-job person and a craftsperson. The concept helps to explain pedagogical inadequacy by linking inherent limiting features of teachers' work and some causal…

Learning a trajectory using adjoint functions and teacher forcing

NASA Technical Reports Server (NTRS)

Toomarian, Nikzad B.; Barhen, Jacob

1992-01-01

A new methodology for faster supervised temporal learning in nonlinear neural networks is presented which builds upon the concept of adjoint operators to allow fast computation of the gradients of an error functional with respect to all parameters of the neural architecture, and exploits the concept of teacher forcing to incorporate information on the desired output into the activation dynamics. The importance of the initial or final time conditions for the adjoint equations is discussed. A new algorithm is presented in which the adjoint equations are solved simultaneously (i.e., forward in time) with the activation dynamics of the neural network. We also indicate how teacher forcing can be modulated in time as learning proceeds. The results obtained show that the learning time is reduced by one to two orders of magnitude with respect to previously published results, while trajectory tracking is significantly improved. The proposed methodology makes hardware implementation of temporal learning attractive for real-time applications.

Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

ERIC Educational Resources Information Center

Wagner, Brigid Daly; French, Lucia

2010-01-01

This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher…

Teachers' Perceptions of Classroom Behaviour and Working Memory

ERIC Educational Resources Information Center

Alloway, Tracy Packiam

2012-01-01

Working memory, ability to remember and manipulate information, is crucial to academic attainment. The aim of the present study was to understand teachers' perception of working memory and how it impacts classroom behaviour. A semi-structured interview was used to explore teachers' ability to define working memory, identify these difficulties in…

Work Adjustment of Vocational Education Teachers.

ERIC Educational Resources Information Center

Muncrief, Martha Crawford

To investigate work adjustment of vocational education teachers, a nation-wide study was conducted focusing on vocational needs, job satisfaction, and job success. The study involved 180 secondary teachers from three vocational areas, business, home economics, and industrial education. A multistage sampling process was utilized to select…

The Work Tasks Motivation Scale for Teachers (WTMST)

ERIC Educational Resources Information Center

Fernet, Claude; Senecal, Caroline; Guay, Frederic; Marsh, Herbert; Dowson, Martin

2008-01-01

The authors developed and validated a measure of teachers' motivation toward specific work tasks: The Work Tasks Motivation Scale for Teachers (WTMST). The WTMST is designed to assess five motivational constructs toward six work tasks (e.g., class preparation, teaching). The authors conducted a preliminary (n = 42) and a main study among…

Relationship between Quality of Work Life and Work Alienation: Research on Teachers

ERIC Educational Resources Information Center

Çetinkanat, Ayse Canan; Kösterelioglu, Meltem Akin

2016-01-01

The purpose of the study is examined primary school teachers' quality of work life and work alienation perceptions. The sample of the study was composed of teachers (N = 426) employed in Bolu province central and district state primary schools in 2010-2011 academic year. For data collection purposes, "Personal Information Form" was used…

Optimal experience among teachers: new insights into the work paradox.

PubMed

Bassi, Marta; Delle Fave, Antonella

2012-01-01

Several studies highlighted that individuals perceive work as an opportunity for flow or optimal experience, but not as desirable and pleasant. This finding was defined as the work paradox. The present study addressed this issue among teachers from the perspective of self-determination theory, investigating work-related intrinsic and extrinsic motivation, as well as autonomous and controlled behavior regulation. In Study 1, 14 teachers were longitudinally monitored with Experience Sampling Method for one work week. In Study 2, 184 teachers were administered Flow Questionnaire and Work Preference Inventory, respectively investigating opportunities for optimal experience, and motivational orientations at work. Results showed that work-related optimal experiences were associated with both autonomous regulation and with controlled regulation. Moreover, teachers reported both intrinsic and extrinsic motivation at work, with a prevailing intrinsic orientation. Findings provide novel insights on the work paradox, and suggestions for teachers' well-being promotion.

The Work, the Workplace, and the Work Force of Tomorrow.

ERIC Educational Resources Information Center

Allen, Claudia

1995-01-01

Ann McLaughlin, a former secretary of labor, discusses her views on the future of the workplace. She feels that to solve the impending problem of educational deficits among the work force, employers will begin their own educational programs, improving both employee loyalty and work force mobility. Includes predictions for future growth fields.…

Operationally Defining Work, Individualized Teacher Preparation.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Dept. of Science Education.

This publication is one of 14 modules prepared for training pre- and in-service teachers to teach Intermediate Science Curriculum Study (ISCS) materials. The organization of this publication is centered around the first unit at level I discussing the broad physics concept of "work." Various activities are suggested for teachers. This…

Level of Work Related Stress among Teachers in Elementary Schools.

PubMed

Agai-Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

2015-09-15

Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers' stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high relation to gender, age, levels of grades taught as well as working

The Roles of Teachers' Work Motivation and Teachers' Job Satisfaction in the Organizational Commitment in Extraordinary Schools

ERIC Educational Resources Information Center

Tentama, Fatwa; Pranungsari, Dessy

2016-01-01

Teachers' work motivation and teachers' job satisfaction are the factors influencing the organizational commitment. This research is aimed to empirically examine the roles of teachers' work motivation and teachers' job satisfaction in the commitment of the organization in extraordinary schools. The subjects of the research are the teachers in…

The Construction of Literate Cultures in Disadvantaged Schools: Teachers' Work, Children's Work.

ERIC Educational Resources Information Center

Comber, Barbara

Recent debates focus on literacy curriculum as if it is separate from teachers' other work, almost at times as if teachers and their contexts are irrelevant to what is the most appropriate literacy pedagogy. Perhaps learning to read and write is not hard work, but teaching is, no matter which theoretical orientation about literacy is adhered to.…

Why Teachers Choose To Work in Catholic Schools.

ERIC Educational Resources Information Center

Barber, David

This study was conducted to determine the reasons why teachers choose to work in Catholic schools. The Catholic School Teachers Professional Choices Questionnaire was sent to 65 teachers and administrators in 4 Chicago Catholic elementary schools and 1 Catholic high school. Fifty-four completed questionnaires were returned by 49 teachers and 5…

Teacher Identity Work in Mathematics Teacher Education

ERIC Educational Resources Information Center

Neumayer-Depiper, Jill

2013-01-01

Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…

The New Work Force. Trends and Issues Alerts.

ERIC Educational Resources Information Center

Imel, Susan

During the last years of this century, the work force will grow more slowly, becoming older, more female, and more disadvantaged. An increasing number of minority groups and immigrants will enter the work force. Despite public demands for reform, education lags behind in preparing youth for employment. The changing work force has many implications…

40 CFR 35.936-14 - Force account work.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Force account work. 35.936-14 Section... Force account work. (a) A grantee must secure the project officer's prior written approval for use of the force account method for (1) any step 1 or step 2 work in excess of $10,000; (2) any sewer...

Quality of Work Life: Rural Teachers' Perceptions.

ERIC Educational Resources Information Center

Haughey, Margaret L.; Murphy, Peter J.

1983-01-01

A questionnaire mailed to 528 teachers in rural British Columbia sought opinions on their conditions of work, professional autonomy, and interactions with students and administrators. Responses suggest policy changes to reduce high rate of teacher turnover. (JW)

Examining Cognitive Structures of Prospective Preschool Teachers Concerning the Subject "Force and Motion"

ERIC Educational Resources Information Center

Timur, Serkan

2012-01-01

The purpose of this study is to identify the cognitive structures of prospective preschool teachers concerning the concepts included in the subject "force and motion". The study was conducted on a total of 56 prospective teachers who studied Preschool Teaching at Canakkale Onsekiz Mart University. The Word Association Test (WAT) was…

Level of Work Related Stress among Teachers in Elementary Schools

PubMed Central

Agai–Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

2015-01-01

BACKGROUND: Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. AIM: To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. MATERIAL AND METHODS: We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. RESULTS: We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. CONCLUSION: Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers’ stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high

Teachers' Occupation-Specific Work-Family Conflict

ERIC Educational Resources Information Center

Cinamon, Rachel Gali; Rich, Yisrael; Westman, Mina

2007-01-01

To expand work-family conflict (WFC) research to specific occupations, this study investigated how work and family generic and occupation-specific stressors and support variables related to family interfering with work (F [right arrow] W) and work interfering with family (W [right arrow] F) among 230 Israeli high school teachers. Further expanding…

Critiquing Teacher Professional Development: Teacher Learning within the Field of Teachers' Work

ERIC Educational Resources Information Center

Hardy, Ian

2010-01-01

This study is an empirical account of the professional development (PD) practices that constituted part of the work of a group of teachers and school-based administrators working together in a cluster of six schools in southeast Queensland, Australia, during a period of intense educational reform. The data comprise meeting transcripts and…

Work Feature Values of Tomorrow's Teachers: Work Redesign as an Incentive and School Improvement Policy.

ERIC Educational Resources Information Center

Hart, Ann Weaver

The potential impacts of teacher work reform efforts on attracting and retaining the best teachers are summarized in this paper, which draws on research conducted in Utah, Colorado, and Missouri between 1985 and 1991. Bluedorn's (1982) model of turnover is used to evaluate the effects of teacher work reform on turnover, which is composed of…

Callings, Work Role Fit, Psychological Meaningfulness and Work Engagement among Teachers in Zambia

ERIC Educational Resources Information Center

Rothmann, Sebastiaan; Hamukang'andu, Lukondo

2013-01-01

Our aim in this study was to investigate the relationships among a calling orientation, work role fit, psychological meaningfulness and work engagement of teachers in Zambia. A quantitative approach was followed and a cross-sectional survey was used. The sample (n = 150) included 75 basic and 75 secondary school teachers in the Choma district of…

Development of a work environment rating scale for kindergarten teachers.

PubMed

Wong, Yau-ho P

2015-08-01

Kindergarten education in Hong Kong serves children aged 32-68 months. However, there is no extant scale that measures kindergarten teachers' perceived work environment, an important influence on their well-being. To develop a new instrument, the Teachers' Perceived Work Environment (TPWE) scale, and to assess whether kindergarten teachers with higher TPWE ratings had higher scores for job satisfaction, self-esteem and mental health. A 25-item rating scale was developed and used with a sample of in-service kindergarten teachers. Their perceived work environment was represented by five factors (ergonomics, staffing, teaching space, work hours and social space). These teachers also completed three well-being inventories: the Job Satisfaction Survey, the Rosenberg Self-Esteem Inventory and the General Health Questionnaire-12. In a second stage, a new sample of in-service kindergarten teachers was used to cross-validate the findings from the earlier assessment. In the first sample of 141 teachers and the second of 125, social space, staffing and work hours were associated with job satisfaction, while ergonomics was a significant negative predictor of mental health complaints. The TPWE exhibited satisfactory reliability and validity. Some factors were differentially associated with specific types of well-being. The results may inform future studies of the working conditions of kindergarten teachers. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Sickness, colleagues' harassment in teachers' work and emotional exhaustion.

PubMed

Astrauskaite, Milda; Perminas, Aidas; Kern, Roy M

2010-01-01

The aim of this study was to assess the relationship among colleagues' harassment, emotional exhaustion, and sickness absence with a sample of teachers. The sample consisted of 351 teachers from 8 secondary schools in Kaunas. Instruments used in the study included the Work Harassment Scale (WHS) developed by Björkqvist and Osterman (1992), the Emotional Exhaustion Scale (the MBI-ES) by Maslach et al. (1996), and a questionnaire of demographic information. Data analysis indicated that a higher level of work harassment was related to higher emotional exhaustion. Regression analysis findings indicated that a higher level of emotional exhaustion was related to higher levels of disruption, humiliation, alienation, and indignity. Teachers who observed harassment reported higher levels of emotional exhaustion. Respondents who missed work due to illness reported higher levels of disruption on the WHS. The study indicated that work harassment could be an important aspect in teacher's health. The seriousness of the work harassment phenomenon may be supported by the results showing that teachers who witnessed others being harassed experienced a higher level of emotional exhaustion. The phenomenon appears to be an area that requires additional research.

Teachers' Perceptions of Their Working Conditions: How Predictive of Planned and Actual Teacher Movement?

ERIC Educational Resources Information Center

Ladd, Helen F.

2011-01-01

This quantitative study examines the relationship between teachers' perceptions of their working conditions and their intended and actual departures from schools. Based on rich administrative data for North Carolina combined with a 2006 statewide survey administered to all teachers in the state, the study documents that working conditions are…

Physical and postural aspects of teachers during work activity.

PubMed

da Silva, Nilson Rogério; Almeida, Maria Amélia

2012-01-01

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

The Teacher as Inventor--Making Small High Schools Work.

ERIC Educational Resources Information Center

Kleinfeld, Judith; And Others

Designed to celebrate rural teachers' inventiveness and stimulate teacher thinking about opportunities that small schools offer, this booklet is a collection of ideas and resources that have worked in specific Alaska school settings. An introductory chapter challenges teachers to use small size to advantage. Chapter 2 shows what rural teachers are…

Cognitive Individualism: An Impediment to Teachers' Collaborative Intellectual Work.

ERIC Educational Resources Information Center

Torres, Myriam N.

The study described here studied perspectives of mid-career teachers from minority and Anglo backgrounds on collaborative intellectual work and examined the ideologies underlying these perspectives. Analysis focused on the teachers' dialogical interaction in a small group (4 teachers) and a large group (28 teachers) in relation to immediate and…

Teacher Curriculum Work Center: A Descriptive Study.

ERIC Educational Resources Information Center

Feiman, Sharon

This monograph is one of a continuing series initiated to provide materials for teachers, parents, school administrators, and governmental decision-makers that might encourage reexamination of a range of evaluation issues and perspectives about schools and schooling. This monograph is a descriptive study of the Teacher Curriculum Work Center,…

Educational Reforms and Implications on Teachers' World of Work: Perspectives of Fijian Primary Teachers

ERIC Educational Resources Information Center

Lingam, Govinda; Lingam, Narsamma; Sharma, Lalesh

2017-01-01

This preliminary study reports on educational changes and its impact on primary teachers' world of work in Fiji. Data were gathered from 38 primary teachers, using a questionnaire of Likert scale items and open-ended questions aiming to identify the intensity of the changes that have occurred in their work. The data analysis reveals the…

Navigating role forces and the aesthetic|authentic caring dialectic: a novice urban science teacher's developmental trajectory

NASA Astrophysics Data System (ADS)

Rivera Maulucci, Maria S.

2010-09-01

Examining role forces and resources available to new teachers is crucial to understanding how teachers use and expand cultural, social, and symbolic resources and how they engage teaching for social justice and caring in urban science education. This critical narrative inquiry explores three levels of story. First, the narratives explore my role as a district science staff developer and my efforts to leverage district resources to improve students' opportunities to learn science. Second, the narratives explore the ways in which a novice science teacher, Tina, navigated role forces and the aesthetic|authentic caring dialectic in a high poverty, urban school. A third level of narrative draws on sociological theories of human interaction to explore role forces and how they shaped Tina's developmental trajectory. I describe how Tina expanded cultural, social, and symbolic resources to enact her teaching role.

America's Changing Work Force. Statistics in Brief.

ERIC Educational Resources Information Center

American Association of Retired Persons, Washington, DC.

This booklet provides information about the changing work force. It offers a profile of workers aged 45 and older, as well as likely changes in the work force of the future. Tables and graphs illustrate the following: profile of Americans aged 50 and older, by employment status; employment status of the civilian noninstitutional population by age…

Meaningful Work and Secondary School Teachers' Intention to Leave

ERIC Educational Resources Information Center

Janik, M.; Rothmann, S.

2015-01-01

The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments…

Designing Classrooms that Work: Teacher Training Guide.

ERIC Educational Resources Information Center

Ramsey, Kimberly; Stasz, Cathleen; Ormseth, Tor; Eden, Rick; Co, Jennifer

This document is a guide for teachers and trainers participating in the initial experimental offering of a 6-week minisabbatical, Designing Classrooms that Work (CTW). The minisabbatical is designed to help teachers learn how to make the kinds of curricular and pedagogical changes implied by reforms to integrate vocational and academic education…

48 CFR 252.223-7004 - Drug-free work force.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 3 2013-10-01 2013-10-01 false Drug-free work force. 252... Provisions And Clauses 252.223-7004 Drug-free work force. As prescribed in 223.570-2, use the following clause: Drug-Free Work Force (SEP 1988) (a) Definitions. (1) Employee in a sensitive position, as used in...

48 CFR 252.223-7004 - Drug-free work force.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 3 2012-10-01 2012-10-01 false Drug-free work force. 252... Provisions And Clauses 252.223-7004 Drug-free work force. As prescribed in 223.570-2, use the following clause: Drug-Free Work Force (SEP 1988) (a) Definitions. (1) Employee in a sensitive position, as used in...

48 CFR 252.223-7004 - Drug-free work force.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 3 2011-10-01 2011-10-01 false Drug-free work force. 252... Provisions And Clauses 252.223-7004 Drug-free work force. As prescribed in 223.570-2, use the following clause: Drug-Free Work Force (SEP 1988) (a) Definitions. (1) Employee in a sensitive position, as used in...

48 CFR 252.223-7004 - Drug-free work force.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 3 2014-10-01 2014-10-01 false Drug-free work force. 252... Provisions And Clauses 252.223-7004 Drug-free work force. As prescribed in 223.570-2, use the following clause: Drug-Free Work Force (SEP 1988) (a) Definitions. (1) Employee in a sensitive position, as used in...

48 CFR 252.223-7004 - Drug-free work force.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Drug-free work force. 252... Provisions And Clauses 252.223-7004 Drug-free work force. As prescribed in 223.570-2, use the following clause: Drug-Free Work Force (SEP 1988) (a) Definitions. (1) Employee in a sensitive position, as used in...

Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs. CEDR Working Paper No. 2011-1.3

ERIC Educational Resources Information Center

Goldhaber, Dan; Theobald, Roddy

2011-01-01

Over 2,000 teachers in the state of Washington received reduction-in-force (RIF) notices across the 2008-09 and 2009-10 school years. We link data on these RIF notices to an administrative dataset that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice.…

Reframing Teachers' Work for Educational Innovation

ERIC Educational Resources Information Center

Kunnari, Irma; Ilomäki, Liisa

2016-01-01

The universities of applied sciences in Finland aim to support students in achieving work life competences by integrating authentic research, development and innovation (RDI) practices into learning. However, pursuing an educational change from a traditional higher education culture to a networked model of working is challenging for teachers. This…

Diversity in the Work Force. The Highlight Zone: Research @ Work No. 4.

ERIC Educational Resources Information Center

Wentling, Rose Mary

A literature review was conducted to identify critical work force diversity issues in today's changing workplace and identify ways organizations and career and technical education (CTE) practitioners can increase work force diversity. A broad, all-inclusive definition of diversity was developed that focuses on how diversity affects individuals and…

New Measures of Teachers' Work Hours and Implications for Wage Comparisons

ERIC Educational Resources Information Center

West, Kristine L.

2014-01-01

Researchers have good data on teachers' annual salaries but a hazy understanding of teachers' hours of work. This makes it difficult to calculate an accurate hourly wage and leads policy makers to default to anecdote rather than fact when debating teacher pay. Using data from the American Time Use Survey, I find that teachers work an average of…

Five Ways to Facilitate the Teacher Assistant's Work in the Classroom

ERIC Educational Resources Information Center

Tobin, Ruthanne

2006-01-01

A teacher and a teacher assistant, working together in an inclusive grade-six classroom, provided an invaluable insider perspective on the kind of context that leads to effective support for all students. Findings from this case study revealed five ways in which the teacher could facilitate the work of the teacher assistant, by: 1) focusing on…

Dimensions of Professional Growth in Work- Related Teacher Education

ERIC Educational Resources Information Center

Aarto-Pesonen, Leena; Tynjälä, Päivi

2017-01-01

This article conceptualises adult learners' professional growth in a tailored, work-related, teacher-qualification programme in physical education. The study data consisted of the reflectivelearning diaries of 20 adult learners during a 2-year tertiary and work-related teacher-qualification programme. The data were analysed using data-driven open…

High-Tech, Hard Work: An Investigation of Teachers' Work in the Digital Age

ERIC Educational Resources Information Center

Selwyn, Neil; Nemorin, Selena; Johnson, Nicola

2017-01-01

This paper explores the ways in which digital technologies are now implicated in the work--and specifically the labour--of school teachers. Drawing upon qualitative studies in two Australian high schools, the paper examines the variety of ways in which teachers' work is now enacted and experienced along digital lines. In particular, the paper…

40 CFR 35.936-14 - Force account work.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 1 2011-07-01 2011-07-01 false Force account work. 35.936-14 Section... ASSISTANCE STATE AND LOCAL ASSISTANCE Grants for Construction of Treatment Works-Clean Water Act § 35.936-14 Force account work. (a) A grantee must secure the project officer's prior written approval for use of...

Teachers' and students' work-culture variables associated with positive school outcome.

PubMed

Goldwater, O D; Nutt, R L

1999-01-01

Little is known about the relationship between teachers' family-of-origin variables, impacting their work attitudes and interpersonal skills, and students' academic outcome. This study investigated whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with the subjective grading practices of teachers. The self-report data also revealed effective teacher and successful student profiles.

Just Teachers: The Work Carried out by Full-Time Further Education Teachers

ERIC Educational Resources Information Center

Clow, Ros

2005-01-01

This study of full-time teachers in the further education (FE) sector in England was carried out in 1998. Initially the author interviewed the Personnel Manager of a large FE college about the recent implementation of a job evaluation scheme. A preliminary study interviewed seven teachers about what they had done for work the previous day, and…

The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education

ERIC Educational Resources Information Center

Cutri, Ramona Maile; Whiting, Erin Feinauer

2015-01-01

This study documents our efforts to implement an "ethic of discomfort" and a "pedagogy of discomfort" in our undergraduate multicultural teacher education courses. Commitments to these moral imperatives inherently involve emotional work for teacher candidates and teacher educators. Such emotional work, particularly in academia,…

Long working hours and psychological distress among school teachers in Japan.

PubMed

Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko

2015-01-01

Long working hours have the possibility to influence human health. In Japan, it is well known that teachers have long working hours, and the number of leaves of absence due to mental disorders among public school teachers increased from 2,687 in 2002 to 4,960 in 2012. The aim of this study was to investigate the association between long working hours and psychological distress among school teachers. This cross-sectional study was conducted from mid-July to September in 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics, including working hours, and responses to the General Health Questionnaire-28 were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and psychological distress by gender. Of the 1,245 teachers contacted, 558 (44.8%) responded. After excluding responses with missing data, the final sample included 522 teachers (337 males and 185 females). Psychological distress was identified in 47.8% of males and 57.8% of females. Our results showed a significantly increased risk only in males working >60 hours per week (adjusted OR=4.71 [95% CI 2.04-11.56]) compared with those working ≤40 hours per week. There were no significant associations between long working hours and psychological distress for females. There is a significant association between long working hours and psychological distress in male teachers. However, the causal relationship remains unclear. Further studies such as cohort studies with large sample sizes are needed.

Investigation of the Work Motivation Levels of Primary School Teachers

ERIC Educational Resources Information Center

Ates, Hatice Kadioglu; Yilmaz, Perihan

2018-01-01

This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state…

How Do Teachers Coordinate Their Work? A Framing Approach

ERIC Educational Resources Information Center

Dumay, Xavier

2014-01-01

Since the 1970s, schools have been characterized as loosely coupled systems, meaning that the teachers' work is weakly coordinated at the local level. Nonetheless, few studies have focused on the local variations of coordination modes, their sources and their nature. In this article, the process of local coordination of the teachers' work is…

Reflection as a Facilitator of Teachers' Innovative Work Behaviour

ERIC Educational Resources Information Center

Messmann, Gerhard; Mulder, Regina H.

2015-01-01

The aim of this study was to investigate the role of reflection as a preparatory mechanism for employees' engagement in innovative work behaviour (IWB). This issue was explored in a study with 67 teachers at the highest level of German secondary education. Specifically, we investigated whether teachers who reflected on work tasks, the social…

48 CFR 223.570 - Drug-free work force.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Drug-free work force. 223.570 Section 223.570 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM... TECHNOLOGIES, OCCUPATIONAL SAFETY, AND DRUG-FREE WORKPLACE Drug-Free Workplace 223.570 Drug-free work force. ...

48 CFR 223.570 - Drug-free work force.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 3 2011-10-01 2011-10-01 false Drug-free work force. 223.570 Section 223.570 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM... TECHNOLOGIES, OCCUPATIONAL SAFETY, AND DRUG-FREE WORKPLACE Drug-Free Workplace 223.570 Drug-free work force. ...

48 CFR 223.570 - Drug-free work force.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 3 2013-10-01 2013-10-01 false Drug-free work force. 223.570 Section 223.570 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM... TECHNOLOGIES, OCCUPATIONAL SAFETY, AND DRUG-FREE WORKPLACE Drug-Free Workplace 223.570 Drug-free work force. ...

48 CFR 223.570 - Drug-free work force.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 3 2012-10-01 2012-10-01 false Drug-free work force. 223.570 Section 223.570 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM... TECHNOLOGIES, OCCUPATIONAL SAFETY, AND DRUG-FREE WORKPLACE Drug-Free Workplace 223.570 Drug-free work force. ...

48 CFR 223.570 - Drug-free work force.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 3 2014-10-01 2014-10-01 false Drug-free work force. 223.570 Section 223.570 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM... TECHNOLOGIES, OCCUPATIONAL SAFETY, AND DRUG-FREE WORKPLACE Drug-Free Workplace 223.570 Drug-free work force. ...

Exploring Language Teacher Identity Work as Ethical Self-Formation

ERIC Educational Resources Information Center

Miller, Elizabeth R.; Morgan, Brian; Medina, Adriana L.

2017-01-01

In this article, we treat language teacher identity as foundational to educational practice and see Foucault's (1983, 1997) notion of ethical self-formation, and its adoption in teacher education research by Clarke (2008, 2009, 2010), as providing a potential vehicle for understanding the development of teacher agency and critical identity work.…

Teachers' Work, Food Policies, and Gender in Argentina

ERIC Educational Resources Information Center

Robert, Sarah A.; McEntarfer, Heather Killelea

2014-01-01

Few studies explore teachers' involvement in school feeding, questioning gendered implications within a feminine and feminized profession. Ethnographic data from one public high school in Metropolitan Buenos Aires suggest that teachers' efforts to address student hunger added new work roles: food advocates/activists, food managers, and service…

Quality of Work Life: Perceptions of Jordanian Special Education Teachers

ERIC Educational Resources Information Center

Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

2015-01-01

The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

Implementing Reform amidst Resistance: The Regulation of Teacher Education and Work in Mexico

ERIC Educational Resources Information Center

Tatto, Maria Teresa; Schmelkes, Sylvia; Guevara, Maria Del Refugio; Tapia, Medardo

2006-01-01

Influenced by worldwide globalization forces new structures of control have emerged in Mexico at the school level, and career ladders reward teachers' compliance with testing and training schemes; nevertheless the long-standing institutions of initial teacher education continue to show a strong resistance to change. Increased accountability is…

Extending the Teacher Educator Role: Developing Tools for Working with School Mentors

ERIC Educational Resources Information Center

Douglas, Alaster Scott

2017-01-01

This article considers the ways in which a group of university-based teacher educators work with school-based mentors (cooperating teachers). Owing to a number of changes in teacher education policy in England, feelings of marginalisation from the teacher educators are presented before exploring how they undertake their work with school mentors.…

Health Conditions and Factors Related to the Work Ability of Teachers

PubMed Central

VEDOVATO, Tatiana Giovanelli; MONTEIRO, Inês

2014-01-01

This is a cross-sectional study conducted with 258 teachers from nine state schools in two municipalities of São Paulo state with the purpose of assessing their work ability. A questionnaire with socio-demographic and health/work conditions data and the Work Ability Index (WAI) was performed. Most teachers were females, 41.9 yr old on average (SD 9.4), and with an undergraduate degree (95.7%). The work ability was considered good for 42.6% and moderate/low for 35.3%. In linear regressions models, which used the two domain model, the significant variables for a decrease in WAI were: individual perception of a worsening in the health situation (p<0001), having children (p=0.0003 / p=0.0001), difficulty in sleeping well at night (p=0.0009 / p=0.0014), history of physical pain in the previous six months (p<0.0001 / p<0.0001), being a teacher with a contract (p=0.0007) and working as a teacher for a longer time. (p=0.0183). Public investments on the work conditions of teachers are important to recover and to maintain their work ability. PMID:24429517

How One Exceptional Teacher Navigated Her Working Environment as the Teacher of a Marginal Subject

ERIC Educational Resources Information Center

Lux, Karen; McCullick, Bryan A.

2011-01-01

The purpose of this study was to analyze how one exceptional elementary physical education teacher navigated her working environment as the teacher of a marginal subject. Structuration Theory (Giddens, 1984) was used to make meaning of how the teacher functioned within her school community allowing her to remain motivated and effective. Data…

Assistant Teachers in Head Start Classrooms: Comparing to and Working with Lead Teachers

ERIC Educational Resources Information Center

Curby, Timothy W.; Boyer, Caroline; Edwards, Taylor; Chavez, Catharine

2012-01-01

Research Findings: The purpose of the present study is to examine the degree to which assistant and lead teachers work together in Head Start classrooms in 3 domains: emotional support, classroom organization, and instructional support. Pairs of lead and assistant teachers from 14 Head Start classrooms were simultaneously observed for 1 morning to…

Special and General Education Biology Teachers Working Together Collaboratively

NASA Astrophysics Data System (ADS)

Gagne-Grosso, Melissa

Collaborative teaching, between special education and general education teachers working together, came about as a result of the No Child Left Behind and Individuals with Disabilities Education Acts. Despite the positive intentions of those acts, teachers are not always ready to teach collaboratively. Guided by the theories of fundamental change and inclusion, this study was based on a lack of understanding about collaborative teaching at 3 high schools. The research questions focused on the benefits, process, and concerns related to collaborative teaching. The perspectives of 4 special education and 8 regular education teachers in 3 urban, public high schools were collected through interviews and observations. Data were analyzed descriptively and inductively using coding, reconstruction, and interpretation of the underlying meanings. The findings revealed that teachers benefitted from being in these classrooms by having a reduced work load and shared responsibility; however, they needed more time for collaboration and modifying instruction, professional development, and stronger support. Students in these classrooms benefitted from social interactions with other students and by getting direct answers to questions. Based on these findings, a professional development training was created based on how collaborative teachers can work together to promote successful learning. This project study can have a positive impact by assisting collaborative teachers with support, communication, strategies for modifications and accommodations, and an enhanced experience, and additionally by improving the academic outcomes for their students.

The Work, Perceptions and Professional Development of Teachers

ERIC Educational Resources Information Center

Silva, Ana Maria; Herdeiro, Rosalinda

2014-01-01

This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

Fertility and work-force participation: The experience of Melbourne Wives.

PubMed

Ware, H

1976-11-01

Summary Current and retrospective data on the fertility control, work-force participation intentions and practice of Melbourne wives are combined in an examination of the causal link between work-force participation and reduced family size. Stress is laid on the analysis of the interaction between work-force participation and fertility over time, taking into account the proportion of married life spent in the work-force, rather than relying exclusively on a measure of current participation, the only option available in the analysis of census-type data. The wide range of information available makes it possible to study the effects of work-force participation on wives of unimpaired fertility, as well as the different consequences of planned and unplanned participation, and of working in a variety of occupations and for a number of distinct reasons. Examination of the future fertility intentions and current contraceptive practice of the younger wives shows that working wives are not, in these respects, markedly different from their house-wife peers. Overall, the balance of the evidence indicates that in the majority of cases fertility influences work-force participation rather than the converse.

[Effects of mental workload on work ability in primary and secondary school teachers].

PubMed

Xiao, Yuanmei; Li, Weijuan; Ren, Qingfeng; Ren, Xiaohui; Wang, Zhiming; Wang, Mianzhen; Lan, Yajia

2015-02-01

To investigate the change pattern of primary and secondary school teachers' work ability with the changes in their mental workload. A total of 901 primary and secondary school teachers were selected by random cluster sampling, and then their mental workload and work ability were assessed by National Aeronautics and Space Administration-Task Load Index (NASA-TLX) and Work Ability Index (WAI) questionnaires, whose reliability and validity had been tested. The effects of their mental workload on the work ability were analyzed. Primary and secondary school teachers' work ability reached the highest level at a certain level of mental workload (55.73< mental workload ≤ 64.10). When their mental workload was lower than the level, their work ability had a positive correlation with the mental workload. Their work ability increased or maintained stable with the increasing mental workload. Moreover, the percentage of teachers with good work ability increased, while that of teachers with moderate work ability decreased. But when their mental workload was higher than the level, their work ability had a negative correlation with the mental workload. Their work ability significantly decreased with the increasing mental workload (P < 0.01). Furthermore, the percentage of teachers with good work ability decreased, while that of teachers with moderate work ability increased (P < 0.001). Too high or low mental workload will result in the decline of primary and secondary school teachers' work ability. Moderate mental workload (55.73∼64.10) will benefit the maintaining and stabilization of their work ability.

Prospective Physics Teachers' Level of Understanding Energy, Power and Force Concepts

ERIC Educational Resources Information Center

Saglam-Arslan, Aysegul; Kurnaz, Mehmet Altan

2009-01-01

The aim of this study is to determine prospective physics teachers' level of understanding of the concepts of energy and the related concepts of force and power. The study was carried out with the participation of 56 physics education department students at a university in Karadeniz region. All participants had previously taken an introductory…

An Investigation on Balance between Professional and Personal Work of Women Teachers

ERIC Educational Resources Information Center

Priya, J. Johnsi

2017-01-01

The present study aims to examine the work-life balance of women teachers in Chennai city. In this normative survey study, 100 women teachers were selected as sample by using convenient sampling technique. The data were collected from 100 women teachers who are working in eight Higher Secondary Schools at chennai city using the Work-life Balance…

The Changing Work Force. Trends and Issues Alerts.

ERIC Educational Resources Information Center

Lankard, Bettina A.

Economic pressures, work force diversity, and advances in technology are changing the nature of work and organizational policy and management. A predicted decline in the annual growth in gross national product is expected to trigger a slowdown in the labor force, especially in occupations that employ workers with only a high school education.…

The Working Experience. Teacher's Manual.

ERIC Educational Resources Information Center

Smith, Jeanne H.; Ringel, Harry

A teacher's manual is presented for "The Working Experience," a series of three texts for English-as-a-Second-Language (ESL) students. The series builds on oral skills to develop reading and writing ability while still expanding oral English-language proficiency. Because one of the basic principles underlying the series is the idea that students…

Work-related violence, lifestyle, and health among special education teachers working in Finnish basic education.

PubMed

Ervasti, Jenni; Kivimäki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

2012-07-01

Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education teachers in Finnish basic education. Survey data from 5760 general and special education teachers were analyzed with multilevel logistic models adjusted for individual- and school-level confounding factors. No difference was found between the health behaviors of general and special education teachers. The differences in physical and mental health between the two groups were also relatively small. With regard to work-related violence, however, male special education teachers were 3 times more likely to be exposed to mental abuse, and 5 times more likely to be exposed to physical violence when compared to their male colleagues in general education. Although female special educators were also at an increased risk of mental abuse and physical violence compared to their female general teacher colleagues, their odds ratios for such an encounter were smaller (2- and 3-fold, respectively) than those of male special education teachers. The school-level variance of physical violence toward teachers was large, which indicates that while most schools have little physical violence toward teachers, schools do exist in which teachers' exposure to violence is common. These findings suggest that special education teachers may benefit from training for handling violent situations and interventions to prevent violence at schools. © 2012, American School Health Association.

Organisational and Task Factors Influencing Teachers' Professional Development at Work

ERIC Educational Resources Information Center

Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

2016-01-01

Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

Teacher performance and work environment in the instructional process in vocational school

NASA Astrophysics Data System (ADS)

Kuncoro, Tri; Dardiri, Ahmad

2017-09-01

Teachers should have pedagogical, personality, social, and professional competency. stated that performance appraisal has several benefits, namely for the implementation of reward and punishment system, provision of feedback for teachers to develop their competencies, identification of training needs, and diagnosis of problems. According to performance is one's work result or success rate as a whole over a certain period of time in performing tasks compared to various possibilities, such as work standards, targets or criteria which have been predetermined and agreed. One's performance is based on daily tasks and responsibilities assigned to him/her. The racial differences in personality are largely due to different environmental influences, where people of different races have progressed for generations. Vocational high school teachers have a low pedagogic and professional performance. The factors that influence performance, according to the partner-lawyer model proposed, are expectations about rewards, encouragements, abilities, needs and traits, perceptions of tasks, internal and external rewards, perceptions of reward levels and job satisfaction. This study used a survey method to collect data or information about a large population using relatively small samples. The population of this research was vocational high school teachers. Data analysis techniques used the Regression Analysis with the assistance of SPSS. The results of teacher performance are as follows: 1) the pedagogic performance was relatively good; 2) professional performance was relatively good, and the overall performance of vocational high school teachers was still less effective and efficient; 3) the teachers' work environment was 42.5234%; and 4) there was no correlation between work environment and teacher performance, meaning that the work environment (conditions of physical work environment, psychological work environment, and non-physical work environment) does not positively support the

Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from elementary pre-service teachers

NASA Astrophysics Data System (ADS)

Kim, Mijung; Tan, Aik-Ling

2011-03-01

To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in practical work, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching practical work. More important than knowing technical-rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre-service teachers' understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and practical work.

Can Parent-Teacher Groups Work for All Students?

ERIC Educational Resources Information Center

Woyshner, Christine; Cucchiara, Maia

2017-01-01

Who benefits from parent-teacher organizations in schools? Which parents are included, and which are excluded? How can school leaders work with them? In this article, an historian and a sociologist review the complex history of parent-teacher organizing and examine current issues in parental efforts to improve schools, including concerns about…

Teaching New Dogs New Tricks: Teacher Leadership in the Performance Assessment for California Teachers (PACT)

ERIC Educational Resources Information Center

Nordengren, Chase

2016-01-01

Institutions that work with teachers and teaching, from school districts to unions to preparation programs, find themselves under enormous pressure to define who teachers ought to be and what capabilities they ought hold, before outside forces define those ideas for them. Still, consensus is hard to find. While other professions "manage…

The Teacher's Role When Pupils Work on Task Using ICT in Project Work

ERIC Educational Resources Information Center

Postholm, May Britt

2006-01-01

Background: ICT (information and communication technology) and project work are challenging issues for many teachers to deal with in the classroom. For years there were predictions that teachers, textbooks and even schools would be replaced by new teaching and learning technology. This prediction does not appear to have come about. Cuban has…

Comparative Analysis of Intercultural Sensitivity among Teachers Working with Refugees

ERIC Educational Resources Information Center

Strekalova-Hughes, Ekaterina

2017-01-01

The unprecedented global refugee crisis and the accompanying political discourse places added pressures on teachers working with children who are refugees in resettling countries. Given the increased chances of having a refugee child in one's classroom, it is critical to explore how interculturally sensitive teachers are and if working with…

Seeing, Hearing, and Talking Race: Lessons for White Teachers from Four Teachers of Color

ERIC Educational Resources Information Center

Michie, Gregory

2007-01-01

As student populations in K-12 schools in the United States continue to diversify and the teaching force remains largely White, cross-cultural teaching is an increasingly common phenomenon. In this article, a White teacher educator draws upon interviews with four teachers of color who work in Chicago public schools to examine ways White teachers…

Business Teachers Go to Work and Students Get the Dividends

ERIC Educational Resources Information Center

Stephens, Geralyn E.

2010-01-01

Teacher internships give business education teachers the opportunity to increase their industry skill proficiency levels. Such experiences can help business education teachers focus on developing relevant technical knowledge and skills to better prepare students for technically enhanced work environments and demonstrate competency on technical…

Teachers' Working Conditions. Findings from "The Condition of Education, 1996," No. 7.

ERIC Educational Resources Information Center

Choy, Susan P.

Working conditions play an important role in a school's ability to attract, develop, and retain effective teachers. Data presented here describe a number of aspects of teachers' working conditions, including workload, compensation, school and district support for teachers' professional development, school decision making, school safety, student…

Work at school: teacher and parent perceptions about children's participation.

PubMed

Lowe, Susan; Chapparo, Christine

2010-01-01

Little research has been carried out on the behaviours that lead to children's successful participation in work roles at school. The objective of this study was to identify some of the elements critical to participation of students by listening to the perspectives of teachers and parents of children who have difficulties with school work. The study is part of a larger research project aimed at developing an assessment tool to describe the participation of children at school with particular reference to students who experience a difficulty with learning. 50 teachers and 44 parents of children referred to occupational therapy for problems with school work. A survey approach using an open ended written response questionnaire. The findings indicated that there are core elements of participation in work that are commonly perceived as crucial by teachers and parents. These included common definitions of work participation with the emergence of several themes relative to work roles and meaning, opportunity for inclusion in school work, risk taking and enjoyment as part of work, and thinking processes. Differences between teacher and parent responses related to perceived reasons for a difficulty with participation, activities which require high levels of participation and aspects of participation that are most difficult to change. This study provided descriptive data on which to build further research into children's experiences of work, and highlights the need for occupational therapists to consider perceptions of key stakeholders when assessing children's work ability at school.

Teachers without Borders: Consequences of Teacher Labor Force Mobility

ERIC Educational Resources Information Center

Bastian, Kevin C.; Henry, Gary T.

2015-01-01

Many states have responded to teacher shortages by granting certification to individuals traditionally prepared out-of-state; now, out-of-state prepared teachers comprise a sizable percentage of the teacher workforce in many states. We know little about these teachers, and therefore, in the present study, we estimate the effectiveness of…

Work-related musculoskeletal disorders and ergonomic risk factors in special education teachers and teacher's aides.

PubMed

Cheng, Hsin-Yi Kathy; Wong, Man-Ting; Yu, Yu-Chung; Ju, Yan-Ying

2016-02-10

Work-related musculoskeletal disorders (WMSDs) have become increasingly common among health-related professionals. Special education personnel who serve students with disabilities often experience physical strains; however, WMSDs have been overlooked in this population. The objectives of this study were to investigate the work-related ergonomics-associated factors in this population and to evaluate their correlation with the WMSDs prevalence. A questionnaire with three domains, namely demographics, prevalence of work-related musculoskeletal disorders, and ergonomic factors, designed by our research team was delivered to educators who work in special education schools. Approximately 86 % of the 388 special education school teachers and teacher's aides in this study experienced musculoskeletal disorders. The lower back, shoulder, and wrist were the three most affected regions. A logistic regression analysis revealed that the participants' background factors, namely >5.5 years of experience (odds ratio [OR] = 4.090, 95 % CI: 1.350-12.390), students with multiple disorders (OR = 2.412, 95 % CI: 1.100-5.287), and other work-related ergonomic factors (assistance in diaper changing and others duties), were strongly associated with the prevalence of WMSD. Nap habit (OR = 0.442, 95 % CI: 0.230-0.851) and having teaching partners in the same class (OR = 0.486, 95 % CI: 0.250-0.945) resulted in low possibility of acquiring WMSDs. The use of supportive devices was associated with a low WMSD prevalence. The present study revealed an association between WMSDs and specific job features among teachers and teacher's aides in special education schools. Future efforts should emphasize examining safe student-handling ergonomics, formulating policies regarding student-teacher ratio, incorporating mandatory break times at the workplaces, and promoting personal health for preventing work-related injuries.

Working Collectively to Design Online Teacher Education Curriculum: How Do Teacher Educators Manage to Do It?

ERIC Educational Resources Information Center

Milewski, Amanda; Gürsel, Umut; Herbst, Patricio

2017-01-01

This paper is part of a three-year inquiry that supports and investigates the work of groups of mathematics teacher educators using technological tools to design and implement multimedia practice-based teacher education curriculum materials. This paper describes the kinds of activities, interactions, and tools used by mathematics teacher educators…

Risk factors for work-related stress and health in head teachers.

PubMed

Phillips, Samantha J; Sen, Dil; McNamee, Roseanne

2008-12-01

Work-related stress (WRS) is known to cause ill-health and decreased productivity. Work in the education sector is thought to be particularly stressful. Few studies have considered risk factors for WRS and health in head teachers. To investigate health in head teachers in West Sussex. To determine personal risk factors most likely to predict cases of WRS and of poor health in head teachers. A cross-sectional study, in a population of 290 head teachers and principals of colleges of further education, using a validated questionnaire, 'a short stress evaluation tool' (ASSET) and additional questions derived from earlier studies. Results were compared with the ASSET database 'norm' groups: a general population of workers (GPN) group and a group of managers and professionals (MPN). 'Caseness' was defined as respondents who felt work was 'very or extremely stressful'. Head teachers had poor physical and mental health compared to the GPN group. Psychological well-being, particularly of females and primary head teachers was worse than a comparative group of managers and professionals. Teaching<5 h/week was a significant predictor of caseness and being female was the main risk factor for poor psychological well-being. Prevalence of self-reported stress in head teachers in West Sussex is high. Female head teachers had worse health outcomes. Our study identified possible personal risk factors predicting WRS and/or poor health in head teachers.

How Teachers Evaluate Their Work Style Depending on the Subject They Teach and Years of Work Experience

ERIC Educational Resources Information Center

Perucica, Ranka

2017-01-01

In previous works we presented the studies that discussed how students evaluate their teachers and their style of teaching. To what extent their styles affect the students' attitudes to teaching, learning, success, motivation and the like. In this work we have tried to point out how teachers assess their style of work, depending on the subject…

The Preparation of Pre-Service Student Teachers' Competence to Work in Schools

ERIC Educational Resources Information Center

Tang, Sylvia Y. F.; Cheng, May M. H.; Wong, Angel K. Y.

2016-01-01

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers' learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews…

Statistics of work performed on a forced quantum oscillator.

PubMed

Talkner, Peter; Burada, P Sekhar; Hänggi, Peter

2008-07-01

Various aspects of the statistics of work performed by an external classical force on a quantum mechanical system are elucidated for a driven harmonic oscillator. In this special case two parameters are introduced that are sufficient to completely characterize the force protocol. Explicit results for the characteristic function of work and the corresponding probability distribution are provided and discussed for three different types of initial states of the oscillator: microcanonical, canonical, and coherent states. Depending on the choice of the initial state the probability distributions of the performed work may greatly differ. This result in particular also holds true for identical force protocols. General fluctuation and work theorems holding for microcanonical and canonical initial states are confirmed.

Who Controls Teachers' Work? Power and Accountability in America's Schools.

ERIC Educational Resources Information Center

Ingersoll, Richard M.

This book is about the work of teachers in American secondary schools. It addresses the character of teaching as a job, teachers as workers, and schools as workplaces. The book's objective is to reexamine the character of schools as organizations and the implications for those working within these organizations. It draws on research from the field…

Teachers and Educational Psychologists Working Together: What Can We Learn?

ERIC Educational Resources Information Center

Doveston, Mary; Keenaghan, Marian

2010-01-01

During 2008-2009, the authors worked with a focus group of educational psychologists and teachers to develop resources to enable educational psychologists, tutors working in ITT and CPD and teachers to use an approach we call "Growing Talent for Inclusion" (GTI) in schools and other learning contexts. The aim of our approach is to promote more…

Team Spirit: Teachers Work Together to Establish and Achieve Key Goals

ERIC Educational Resources Information Center

Troen, Vivian; Boles, Katherine C.

2010-01-01

Common experience, along with a vast collection of research, demonstrates that schools can expect a range of benefits to accrue when teachers work together. Teacher teaming can reduce teacher isolation, increase collegiality, facilitate the sharing of resources and ideas, and capitalize on teacher's individual and shared strengths. And most…

Teacher Stress in Working with Challenging Students in Hong Kong

ERIC Educational Resources Information Center

Pang, I-Wah

2012-01-01

This article first illustrates how recent social, economic and educational development in Hong Kong contributes to teacher stress. It then presents data from an international study on teacher stress with respect to working with challenging students, i.e. students with behavioural problems. Teachers were asked to report on the perceived behavioural…

Music Teachers in Turkey: Their Proficiency, Working Environments and Problems

ERIC Educational Resources Information Center

Otacioglu, Sena Gursen

2008-01-01

The aim of this study was the collection of data concerning Turkish music teachers' proficiency and their place in the primary and secondary education system. In addition, information was collected regarding the teachers' working environment and professional complications. A total of 200 music teachers' opinions were compiled for the determination…

Flood Tides and Aging Swimmers: An Exploration into the Supply and Demand for Teachers.

ERIC Educational Resources Information Center

Kerchner, Charles T.

The teacher supply and demand problem is considered along three dimensions: (1) the aggregate balance between supply and demand, and the balance in different education specialties and different areas of the country; (2) the composition of the teacher work force, its age, and level of training; and (3) the apparent quality of the work force and the…

Teachers' Emotions in the Context of Education Reform: Labor Process Theory and Social Constructionism

ERIC Educational Resources Information Center

Tsang, Kwok Kuen; Kwong, Tsun Lok

2017-01-01

In recent years, many teachers suffered different kinds of negative emotions in the context of education reforms. A typical explanation was that the education reforms disempowered teachers in teaching, so teachers were forced to do much non-instructional work. Teachers considered their work meaningless but were powerless to change it, and…

School Locale and Teachers' Perceptions of School Leadership as a Working Condition

ERIC Educational Resources Information Center

Blackwell, Dara Hayes

2015-01-01

To improve teacher retention, many scholars have set out to identify which teacher working conditions influence teachers' decisions to remain in the profession or stay in a particular school or district. School leadership has been identified as one of the most important working conditions affecting teachers' decisions to remain in a school.…

Leadership for Student Learning: Redefining the Teacher as Leader. School Leadership for the 21st Century Initiative. A Report of the Task Force on Teacher Leadership.

ERIC Educational Resources Information Center

Institute for Educational Leadership, Washington, DC.

This report presents information from discussions by the Institute for Educational Leadership Task Force on Teacher Leadership, highlighting dilemmas surrounding teacher leadership and suggesting that education's policymakers should exploit the experience and capacity to lead today's schoolteachers. Overall, the system has not been organized to…

The relationship between physical activity and work ability - A cross-sectional study of teachers.

PubMed

Grabara, Małgorzata; Nawrocka, Agnieszka; Powerska-Didkowska, Aneta

2018-01-01

To assess relationship between physical activity (PA) and perceived work ability amongst teachers from the Upper Silesia, Poland. The study involved 171 teachers (129 women, 42 men) of primary and secondary schools of the Upper Silesia, Poland. Physical education teachers were excluded from the study. The level of PA was estimated using the International Physical Activity Questionnaire short version, and perceived work ability was estimated using Work Ability Index (WAI). Male teachers had significantly higher levels of vigorous-intensity PA, moderateintensity PA, and total weekly PA than female teachers. The recommendations of the World Health Organization (WHO) met 46% of studied women and 74% of men. Work ability did not differ between male and female teachers. Work ability was related to age, body mass index (BMI), and PA (vigorous-intensity PA, moderate-intensity PA, total weekly PA). The female teachers with excellent or good WAI had significantly higher levels of vigorous-intensity PA, moderate-intensity PA and total weekly PA than female teachers with moderate or poor WAI. The teachers involving in high or moderate intensity PA could improve their work ability. Further studies should focus on relation between physical activity and work ability among teachers of various age and seniority, from both, urban and rural schools. Int J Occup Med Environ Health 2018;31(1):1-9. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

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

ERIC Educational Resources Information Center

Rai, Usha

1978-01-01

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

Teacher Motivation, Work Satisfaction, and Positive Psychological Capital: A Literature Review

ERIC Educational Resources Information Center

Viseu, João; Neves de Jesus, Saul; Rus, Claudia; Canavarro, José M.

2016-01-01

Teacher motivation is vital for the educational system. For teachers to be motivated their work satisfaction and positive psychological capital are crucial. The state-of-the-art on teacher motivation requires a literature review regarding the studies that relate teacher motivation and the above mentioned constructs. In this paper, through…

The Curious Schools Project: Capturing Nomad Creativity in Teacher Work

ERIC Educational Resources Information Center

Hunter, Mary Ann; Emery, Sherridan

2015-01-01

The Curious Schools project is a teacher professional learning initiative that aims to provide an insight into--and resource for--creativity in Tasmanian schools. It offers an alternative to conventional models of teacher professional learning by engaging teachers in multi-modal methods of documenting and reflecting on their work as the basis for…

Sources of Work Attachment Among Public School Teachers.

ERIC Educational Resources Information Center

Fuller, M. Rex; Miskel, Cecil G.

This study tested the efficacy of a recently developed industrial theory of work incentives in educational organizations. The investigation necessitated describing the factors which serve as sources of work attachment for educators and discovering if work factors seem of equal or differing importance to teachers who describe themselves as being…

Teacher Working Conditions: What Matters and Why. The Informed Educator Series

ERIC Educational Resources Information Center

Jones, Sherika; Protheroe, Nancy

2011-01-01

This "Informed Educator" looks at recent research on teacher opinions about their working conditions to address the question "what matters to teachers?" District and school leaders can use this information to strengthen their efforts to recruit and retain high-quality teachers and, in addition, better support teacher efforts to educate students.…

Honeywell's Working Parents Task Force. Final Report and Recommendations.

ERIC Educational Resources Information Center

Honeywell, Inc., Minneapolis, Minn.

This publication provides a summary of the Honeywell Working Parent Task Force's recommendations on how to solve problems experienced by working parents. The Task Force consisted of three committees: the Employment Practices Committee (EPC); the Parent Education Committee (PEC); and the Child Care Facilities Committee (CCFC). After examining a…

Exploring science teachers' perceptions of experimentation: implications for restructuring school practical work

NASA Astrophysics Data System (ADS)

Wei, Bing; Li, Xiaoxiao

2017-09-01

It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for the purpose of restructuring school practical work in view of science practice. Qualitative interviews were conducted with 87 science teachers at the secondary school level. In the interviews, science teachers were asked to make a comparison between students' experiments and scientific experiments. Eight dimensions of experimentation were generated from the qualitative data analysis, and the distributions of these eight dimensions between the two types of experiments were compared and analysed. An ideal model of practical work was suggested for restructuring practical work at the secondary school level, and some issues related to the effective enactment of practical work were discussed.

Work Patterns and Stressors of Experienced and Novice Mathematics Teachers

ERIC Educational Resources Information Center

Fordasz, Helen; Leder, Gilah

2006-01-01

In this article, we report findings from a study in which the daily lives of novice and experienced secondary mathematics teachers in Victoria were tracked. Two novice and two experienced teachers were also interviewed. Data collection focused on the activities the teachers undertook in and out of working hours, and their reactions to them. The…

Training an Aging Work Force.

ERIC Educational Resources Information Center

Allen, Annamary Zappia

This manual provides information and suggestions on training the increasingly older work force. An introduction addresses a needed emphasis on training programs to retain older workers as employees and development of effective training that focuses on needs and limitations of older adults as learners. It introduces McDonald's McMaster's Program,…

Return to work after ill-health retirement in Scottish NHS staff and teachers.

PubMed

Brown, Judith; Gilmour, W Harper; Macdonald, Ewan B

2006-10-01

Most major public and private sector pension schemes have provision for ill-health retirement (IHR) for those who become too ill to continue to work before their normal retirement age. To compare the causes, process and outcomes of IHR in teachers and National Health Service (NHS) staff in Scotland. A total of 537 teachers and 863 NHS staff who retired due to ill-health between April 1998 and March 2000 were mailed an IHR questionnaire by the Scottish Public Pensions Agency. The response rate for teachers was 53% and for NHS staff 49%. The most common cause of IHR was musculoskeletal disorders for NHS staff and mental disorders for teachers. Teachers retired at a younger average age than NHS staff. Ninety-two per cent of NHS staff but only 11% of teachers attended occupational health services (OHS) prior to IHR. Eighteen per cent of NHS staff and 9% of teachers were offered part-time work by their current employer in response to their ill-health. Fifteen per cent of NHS staff and 5% of teachers were offered alternative work prior to retirement. Seventeen per cent of NHS staff and 36% of teachers subsequently found employment. Multiple logistic regression analyses showed the following variables as independent predictors of subsequent employment: occupational group, age group, sex, managerial responsibility and cause of IHR. Return to work after IHR suggests that some IHR could be avoided. Teachers had a higher rate of return to work and much less access to OHS.

Burnout and Work Engagement among Teachers

ERIC Educational Resources Information Center

Hakanen, Jari J.; Bakker, Arnold B.; Schaufeli, Wilmar B.

2006-01-01

The Job Demands-Resources Model was used as the basis of the proposal that there are two parallel processes involved in work-related well-being among teachers, namely an energetical process (i.e., job demands --> burnout --> ill health) and a motivational process (i.e., job resources --> engagement --> organizational…

Employee Involvement White Collar Work Force (Phase 1)

DTIC Science & Technology

1991-07-01

TITLE AND SUBTITLE Employee Involvement White Collar Work Force (Phase 1) 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S...N COMMITTEE August 1991 NSRP 0337 AL EFFECTS TRANSFER Employee Involvement White Collar Work Force (Phase 1) UNITED STATES NAVY David Taylor Research...report. AS used In the above, “Persons acting on behalf of the United States Navy” includes any employee , contractor, or subcontractor to the

Resilience and Loss in Work Identities: A Narrative Analysis of Some Retired Teachers' Work-Life Histories

ERIC Educational Resources Information Center

Kirk, John; Wall, Christine

2010-01-01

The article examines the importance of "emotional labour" in the constitution of the "teacherly-self". Deriving from a research project on work and social identity, the article explores the ways teachers have negotiated the radical changes in the profession in recent years, and uses the notion of "teacher resilience" to explore the ways teachers…

Dental work force strategies during a period of change and uncertainty.

PubMed

Brown, L J

2001-12-01

Both supply and demand influence the ability of the dental work force to adequately and efficiently provide dental care to a U.S. population growing in size and diversity. Major changes are occurring on both sides of the dental care market. Among factors shaping the demand for dental care are changing disease patterns, shifting population demographics, the extent and features of third-party payment, and growth of the economy and the population. The capacity of the dental work force to provide care is influenced by enhancements of productivity and numbers of dental health personnel, as well as their demographic and practice characteristics. The full impact of these changes is difficult to predict. The dentist-to-population ratio does not reflect all the factors that must be considered to develop an effective dental work force policy. Nationally, the dental work force is likely to be adequate for the next several years, but regional work force imbalances appear to exist and may get worse. Against this backdrop of change and uncertainty, future dental work force strategies should strive for short-term responsiveness while avoiding long-term inflexibility. Trends in the work force must be continually monitored. Thorough analysis is required, and action should be taken when necessary.

Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168

ERIC Educational Resources Information Center

Mostafa, Tarek; Pál, Judit

2018-01-01

In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating…

Increasing Support for Novice Teachers Working in Urban, Low-Income Schools

ERIC Educational Resources Information Center

Boucher, Thor I.

2010-01-01

Teacher attrition is a growing problem in the United States, especially in urban, low-income schools. Research indicates that up to 55% of new teachers working in urban, low-income schools quit within five years; 17% before the end of the first year. Unfortunately, a teacher's potential is not fully known until the teacher's fifth or sixth year of…

Working Conditions of Foreign Language Teachers: Results from a Pilot Survey

ERIC Educational Resources Information Center

Lopez-Gomez, Coral; Albright, Jeremy J.

2009-01-01

Recent research has consistently shown that teacher working conditions are highly predictive of faculty turnover and student performance. However, very little work investigates specifically the experiences of foreign-language instructors. This paper reports results from a pilot survey of language teachers in public and private schools from across…

The Process of Designing for Learning: Understanding University Teachers' Design Work

ERIC Educational Resources Information Center

Bennett, Sue; Agostinho, Shirley; Lockyer, Lori

2017-01-01

Interest in how to support the design work of university teachers has led to research and development initiatives that include technology-based design-support tools, online repositories, and technical specifications. Despite these initiatives, remarkably little is known about the design work that university teachers actually do. This paper…

Pay, Working Conditions, and Teacher Quality

ERIC Educational Resources Information Center

Hanushek, Eric A.; Rivkin, Steven G.

2007-01-01

Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban…

Target: Alcohol Abuse in the Hard-to-Reach Work Force. Ideas and Resources for Responding to Problems of the Hard-to-Reach Work Force.

ERIC Educational Resources Information Center

Informatics, Inc., Rockville, MD.

This guide is designed as a source of ideas and information for individuals and organizations interested in occupational alcoholism programs for the hard-to-reach work force. Following a brief overview of the problem and a report on progress in occupational alcoholism programming, a working definition of the hard-to-reach work force is offered;…

Exogenous and Endogenous Impacts into Teachers' Work Performance Sphere

ERIC Educational Resources Information Center

Nasrun

2016-01-01

By this synopsis research which conveyed of findings to unfold mutual effect between teachers' performance and incentive scheme and teachers' personal competency, and principal leadership, and work motivation, by means of explanatory research in which ex facto method was ad hock model chosen because of classified as non-experiment. The grounds…

The Work of Teacher Educators: An English Policy Perspective

ERIC Educational Resources Information Center

Childs, Ann

2013-01-01

This paper focuses on the Conservative-Liberal coalition government's policy in teacher education in England and its implications for the work of teacher educators. It does this by considering, for example, policy documents and the speeches of key politicians responsible for policy formulation. It argues that policies influenced by the neoliberal…

Teacher Quality and Teacher Mobility. Working Paper 57

ERIC Educational Resources Information Center

Feng, Li; Sass, Tim

2011-01-01

Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. The probability a teacher stays at a school increases the more productive they are in their current school. The quality of teachers who exit teaching…

Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from Elementary Pre-Service Teachers

ERIC Educational Resources Information Center

Kim, Mijung; Tan, Aik-Ling

2011-01-01

To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of…

Early Childhood Teachers' Perceived Competence during Transition from Teacher Education to Work: Results from a Longitudinal Study

ERIC Educational Resources Information Center

Mischo, Christoph

2015-01-01

The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means…

Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

ERIC Educational Resources Information Center

Griffith, Louise Ann

2009-01-01

Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

Impacts of the School Social Unit on Teacher Authority during Work Redesign.

ERIC Educational Resources Information Center

Hart, Ann Weaver

1990-01-01

Work redesign to facilitate teacher empowerment was studied in a year-long comparative case study in two junior-high schools implementing a career-ladder program. Journals of 6 teacher leaders (TLs), 23 teachers, and 3 teacher-specialists; TLs' and novice teachers' midyear surveys; and 61 classroom observations by TLs and principals were analyzed.…

Why Agriculture Teachers Leave: A National Examination of Turnover Intentions and Work-Family Conflict

ERIC Educational Resources Information Center

Sorensen, Tyson J.; McKim, Aaron J.; Velez, Jonathan J.

2016-01-01

Using data from a random sample of secondary school agriculture teachers in the United States, this study explored the work-family conflict and turnover intentions of agriculture teachers. Additionally, this study sought to determine the relationship between work-family conflict and turnover intentions among agriculture teachers. Work-family…

Working in the Reggio Way: A Beginner's Guide for American Teachers

ERIC Educational Resources Information Center

Wurm, Julianne P.

2005-01-01

Are you curious about the Reggio Emilia approach but not quite sure where to begin? "Working in the Reggio Way" helps early childhood teachers bring the reflective, high-quality practices of Reggio Emilia to American programs. Based on an American teacher's experience observing and working in the schools of Reggio Emilia, Italy, this…

Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

ERIC Educational Resources Information Center

Goldwater, Orna D.; Nutt, Roberta L.

1999-01-01

Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

OSHA Laboratory Standard: Driving Force for Laboratory Safety!

ERIC Educational Resources Information Center

Roy, Kenneth R.

2000-01-01

Discusses the Occupational Safety and Health Administration's (OSHA's) Laboratory Safety Standards as the major driving force in establishing and maintaining a safe working environment for teachers and students. (Author)

Conflict between Work and Family among New Zealand Teachers with Dependent Children

ERIC Educational Resources Information Center

Palmer, Melanie; Rose, Dennis; Sanders, Matthew; Randle, Fiona

2012-01-01

Changes in family and employment patterns have lead to an increasing need for families to balance work and family roles. Little research has examined work and family conflict among teachers. In the present study, 69 New Zealand teachers completed a survey examining occupational-related demands, family-related demands, work and family conflict, and…

Incentives, Teachers, and Gender at Work

ERIC Educational Resources Information Center

Robert, Sarah A.

2013-01-01

Incentive pay programs have become panacea for a multitude of educational challenges. When aimed at teachers the assumption is that rewards entice them to work in particular ways or particular schools. However, the assumption is based on an economic formula that does not take into consideration the gendered nature of policy processes. This study…

Teacher Education as Academic Work: The Affordances of a Materialist Analysis

ERIC Educational Resources Information Center

Nuttall, Joce; Brennan, Marie

2016-01-01

In this paper we make an argument for paying close attention to the materiality of practice in understanding the work of teacher educators; specifically, the meanings of artefacts used by teacher educators in the course of their daily work. We locate this analysis within a dialectical materialist understanding of the development of human activity,…

Attitudes of Preservice and Inservice Teachers toward Working with School Librarians.

ERIC Educational Resources Information Center

Getz, Irith

1996-01-01

Examines how preservice and inservice teachers relate to working cooperatively with school librarians in the instructional process, and how attitude components form and change. A study found no difference between the attitudes of preservice and inservice teachers. School size and teachers' knowledge about librarians and library education were…

Working the Dialectic: Teaching and Learning Teacher Research in Social Studies

ERIC Educational Resources Information Center

Martell, Christopher C.; Sequenzia, Maria R.

2016-01-01

This article presents two narratives of teaching and learning teacher research in social studies. Organized around the concept of working the dialectic, two social studies educators discuss their experiences as teachers and learners of teacher research. This article highlights the power of practitioner research to transform teaching and teacher…

Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation

ERIC Educational Resources Information Center

Zaid, Abdelkarim; Champy-Remoussenard, Patricia

2015-01-01

This article focuses on professional work placements for teachers of business and management. These one-year work placements seek to develop the teachers' knowledge of the business world, allowing them to improve their teaching practice and produce new pedagogical resources. We examine here, from the teachers' point of view, two questions: What…

What Story Does the Work Tell? A Resource of Curricular Units, Student Work and Commentary by Philadelphia Teachers.

ERIC Educational Resources Information Center

Cantrill, Christina, Comp.; Glass, Don, Comp.; Sparks, Andrew, Comp.

This document is a tool to help teachers look at student work as a means to assess individual student progress. It contains work samples, accompanying commentaries, and assessment tools which originate from students and teachers in Philadelphia public schools who participated in the Philadelphia Education Fund's Small Learning Community…

When Are Teachers Motivated to Work beyond Retirement Age? The Importance of Support, Change of Work Role and Money

ERIC Educational Resources Information Center

Bal, P. Matthijs; Visser, Michel S.

2011-01-01

This article investigates the factors influencing the motivation to continue working after retirement among a sample of Dutch teachers. Based on previous research, it was proposed that teachers will be motivated to work after their legal retirement age when organizational support, possibilities to change work roles and financial needs are high.…

Work-Related Violence, Lifestyle, and Health among Special Education Teachers Working in Finnish Basic Education

ERIC Educational Resources Information Center

Ervasti, Jenni; Kivimaki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

2012-01-01

Background: Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education…

Self-Directed Professional Development--Hope for Teachers Working in Deprived Environments?

ERIC Educational Resources Information Center

Mushayikwa, Emmanuel; Lubben, Fred

2009-01-01

Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions…

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

ERIC Educational Resources Information Center

Engel, Mimi; Jacob, Brian A.

2011-01-01

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

Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers

ERIC Educational Resources Information Center

van Velzen, Corinne; Volman, Monique; Brekelmans, Mieke; White, Simone

2012-01-01

Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as an emphasis. The approach was built on…

Teacher Working Conditions are Student Learning Conditions. A Report to Mike Easley on the 2004 North Carolina Teacher Working Conditions Survey

ERIC Educational Resources Information Center

Southeast Center for Teaching Quality (The), University of North Carolina, 2004

2004-01-01

For virtually any business or organization, the conditions in which employees work drive their satisfaction and productivity. Yet, while business often focuses on employee satisfaction, many schools often struggle to address critical working conditions -- isolating teachers in classrooms with closed doors, denying them basic materials to do their…

Teaching Old Dogs New Tricks: On the Continuing Education of Teachers.

ERIC Educational Resources Information Center

Bates, Richard

The emergence of globalization and its impact on knowledge, communications, economies, social structures, and institutions such as education is rapidly changing the context, content, and methods of teachers' work. Consequently, the continuing professional development of teachers, especially in Australia with its aging teacher force, is essential.…

WORK FORCE OPTIMIZATION FOR 2025

DTIC Science & Technology

2016-02-08

AIR WAR COLLEGE AIR UNIVERSITY WORK FORCE OPTIMIZATION FOR 2025 By Edward Buckner, GS-14, Army A Research Report Submitted to the...not copyrighted, but is the property of the United States government. iii Biography GS-14 Edward Buckner attends the Air War College , Air...in improving civilian fitness should reduce medical cost paid by DOD. 3. Decision Making Skills Development Everyone is required to make

Work stress among university teachers: gender and position differences.

PubMed

Slišković, Ana; Maslić Seršić, Darja

2011-12-01

The aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50%), assistant professors (18%), associate professors (17%), and full professors (15%). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.

Blown Away: Parents and Preservice Teachers Working Together to Help Struggling Readers

ERIC Educational Resources Information Center

Rohr, Jean

2009-01-01

Teacher education programs do not generally provide opportunities for preservice teachers to work with parents. As a result, these novice teachers often leave their teacher education programs with little or no information about how to successfully interact with parents. This article details the actions of parents during a reading course that was…

Disturbing the Pedagogical Status Quo: LLN and Vocational Teachers Working Together

ERIC Educational Resources Information Center

Black, Stephen; Yasukawa, Keiko

2013-01-01

When language, literacy and numeracy (LLN) teachers work together with vocational teachers as a team, not only do students improve their course outcomes in terms of completions and employment, but the pedagogical practices of both teachers can change and improve. In this article, we begin to explore some of the issues and provide examples of…

3 CFR - White House Task Force on Middle-Class Working Families

Code of Federal Regulations, 2010 CFR

2010-01-01

... 3 The President 1 2010-01-01 2010-01-01 false White House Task Force on Middle-Class Working... Task Force on Middle-Class Working Families Memorandum for the Heads of Executive Departments and... times. To these ends, I hereby direct the following: Section 1. White House Task Force on Middle-Class...

Working Conditions and Workplace Barriers to Vocal Health in Primary School Teachers.

PubMed

Munier, Caitriona; Farrell, Rory

2016-01-01

The purpose of this study was to identify the working conditions and workplace barriers to vocal health in primary school teachers. The relationship between working conditions and voice is analyzed. This is a survey study in 42 randomized schools from a restricted geographical area. An 85-item questionnaire was administered to 550 primary school teachers in 42 schools in Dublin. It was designed to obtain information on demographics, vocal use patterns, vocal health, work organization, working conditions, and teacher's perceptions of the conditions in teaching that might cause a voice problem. The relationship between voice and overstretched work demands, and voice and class size, was examined. A chi-squared test was run to test the null hypothesis that the variables overstretched work demands and voice and class size and voice are independent. Subjects were given the opportunity to give their opinion on their working conditions and on the availability of advice and support within the workplace. A final question sought their opinion on what should be included in a voice care program. A 55% response rate was obtained (n = 304). It was found with 96.52% confidence that the variables overstretched work demands and voice are related. Likewise, it was found that the variables class size and voice are related with 99.97% confidence. There are workplace barriers to vocal health. The working conditions of primary school teachers need to be fully adapted to promote vocal health. Changes by education and health policy makers are needed to achieve this goal. There is a need for future research which focuses on the working conditions of teachers. Copyright © 2016. Published by Elsevier Inc.

The aging work force in Korea.

PubMed

Hong, Jungyeon; Lee, Kangsook

2012-04-01

Korea has the fastest aging population and least fertile population of all Organization Economic Cooperation and Development countries, and it is undertaking significant preparations for an aging society. So, we want to review the present status of Elderly workers' occupational disorders and preparations, which is performed by governmental, social parties. We examine the current status of Korea's aging work force, focusing on occupational disorders (injuries and diseases), and retirements, and the associated health effects. Despite the efforts and concern about Korea's aging society since the issue was first identified, Korea's limited experience in operating a national public pension system, and a mature social security system shows that the needs of Korea's aging society cannot be fully satisfied. This problem has already resulted in increasing labor employment rates and delays in retirement from the labor market. We suggest a policy for elderly workers considering various determinants that can lead to successful employment, retirement, and health promotion for the aging work force.

Evaluation of knee joint forces during kneeling work with different kneepads.

PubMed

Xu, Hang; Jampala, Sree; Bloswick, Donald; Zhao, Jie; Merryweather, Andrew

2017-01-01

The main purpose of this study is to determine knee joint forces resulting from kneeling work with and without kneepads to quantify how different kneepads redistribute force. Eleven healthy males simulated a tile setting task to different locations during six kneepad states (five different kneepad types and without kneepad). Peak and average forces on the anatomical landmarks of both knees were obtained by custom force sensors. The results revealed that kneepad design can significantly modify the forces on the knee joint through redistribution. The Professional Gel design was preferred among the five tested kneepads which was confirmed with both force measurements and participants' responses. The extreme reaching locations induced significantly higher joint forces on left knee or right knee depending on task. The conclusion of this study is that a properly selected kneepad for specific tasks and a more neutral working posture can modify the force distribution on the knees and likely decrease the risk of knee disorders from kneeling work. Copyright © 2016 Elsevier Ltd. All rights reserved.

Magnetic force and work: an accessible example

NASA Astrophysics Data System (ADS)

Gates, Joshua

2014-05-01

Despite their physics instructors’ arguments to the contrary, introductory students can observe situations in which there seems to be compelling evidence for magnetic force doing work. The counterarguments are often highly technical and require physics knowledge beyond the experience of novice students, however. A simple example is presented which can illustrate that all may not be what it seems when energy transfer and the magnetic force are involved. Excel and Python simulations of the process are also provided.

School Culture: A Validation Study and Exploration of Its Relationship with Teachers' Work Environment

ERIC Educational Resources Information Center

Guo, Ping

2012-01-01

This study was aimed at exploring the relationship between school culture and teachers' work environment and further exploring the roles of school culture, teachers' efficacy, beliefs, and behaviors for character education, and teachers' work environment in the relationship between a character education intervention and students' social emotional…

Understanding Teachers' Pedagogical Choice: A Sociological Framework Combining the Work of Bourdieu and Giddens

ERIC Educational Resources Information Center

Burridge, Peter

2014-01-01

Understanding teachers' pedagogical choice provides a new insight into the influences on student achievement. This paper presents a sociological framework developed from the work of Pierre Bourdieu and Anthony Giddens that identify the complex social interactions which surround teacher's work. The framework examines teachers' potential to act…

Better Benefits: Reforming Teacher Pensions for a Changing Work Force. Education Sector Reports

ERIC Educational Resources Information Center

Aldeman, Chad; Rotherham, Andrew J.

2010-01-01

Policymakers are beginning to take note of the fiscal problems in teacher retirement systems. States have recently taken action by raising retirement ages, lowering benefit payments, and reducing cost-of-living adjustments. These are small steps toward shoring up the system to help ensure that it remains sustainable in the future. But the problems…

Elementary school science teachers' reflection for nature of science: Workshop of NOS explicit and reflective on force and motion learning activity

NASA Astrophysics Data System (ADS)

Patho, Khanittha; Yuenyong, Chokchai; Chamrat, Suthida

2018-01-01

The nature of science has been part of Thailand's science education curriculum since 2008. However, teachers lack of understanding about the nature of science (NOS) and its teaching, particularly element school science teachers. In 2012, the Science Institute of Thailand MOE, started a project of Elementary Science Teacher Professional Development to enhance their thinking about the Nature of Science. The project aimed to enhance teachers' understanding of NOS, science teaching for explicit and reflective NOS, with the aim of extending their understanding of NOS to other teachers. This project selected 366 educational persons. The group was made up of a teacher and a teacher supervisor from 183 educational areas in 74 provinces all Thailand. The project provided a one week workshop and a year's follow up. The week-long workshop consisted of 11 activities of science teaching for explicit reflection on 8 aspects of NOS. Workshop of NOS explicit and reflective on force and motion learning activity is one of eight activities. This activity provided participants to learn force and motion and NOS from the traditional toy "Bang-Poh". The activity tried to enhance participants to explicit NOS for 5 aspects including empirical basis, subjectivity, creativity, observation and inference, and sociocultural embeddedness. The explicit NOS worksheet provided questions to ask participants to reflect their existing ideas about NOS. The paper examines elementary school science teachers' understanding of NOS from the force and motion learning activity which provided explicit reflection on 5 NOS aspects. An interpretive paradigm was used to analyse the teachers' reflections in a NOS worksheet. The findings indicated that majority of them could reflect about the empirical basis of science and creativity but few reflected on observation and inference, or sociocultural embeddedness. The paper will explain the teachers' NOS thinking and discuss the further enhancing of their understanding

The Price of Innocence: Teachers, Gender, Childhood Sexuality, HIV and AIDS in Early Schooling

ERIC Educational Resources Information Center

Bhana, Deevia

2007-01-01

Drawing from data collected during interviews with grade 2 teachers who work in a black working-class township school, this paper explores the meanings that teachers attach to HIV and AIDS education. It is argued that the relationship of many teachers to the subject of HIV and AIDS is inscribed within regulatory forces based on the notion of…

Giving 110%: A Portrait of a Michigan Teacher's Work Week. Policy Report Number 22

ERIC Educational Resources Information Center

Burian-Fitzgerald, Marisa; Harris, Debbi

2004-01-01

The vast majority of Michigan's teachers work above and beyond their required work week; the average teacher works more than 45 hours per week. The time teachers spend outside regular school hours is often ignored by critics who deride the "short hours and long vacations" enjoyed by teachers. When discussing compensation policies and…

Surviving the Worst, Expecting the Best: Teacher Perceptions of Work Life in Virginia Schools.

ERIC Educational Resources Information Center

Appalachia Educational Lab., Charleston, WV.

The qualitative study described in this document presents Virginia teachers' perceptions on 10 factors that influence their work environment: resources/instructional materials; physical facilities/class size; professional development; teacher-teacher interactions; teacher-administrator interactions; teacher-student interactions;…

Teacher Education Nepantlera Work: Connecting Cracks-between-Worlds with Mormon University Students

ERIC Educational Resources Information Center

Kasun, G. Sue

2015-01-01

Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the "cracks-between-worlds" of difference and commonality toward understanding and…

Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan.

ERIC Educational Resources Information Center

LeTendre, Gerald K.; Baker, David P.; Akiba, Motoko; Goesling, Brian; Wiseman, Alex

2001-01-01

Used data from the Third International Math-Science Study to examine the working conditions and beliefs of Japanese, German, and United States teachers. Core teaching practices and teacher beliefs showed little national variation, but other aspects of teachers' work showed variation. Models of national cultures of learning may overemphasize…

A National Study of Work-Family Balance and Job Satisfaction among Agriculture Teachers

ERIC Educational Resources Information Center

Sorensen, Tyson J.; McKim, Aaron J.; Velez, Jonathan J.

2016-01-01

This national study sought to extend previous research on the work-family balance (WFB) ability of secondary school agriculture teachers. We utilized data from a simple random sample of agriculture teachers to explore the relationships between work and family characteristics, WFB ability, and job satisfaction. Work role characteristics of interest…

Institutional Silence: Experiences of Australian Lesbian Teachers Working in Catholic High Schools

ERIC Educational Resources Information Center

Ferfolja, Tania

2005-01-01

This article, based on the author's doctoral research, examines the ways in which some religious schools in New South Wales (NSW), via institutional practices, maintain and perpetuate discrimination in relation to lesbian teachers and lesbian sexualities. These institutional practices, which included threats of dismissal, forced resignations,…

Supporting the Work Arrangements of Cooperating Teachers and University Supervisors to Better Train Preservice Teachers: A New Theoretical Contribution

ERIC Educational Resources Information Center

Escalié, Guillaume; Chaliès, Sébastien

2016-01-01

This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a…

Emotion Work and Emotional Exhaustion in Teachers: The Job and Individual Perspective

ERIC Educational Resources Information Center

Naring, Gerard; Vlerick, Peter; Van de Ven, Bart

2012-01-01

Teaching requires much emotion work which takes its toll on teachers. Emotion work is usually studied from one of two perspectives, a job or an individual perspective. In this study, we assessed the relative importance of these two perspectives in predicting emotional exhaustion. More than 200 teachers completed a questionnaire comprising the DISQ…

Final Report on the Mississippi Project CLEAR Voice Teacher Working Conditions Survey

ERIC Educational Resources Information Center

Berry, Barnett; Fuller, Ed

2008-01-01

In 2007, the state of Mississippi conducted a web-based survey of all school-based licensed educators in which they were asked to share their perceptions of the state of teacher working conditions in Mississippi. This report of the Mississippi Teacher Working Conditions Survey, Project CLEAR Voice (Cultivate Learning Environments to Accelerate…

Examining Student Work for Evidence of Teacher Uptake of Educative Curriculum Materials

ERIC Educational Resources Information Center

Bismack, Amber Schultz; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2015-01-01

The purpose of this study was to identify evidence in student work of teachers' uptake of educative features in educative curriculum materials. These are features in curriculum materials designed with the specific intent of supporting teacher learning and enactment. This study was prompted by previous work on educative curriculum materials and the…

The Views of New Teachers at Private Teaching Institutions about Working Conditions

ERIC Educational Resources Information Center

Yilmaz, Kursad; Altinkurt, Yahya

2011-01-01

The main purpose of the research was to determine the views of teachers about working conditions working at private teaching institutions for 5 years or less. The research was designed as a phenomenology model. The data were collected by focus group interview technique of qualitative research method. 10 teachers from private teaching institutions…

[Compare the occupational stress and work ability among the police-officers, doctors and teachers].

PubMed

Yang, Xin-wei; Wang, Zhi-ming; Lan, Ya-jia; Wang, Mian-zhen

2004-03-01

To compare the occupational stress and work ability in doctors, police-officers and teachers. Changes in occupational stress work ability were measured with revised occupational stress inventory (OSI-R) and work ability index (WAI) for 288 doctors, 191 police-officers and 343 teachers, and then comparative and correlation analyses were made. 1. The difference in occupational stress and strain between the groups was statistically significant (P < 0.01), and the score of the police-officers was higher than that of the doctors and teachers (P < 0.05), but the personal resources of police-officers were lower than those of the doctors and teachers (P < 0.05). 2. Analysis of the 6 items of occupational role questionnaire revealed that the scores of role ambiguity, role boundary and responsibility were obviously higher in police-officers than in doctors and teachers, while the scores of role overload and physical environment were higher in teachers (P < 0.05). 3. Analysis of all items of personal strain revealed that the scores of vocational strain, psychological strain, physical strain, but not of interpersonal starin, were significantly higher in police-officers than in doctors and teachers (P < 0.05). 4. As to the personal resource, the results indicated that recreation and self-care of doctors and teachers were superior to those of police-officers. The score of social support was highest in doctors. The score of rational conduct was highest in teachers (P < 0.05). 5. Occupational role and personal strain were positively correlated, and both were correlated negatively to the personal resources (P < 0.01). The correlations of work ability, occupational stress and strain, and personal resources were significant in teachers (P < 0.01). For polices-officers, doctors and teachers, different yet relevant measures should be taken to reduce the occupational stress so as to improve their work ability.

Beyond "What Works": Understanding Teacher Identity as a Practical and Political Tool

ERIC Educational Resources Information Center

Mockler, Nicole

2011-01-01

Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic…

Autonomy, Workload, Work-Life Balance and Job Performance among Teachers

ERIC Educational Resources Information Center

Johari, Johanim; Yean Tan, Fee; Zulkarnain, Zati Iwani Tjik

2018-01-01

Purpose: The purpose of this paper is to examine the influence of autonomy, workload, and work-life balance on job performance among teachers. A survey was carried out among teachers in public schools in the Northern Region of Peninsular Malaysia. Design/methodology/approach: This study adopted a quantitative approach to address the research…

The Indicators of the Quality and Changes of Teachers' Work

ERIC Educational Resources Information Center

Fuzi, Beatrix; Suplicz, Sándor

2016-01-01

We present the indicators chosen for the determination of the quality of teacher's work: their popularity, effectiveness and disposition. As part of an empirical research project, their suitability as indicators was examined. It was discussed if a significant change can occur in the teachers' quality spontaneously or as a result of mentoring. To…

Self-assessed occupational health and working environment of female nurses, cabin crew and teachers.

PubMed

Sveinsdóttir, Herdis; Gunnarsdóttir, Hólmfríethur; Friethriksdóttir, Hildur

2007-06-01

The aim of this study was to describe and compare the self-assessed occupational health among female nurses, cabin crew and teachers, in relation to their working environment. Similarities between the three occupations, i.e. predominantly female and service-oriented, render them interesting in comparison with respect to health and working environment. The participants were female Icelandic cabin crew, nurses and elementary school teachers. A questionnaire including items on socio-demographics, working environment (addressing work pace, job security, monotonous work, assistance, physically strenuous work and physical environmental factors) and a symptom list was used for data collection. Factor analyses on the symptom list resulted in five symptom scales: Musculoskeletal, Stress and exhaustion, Common cold, Gastrointestinal and Sound perception scale. A total of 1571 questionnaires were distributed. The response rate was 65.7-69%, depending on occupation. Data were collected in 2002. Cabin crew reported worse gastrointestinal, sound perception and common cold symptoms than nurses and teachers. Cabin crew and teachers reported worse symptoms of stress and exhaustion than nurses (p < 0.05). When compared with teachers and nurses cabin crew reported less job security and more physically strenuous and monotonous work. Nurses were likelier to seek assistance from co-workers or patients as well as to take care of an older relative than teachers and cabin crew. Regression analysis found that within each occupation distress from environmental factors resulted in higher score on all the symptom scales. Nurses experience less stress and exhaustion than teachers and cabin crew. In comparison with one or both of the other occupations nurses are more likely to assist each other with their work, experience job security, reporting physically complex work and take care of older relatives. This should be highlighted as positive aspects of nurses' work praised as displaying

The Relationship between Psychological Factors and Inquiry-Based Working by Primary School Teachers

ERIC Educational Resources Information Center

Uiterwijk-Luijk, Lisette; Krüger, Meta; Zijlstra, Bonne; Volman, Monique

2017-01-01

Inquiry-based working by teachers includes working with an inquiry habit of mind, being data literate, contributing to a culture of inquiry at the school level, and creating a culture of inquiry at the classroom level. Inquiry-based working has been found to contribute to educational improvements and the professionalisation of teachers. This study…

Between School and Working Life: Vocational Teachers' Agency in Boundary-Crossing Settings

ERIC Educational Resources Information Center

Vahasantanen, Katja; Saarinen, Jaana; Etelapelto, Anneli

2009-01-01

This paper investigates agency among vocational teachers with reference to boundary-crossing between school and working life. Our study utilised interviews with sixteen Finnish vocational teachers. Adopting a narrative analysis approach, we found that the teachers had a variety of forms of exercising agency in terms of decisions deliberately…

Teachers, School Choice and Competition: Lock-In Effects within and between Sectors

ERIC Educational Resources Information Center

Parding, Karolina; McGrath-Champ, Susan; Stacey, Meghan

2017-01-01

Neoliberal forces since the latter part of the 20th century have ushered in greater devolution in state schooling systems, producing uneven effects on the working conditions of teachers, commonly the largest segment of the public sector workforce. Within this context, this paper examines secondary teachers' working conditions as they relate to the…

The Beauty of Teachers' Work in Reflections of Ukrainian and Polish Teachers

ERIC Educational Resources Information Center

Semenog, Olena

2014-01-01

The values of human labor and teacher's work have been reflected on the basis of lexicographical sources and research reflections of famous Ukrainian and Polish pedagogues, such as T. Novatskiy, N. Nychkalo, Pope Paul II, G. Skovoroda, Z. Vyatrovskiy, I. Zyazyun. Among the existing values presented in lexicographical sources the following…

Student-Teachers' Supervision as a Professional Development Activity: Building Work-Related Skills

ERIC Educational Resources Information Center

Minott, Mark A.; Willett, Ionie Liburd

2011-01-01

The purpose of this research was to identify and outline the work-related skills that cooperating teachers in the Cayman Islands and Saint Kitts-Nevis developed or reinforced as they supervised student-teachers. A qualitative case-study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential…

Preservice and Inservice Teachers' Challenges in the Planning of Practical Work in Physics

NASA Astrophysics Data System (ADS)

Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.

2010-06-01

Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring discussions between the instructor and the participants in the course, which revealed that the challenges in practical or laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in school science and in school physics.

Long working hours and sleep problems among public junior high school teachers in Japan.

PubMed

Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko

2015-01-01

Long working hours may impact human health. In Japan, teachers tend to work long hours. From 2002 to 2012, the number of leaves of absence due to diseases other than mental disorders, or mental disorders among public school teachers increased by 1.3 times (from 2,616 to 3,381), or 1.8 times (from 2,687 to 4,960), respectively. The present study aimed to investigate the association between long working hours and sleep problems among public school teachers. This cross-sectional study was conducted from mid-July to September 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics including working hours, and responses to the Pittsburgh Sleep Quality Index were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and sleep problems separately by sex. The response rate was 44.8% (n=558). After excluding ineligible responses, the final sample comprised 515 teachers (335 males and 180 females). Sleep problems was identified in 41.5% of males and 44.4% of females. Our results showed a significantly increased risk of sleep problems in males working >60 hours per week (OR 2.05 [95% CI 1.01-4.30]) compared with those working ≤40 hours per week. No significant association was found in females. There is a significant association between long working hours and sleep problems in male teachers. Reducing working hours may contribute to a reduction in sleep problems.

Restructuring Teachers' Work and Trade Union Responses in England: Bargaining for Change?

ERIC Educational Resources Information Center

Stevenson, Howard

2007-01-01

A key feature of current school-sector reform in England is the restructuring of teachers' work and the increased use of support staff to undertake a range of activities previously undertaken by teachers. Supporters speak of a new teacher professionalism focused on the "core task" of teaching. Critics fear deprofessionalization through a…

Violence Directed against Teachers: Results from a National Survey

ERIC Educational Resources Information Center

Mcmahon, Susan D.; Martinez, Andrew; Espelage, Dorothy; Rose, Chad; Reddy, Linda A.; Lane, Kathleen; Anderman, Eric M.; Reynolds, Cecil R.; Jones, Abraham; Brown, Veda

2014-01-01

Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and…

Emotional Experience of Caam(2) in Teaching: Power and Interpretation of Teachers' Work.

PubMed

Tsang, Kwok K; Kwong, Tsun L

2016-01-01

The study explores the social psychological process of teachers' emotional experiences. Twenty-one secondary schoolteachers in Hong Kong were interviewed. The findings show that the teachers generally felt caam(2) (a Cantonese adjective that covers a range of meanings like gloomy, dreadful, tragic, pitiful, pathetic, and miserable) in teaching. The social psychological process of the emotional experience of caam(2) involves how teachers interpret the significance of their actual work in attaining the teaching goal of making a difference. If they interpret their work as incapable of fulfilling the goal, they will experience negative emotions in teaching. The findings also suggest that the interpretation is affected by teachers' power which is unequally distributed according to teachers' teaching experience and managerial roles.

[Physiologic and hygienic characteristics of college teachers work].

PubMed

Ryzhov, A Ia; Komin, S V; Kopkareva, O O

2005-01-01

First series of studies covered analysis of lecture with registering number of words and movements complementary to them. The series 2 determined occupational activities of college teacher, according to contemporary hygienic classification, as highly intensive work requiring physiologic and managerial correction.

Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity

ERIC Educational Resources Information Center

Gomez, Carlos Nicolas

2018-01-01

An investigation on the identity work of a prospective teacher is conducted to better understand how the participant argued for recognition of her projective mathematics teacher identity. Characteristics of the claims, evidence, and anticipatory statements used are explored. Using an argumentation framework, the participant's discourse…

Prevalence and causes of self-reported work-related stress in head teachers.

PubMed

Phillips, Samantha; Sen, Dil; McNamee, Roseanne

2007-08-01

Work-related stress (WRS) is the leading cause of occupational ill-health in the education sector in the UK. Headship is believed to be a stressful role although there is little current research into stress in head teachers. Changes in the education sector since the late 1980s have meant that the findings of many existing studies are outdated. To investigate prevalence and causes of self-reported, WRS in head teachers in West Sussex, UK. A cross-sectional study using postal questionnaire in a population of 290 head teachers and principals. The measuring instrument was a short stress evaluation tool (ASSET) plus additional questions derived from previous studies. Stress cases were defined as respondents who felt their work was 'very or extremely stressful'. Prevalence of self-reported, WRS was 43%. Using ASSET scoring, work overload and work-life imbalance were the key stressors. Females were significantly more stressed than males for a number of stressors including overload and control. Although there was some evidence that primary head teachers fared worse than their secondary counterparts, once the confounding effects of gender were included, there were few significant differences. The prevalence of self-reported stress in head teachers in West Sussex is significantly increased compared to recent studies of workers in the UK. The recurring theme in existing studies of workload as a main stressor is confirmed in the findings of this study. Gender and type of school does affect outcome and female head teachers have more reported stressors than their male colleagues.

Promising Homework Practices: Teachers' Perspectives on Making Homework Work for Newcomer Immigrant Students

ERIC Educational Resources Information Center

Bang, Hee Jin

2012-01-01

This study examines the homework practices of eight teachers working in a high school designed to serve newcomer immigrant students. Individual structured interviews were conducted in which teachers working in an innovative setting explained their purposes of assigning homework, their beliefs about factors affecting their students' homework…

Are Creative Comparisons Developed by Prospective Chemistry Teachers Evidence of Their Conceptual Understanding? The Case of Inter- and Intramolecular Forces

ERIC Educational Resources Information Center

Sendur, Gulten

2014-01-01

The aim of this study is to determine prospective chemistry teachers' creative comparisons about the basic concepts of inter- and intramolecular forces, and to uncover the relationship between these creative comparisons and prospective teachers' conceptual understanding. Based on a phenomenological research method, this study was conducted with…

Flextime: A Modified Work Force Scheduling Technique for Selected Headquarters Air Force Logistics Command Organizations.

ERIC Educational Resources Information Center

Kimzey, Reed T.; Prince, Samuel M. O.

The thesis discusses the advantages and disadvantages of one work force scheduling technique--flextime. The authors were interested in determining if a flextime schedule could be put into effect in a governmental organization such as Headquarters Air Force Logistics Command (AFLC). The study objectives were to determine the feasibility,…

14 CFR 151.51 - Performance of construction work: Sponsor force account.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Performance of construction work: Sponsor force account. 151.51 Section 151.51 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT... Development Projects § 151.51 Performance of construction work: Sponsor force account. (a) Before undertaking...

14 CFR 151.51 - Performance of construction work: Sponsor force account.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Performance of construction work: Sponsor force account. 151.51 Section 151.51 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT... Development Projects § 151.51 Performance of construction work: Sponsor force account. (a) Before undertaking...

14 CFR 151.51 - Performance of construction work: Sponsor force account.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Performance of construction work: Sponsor force account. 151.51 Section 151.51 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT... Development Projects § 151.51 Performance of construction work: Sponsor force account. (a) Before undertaking...

14 CFR 151.51 - Performance of construction work: Sponsor force account.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Performance of construction work: Sponsor force account. 151.51 Section 151.51 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT... Development Projects § 151.51 Performance of construction work: Sponsor force account. (a) Before undertaking...

14 CFR 151.51 - Performance of construction work: Sponsor force account.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Performance of construction work: Sponsor force account. 151.51 Section 151.51 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT... Development Projects § 151.51 Performance of construction work: Sponsor force account. (a) Before undertaking...

Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

ERIC Educational Resources Information Center

König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

2015-01-01

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

Exploring Science Teachers' Perceptions of Experimentation: Implications for Restructuring School Practical Work

ERIC Educational Resources Information Center

Wei, Bing; Li, Xiaoxiao

2017-01-01

It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for…

Hispanics in the Work Force, Part II: Hispanic Women.

ERIC Educational Resources Information Center

Escutia, Marta M.; Prieto, Margarita

This paper evaluates the status of Hispanic women in the United States work force. First, demographic information on age patterns, fertility rates, and educational attainment is reviewed. Then, labor market status is assessed in relation to Hispanic women's labor force participation, employment patterns, and poverty. Next, the Federal response to…

"Brothers Gonna Work It Out:" Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students

ERIC Educational Resources Information Center

Brown, Anthony L.

2009-01-01

Drawing from ethnographic data, this paper explores how African American male teachers working with African American male students performed their pedagogy. This paper highlights how teachers' understanding of African American males social and educational needs shaped their pedagogical performance. Interestingly however, teachers' performance was…

Using Student Work to Develop Teachers' Knowledge of Algebra

ERIC Educational Resources Information Center

Herbel-Eisenmann, Beth A.; Phillips, Elizabeth Difanis

2005-01-01

This article describes a set of learning activities that use algebraic problems and written student work to help preservice and in-service teachers understand students' algebraic thinking. (Contains 4 figures.)

Self-Reported Work and Family Stress of Female Primary Teachers.

ERIC Educational Resources Information Center

Thomas, Narelle; Clarke, Valerie; Lavery, Judy

2003-01-01

Results of a self-report questionnaire indicated that female primary teachers in Australia report moderate levels of global, work, and family stress. Time and workload pressure was the major work stressor, and responsibility for child rearing the major family stressor. Work stress and home stress both impacted on each other. (EV)

Approaches to Teaching in Thematic Work: Early Childhood Teachers' Integration of Mathematics and Art

ERIC Educational Resources Information Center

Björklund, Camilla; Ahlskog-Björkman, Eva

2017-01-01

Thematic work that integrates different knowledge areas is considered suitable for developing young children's knowledge and skills in early childhood education. This paper reports evidence from a survey of early childhood teachers' work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive…

How Much Do School Principals Matter When It Comes to Teacher Working Conditions?

ERIC Educational Resources Information Center

Burkhauser, Susan

2017-01-01

Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers' perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina…

Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

ERIC Educational Resources Information Center

Ulucan, Hakki

2017-01-01

Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirsehir city and its counties. To acquire the job satisfaction datum; the Minnesota…

[Investigating work, age, health and work participation in the ageing work force in Germany].

PubMed

Ebener, M; Hasselhorn, H M

2015-04-01

Working life in Germany is changing. The work force is ageing and the number of people available to the labour market will - from now on - shrink considerably. Prospectively, people will have to work longer; but still today, most people leave employment long before reaching official retirement age. What are the reasons for this? In this report, a conceptual framework and the German lidA Cohort Study are presented. The "lidA conceptual framework on work, age, health and work participation" visualises determinants of employment (11 "domains") in higher working age, e. g., "work", "health", "social status" and "life style". The framework reveals 4 key characteristics of withdrawal from work: leaving working life is the result of an interplay of different domains (complexity); (early) retirement is a process with in part early determinants in the life course (processual character); retirement has a strong individual component (individuality); retirement is embedded in a strong structural frame (structure). On the basis of this framework, the "lidA Cohort Study on work, age, health and work participation" (www.lida-studie.de) investigates long-term effects of work on health and work participation in the ageing work force in Germany. It is the only large study in Germany operationalising the concept of employability in a broad interdisciplinary approach. Employees subject to social security and born in 1959 or in 1965 will be interviewed (CAPI) every 3 years (N[wave 1]=6 585, N[wave 2]=4 244) and their data will be linked (where consented) with social security data covering employment history and with health insurance data. The study design ("Schaie's most efficient design") allows for a tri-factor model that isolates the impact of age, cohort and time. In 2014, the second wave was completed. In the coming years lidA will analyse the association of work, health and work participation, and identify age as well as generation differences. lidA will investigate the

Teachers Reflecting on Their Work: Articulating What Is Said about What Is Done

ERIC Educational Resources Information Center

Mena Marcos, Juan Jose; Sanchez, Emilio; Tillema, Harm

2008-01-01

Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a self-initiated and non-framed way on their own practice, and (2)…

Teachers' Perceptions of Their Working Conditions: How Predictive of Policy-Relevant Outcomes? Working Paper 33

ERIC Educational Resources Information Center

Ladd, Helen F.

2009-01-01

This quantitative study uses data from North Carolina to examine the extent to which survey based perceptions of working conditions are predictive of policy-relevant outcomes, independent of other school characteristics such as the demographic mix of the school's students. Working conditions emerge as highly predictive of teachers' stated…

Teachers' Work in Culturally and Linguistically Diverse Schools

ERIC Educational Resources Information Center

Miller, Jennifer

2011-01-01

Teachers in culturally and linguistically diverse classrooms work in highly charged contexts where policy, curriculum, student backgrounds, equity issues and pedagogical expertise provide both resources and constraints. Often, these classrooms are in underachieving schools in low socio-economic areas. This study investigated one school in…

Work stress, poor recovery and burnout in teachers.

PubMed

Gluschkoff, K; Elovainio, M; Kinnunen, U; Mullola, S; Hintsanen, M; Keltikangas-Järvinen, L; Hintsa, T

2016-10-01

Both work stress and poor recovery have been shown to contribute to the development of burnout. However, the role of recovery as a mediating mechanism that links work stress to burnout has not been sufficiently addressed in research. To examine recovery as a mediator in the relationship between work stress and burnout among teachers. A cross-sectional study of Finnish primary school teachers, in whom burnout was measured with the Maslach Burnout Inventory-General Survey and work stress was conceptualized using the effort-reward imbalance (ERI) model. Recovery was measured with the Recovery Experience Questionnaire and the Jenkins Sleep Problems Scale. Multiple linear regression analyses and bootstrap mediation analyses adjusted for age, gender and total working hours were performed. Among the 76 study subjects, high ERI was associated with burnout and its dimensions of exhaustion, cynicism and reduced professional efficacy. Poor recovery experiences, in terms of low relaxation during leisure time, partially mediated the relationship between ERI and reduced professional efficacy. Sleep problems, in the form of non-restorative sleep, partially mediated the relationship between ERI and both burnout and exhaustion. Supporting a balance between effort and reward at work may enhance leisure time recovery and improve sleep quality, as well as help to reduce burnout rates. © The Author 2016. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Extending Theorisations of the Global Teacher: Care Work, Gender, and Street-Level Policies

ERIC Educational Resources Information Center

Robert, Sarah A.

2016-01-01

This article is concerned with teachers' negotiation of global transitions premised on improving educational opportunity with implications for professionalism. The study blends sociology of gender, work, and organisations and gender policy analysis to theorise teachers' policy negotiations. I explore how 20 Argentine teachers mediate 3 programmes'…

Psychological States and Working Conditions Buffer Beginning Teachers' Intention to Leave the Job

ERIC Educational Resources Information Center

De Neve, Debbie; Devos, Geert

2017-01-01

The high turnover rates of beginning teachers are an issue of continuing concern in education. However, little is known about the motivational process that encourages beginning teachers to stay in the teaching profession. This study investigated how working conditions (job insecurity, teacher autonomy, collective responsibility, reflective…

Teachers' work ability: a study of relationships between collective efficacy and self-efficacy beliefs.

PubMed

Guidetti, Gloria; Viotti, Sara; Bruno, Andreina; Converso, Daniela

2018-01-01

Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability. The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers. Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability. Mediational analysis highlights that teachers' self-efficacy totally mediates the relationship between collective efficacy and perceived work ability. Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers' collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources.

Detecting and Reducing Science Teacher Candidate’s (STC) Misconception About Motion and Force By Using Force Concept Inventory (FCI) and problem Based Learning (PBL)

NASA Astrophysics Data System (ADS)

Oktarisa, Y.; Utami, I. S.; Denny, Y. R.

2017-02-01

This study has been done to 34 science teacher candidates of Teachers’ Training and Education Faculty of Sultan Ageng Tirtayasa University at their first year of study during 2015-2016 school years. This research focused on student’s misconception about motion and force and how Problem Based Learning (PBL) reducing it. Diagnostic test of misconception about motion and force has been detected by using Force Concept Inventory (FCI). FCI had been used in pretest and posttest, and to find the reducing of students’ misconception N-Gain pretest and posttest of each student had been calculated. Quasi experiment one group pretest and posttest had been used as the research method, and Problem Based Learning (PBL) used as the treatment of manipulation. After two weeks learning motion and force with PBL approach, N-gain which obtained prove that misconception about motion and force had been reducing.

An Investigation of Elementary Teachers' and Principals' Perceptions of Teacher Working Conditions and Academic Achievement in North Carolina

ERIC Educational Resources Information Center

Applewhite, Michael Anthony

2009-01-01

The purpose of this study was to investigate elementary teachers' and principals' perceptions of working conditions and academic achievement in selected regions in North Carolina public schools. The participants in this study were North Carolina principals and elementary teachers from the north and south central school regions. These educators…

Learning from Analyzing Linguistically Diverse Students' Work: A Contribution of Preservice Teacher Inquiry

ERIC Educational Resources Information Center

Athanases, Steven Z.; Wong, Joanna W.

2018-01-01

One task of Feiman-Nemser's teacher learning model--develop tools and dispositions to study teaching--frames how we organized learning opportunities during teacher preparation. We explored how and to what degree preservice teachers used teacher inquiry to analyze linguistically diverse students' work through an asset-based lens, beyond deficit…

The Opinions of Teachers Working at Special Education Centers on Inclusive/Integration Education

ERIC Educational Resources Information Center

Dogan, Ahmet; Bengisoy, Ayse

2017-01-01

This study was conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. The study was conducted with teachers working at a special education center in Famagusta, Turkish Republic of Northern Cyprus, in the academic year of 2016-2017. Qualitative methodology was used in the…

The Power of Time: Teachers' Working Day--Negotiating Autonomy and Control

ERIC Educational Resources Information Center

Steen-Olsen, Tove; Eikseth, Astrid Grude

2010-01-01

This article focuses on teachers' repeated complaints of lack of time. The theme is explored within data material collected in a research and development project in a Norwegian primary school (2006-09), including observations from development work together with a teacher team, and interviews with their principal, a representative of the teacher…

Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views

NASA Astrophysics Data System (ADS)

Brenner, Mary E.; Bianchini, Julie A.; Dwyer, Hilary A.

2016-12-01

We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students' families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers' views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity.

Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. NBER Working Paper No. 17646

ERIC Educational Resources Information Center

Papay, John P.; West, Martin R.; Fullerton, Jon B.; Kane, Thomas J.

2011-01-01

The Boston Teacher Residency is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in Boston Public Schools. We find that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain…

Magnetic Force and Work: An Accessible Example

ERIC Educational Resources Information Center

Gates, Joshua

2014-01-01

Despite their physics instructors' arguments to the contrary, introductory students can observe situations in which there seems to be compelling evidence for magnetic force doing work. The counterarguments are often highly technical and require physics knowledge beyond the experience of novice students, however. A simple example is presented…

Preservice and Inservice Teachers' Challenges in the Planning of Practical Work in Physics

ERIC Educational Resources Information Center

Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.

2010-01-01

Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the…

Job and Life Satisfaction of Teachers and the Conflicts They Experience at Work and at Home

ERIC Educational Resources Information Center

Erdamar, Gürcü; Demirel, Hüsne

2016-01-01

This study aimed to find out job and life satisfaction and work-family and family-work conflict levels of teachers. The population of the study consisted of teachers who work in public and private preschools, primary, secondary, and high schools in Ankara. The sampling of the study was a total of 406 teachers-37 preschool, 126 primary school, 89…

Energetic costs of producing muscle work and force in a cyclical human bouncing task

PubMed Central

Kuo, Arthur D.

2011-01-01

Muscles expend energy to perform active work during locomotion, but they may also expend significant energy to produce force, for example when tendons perform much of the work passively. The relative contributions of work and force to overall energy expenditure are unknown. We therefore measured the mechanics and energetics of a cyclical bouncing task, designed to control for work and force. We hypothesized that near bouncing resonance, little work would be performed actively by muscle, but the cyclical production of force would cost substantial metabolic energy. Human subjects (n = 9) bounced vertically about the ankles at inversely proportional frequencies (1–4 Hz) and amplitudes (15–4 mm), such that the overall rate of work performed on the body remained approximately constant (0.30 ± 0.06 W/kg), but the forces varied considerably. We used parameter identification to estimate series elasticity of the triceps surae tendon, as well as the work performed actively by muscle and passively by tendon. Net metabolic energy expenditure for bouncing at 1 Hz was 1.15 ± 0.31 W/kg, attributable mainly to active muscle work with an efficiency of 24 ± 3%. But at 3 Hz (near resonance), most of the work was performed passively, so that active muscle work could account for only 40% of the net metabolic rate of 0.76 ± 0.28 W/kg. Near resonance, a cost for cyclical force that increased with both amplitude and frequency of force accounted for at least as much of the total energy expenditure as a cost for work. Series elasticity reduces the need for active work, but energy must still be expended for force production. PMID:21212245

ASPIRE: Teachers and researchers working together to enhance student learning

NASA Astrophysics Data System (ADS)

Yager, P. L.; Garay, D. L.; Warburton, J.

2016-02-01

Given the impact of human activities on the ocean, involving teachers, students, and their families in scientific inquiry has never been more important. Science, Technology, Engineering, and Math (STEM) disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE) offer an example of how academic research can enhance K-12 student learning. In this presentation, we illustrate how ASPIRE teacher-scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Scientists benefit from teacher/researcher collaborations as well, as funding for scientific research also depends on effective communication between scientists and the public. While contributing to broader impacts needed to justify federal funding, scientists also benefit by having their research explained in ways that the broader public can understand: collaborations with teachers produce classroom lessons and published work that generate interest in the scientists' research specifically and in marine science in general. Researchers can also learn from their education partners about more effective teaching strategies that can be transferred to the college level. Researchers who work with teachers in turn gain perspectives on the constraints that teachers and students face in the pre-college classroom. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.

The AAPT Advanced Laboratory Task Force Report

NASA Astrophysics Data System (ADS)

Dunham, Jeffrey

2008-04-01

In late 2005, the American Association of Physics Teachers (AAPT) assembled a seven-member Advanced Laboratory Task Force^ to recommend ways that AAPT could increase the degree and effectiveness of its interactions with physics teachers of upper-division physics laboratories, with the ultimate goal of improving the teaching of advanced laboratories. The task force completed its work during the first half of 2006 and its recommendations were presented to the AAPT Executive Committee in July 2006. This talk will present the recommendations of the task force and actions taken by AAPT in response to them. The curricular goals of the advanced laboratory course at various institutions will also be discussed. The talk will conclude with an appeal to the APS membership to support ongoing efforts to revitalize advanced laboratory course instruction. ^Members of the Advanced Laboratory Task Force: Van Bistrow, University of Chicago; Bob DeSerio, University of Florida; Jeff Dunham, Middlebury College (Chair); Elizabeth George, Wittenburg University; Daryl Preston, California State University, East Bay; Patricia Sparks, Harvey Mudd College; Gerald Taylor, James Madison University; and David Van Baak, Calvin College.

Idaho Rural Education Task Force. Public School Information. Legislative Report, 2008

ERIC Educational Resources Information Center

Idaho State Department of Education, 2008

2008-01-01

The Idaho Rural Education Task Force was formed in July 2007 with the goal of proposing and examining solutions to challenges facing rural schools. The task force's work this year has focused on three areas: recruitment and retention of highly qualified teachers, funding shortages related to insurance costs and staff allowances, and the technology…

Be Passionate, but Be Rational as Well: Emotional Rules for Chinese Teachers' Work

ERIC Educational Resources Information Center

Yin, Hong-biao; Lee, John Chi-Kin

2012-01-01

Employing the concepts of emotional labour and emotional rules, the present study explored the emotional rules governing teachers' work in the context of Mainland China. This showed that teachers can be seen as emotional workers in teaching and there are four emotional rules for Chinese teachers' feelings and emotional expressions. For Chinese…

Effective Schools: Teacher Hiring, Assignment, Development, and Retention. NBER Working Paper No. 17177

ERIC Educational Resources Information Center

Loeb, Susanna; Kalogrides, Demetra; Beteille, Tara

2011-01-01

The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this paper, we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development and retention of its teachers. We ask whether effective schools…

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…

Motivation and Quality of Work Life among Secondary School EFL Teachers

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Gordani, Yahya

2012-01-01

This study set out to investigate the relationship between quality of work life and teacher motivation among 160 secondary school English as a foreign language (EFL) teachers in Tehran, Iran. In addition, 30 of the participants were randomly selected to take part in follow-up interviews which asked why they felt the way they reported. The results…

Politics, Change and Compromise: Restructuring the Work of the Scottish Teacher

ERIC Educational Resources Information Center

Doherty, Robert A.; McMahon, Margery A.

2007-01-01

The restructuring of teachers' work in Scotland, under the reforms of both the New Right and the New Left, has not exhibited the starkness and radical edge evident in the history of reform in England. This paper argues that the professional context of Scotland's teachers has changed, if perhaps in a Caledonian form, under the action of the same…

Is work in education child's play? Understanding risks to educators arising from work organization and design of work spaces.

PubMed

Seifert, Ana María

2007-01-01

The educational sector exposes its primarily female work force to numerous psychosocial risk factors. At the request of the education workers', ergonomists developed a participatory research project in order to understand the determinants of the difficulties experienced by special education technicians. These technicians work with students presenting behavioral and learning difficulties as well as developmental and mental health problems. Eighteen technicians were interviewed and the work of seven technicians and two teachers was observed. Technicians prevent and manage crisis situations and help students acquire social skills. Coordination with teachers is made difficult by the fact that most technicians work part time, part year, and many technicians' work areas and classrooms are physically distant one from another. Most technicians change schools each year and must continually reconstruct work teams. Management strategies and poorly adapted working spaces can have important repercussions on coordination among educators and on technicians' capacity to help students and prevent aggressive behavior.

School Organization Structure Impact on Teachers' Attitudes toward Their Work Environment: Interdisciplinary Team Organization versus Departmental Organization.

ERIC Educational Resources Information Center

Ayalon, Aram

This paper presents findings of a study that examined the effect of school organization on teachers' attitudes toward their work environments. The study compared the attitudes of teachers who work in schools with an interdisciplinary team organization (ITO) with those of teachers who work in schools with a traditional departmental organization…

Teachers' Engagement at Work: An International Validation Study

ERIC Educational Resources Information Center

Klassen, Robert M.; Aldhafri, Said; Mansfield, Caroline F.; Purwanto, Edy; Siu, Angela F. Y.; Wong, Marina W.; Woods-McConney, Amanda

2012-01-01

This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigroup confirmatory factor analysis to test the factor structure and measurement invariance across settings, after which they examined the relationships…

Thinking outside the Teacher's Box

ERIC Educational Resources Information Center

Darn, Steve

2006-01-01

This article applies theories of alternative thinking and problem solving to the teaching context. Teachers working in static situations are prone to stagnation leading to a paradigm crisis where they are forced to question the status quo. Techniques for confronting such situations are examined, along with personal management strategies and the…

Working conditions of female part-time and full-time teachers in relation to health status.

PubMed

Seibt, Reingard; Matz, Annerose; Hegewald, Janice; Spitzer, Silvia

2012-08-01

Teacher's volume of employment and health status are controversially discussed in the current literature. This study focused on female teachers with part-time versus full-time jobs in association with working conditions and health status depending on age. A sample of 263 part-time and 367 full-time female teachers (average age 46.7 ± 7.8 vs. 46.0 ± 6.3) participated in an occupational health screening. Specific work conditions, stressors (job history-questionnaire) and effort-reward-imbalance ratio (ERI-Q) were measured and their relationships to mental and physical health were analysed. Health status was quantified by complaints (BFB questionnaire), general mental health status (GHQ-12) and cardiovascular risk factors. On average, teachers in part-time positions reported 36 and in full-time positions 42 h per week. The effort-reward ratios were significantly associated with the volume of employment. Teachers in part-time jobs had only a slightly lower ERI-ratio. There were no differences between full-time and part-time teachers regarding health status. Eighteen percentage of both groups reported impaired mental health (GHQ ≥ 5), 48% of part-time teachers and 53% of full-time teachers suffered from high blood pressure. Low physical fitness was observed in 12% of part-time and 6% of full-time teachers. In this study, neither the volume of employment nor working conditions were found to be significantly correlated with health status. Part-time and full-time employment status did not appear to influence health in the teaching profession. Although there are differences in quantitative working demands, while the health status does not differ between both teacher groups.

National Alliance of Business Work Force Study.

ERIC Educational Resources Information Center

North Coast Behavioral Research Group, Cleveland, OH.

A study was conducted to determine employers' satisfaction with blue-collar and clerical employees entering the nation's work force. In addition, the study measured employers' perceptions of the ability of their employees to be retrained. A total of 200 executive interviews, of approximately 2 minutes each, were collected from a national sample of…

Work Force Preparation for Technician-Level Occupations.

ERIC Educational Resources Information Center

Harmon, Hobart L.

The Tech Prep Associate Degree (TPAD) program must be clearly focused on technician-level occupations, which are expected to have the greatest occupational growth. Generally, the preparation required to enter the work force at the technician level is completion of an associate degree program that includes 50 percent theory and 50 percent applied…

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

Employee Involvement - White-Collar Work Force

DTIC Science & Technology

1993-01-01

a currently valid OMB control number. 1. REPORT DATE JAN 1993 2. REPORT TYPE N/A 3. DATES COVERED - 4. TITLE AND SUBTITLE Employee ...Involvement - White-Collar Work Force 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER...34Persons acting on behalf of the Maritime Administration" includes any employee , contractor, or subcontractor to the contractor of the Maritime

Power, muscular work, and external forces in cycling.

PubMed

de Groot, G; Welbergen, E; Clijsen, L; Clarijs, J; Cabri, J; Antonis, J

1994-01-01

Cycling performance is affected by the interaction of a number of variables, including environment, mechanical, and human factors. Engineers have focused on the development of more efficient bicycles. Kinesiologists have examined cycling performance from a human perspective. This paper summarizes only certain aspects of human ergonomics of cycling, especially those which are important for the recent current research in our departments. Power is a key to performance of physical work. During locomotion an imaginary flow of energy takes place from the metabolism to the environment, with some efficiency. The 'useful' mechanical muscle power output might be used to perform movements and to do work against the environment. The external power is defined as the sum of joint powers, each calculated as the product of the joint (net) moment and angular velocity. This definition of external power is closely related to the mean external power as applied to exercise physiology: the sum of joint powers reflects all mechanical power which in principle can be used to fulfil a certain task. In this paper, the flow of energy for cycling is traced quantitatively as far as possible. Studies on the total lower limb can give insight into the contribution of individual muscles to external power. The muscle velocity (positive or negative) is obtained from the positions and orientations of body segments and a bar linkage model of the lower limb. The muscle activity can be measured by electromyography. In this way, positive and negative work regions in individual muscles are identified. Synergy between active agonistic/antagonistic muscle groups occurs in order to deliver external power. Maximum power is influenced by body position, geometry of the bicycle and pedalling rate. This has to be interpreted in terms of the length-tension and force-velocity-power relationships of the involved muscles. Flat road and uphill cycling at different saddle-tube angles is simulated on an ergometer. The

Agency and Choice in Education: Does School Choice Enhance the Work Effort of Teachers?

ERIC Educational Resources Information Center

Rapp, Geoffrey C.

2000-01-01

Investigates effects of school-choice laws on U.S. teachers' work incentives, using 1993-94 Schools and Staffing Survey data. Examines whether school system competitiveness works to solve the principal-agent problem in education. Results are mixed, but suggest that one type of choice policy--intradistrict choice--enhances teacher motivation.…

Women@Work: Listening to Gendered Relations of Power in Teachers' Talk about New Technologies.

ERIC Educational Resources Information Center

Jenson, Jennifer; Rose, Chloe Brushwood

2003-01-01

Examines teachers' working identities, highlighting gender inequities among teachers, within school systems, and in society, especially in relation to computers. Highlights tensions central to teaching in relation to new technologies, emphasizing gender inequities that structure understandings of teaching. Documents how, for the teachers studied,…

Working conditions, adverse events and mental health problems in a sample of 949 German teachers.

PubMed

Bauer, Joachim; Unterbrink, Thomas; Hack, Anna; Pfeifer, Ruth; Buhl-Griesshaber, Veronika; Müller, Udo; Wesche, Helmut; Frommhold, Markus; Seibt, Reingard; Scheuch, Klaus; Wirsching, Michael

2007-04-01

The aim of this study was (1) to explore in detail the working load of teachers, (2) to analyse the extent of negative or threatening school-related events teachers are confronted with, and (3) to evaluate mental health strain by applying the general health questionnaire (GHQ). A sample of 949 teachers in 10 grammar schools (German: Gymnasien) and 79 secondary modern schools (German: Hauptschulen) was investigated applying (1) a questionnaire covering different aspects of the occupational burden and threatening school-associated events and (2) the general health questionnaire (GHQ-12). Based on what teachers indicated in the questionnaire, full-time teachers work more than 51 h weekly. More than 42% of our sample indicated verbal insults, almost 7% deliberate damage of personal belongings, and 4.4% threat of violence by pupils during the past 12 months. When applying the GHQ-12, we found that 29.8% of the sample report significant mental health problems. With respect to school types, teachers in secondary modern schools indicated more of such problems, while no effects regarding age, gender, or full/part-time teaching were observed. To be a teacher is a hard work and requires coping of considerable amount of adverse events. Based on the GHQ, nearly 30% of teachers suffer from significant mental health problems.

The Work of Teacher Aides in Australia: An Analysis of Job Advertisements

ERIC Educational Resources Information Center

Stephenson, Jennifer; Carter, Mark

2014-01-01

Although teacher aides are often employed in schools to provide support for students with disabilities and special education needs, there is limited Australian research on their work and employer expectations. This article provides an analysis of advertisements for teacher aide positions, and compares the content of advertisements with role…

Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools

ERIC Educational Resources Information Center

Tannehill, Deborah; MacPhail, Ann

2017-01-01

This ongoing longitudinal study examined the professional development of physical education teachers in an Irish physical education learning community where all teachers worked in inner-city disadvantaged schools. This research is framed within teacher empowerment. Four years of data collection included in-service seminar/workshop evaluations,…

Working Alongside Scientists. Impacts on Primary Teacher Beliefs and Knowledge About Science and Science Education

NASA Astrophysics Data System (ADS)

Anderson, Dayle; Moeed, Azra

2017-05-01

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary (elementary) teachers worked fulltime for 6 months alongside scientists, experiencing the nature of work in scientific research institutes. During the 6 months, teachers were supported, through a series of targeted professional development days, to make connections between their experiences working with scientists, the curriculum and the classroom. Data for the study consisted of mid- and end-of-programme written teacher reports and open-ended questionnaires collected at three points, prior to and following 6 months with the science host and after 6 to 12 months back in school. A shift in many teachers' beliefs was observed after the 6 months of working with scientists in combination with curriculum development days; for many, these changes were sustained 6 to 12 months after returning to school. Beliefs about the aims of science education became more closely aligned with the New Zealand curriculum and its goal of developing science for citizenship. Responses show greater appreciation of the value of scientific ways of thinking, deeper understanding about the nature of scientists' work and the ways in which science and society influence each other.

When University Faculty Nurture Teacher Leadership: "Horizontal" Practices and Values in a Professor's Work with Teachers

ERIC Educational Resources Information Center

Whitney, Anne Elrod

2013-01-01

Content-area university faculty can play a critical role in the trajectories of K-12 teachers into leadership. The purpose of this study is to examine the practices and values of one university faculty member with a long record of work with K-12 teachers, with an aim to offer some guiding considerations as to the potential role of university…

Mothering: an unacknowledged aspect of undergraduate clinical teachers' work in nursing.

PubMed

McKenna, Lisa; Wellard, Sally

2009-05-01

Clinical education is an important component of undergraduate nurse education, in which clinical teachers facilitate students' application of theoretical classroom knowledge into the clinical practice setting. Mothering as part of clinical teachers' work was a major finding from a larger study exploring clinical teaching work to identify what shaped their work and barriers to their work in clinical settings. The study used semi-structured interviews, informed by the work of Foucault. Maternal discourses emerged as a predominant one as participants presented their relationships with students describing examples of nurturing, protecting, supporting, guiding and providing discipline. The unexpected finding contradicted the dominant view of students as adult learners, and potentially positions them as dependent in their learning in clinical environments. Exploration of this discourse in the context of the study forms the basis of this paper. It is argued that the overall impact of maternal discourses on clinical teaching and learning is unclear but warrants more detailed investigation.

Consistently Inconsistent: Teachers' Beliefs about Help Seeking and Giving When Students Work in Groups

ERIC Educational Resources Information Center

Wosnitza, Marold S.; Labitzke, Nina; Woods-McConney, Amanda; Karabenick, Stuart A.

2015-01-01

While extensive research on student help-seeking and teachers' help-giving behaviour in teacher-centred classroom and self-directed learning environments is available, little is known regarding teachers' beliefs and behaviour about help seeking or their role when students work in groups. This study investigated primary (elementary) school…

Valuing our differences. How to manage a culturally diverse work force.

PubMed

Veninga, R L

1994-12-01

How can we become aware of cultural blind spots that keep us from understanding one another? To adequately prepare for the new work force, healthcare organizations must establish work force diversity goals. Of course, goals by themselves will not empower minority workers. And if goals are perceived as "window dressing," resentment builds. Most organizations claim their hiring practices are not biased. One way to ensure that your hiring practices are unbiased is to ask important questions: Does the ethnic makeup of our work force resemble that of the community? If not, what can be done to strengthen our affirmative action programs? In a multicultural work force, misunderstandings are bound to arise because human behavior is conditioned by cultural factors. One way for an organization to identify problems that are culturally based is for supervisors and subordinates to meet informally to ensure that the organization is maximizing the minority worker's talents. Climate surveys and exit interviews are two other frequently used methods. Cultural diversity training programs can also make a difference in an organization. Some training programs help participants learn how culture influences the way we communicate. Knowledge of the cultural basis of how we interact is one factor in building bridges of understanding.

Connecting Teaching and Learning: History, Evolution, and Case Studies of Teacher Work Sample Methodology

ERIC Educational Resources Information Center

Rosselli, Hilda, Ed.; Girod, Mark, Ed.; Brodsky, Meredith, Ed.

2011-01-01

As accountability in education has become an increasingly prominent topic, teacher preparation programs are being asked to provide credible evidence that their teacher candidates can impact student learning. Teacher Work Samples, first developed 30 years ago, have emerged as an effective method of quantifying the complex set of tasks that comprise…

Doing the "Second Shift": Gendered Labour and the Symbolic Annihilation of Teacher Educators' Work

ERIC Educational Resources Information Center

Spencer, Ingrid

2013-01-01

Reflecting on the experience of being a participant in the Work of Teacher Education (WoTE) research, and drawing on conceptualisations of teacher education as "domestic labour," I argue that teacher educators' closeness to classroom practice acts as a determining factor in their symbolic annihilation, a concept usually applied to study…

Fast temporal neural learning using teacher forcing

NASA Technical Reports Server (NTRS)

Toomarian, Nikzad (Inventor); Bahren, Jacob (Inventor)

1992-01-01

A neural network is trained to output a time dependent target vector defined over a predetermined time interval in response to a time dependent input vector defined over the same time interval by applying corresponding elements of the error vector, or difference between the target vector and the actual neuron output vector, to the inputs of corresponding output neurons of the network as corrective feedback. This feedback decreases the error and quickens the learning process, so that a much smaller number of training cycles are required to complete the learning process. A conventional gradient descent algorithm is employed to update the neural network parameters at the end of the predetermined time interval. The foregoing process is repeated in repetitive cycles until the actual output vector corresponds to the target vector. In the preferred embodiment, as the overall error of the neural network output decreasing during successive training cycles, the portion of the error fed back to the output neurons is decreased accordingly, allowing the network to learn with greater freedom from teacher forcing as the network parameters converge to their optimum values. The invention may also be used to train a neural network with stationary training and target vectors.

Fast temporal neural learning using teacher forcing

NASA Technical Reports Server (NTRS)

Toomarian, Nikzad (Inventor); Bahren, Jacob (Inventor)

1995-01-01

A neural network is trained to output a time dependent target vector defined over a predetermined time interval in response to a time dependent input vector defined over the same time interval by applying corresponding elements of the error vector, or difference between the target vector and the actual neuron output vector, to the inputs of corresponding output neurons of the network as corrective feedback. This feedback decreases the error and quickens the learning process, so that a much smaller number of training cycles are required to complete the learning process. A conventional gradient descent algorithm is employed to update the neural network parameters at the end of the predetermined time interval. The foregoing process is repeated in repetitive cycles until the actual output vector corresponds to the target vector. In the preferred embodiment, as the overall error of the neural network output decreasing during successive training cycles, the portion of the error fed back to the output neurons is decreased accordingly, allowing the network to learn with greater freedom from teacher forcing as the network parameters converge to their optimum values. The invention may also be used to train a neural network with stationary training and target vectors.

Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout.

PubMed

Doménech Betoret, Fernando; Gómez Artiga, Amparo

2010-11-01

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

Examining the Forces That Guide Teaching Decisions

ERIC Educational Resources Information Center

Griffith, Robin; Massey, Dixie; Atkinson, Terry S.

2013-01-01

This study of two successful first grade teachers examines the forces that guide their instructional decisions. Findings reveal the complexities of forces that influence the moment-to-moment decisions made by these teachers. Teachers repeatedly attempted to balance their desires to be student-centered while addressing state standards and…

Furnished Imagination: The Impact of Preservice Teacher Training on Early Career Work in TESOL

ERIC Educational Resources Information Center

Kiely, Richard; Askham, Jim

2012-01-01

This article presents the findings of an impact study of a short teacher training course in teaching English to speakers of other languages (TESOL). Impact is conceptualised as teacher learning, particularly perceived achievements in learning, evidenced in the ways teachers talk about their work in TESOL. The theoretical framework for the research…

The Common Sociology between Teacher Evaluation and Teacher Development.

ERIC Educational Resources Information Center

Crow, Nedra; Peterson, Ken

The purpose of this study was to explore the sociological forces which have been identified in teacher development and to inquire into their role in teacher evaluation. To that end, a series of teacher development intervention programs and teacher interviews were conducted. This report describes the programs and interviews and highlights the most…

The Labor Force Participation of Older Women: Retired? Working? Both?

ERIC Educational Resources Information Center

Hill, Elizabeth T.

2002-01-01

Noneconomic factors such as level of education, job flexibility in work hours, and physical stress appear to influence older women's labor force participation resulting in many retired women who are employed. Some women classified as retired work nearly as many hours as those employed, although many employed older women work part time. (Contains…

Teachers Working in the Field of Environmental Education: Musings of a Practitioner

ERIC Educational Resources Information Center

Neves, Eloiza Dias

2005-01-01

Over the last century, much was researched in the field of Education, be its educational policies or more effective learning strategies. It is only recently that studies have begun to focus on the teachers. This article describes an investigation about how the knowledge of teachers working in the field of Environmental Education is formed,…

Teachers in Need of Space: The Content and Changing Context of Work

ERIC Educational Resources Information Center

Mulholland, Rosie; McKinlay, Andy; Sproule, John

2017-01-01

To further understand differential perceptions of work and wellbeing this paper considers the influence of gender and years in current role (YCR). We surveyed 399 secondary school teachers (class teachers n = 185; middle managers n = 175 and senior managers n = 38) from the central belt of Scotland. Sixty-six per cent of middle managers reported…

Psychological Needs as the Working-Life Quality Predictor of Special Education Teachers

ERIC Educational Resources Information Center

Bozgeyikli, Hasan

2018-01-01

The purpose of this research is to determine whether psychological needs that the special education teachers have, significantly predict the professional quality of life. Descriptive survey design was used in the research. The data of the research were obtained from 238 special education teachers (45% males and 55.5% females) who were working as a…

Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes.

PubMed

Crain, Tori L; Schonert-Reichl, Kimberly A; Roeser, Robert W

2017-04-01

The effects of randomization to a workplace mindfulness training (WMT) or a waitlist control condition on teachers' well-being (moods and satisfaction at work and home), quantity of sleep, quality of sleep, and sleepiness during the day were examined in 2 randomized, waitlist controlled trials (RCTs). The combined sample of the 2 RCTs, conducted in Canada and the United States, included 113 elementary and secondary school teachers (89% female). Measures were collected at baseline, postprogram, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that teachers randomized to WMT reported less frequent bad moods at work and home, greater satisfaction at work and home, more sleep on weekday nights, better quality sleep, and decreased insomnia symptoms and daytime sleepiness. Training-related group differences in mindfulness and rumination on work at home at postprogram partially mediated the reductions in negative moods at home and increases in sleep quality at follow-up. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Linking Teacher Socialization Research with a PETE Program: Insights from Beginning and Experienced Teachers

ERIC Educational Resources Information Center

MacPhail, Ann; Hartley, Therese

2016-01-01

The purpose of this study is to explore the extent to which beginning and experienced teachers differed in their perceptions of shaping school forces and their being shaped by school forces. The findings allow the authors to examine the link between teacher socialization research and practice in a physical education teacher education (PETE)…

Teachers Know Best: Making Data Work for Teachers and Students

ERIC Educational Resources Information Center

Bill & Melinda Gates Foundation, 2015

2015-01-01

As part of the Bill & Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the "Teachers Know Best" research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original…

Exploring Prospective Secondary Mathematics Teachers' Interpretation of Student Thinking through Analysing Students' Work in Modelling

ERIC Educational Resources Information Center

Didis, Makbule Gozde; Erbas, Ayhan Kursat; Cetinkaya, Bulent; Cakiroglu, Erdinc; Alacaci, Cengiz

2016-01-01

Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that…

A comparison of the relationships between psychosocial factors, occupational strain, and work ability among 4 ethnic teacher groups in China.

PubMed

Lian, Yulong; Xiao, Jing; Zhang, Chen; Guan, Suzhen; Li, Fuye; Ge, Hua; Liu, Jiwen

2016-01-01

The present study compared the level of occupational strain and work ability among Han, Hui, Uygur, Hui, and Kazakh teachers, and explored ethnic differences based on the associations of psychosocial factors at work, occupational strain, and work ability. A cross-sectional survey was conducted among 2,941 teachers in primary and secondary schools in Xinjiang Province, China. Psychosocial factors, occupational strain, and work ability were measured using the Occupation Stress Inventory-Revised Edition (OSI-R) and Work Ability Index. Han and Hui teachers experienced reduced work ability compared with Uygur and Kazakh teachers, and this finding was caused, in part, by exposure to psychosocial factors at work. The vocational and psychological strains caused by these factors play an important role in reduced work ability among all ethnic teacher groups. The findings indicate the importance of taking action to reduce occupational strain for promoting teachers' work ability in multiethnic workplaces.

Examining Student Work in the Preparation of Preservice Elementary School Teachers

ERIC Educational Resources Information Center

Busi, Rich; Jacobbe, Tim

2014-01-01

This study investigated preservice teachers' perceptions of their knowledge and development resulting from analyzing student work in an undergraduate mathematics education course. Participants were given opportunities to view and analyze student work examples that portrayed errors in thinking as well as alternative solution methods. Thirty-eight…

The Experiences of Teachers Working in Program Improvement Schools

ERIC Educational Resources Information Center

Rosine, Dale

2010-01-01

Implementation of the curriculum-centered, standards-based federally mandated reform, No Child Left Behind, has placed pressure on teachers, particularly those working in schools comprised of highly diverse and impoverished students, to have their students attain predetermined levels on high stakes, standardized tests. When schools have not met…

Work-Family Spillover and Daily Reports of Work and Family Stress in the Adult Labor Force.

ERIC Educational Resources Information Center

Grzywacz, Joseph G.; Almeida, David M.; McDonald, Daniel A.

2002-01-01

Data from two affiliated national surveys were used to examine distribution of work-family spillover among working adults. Analyses testing family life course hypotheses indicated self-reported negative and positive spillover between work and family were not randomly distributed within the labor force. Age was found to have a persistent…

The Prediction of the Work of Friction Force on the Arbitrary Path

ERIC Educational Resources Information Center

Matehkolaee, Mehdi Jafari; Majidian, Kourosh

2013-01-01

In this paper we have calculated the work of friction force on the arbitrary path. In our method didn't use from energy conservative conceptions any way. The distinction of this procedure is that at least do decrease measurement on the path once. Thus we can forecast the amount of work of friction force without information about speed of…

Organizational Culture as Determinant of Knowledge Sharing Practices of Teachers Working in Higher Education Sector

ERIC Educational Resources Information Center

Areekkuzhiyil, Santhosh

2016-01-01

The current study aims to explore the influence of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various aspects of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The data required for the…

The working lives of nurse teachers in mainland China and the United Kingdom: a questionnaire survey.

PubMed

Gui, Li; Gu, Shen; Barriball, K Louise; While, Alison E; Chen, Guoliang

2014-05-01

Nurse education has undergone considerable changes creating new opportunities and challenges for nurse teachers. Limited comparative research of the working lives of nurse teachers has been reported, thus similarities and differences that may exist are unidentified. This paper reports a study of the working lives of nurse teachers in mainland China and the United Kingdom. A cross-sectional questionnaire survey. Census sample of nurse teachers working in four nursing schools in mainland China (n=3) and the United Kingdom (n=1). The overall response rate was 56.8% (China=61, 61.0%, UK=60, 53.1%). Completion of questionnaire specifically developed for the study but comprising six validated tools to collecting data on: job satisfaction, sense of coherence, role conflict and role ambiguity, work empowerment and professional identification. Data on self-reported roles and personal details were also collected. Data were collected between September 2008 and January 2009. Both samples were satisfied with their jobs overall but reported low levels of satisfaction with promotion. Chinese nurse teachers working full-time reported the lowest level for sense of coherence and professional identification. Nurse teachers working full-time in the United Kingdom reported the highest role conflict score. Sense of coherence and work empowerment were significantly and positively correlated to job satisfaction. Role conflict and role ambiguity were negatively correlated (but not always significantly) to job satisfaction and its facets. For respondents in mainland China, professional identification was significantly and positively correlated with overall job satisfaction and its facets. Strategies to improve job satisfaction with promotion opportunities for both samples are indicated. Respondents working full-time in both mainland China and the United Kingdom experienced greater challenges at work than their part-time colleagues. © 2013.

Working Commitment among Trainee Teachers: A Meta Evaluation Approach

ERIC Educational Resources Information Center

Hamzah, Mohd Sahandri Gani B.; Mohamed, Hapidah Bt.; Abdullah, Saifuddin Kumar B.; Baki, Roselan B.

2008-01-01

The main aim of the study was to evaluate trainee teachers working commitment in their teaching practicum. There were seven component teaching practices and eleven demographic factors. The instrument of the study was extracted from various sources to suit the research design based on Units, Treatments, Observing, and Surveying (UTOS) model…

Force and work to shear green southern pine logs at slow speed

Treesearch

Peter Koch

1971-01-01

When logs of three diameter classes and two specific gravity classes were sheared with a 3/8-inch-thick knife travelling at 2 inches per minute, shearing force and work averaged greatest for dense 13.6-inch logs cut with a knife having a 45o sharpness angle (73,517 pounds; 49,838 foot-pounds). Force and work averaged at least 5.1-inch bolts of...

An Elementary Teacher's Narrative Identity Work at Two Points in Time Two Decades Apart

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo

2018-01-01

The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher's identity work in the context of teaching mathematics at two points in time--the present, as an experienced…

Teachers' Work and Schooling in Bali

NASA Astrophysics Data System (ADS)

Nilan, Pam

2003-11-01

This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased.

Research in the Work of New Zealand Teacher Educators: A Cultural-Historical Activity Theory Perspective

ERIC Educational Resources Information Center

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

2016-01-01

In this article we use cultural-historical activity theory to explore the place of research in the work of New Zealand university-based teacher educators (TEs). We consider how aspirations for a research-informed initial teacher education are served by New Zealand universities' recruitment practices and TEs' actual work. We suggest that TEs value…

Evaluating Teachers' Preparedness to Work With Students Who Are Deaf and Hard of Hearing With Disabilities.

PubMed

Guardino, Caroline

2015-01-01

A national survey was conducted to determine the needs of teachers and service providers working with students who are deaf and hard of hearing with disabilities (DWD). Quantitative and qualitative questions were asked regarding knowledge of, training with, and strategies used with students who are DWD. Responses from 264 professionals working with this population are reported. Results are reviewed and tied to previous research before and after the 2008 revalidation of the Council on Education of the Deaf standards for teachers of the deaf. Final recommendations are made for (a) virtual learning opportunities, (b) hands-on field experiences and course work in teacher preparation programs, and (c) empirically based research. By understanding the needs of professionals who are currently working with students who are DWD, researchers can help improve teacher preparation programs as well as improve the educational systems currently in place for these learners.

The Need for Work Force Education. Fastback 350.

ERIC Educational Resources Information Center

Gordon, Edward E.

Educational problems underlie the crisis in the high-tech workplace. Insufficient expenditures for workplace education result in low productivity. Technology requires a skilled work force; the chief competitive advantage for a nation will be its skilled workers. Workplace literacy has been a half-hearted effort. Investment of billions by U.S.…

ICT in Initial Teacher Training: Research Review. OECD Education Working Papers, No. 38

ERIC Educational Resources Information Center

Enochsson, Ann-Britt; Rizza, Caroline

2009-01-01

This research review reports on articles presenting empirical research in the area of how teacher-training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during…

Teacher Working Conditions in Charter Schools and Traditional Public Schools: A Comparative Study

ERIC Educational Resources Information Center

Ni, Yongmei

2012-01-01

Background/Context: Teachers affect student performance through their interaction with students in the context of the classrooms and schools where teaching and learning take place. Although it is widely assumed that supportive working conditions improve the quality of instruction and teachers' willingness to remain in a school, little is known…

Reconceptualizing Teacher-Student Relationships to Foster School Success: Working Alliance within Classroom Contexts

ERIC Educational Resources Information Center

Toste, Jessica R.

2012-01-01

Teacher-student relationship has been shown to be a powerful predictor of students' classroom and school adjustment. Beyond the characteristics of warmth, trust, and bond that define an emotional connection, a positive working relationship also includes a sense of collaboration and partnership shared between the teacher and the student. Classroom…

The Work-Life Experience of Teachers and Orientation toward Professional Growth and Development.

ERIC Educational Resources Information Center

Ellis, Nancy E.

This study focused on teachers' perceptions of student needs, perceptions of school social and professional climate, and their educational beliefs. It was posited that there are links between teachers' philosophies, ways in which they conceptualize meeting student needs, ways in which they experience their work environment, and their success in…

Teachers' Perceptions of Their Work Environment in Swedish Junior High Schools

ERIC Educational Resources Information Center

Allodi, Mara Westling; Fischbein, Siv

2012-01-01

The aims of this study were to explore the organisational characteristics of junior high schools, to identify typologies of work environments and to explore the relationships between the type of work environment and how schools function. The educational profession and the role of teachers have been influenced by policies inspired by the principles…

A Study of Teachers' Views on Practical Work in Secondary Schools in England and Wales

ERIC Educational Resources Information Center

Abrahams, Ian; Saglam, M.

2010-01-01

Many teachers view practical work as an essential feature of science education. This study examined whether there had been any changes in the relative importance of the aims science teachers assign to the use of practical work, across the full secondary age range (11-18), since the last such national survey undertaken by Kerr 46 years ago. A…

From Laura Ingalls to Wing Biddlebaum: A Study of Teacher Identity in Works of Literature

ERIC Educational Resources Information Center

Muchmore, James A.

2010-01-01

The purpose of this study is to systemically analyze the types of teachers that appear in works of literature, and to explore the various teacher identities that are depicted. The data consists of 44 works of literature representing a wide variety of genres, settings, cultures, and historical periods. They include 20 adult novels, 6 young adult…

Best of Teacher-to-Teacher: The Ultimate Beginner's Guide. NEA Teacher-to-Teacher Books.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

In this book, beginning teachers from around the country share their favorite chapters from the National Education Association's "Teacher-to-Teacher" books. Each story illustrates step-by-step how teachers tackle a specific restructuring challenge, describing what worked and what did not work in the process. Each chapter includes diagrams,…

Preparing Early Childhood Teachers to Work With Young Dual Language Learners

PubMed Central

Zepeda, Marlene; Castro, Dina C.; Cronin, Sharon

2015-01-01

Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students’ particular needs. This article reviews the content of professional preparation for early educators working with young DLLs and briefly discusses the importance of developing the cultural and linguistic diversity of the early childhood workforce. It identifies 6 content areas: (a) understanding language development, (b) understanding the relationship between language and culture, (c) developing skills and abilities to effectively teach DLLs, (d) developing abilities to use assessment in meaningful ways for DLLs, (e) developing a sense of professionalism, and (f) understanding how to work with families. PMID:26500692

Preparing Early Childhood Teachers to Work With Young Dual Language Learners.

PubMed

Zepeda, Marlene; Castro, Dina C; Cronin, Sharon

2011-03-01

Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students' particular needs. This article reviews the content of professional preparation for early educators working with young DLLs and briefly discusses the importance of developing the cultural and linguistic diversity of the early childhood workforce. It identifies 6 content areas: (a) understanding language development, (b) understanding the relationship between language and culture, (c) developing skills and abilities to effectively teach DLLs, (d) developing abilities to use assessment in meaningful ways for DLLs, (e) developing a sense of professionalism, and (f) understanding how to work with families.

Evaluating the Environmental Health Work Force. Final Report.

ERIC Educational Resources Information Center

Levine Associates, Inc., Rockville, MD.

This report contains all materials pertinent to an intensive evaluation of the environmental health work force conducted in 1986 and 1987. The materials relate to a workshop that was one of the key tools used in conducting the study to estimate environmental health personnel supply, demand, and need. The report begins with an overview and…

Literacy in the Work Force. Report Number 947.

ERIC Educational Resources Information Center

Lund, Leonard; McGuire, E. Patrick

Up to 10 percent of U.S. workers are either functionally illiterate or marginally literate. These workers increase the operational costs of their employers and restrain companies' flexibility. The high school graduates of the 1990s will exacerbate the problem by entering the work force with marginal literacy skills. A survey of 1,600 manufacturing…

Getting inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice

ERIC Educational Resources Information Center

Kazemi, Elham; Ghousseini, Hala; Cunard, Adrian; Turrou, Angela Chan

2016-01-01

In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment,…

The Levels of German Teacher Trainers Working in Turkey Regarding Reigeluth's Organizational Strategies

ERIC Educational Resources Information Center

Batdi, Veli; Elaldi, Senel

2016-01-01

The purpose of this study is to evaluate the views of German teacher trainers working in Turkey about their level regarding Reigeluth's organizational strategies and to analyze their views in terms of gender, geographic region, seniority, and graduated high school variables. While the population of the study consisted of German teacher trainers…

Early Communication Strategies: Using Video Analysis to Support Teachers Working with Preverbal Pupils

ERIC Educational Resources Information Center

Anderson, Carolyn

2006-01-01

Carolyn Anderson is a speech and language therapist who is currently working as a senior lecturer at the University of Strathclyde. In this article she provides an early account of her ongoing research into communication between teachers and pupils with severe and complex learning disabilities. Video recordings were made of teacher-pupil…

Acting as Accountable Authors: Creating Interactional Spaces for Agency Work in Teacher Education

ERIC Educational Resources Information Center

Lipponen, Lasse; Kumpulainen, Kristiina

2011-01-01

In this paper, relying on the sociocultural framework of learning, we report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers: The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded…

Organisational interventions for improving wellbeing and reducing work-related stress in teachers.

PubMed

Naghieh, Ali; Montgomery, Paul; Bonell, Christopher P; Thompson, Marc; Aber, J Lawrence

2015-04-08

The teaching profession is an occupation with a high prevalence of work-related stress. This may lead to sustained physical and mental health problems in teachers. It can also negatively affect the health, wellbeing and educational attainment of children, and impose a financial burden on the public budget in terms of teacher turnover and sickness absence. Most evaluated interventions for the wellbeing of teachers are directed at the individual level, and so do not tackle the causes of stress in the workplace. Organisational-level interventions are a potential avenue in this regard. To evaluate the effectiveness of organisational interventions for improving wellbeing and reducing work-related stress in teachers. We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE, PsycINFO, ASSIA, AEI, BEI, BiblioMap, DARE, DER, ERIC, IBSS, SSCI, Sociological Abstracts, a number of specialist occupational health databases, and a number of trial registers and grey literature sources from the inception of each database until January 2015. Randomised controlled trials (RCTs), cluster-RCTs, and controlled before-and-after studies of organisational-level interventions for the wellbeing of teachers. We used standard methodological procedures expected by Cochrane. Four studies met the inclusion criteria. They were three cluster-randomised controlled trials and one with a stepped-wedge design.Changing task characteristicsOne study with 961 teachers in eight schools compared a task-based organisational change intervention along with stress management training to no intervention. It found a small reduction at 12 months in 10 out of 14 of the subscales in the Occupational Stress Inventory, with a mean difference (MD) varying from -3.84 to 0.13, and a small increase in the Work Ability Index (MD 2.27; 95% confidence interval (CI) 1.64 to 2.90; 708 participants, low-quality evidence).Changing organisational characteristicsTwo studies compared teacher

Exploring the Influence of High-Stakes Testing and Accountability on Teachers' Professional Identities through the Factors of Instructional Practice, Work Environment, and Teacher Efficacy

ERIC Educational Resources Information Center

Mason, Janet Harmon

2010-01-01

The purpose of this study was to explore the impact of high-stakes testing and accountability on teachers' perceptions of their professional identities. Teachers' instructional practice, work environments, and personal factors are now immersed in the context of high-stakes testing and accountability. This context colors the decisions teachers make…

Dimensions of Work Engagement and Teacher Burnout: A Study of Relations among Iranian EFL Teachers

ERIC Educational Resources Information Center

Faskhodi, Arefe Amini; Siyyari, Masood

2018-01-01

Among different teacher-related variables burnout can have irrevocable effects on the whole educational system. Due to the importance of considering all positive and negative related variables, and also lack of attention to positive criteria in the area of work-related factors, this study is the first attempt in Iran in the field to include…

Teachers' Organizational Citizenship Behaviour: Considering the Roles of Their Work Engagement, Autonomy and Leader-Member Exchange

ERIC Educational Resources Information Center

Runhaar, Piety; Konermann, Judith; Sanders, Karin

2013-01-01

The increasing demands that schools are confronted with recently, require teachers' commitment and contribution to school goals, regardless of formal job requirements. This study examines the influence of teachers' work context, in terms of autonomy and leader-membership exchange (LMX), on the relationship between their work engagement and…

Contribution to Cultural Organization, Working Motivation and Job Satisfaction on the Performance of Primary School Teacher

ERIC Educational Resources Information Center

Murtedjo; Suharningsih

2016-01-01

The purposes of this study are: (1) describes the performance of the teacher, organizational culture, work motivation and job satisfaction; (2) determine whether there is a significant direct relationship between organizational culture, work motivation and job satisfaction on the performance of primary school teachers. Through the study of the…

Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies.

PubMed

Yin, Hongbiao; Huang, Shenghua; Wang, Wenlan

2016-09-13

Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers' work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers' well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was analyzed to test the hypothesized relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression. These findings support the applicability of the JD-R model to school settings and highlight the role of teachers' emotion regulation in teachers' well-being. Implications for the improvement of school environments and teachers' well-being are identified.

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:…

The Effect of Performance Feedback Provided to Student-Teachers Working with Multiple Disabilities

ERIC Educational Resources Information Center

Safak, Pinar; Yilmaz, Hatice Cansu; Demiryurek, Pinar; Dogus, Mustafa

2016-01-01

The aim of the study was to investigate the effect of performance feedback (PF) provided to student teachers working with students with multiple disabilities and visual impairment (MDVI) on their teaching skills. The study group of the research was composed of 11 student teachers attending to the final year of the Teaching Students with Visual…

Beginning a Pre-Service Teacher's Mathematical Identity Work through Narrative Rehabilitation and Bibliotherapy

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo

2011-01-01

In our study, we face two challenges. First, a negative view of mathematics is a widespread phenomenon among pre-service elementary teachers. Therefore, teacher education programs should find a way to handle this phenomenon. Second, we see that identity work in the domain of mathematics education needs to be conceptualized more. Here, we apply an…

Impact of Organisational Factors on the Knowledge Sharing Practice of Teachers Working in Higher Education Sector

ERIC Educational Resources Information Center

Areekkuzhiyil, Santhosh

2016-01-01

The current study aims to explore the various organizational factors that influence the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various organizational factors on the knowledge sharing practices of teachers working in higher education sector. The data required for the study…

Influence of Ethics Education on Moral Reasoning among Pre-Service Teacher Preparation and Social Work Students

ERIC Educational Resources Information Center

Salopek, Michelle M.

2013-01-01

This comparative case study examines the influence of ethics education on moral reasoning among pre-service teacher preparation and social work students. This study specifically investigates the ethical values of students enrolled in a teacher preparation and social work education program by their fourth year of study; the degree of ethical…

A Call To Action for Physics Departments: Findings and Recommendations of the National Task Force on Teacher Education in Physics

NASA Astrophysics Data System (ADS)

Vokos, Stamatis

2010-10-01

The National Task Force on Teacher Education in Physics (T-TEP) concluded its two-year investigation of the professional preparation of teachers of physics in the U.S. T-TEP, formed by APS, AAPT, and AIP, was charged with (a) identifying generalizable, yet flexible, strategies that institutions, and in particular physics departments and schools or colleges of education, can employ to increase the number of qualified physics teachers, (b) identifying effective strategies in recruitment, models of professional preparation, and higher education systems of support during the first three years of teaching, and (c) articulating research, policy, and funding implications. In this talk, the major findings and recommendations of the T-TEP report will be discussed and ways to leverage the report to transform the physics teacher education system will be outlined.

Helping Managers and Employees Cope with Work-Force Cutbacks.

ERIC Educational Resources Information Center

Morton, Gene L.

1983-01-01

Steps can be taken to reduce the need for work-force cutbacks and to prepare in advance by planning activities, defining severance awards, reducing anxiety, setting layoff criteria, providing outplacement services, and handling the timing, logistics, and aftermath of layoffs with sensitivity. (SK)

Children of Working Mothers. Special Labor Force Report. Bulletin 2158.

ERIC Educational Resources Information Center

Bureau of Labor Statistics (DOL), Washington, DC.

Part of a Special Labor Force Report series, this bulletin on children of working mothers discusses the increase in the number of children with working mothers as of March 1981, and describes major reasons for this growth. The bulletin consists of an article first published February 1982 in the "Monthly Labor Review," additional tables providing…

Work-energy theorem and friction forces: two experiments

NASA Astrophysics Data System (ADS)

Bonanno, A.; Bozzo, G.; Grandinetti, M.; Sapia, P.

2016-11-01

Several studies have showed the subsistence, even in students enrolled in scientific degree courses, of spontaneous ideas regarding the motion of bodies that conflict with Newton’s laws. One of the causes is related to the intuitive preconceptions that students have about the role of friction as a force. In fact, in real world novices do not recognise friction as a force, and for this reason they may believe that a motion with a constant speed needs as a necessary condition the presence of a constant force in the same direction of the motion. In order to face these ‘intuitive ways of reasoning’, in this paper we propose two sequential experiments that can allow undergraduate students to clarify the role of friction forces through the use of the work-energy theorem. This is a necessary first step on the way to a deeper understanding of Newton’s second law. We have planned our experiments in order to strongly reduce quantitative difficult calculations and to facilitate qualitative comprehension of observed phenomena. Moreover, the proposed activities represent two examples of the recurring methodology used in experimental practices, since they offer the possibility to measure very small physical quantities in an indirect way with a higher accuracy than the direct measurements of the same quantities.

Attitudes toward working mothers: accommodating the needs of mothers in the work force.

PubMed

Albright, A

1992-10-01

More women, including mothers, are part of the work force than ever before. In the workplace, barriers often exist that restrict promotion and advancement of mothers. Mothers often are penalized in attempting to meet the demands of parent and worker roles. Parenting practices have been considered primarily the domain of mothers. However, nurturing may be done effectively by fathers or other motivated adults. Policies of employers must change to accommodate needs of families. Examples of supportive practices may include flexible working hours, parental leave, and on-site child care.

Influence of Head Teachers' General and Instructional Supervisory Practices on Teachers' Work Performance in Secondary Schools in Entebbe Municipality, Wakiso District, Uganda

ERIC Educational Resources Information Center

Jared, Nzabonimpa Buregeya

2011-01-01

The study examined the Influence of Secondary School Head Teachers' General and Instructional Supervisory Practices on Teachers' Work Performance. Qualitative and qualitative methods with a descriptive-correlational research approach were used in the study. Purposive sampling technique alongside random sampling technique was used to select the…

Restructuring Teachers' Work-Lives and Knowledge in England and Spain

ERIC Educational Resources Information Center

Muller, Jorg; Norrie, Caroline; Hernandez, Fernando; Goodson, Ivor

2010-01-01

This article explores the restructuring of education in England and Spain. Against a presumably homogeneous global streamlining of educational systems according to competition-driven goals, the comparison of teachers' work-lives and professional knowledge evidences a variety of experiences under-represented in discourses on global restructuring.…

All in a Day's Work: Primary Teachers "Performing" and "Caring"

ERIC Educational Resources Information Center

Forrester, Gillian

2005-01-01

This article discusses the current nature of primary teachers' work, which is explored in terms of "performing" and "caring" activities. It considers how the education policies of successive Governments in the UK, particularly for England, have given rise to a "performance culture" in primary schools which emphasises…

Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education

ERIC Educational Resources Information Center

Dickson, Beth

2011-01-01

In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an…

The Relationship between Work Engagement and Organizational Trust: A Study of Elementary School Teachers in Turkey

ERIC Educational Resources Information Center

Gülbahar, Bahadir

2017-01-01

The relationships based on trust which are established by a teacher with a school's internal stakeholders can provide greater engagement in work. Teachers who are engaged in their jobs can be decisive in turning their schools into successful and effective schools. It is important to research the relationship between work engagement and…

School Neighbourhood Socio-Economic Status and Teachers' Work Commitment in Finland: Longitudinal Survey with Register Linkage

ERIC Educational Resources Information Center

Linnansaari-Rajalin, Terhi; Kivimäki, Mika; Ervasti, Jenni; Pentti, Jaana; Vahtera, Jussi; Virtanen, Marianna

2015-01-01

The extent to which school neighbourhood affects teachers' work commitment is poorly known. In the current study, we investigated whether school neighbourhood socio-economic characteristics predicted teachers' organizational and professional commitment. Primary school teachers (n?=?1042) responded to surveys in 2000-2001 (baseline) and 2004…

Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues. CEPA Working Paper No. 15-20

ERIC Educational Resources Information Center

Sun, Min; Loeb, Susanna; Grissom, Jason

2015-01-01

Student peer effects are well documented. We know far less, however, about peer effects among teachers. We hypothesize that a relatively effective teacher may positively affect the performance of their peers, while a relatively ineffective teacher may negatively impact the performance of other teachers with whom they work closely. Utilizing a…

Effects of Shift Work on Air Force Security Police Personnel.

DTIC Science & Technology

1986-01-01

Naitoh, Paul. " Chronobiologic Approach for Optimizing Human Performance ." In Rhythmic Aspects of Behavior. eds. Frederick M. Brown and R. Curtis...Effects of Shift Work on Air Force THESIS/DISSERTATION Security Police Personnel 6. PERFORMING O1G. REPORT NUMBER 7. AUTHOR(.) 8. CONTRACT OR GRANT...shift work has a significant effect on those who perform it, this study examines the perceived effects of shift work on a population of security

Investigation of the Motivation Level of Teachers Working at State Schools in Relation to Some Variables

ERIC Educational Resources Information Center

Can, Süleyman

2015-01-01

In order to give the best and accurate orientation to teachers working in school organizations, it seems to be necessary to determine their motivation level. Thus, the purpose of the current study is to determine the motivation level of teachers working in state elementary and secondary schools. Moreover, the study also looks at the relationships…

Tensions Between Validity and Outcomes: Teacher Assessment of Written Work of Recently Arrived Immigrant ESL Students

ERIC Educational Resources Information Center

Arkoudis, Sophie; O'Loughlin, Kieran

2004-01-01

This article reports on a collaborative study involving ESL teachers in an Australian English Language Centre as they work through some of their concerns about reliability and validity in their assessment practices. The focus of this article is on how teachers work with the Curriculum Standards Framework (CSF) as an assessment tool. The discussion…

Exploring Evolving Role(s) of Literacy in Secondary Preservice Teachers' Work: A Comparative Case Study

ERIC Educational Resources Information Center

Hsieh, Betina

2017-01-01

While literacy courses are common in preservice teacher education programs, many secondary teacher candidates struggle to the see the relevance of literacy to their professional work. By exploring literacy in relation to personal, professional, and disciplinary identities, teacher candidates may better be able to embrace literacy integration as an…

Factors of working conditions and prolonged fatigue among teachers at public elementary and junior high schools.

PubMed

Shimizu, Midori; Wada, Koji; Wang, Guoqin; Kawashima, Masatoshi; Yoshino, Yae; Sakaguchi, Hiroko; Ohta, Hiroshi; Miyaoka, Hitoshi; Aizawa, Yoshiharu

2011-01-01

Prolonged fatigue among elementary and junior high school teachers not only damages their health but also affects the quality of education. The aim of this study was to determine the factors of working conditions associated with prolonged fatigue among teachers at public elementary and junior high schools. We distributed a self-reported, anonymous questionnaire to 3,154 teachers (1,983 in elementary schools, 1,171 in junior high schools) working in public schools in a city in Japan. They were asked to assess 18 aspects of their working conditions using a seven-point Likert scale. Prolonged fatigue was measured using the Japanese version of the checklist individual strength questionnaire. Multiple regression analysis was used to examine the association between working conditions and prolonged fatigue. Gender, age, and school type were introduced as confounders. In all, 2,167 teachers participated in this study. Results showed that qualitative and quantitative workload (time pressure due to heavy workload, interruptions, physically demanding job, extra work at home), communication with colleagues (poor communication, lack of support), and career factors (underestimation of performance by the board of education or supervisors, occupational position not reflecting training, lack of prospects for work, job insecurity) were associated with prolonged fatigue.

Preparation of the Future Teacher for Work with Gifted Children

ERIC Educational Resources Information Center

Bochkareva, Tatyana; Akhmetshin, Elvir; Osadchy, Eduard; Romanov, Petr; Konovalova, Elena

2018-01-01

The paper is devoted to the problem of creating a system of training of future teachers for work with gifted schoolchildren in mathematics. The authors analyze the existing curricula and basic professional educational programs for the preparation of Bachelors in the directions of training "Pedagogical Education" and "Mathematics and…

Examining Preservice Secondary Mathematics Teachers' Responses to Student Work to Solve Linear Equations

ERIC Educational Resources Information Center

Casey, Stephanie; Lesseig, Kristin; Monson, Debra; Krupa, Erin E.

2018-01-01

This study examined proposed teacher responses to students' work to investigate how they respond, what characteristics of a good response are more difficult than others to achieve, and whether particular student error types are more difficult to respond to appropriately. Sixteen preservice secondary mathematics teachers' proposed responses to five…

Voice Disorders in Teachers and Their Associations with Work-Related Factors: A Systematic Review

ERIC Educational Resources Information Center

Cutiva, Lady Catherine Cantor; Vogel, Ineke; Burdorf, Alex

2013-01-01

Purpose: To provide a quantitative assessment of the occurrence of voice disorders among teachers and to identify associated work-related and individual factors in the teaching profession. Method: A systematic review was conducted using three computerized databases on the occurrence of voice disorders among teachers and their associations with…

Delivering Alert Messages to Members of a Work Force

NASA Technical Reports Server (NTRS)

Loftis, Julia; Nickens, Stephanie; Pell, Melissa; Pell, Vince

2008-01-01

Global Alert Resolution Network (GARNET) is a software system for delivering emergency alerts as well as less-urgent messages to members of the Goddard Space Flight Center work force via an intranet or the Internet, and can be adapted to similar use in other large organizations.

The challenge of an aging work force: keeping older workers employed and employable.

PubMed

Rix, S E

1996-01-01

This article reviews labor-force trends and older-worker employment policies in Japan and the United States. Both countries have aging work forces, but Japan's labor force is and for some time has been older than that of the United States. Japan's Ministry of Labor began addressing older-worker issues over 30 years ago and in the ensuing years has promulgated numerous initiatives to extend working life. Mandatory retirement, however, remains both legal and common in Japan, yet labor-force participation rates are higher for older persons in that country than in the United States, where mandatory retirement is illegal. Japan's older-worker programs and policies clearly seem to have an impact on labor-force rates, although those rates are dropping among the elderly in Japan as well as in the United States. The transferability of these programs and policies to the United States is discussed.

Teachers, Time and Work: Findings from the Evaluation of the Transforming the School Workforce Pathfinder Project

ERIC Educational Resources Information Center

Gunter, Helen; Rayner, Steve; Thomas, Hywel; Fielding, Antony; Butt, Graham; Lance, Ann

2005-01-01

Teacher's work and workload have been major factors in the recruitment, retention and revitalization of the profession. In January 2003 the Department for Education and Skills (DfES) launched a major reform known as remodelling, by which the work-life balance would be improved by freeing teachers up to teach, and using other members of the…

An Exploration of Teachers' Efforts to Understand Identity Work and its Relevance to Science Instruction

NASA Astrophysics Data System (ADS)

Smith, M. Cecil; Darfler, Anne

2012-06-01

US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders' scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to students' developmental needs. Science study should enable students to learn about themselves—to develop and refine their skills, define their values, explore personal interests, and understand the importance of science to themselves and others. Effective secondary science instruction requires attention to students' identity development—the key developmental task of adolescence. Secondary science teachers participated in an 8-week course focused on understanding adolescent identity development and methods for addressing identity. Transcripts of the teachers' online discussions of salient issues were analyzed to determine their perceptions regarding classroom identity work. Teachers identified several assets and obstacles to identity work that were organized into two broad categories: teacher knowledge, training opportunities, and administrative support, or lack of these; and, presence of inflexible curricula, standardized testing regimes, and increased teacher accountability. Implications for student growth and science teacher professional development are discussed.

Working with Students Who Are Late-Deafened. NETAC Teacher Tipsheet.

ERIC Educational Resources Information Center

Clark, Mary

This tipsheet provides suggestions to help teachers work more effectively with students who are late-deafened. Suggestions include: (1) allow time for the student to introduce himself and discuss possible needs; (2) learn the basics of CART (Computer-Aided Realtime Translation) and other communication options; (3) learn the basics of using…

Working with Students with Special Educational Needs in Greece: Teachers' Stressors and Coping Strategies

ERIC Educational Resources Information Center

Antoniou, Alexander-Stamatios; Polychroni, Fotini; Kotroni, Christina

2009-01-01

Few studies explore the specific sources of stress, and the coping strategies applied by teachers of children with special educational needs, particularly in small countries such as Greece. The present study investigated the specific work-related stressors affecting special educational needs teachers in Greece and the coping strategies applied by…

Reflection as Situated Practice: A Memory-Work Study of Lived Experience in Teacher Education

ERIC Educational Resources Information Center

Ovens, Alan; Tinning, Richard

2009-01-01

The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme. Group memory-work was used to generate and analyse five participants' memories of learning to teach. Three different discursive contexts were identified in the students'…

Using Google Docs to Enhance the Teacher Work Sample: Building e-Portfolios for Learning and Practice

ERIC Educational Resources Information Center

Gugino, Jessica

2018-01-01

The use of teaching portfolios in teacher education programs is a widely accepted practice. This article describes how a traditional teacher work sample was transformed using the online platform, Google Docs. The use of online digital portfolios may help to satisfy both the need to evaluate teacher candidates' performance in special education…

The psychosocial work environment and mental health of teachers: a comparative study between the United Kingdom and Hong Kong.

PubMed

Tang, Jessica Janice; Leka, Stavroula; MacLennan, Sara

2013-08-01

There is limited research on teachers' psychosocial work environment and mental health, and most has been conducted in predominantly Western countries that share a number of important common characteristics that distinguish them from countries in many other regions of the world. Within the framework of the effort-reward imbalance (ERI) theoretical model, the relationship between the psychosocial work environment and mental health of teachers in the United Kingdom (UK) and Hong Kong (HK) was investigated. Full-time qualified teachers from both the UK and HK (N = 259) participated in the research. They were asked to fill in a set of questionnaires that measured their perceived stress, mental health, psychosocial work environment and demographic information. Perceived stress was found to predict teachers' mental health. Overcommitment, the intrinsic component of the ERI model, predicted mental health among HK teachers. There were significant differences in the psychosocial variables between UK and HK teachers. The results showed support for the ERI model and in particular for the relationship between stress and mental health and demonstrated the role of overcommitment in the teaching profession. Some implications are discussed for combating cultural differences in managing the psychosocial work environment of teachers.

Concerning Collaboration: Teachers' Perspectives on Working in Partnerships to Develop Teaching Practices

ERIC Educational Resources Information Center

Lofthouse, Rachel; Thomas, Ulrike

2017-01-01

Teachers are often encouraged to work in partnerships to support their professional development. In this article we focus on three forms of working partnerships based in English secondary schools. Each has an intended function of developing teaching practices. The cases of mentoring, coaching and an adapted lesson study come from both initial…

Work Force Information and Career-Technical Education. In Brief: Fast Facts for Policy and Practice No. 10.

ERIC Educational Resources Information Center

Sommers, Dixie

To prepare young people and adults for labor market success, career-technical education (CTE) practitioners must know how to find and use work force information. Recent federal legislation, including the Workforce Investment Act of 1998, underscores the importance of work force education. The nationwide work force information system makes data on…

Developing Teacher Expertise at Work: In-Service Trainee Teachers in Colleges of Further Education in England

ERIC Educational Resources Information Center

Lucas, Norman; Unwin, Lorna

2009-01-01

This paper presents findings from a study of the experiences of in-service trainee teachers in colleges of further education in England on programmes run under the auspices of and through franchise arrangements with universities. It argues that there is a significant gap between the rhetoric of gaining teaching qualifications through a work-based…

Teachers' sick leave due to mental and behavioral disorders and return to work.

PubMed

Silva, Amanda Aparecida; Fischer, Frida Marina

2012-01-01

This manuscript presents a review of the literature about medical leaves due to mental and behavioral disorders and return to work of teachers. There are scarce published manuscripts. Most articles relate with prevalence of mental disorders and factors associated with the work organization, and did not mention intervention proposals and or changes in the work organization and teaching work. Proposed actions are discussed.

What Informs and Inspires the Work of Equity Minded Teachers

ERIC Educational Resources Information Center

Tuters, Stephanie

2017-01-01

This article explores teachers' reasons for engaging in equity work. Although multiple bodies of literature discuss teaching for equity from different perspectives, little empirical data exists about what informs or motivates people to teach for equity. This study aims to help fill that gap in existing research with the purpose of informing…

Re-Examining the Role of Teacher Quality in the Educational Production Function. Working Paper 2007-03

ERIC Educational Resources Information Center

Koedel, Cory; Betts, Julian R.

2007-01-01

This study uses administrative data linking students and teachers at the classroom level to estimate teacher value-added to student test scores. We find that variation in teacher quality is an important contributor to student achievement--more important than has been implied by previous work. This result is attributable, at least in part, to the…

Counting the minutes: administrative control of work schedules and time management of secondary school teachers in Québec.

PubMed

Riel, Jessica; Messing, Karen

2011-01-01

Québec teachers have been identified as having a high level of stress and having difficulties with work-family balancing (WFB). An analysis of their work activity was done to identify task elements that could be changed. Work of 15 teachers was observed and 20 other teachers were interviewed. Ergonomic analysis, a mixed method that combines qualitative analysis with some quantitative data: 87 hours' observation; 15 interviews. Environmental parameters were recorded in 8 classrooms and in two faculty workrooms. Working postures were recorded. Teachers were subject to numerous demands in an often inadequate environment. A new management practice required teachers to spend 300 min/week outside class but in school, where their work could be monitored. The timed and scheduled tasks could not be done in the rooms provided due to overcrowding, inadequate physical environment, and lack of access to computers and telephones. Time at home decreased but work done at home did not. The physical environment of teaching impacts teaching activity. Work organization that treats a complex, results-oriented task as if it could be well represented by the number of supervised minutes spent on it can be problematic. WFB should be considered when work is re-organized.

Factors Influencing the Organizational Stress among Teachers Working in Higher Education Sector in Kerala: An Empirical Analysis

ERIC Educational Resources Information Center

Areekkuzhiyil, Santhosh

2014-01-01

The study aims to explore the various factors that influence the organizational stress of teachers working in higher education sector in the state of Kerala. The data required for the study has been conveniently collected from 200 teachers working in higher education sector. Exploratory factor analysis revealed nine factors, which significantly…

Teacher Professional Experience and Performance: Impact of the Work Environment and General Welfare in Malaysian Secondary Schools

ERIC Educational Resources Information Center

Malakolunthu, Suseela; Idris, Abdul Rahman; Rengasamy, Nagappan C.

2010-01-01

This study investigated the work environment and general welfare of the Malaysian secondary school teachers. Past studies have explicated that the experience of work environment and general welfare exerted a direct influence on the performance of the teachers, hence student outcome. In the factor analysis, the study identified six factors, namely…

A Study of Leadership Strategies and Their Impact on Teacher Working Conditions

ERIC Educational Resources Information Center

Rosenbalm, Elizabeth M.

2012-01-01

Throughout this study, the researcher sought to find the key strategies needed to improve school culture and working conditions. These findings were measured by the 2010 and 2012 North Carolina Teacher Working Conditions Survey (NC TWCS) data, as well as staff focus-group dialogue at three selected schools. The participant groups consisted of an…

Teacher Interventions in Small Group Work in Secondary Mathematics and Science Lessons

ERIC Educational Resources Information Center

Hofmann, R.; Mercer, N.

2016-01-01

Collaborative problem solving, when students work in pairs or small groups on a curriculum-related task, has become an increasingly common feature of classroom education. This paper reports a study of a topic which has received relatively little attention: how teachers can most usefully intervene when students are working in a group, but have…

The unseen sides of the teachers work

NASA Astrophysics Data System (ADS)

Ramona Retegan, Manuela

2013-04-01

Containing poster represents me, not even as a Physics teacher, but as a person who doesn't like routine, who likes challenges. Unfortunately, for most of the people working or not working in an educational institute, teacher means he/she sitting in front of the students, teaching them or telling them a lot of useful or un-useful things! But for the ones who really understand what means this word, it is very easy to recognize how nice it is this profession, how much satisfaction you get when you see students growing in your arms. My teaching activity turned into researching one, combining with my training and mentoring adults and young adults' activity, and many other extracurricular activities give me a full profile. I teach young adults and adults, trying to combine formal-non formal-informal during my teaching lessons. Our activity is turned on recognizing and implementing the scientifically research results, and for this reason my students take part in Symposiums, Conferences, Seminaries in my country or abroad. I am trainer also, training adults and young adults in different fields of education. Our activity in the European projects field helped us to involve a great number of teachers and students in every European partnership we had, and this was one of the reasons for our school became an European school. Taking to account the fact that our school offers a great number of qualifications we have enrolled there different kinds of students, having different interests for learning. We involve them in different European partnerships or other European activities, trying to contribute of developing the key-competences in different ways, according with their abilities: "Sustainability in action: thinking global and acting local". Our attention is concentrated on the environment protection, as a global problem for we are all responsible. We tried to make our students responsible and interested in the environment problems. Through our common activity in this

The unseen sides of the teachers work

NASA Astrophysics Data System (ADS)

Retegan, M. R.

2012-04-01

Containing poster represents me, not even as a Physics teacher, but as a person who doesn't like routine, who likes challenges. Unfortunately, for most of the people working or not working in an educational institute, teacher means he/she sitting in front of the students, teaching them or telling them a lot of useful or un-useful things! But for the ones who really understand what means this word, it is very easy to recognize how nice it is this profession, how much satisfaction you get when you see students growing in your arms. My teaching activity turned into researching one, combining with my training and mentoring adults and young adults' activity, and many other extracurricular activities give me a full profile. I teach young adults and adults, trying to combine formal-non formal-informal during my teaching lessons. Our activity is turned on recognizing and implementing the scientifically research results, and for this reason my students take part in Symposiums, Conferences, Seminaries in my country or abroad. I am trainer also, training adults and young adults in different fields of education. Our activity in the European projects field helped us to involve a great number of teachers and students in every European partnership we had, and this was one of the reasons for our school became an European school. Taking to account the fact that our school offers a great number of qualifications we have enrolled there different kinds of students, having different interests for learning. We involve them in different European partnerships or other European activities, trying to contribute of developing the key-competences in different ways, according with their abilities: "Sustainability in action: thinking global and acting local". Our attention is concentrated on the environment protection, as a global problem for we are all responsible. We tried to make our students responsible and interested in the environment problems. Through our common activity in this

Experiences of North American Teachers Working Overseas Who Broke Their Contracts within One Year

ERIC Educational Resources Information Center

Kattera, Stephanie Lynee

2017-01-01

The purpose of this qualitative study was to gain insight into the experiences of North American teachers working in international schools and why they chose to leave within the first year. The findings offer insights into the following questions: (1) How do these teachers experience relationships with leadership and students? (2) What role, if…

School Leaders' and Teachers' Work with National Test Results: Lost in Translation?

ERIC Educational Resources Information Center

Gunnulfsen, Ann Elisabeth

2017-01-01

Studies have shown that school leaders are important in work with large-scale policy reforms in schools. However, the issue of how school leaders and teachers discuss and enact policy is under-studied. This article explores the discursive processes in school leaders' and teachers' policy enactment as they construct responses to policy. The data…

Preschool Teachers' Financial Well-Being and Work Time Supports: Associations with Children's Emotional Expressions and Behaviors in Classrooms

ERIC Educational Resources Information Center

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

2016-01-01

The current study examined associations among teachers' financial well-being, including teachers' wages and their perceptions of their ability to pay for basic expenses, and teachers' work time supports, including teachers' paid planning time, vacation days, and sick days, and children's positive emotional expressions and behaviors in preschool…

The Structure of Secondary School Teacher Job Satisfaction and Its Relationship with Attrition and Work Enthusiasm

ERIC Educational Resources Information Center

Weiqi, Chen

2007-01-01

This study used the results of a questionnaire survey of 230 secondary school teachers to analyze the factors constituting job satisfaction and its effects on teacher attrition and work enthusiasm. The results show that (a) the structure of secondary school teacher job satisfaction is made up of ten components and is consistent with the model put…

Telecommuters: the work force of the future.

PubMed

Yancer, D A; Moe, J K

1995-01-01

Telecommuters are the work force of the future. The dawning of the information age, with its explosion of telecommunication technology, presents new opportunities for healthcare agencies to extend their borders far beyond traditional physical boundaries. The virtual workplace can become a reality and position healthcare agencies to be geographically dispersed throughout their community. The authors describe a pioneering effort to use telecommunications to retain a valuable employee and create a healthcare agency's first virtual workplace. Strategies for success in telecommuting also are provided from both the telecommuter's and the manager's viewpoints.

Difference as a Creative and Critical Force in Teacher Education: Reflective Partners Teaching in and out of the Wheelchair

ERIC Educational Resources Information Center

Østern, Tone Pernille; Øyen, Elen

2014-01-01

This study reflects on a research and development project between two dance practitioners, one of them a wheelchair user, working together to develop pedagogical design within teacher education at a university in Norway. The aim of the authors is to encourage student teachers toward becoming inclusive and brave teachers who define diversity among…

Prerequisites and driving forces behind an extended working life among older workers.

PubMed

Hovbrandt, Pia; Håkansson, Carita; Albin, Maria; Carlsson, Gunilla; Nilsson, Kerstin

2017-11-28

Reforms are changing pension systems in many European countries, in order to both restrict early retirement and force people to extend their working life. From occupational therapy and occupational science perspectives, studies focusing on aspects of working life that motivate the older worker is urgent. The aim was to describe incentives behind an extended working life among people over age 65. Focus group methodology was used, with participants ages 66-71, from varying work fields: construction and technical companies and the municipal elderly care sector. Work was considered important and valuable to the degree of how challenging work was, the possibilities for inclusion in a team of colleagues and the chances for better personal finances. Amongst all, the participants expressed a feeling of a strengthened identity by being challenged and having the opportunity to manage working tasks. The finding showed the actual reasons behind an extended working life among older workers. However, a risk of rising social inequity may appear with increased working life if older people are forced to extend their working life due to a difficult financial situation as a pensioner. A variety of retirement options and initiatives in order to support older workers are justified.

The Effect of Working Condition on Math Teacher Effectiveness: Value-Added Scores and Student Satisfaction in Teaching

ERIC Educational Resources Information Center

Ye, Yincheng; Singh, Kusum

2017-01-01

The purpose of this study is to better understand how math teachers' effectiveness as measured by value-added scores and student satisfaction with teaching is influenced by school's working conditions. The data for the study were derived from 2009 to 2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective…

The impact of the `Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work

NASA Astrophysics Data System (ADS)

Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael

2014-09-01

Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice.